This short unit of work for students in the final year of primary or first years of middle school accompanies Guus Kuijer’s short novel ‘The Book of Everything’. Chapter by chapter questions provide activities which will allow students to read, research, and discuss issues such as childhood fear, WWII and its aftermath, religious intolerance, and parental anger. A great modern short novel to accompany works like The Diary of Anne Frank, and with a male protagonist, provides a reading experience which will draw in boys too. The unit of work concludes with a short assessment task and accompanying criteria for easy marking.

Short stories are an effective way to illustrate the key concepts and reading strategies in the HSC Texts and Human Experience module. These short stories can be used to introduce the module, to supplement the prescribed text, as a standby lesson, or as part of an assessment task. Questions ask students to apply concepts from the rubric to the story, and sample answers on separate pages which the teacher may detach for teaching. Miriam Marshall’s ‘A Breath of Wind’ reflects on an encounter between a young white woman and an Aboriginal man. It is around 1368 words long and has been used successfully with a senior class (16-18 years).

Short stories are an effective way to illustrate the key concepts and reading strategies in the HSC Texts and Human Experience module. These short stories can be used to introduce the module, to supplement the prescribed text, as a standby lesson, or as part of an assessment task. Questions ask students to apply concepts from the rubric to the story, and sample answers on separate pages which the teacher may detach for teaching. This feminist retelling of a famous biblical story, ‘Oath’ by Anton Linn is around 1200 words long and has been used successfully with a senior class (16-18 years).

Short stories are a vital part of English literature. These short story studies can be used to build a short story unit, to supplement other texts, or as a standby lesson. Use this with our FREE Introduction to Short Stories two-page handout. Each classic story is copyright free in Australia, the U.K. and U.S. Paragraphs are numbered for ease of reference. There are four activities, corresponding to Bloom’s taxonomy of lower- to higher-order tasks. A comprehension question checks knowledge and understanding A close reading task assists development of textual analysis A writing at length task involves considering the story’s effect, mood, or technical strategies. A choice of two creative writing tasks use an aspect of the story as a springboard to write creatively, discursively, or persuasively. This short horror story ‘The Facts in the Case of M. Valdemar’, by Edgar Allan Poe is around 3600 words and has been successfully used with a Year 10 class (age 14-15).

Short stories are a vital part of English literature. These short story studies can be used to build a short story unit, to supplement other texts, or as a standby lesson. Use this with our FREE Introduction to Short Stories two-page handout. Each classic story is copyright free in Australia, the U.K. and U.S. Paragraphs are numbered for ease of reference. There are four activities, corresponding to Bloom’s taxonomy of lower- to higher-order tasks. A comprehension question checks knowledge and understanding A close reading task assists development of textual analysis A writing at length task involves considering the story’s effect, mood, or technical strategies. A choice of two creative writing tasks use an aspect of the story as a springboard to write creatively, discursively, or persuasively. This comic short story, ‘Gabriel-Ernest’, by Saki, is around 2500 words and has been successfully used with a Year 9/10 class ( 15-16 years).

Short stories are an effective way to illustrate the key concepts and reading strategies in the HSC Texts and Human Experience module. These short stories can be used to introduce the module, to supplement the prescribed text, as a standby lesson, or as part of an assessment task. Questions ask students to apply concepts from the rubric to the story, and sample answers on separate pages which the teacher may detach for teaching. This character-driven story of two old people attempting a day out despite dementia, ‘Day Out’, by Rose Hughson, is around 2700 words long and has been used successfully with a senior class (16-18 years).

Short stories are an effective way to illustrate the key concepts and reading strategies in the HSC Texts and Human Experience module. These short stories can be used to introduce the module, to supplement the prescribed text, as a standby lesson, or as part of an assessment task. Questions ask students to apply concepts from the rubric to the story, and sample answers on separate pages which the teacher may detach for teaching. This character-driven story, ‘Bequest’, by Alan Stevenson, is around 1400 words long and has been used successfully with a senior class (16-18 years).

Short stories are an effective way to illustrate the key concepts and reading strategies in the HSC Texts and Human Experience module. These short stories can be used to introduce the module, to supplement the prescribed text, as a standby lesson, or as part of an assessment task. Questions ask students to apply concepts from the rubric to the story, and sample answers on separate pages which the teacher may detach for teaching. Helen Benedict’s ‘Binocular’ is a character-driven story about a boy’s experience after spying on a girl. It is around 2400 words long and has been used successfully with a senior class (16-18 years).

