Troll Bridge Analysis

A secondary English classroom is an environment where students have the opportunity to express their ideas and interpret material without feeling like they are wrong. As an English teacher finding material that accommodates to both the Australian and Victorian curriculum as well as peaks the interest of the majority of the students in the classroom is a difficult task. Sometimes to teach students the necessary literacies and skills required of them they will have to read content they do not fund appealing, it is the teachers job to make it as appealing as possible. The lesson plans above are attempting to engage students in a mode of literature they may not have come across before as well as teaching key skills to improve their text analysis

The short story is an ideal length for students who struggle with reading long texts and the narrative itself is straightforward, with added assistance in the classroom students should be able to understand key themes and the literary devices used in the story. Furthermore this short story also generates interaction outside of the classroom with parents or other family members (Sturgess, & Locke, 2009), this is further supported in Derewianka and Jones “Ideally, children initially learn about narrative by being immersed in stories from early childhood… As students progress into secondary [school]… they should be increasingly guided towards an explicit awareness of how the story works – its structure and language features.” (Derewianka and Jones, 2012). This is essentially what this lesson aims to do, as a continuation from the previous lesson students will summarise a well-known fairy story -such as The Little Mermaid - into their own words students confirm to themselves and the teacher their understanding of the cultural contexts of the story and allusions to the characters' motivations. This is a form of active learning and as asserted in the 2014 article Recent Pedagogical Approaches and Methodologies in English Language Teaching " This approach endorses the learners to think individually and respond differently by active involvement and

Enhancing reading and writing skills in students as well as providing a lesson open to differentiation depending on the learning of students in an individual classroom. The first lesson is integral for a knowledge based learning approach as well as the locus of control teaching, which implies that students are able to choose elements of content and are able to go deeper into the chosen issue (pedagogical approaches 2017). This is essentially what text analysis is, students are using the content provided, in this case Troll Bride and using specific elements of that text to then analyse the overarching themes. This is the reason that this lesson is placed first, it provides a foundation of knowledge of the original content that can then be applied to the next lesson. The second lesson is a rather open-ended instruction approach to creative writing. While there is only one text offered for the lesson, students are not steered to one answer, they are able to write whatever they can imagine. By giving the students this particular option the teacher is not only enhancing their ability to write but also, hopefully getting students more engaged into the content and the unit as a whole. Both lessons take the assessment and evaluation of student learning approach as both