Short stories are an effective way to illustrate the key concepts and reading strategies in the HSC Texts and Human Experience module. These short stories can be used to introduce the module, to supplement the prescribed text, as a standby lesson, or as part of an assessment task. Questions ask students to apply concepts from the rubric to the story, and sample answers on separate pages which the teacher may detach for teaching. Anna Hallett’s ‘A Tempest’ is an inversion of a famous moment from Shakespeare’s The Tempest. It is around 950 words long and has been used successfully with a senior class (16-18 years).

Memorized essays betray a lack of confidence and an unwillingness to commit to authentic answers. Examiners have always advised students to prepare ‘talking points’ instead - a selection of ideas that they can draw on and which convey solid analysis and interpretation of the text. These talking points can be used by teachers, to focus discussion on higher-level or less-noticed features of the text and context. They also form effective student revision materials for formal assessment. Each point is supported by a piece of evidence from the text, and there are sufficient points to generate solid responses to almost any essay question. The Talking Points also model how students can articulate more complex thoughts about the text, and adduce evidence in natural and well-integrated writing.

Memorized essays betray a lack of confidence and an unwillingness to commit to authentic answers. Examiners have always advised students to prepare ‘talking points’ instead - a selection of ideas that they can draw on and which convey solid analysis and interpretation of the text. These talking points can be used by teachers, to focus discussion on higher-level or less-noticed features of the text and context. They also form effective student revision materials for formal assessment. Each point is supported by a piece of evidence from the text, and there are sufficient points to generate solid responses to almost any essay question. The Talking Points also model how students can articulate more complex thoughts about the text, and adduce evidence in natural and well-integrated writing.

Memorized essays betray a lack of confidence and an unwillingness to commit to authentic answers. Examiners have always advised students to prepare ‘talking points’ instead - a selection of ideas that they can draw on and which convey solid analysis and interpretation of the text. These talking points can be used by teachers, to focus discussion on higher-level or less-noticed features of the text and context. They also form effective student revision materials for formal assessment. Each point is supported by a piece of evidence from the text, and there are sufficient points to generate solid responses to almost any essay question. The Talking Points also model how students can articulate more complex thoughts about the text, and adduce evidence in natural and well-integrated writing.

Memorized essays betray a lack of confidence and an unwillingness to commit to authentic answers. Examiners have always advised students to prepare ‘talking points’ instead - a selection of ideas that they can draw on and which convey solid analysis and interpretation of the text. These talking points can be used by teachers, to focus discussion on higher-level or less-noticed features of the text and context. They also form effective student revision materials for formal assessment. Each point is supported by a piece of evidence from the text, and there are sufficient points to generate solid responses to almost any essay question. The Talking Points also model how students can articulate more complex thoughts about the text, and adduce evidence in natural and well-integrated writing.

‘Harbour Dusk’ by the Australian poet Robert Gray, is a set text for HSC Standard English study. This set of notes gives a full analysis of the poem with a relevant image and a handy grab-box explaining the poem’s significance and poetic techniques. A simple, one-stop analysis of this complex poem which students can work through in class or take home for private study.

Bundle Description TALKING POINTS: Memorized essays betray a lack of confidence and an unwillingness to commit to authentic answers. Examiners have always advised students to prepare ‘talking points’ instead - a selection of ideas that they can draw on and which convey solid analysis and interpretation of the text. These talking points can be used by teachers, to focus discussion on higher-level or less-noticed features of the text and context. They also form effective student revision materials for formal assessment. Each point is supported by a piece of evidence from the text, and there are sufficient points to generate solid responses to almost any essay question. The Talking Points also model how students can articulate more complex thoughts about the text, and adduce evidence in natural and well-integrated writing. SAMPLE ESSAY: This is a three-part resource for students undertaking the NSW HSC Standard English Module B: Close Study of a Text. A generic essay plan shows students how to compose an essay suitable for Stage 6, progressing them from the simpler PEEL/TEAL models of Stage 4 and 5. A sample essay for the prescribed text, The Truman Show, answers the 2019 HSC question: Literature reinforces or challenges our understanding of ordinary situations. Discuss this statement, making detailed reference to your prescribed text. There is also a second copy of the essay, marked up to show how it follows the plan, and with five short questions which require students to engage critically with the essay and its form.

TALKING POINTS: Memorized essays betray a lack of confidence and an unwillingness to commit to authentic answers. Examiners have always advised students to prepare ‘talking points’ instead - a selection of ideas that they can draw on and which convey solid analysis and interpretation of the text. These talking points can be used by teachers, to focus discussion on higher-level or less-noticed features of the text and context. They also form effective student revision materials for formal assessment. Each point is supported by a piece of evidence from the text, and there are sufficient points to generate solid responses to almost any essay question. The Talking Points also model how students can articulate more complex thoughts about the text, and adduce evidence in natural and well-integrated writing. SAMPLE ESSAY: This is a three-part resource for students undertaking the NSW HSC Advanced English Module B: Close Study of a Text. A generic essay plan shows students how to compose an essay suitable for Stage 6, progressing them from the simpler PEEL/TEAL models of Stage 4 and 5. A sample essay for the prescribed text, An Artist of the Floating World, answers the 2019 HSC question: An exploration of unreliability, ambiguity, and contradiction. To what extent does this view align with your understanding of An Artist of the Floating World? There is also a second copy of the essay, marked up to show how it follows the plan, and with five short questions which require students to engage critically with the essay and its form.

TALKING POINTS: Memorized essays betray a lack of confidence and an unwillingness to commit to authentic answers. Examiners have always advised students to prepare ‘talking points’ instead - a selection of ideas that they can draw on and which convey solid analysis and interpretation of the text. These talking points can be used by teachers, to focus discussion on higher-level or less-noticed features of the text and context. They also form effective student revision materials for formal assessment. Each point is supported by a piece of evidence from the text, and there are sufficient points to generate solid responses to almost any essay question. The Talking Points also model how students can articulate more complex thoughts about the text, and adduce evidence in natural and well-integrated writing. SAMPLE ESSAY: This is a three-part resource for students undertaking the NSW HSC Standard English Module B: Close Study of a Text. A generic essay plan shows students how to compose an essay suitable for Stage 6, progressing them from the simpler PEEL/TEAL models of Stage 4 and 5. A sample essay for the prescribed text, Mark Haddon’s The Curious Incident of the Dog in the Night-Time, answers the 2019 HSC question: Literature reinforces or challenges our understanding of ordinary situations. Discuss this statement, making detailed reference to your prescribed text.

TALKING POINTS: Memorized essays betray a lack of confidence and an unwillingness to commit to authentic answers. Examiners have always advised students to prepare ‘talking points’ instead - a selection of ideas that they can draw on and which convey solid analysis and interpretation of the text. These talking points can be used by teachers, to focus discussion on higher-level or less-noticed features of the text and context. They also form effective student revision materials for formal assessment. Each point is supported by a piece of evidence from the text, and there are sufficient points to generate solid responses to almost any essay question. The Talking Points also model how students can articulate more complex thoughts about the text, and adduce evidence in natural and well-integrated writing. SAMPLE ESSAY: This is a three-part resource for students undertaking the NSW HSC Standard English Module A: Language, Identity and Culture. A generic essay plan shows students how to compose an essay suitable for Stage 6, progressing them from the simpler PEEL/TEAL models of Stage 4 and 5. A sample essay for the prescribed text, One Night the Moon, answers a sample question for this module. There is also a second copy of the essay, marked up to show how it follows the plan, and with five short questions which require students to engage critically with the essay and its form.

‘Reed Flute Cave’ by the Australian poet Oodgeroo Noonuccal, is a set text for HSC Standard English study. This set of notes gives a full analysis of the poem with a relevant image and a handy grab-box explaining the poem’s significance and poetic techniques. Important points are in red. A simple, one-stop analysis of this complex poem which students can work through in class or take home for private study.

‘The Past’ by the Australian poet Oodgeroo Noonuccal, is a set text for HSC Standard English study. This set of notes gives a full analysis of the poem with a relevant image and a handy grab-box explaining the poem’s significance and poetic techniques. Important points are in red. A simple, one-stop analysis of this complex poem which students can work through in class or take home for private study.