Contextualizing Novels

Overview

In this lesson (Lesson 2 of 23) you will build background understanding for two novels, Deadly Unna and Becoming Kirrali Lewis, by exploring the historical and social/cultural contexts that shape characters’ values and ideas. You will use comprehension strategies to connect context to author viewpoints and later interpret how language and images position readers.

Learning intentions

Students will:

• explore major historical events and social attitudes that influence the themes and characters in Deadly Unna and Becoming Kirrali Lewis
• explain how different perspectives can reflect the values of individuals and groups in literary texts
• use comprehension strategies (questioning, inferring, connecting, and monitoring) to interpret contextual information

Success criteria

Students can:

• identify 3–5 key historical/social context points relevant to each novel
• explain how each context point may influence the values or choices of characters (evidence from notes)
• justify viewpoints by linking context to ideas in the novels using “Because…, I think…” statements

Curriculum links

• AC9E8LE01: explain ways ideas and points of view may represent the values of individuals and groups in literary texts, drawn from historical, social and cultural contexts
• AC9E8LY05: use comprehension strategies such as connecting, questioning, monitoring and inferring to interpret and evaluate ideas in texts
• AC9E8LE03: explain how language and/or images in texts position readers to respond and form viewpoints (preview through context-to-response discussion)
• AC9E8LE05: recognise that language choices and imagery can create meaning and effect (briefly noted as “we will look for this in the next lessons”)

Lesson structure (45 minutes)

1. 0–5 min · Retrieval warm-up. Teacher displays two prompts on the board (no novel excerpts yet): “What is cultural identity?” and “Why does context matter in stories?” Students do a quick think-write, then share one idea with a partner.

2. 5–12 min · Mini-lesson: what context to look for. Teacher models a “Context → Values → Possible Viewpoint” thinking routine (e.g., “If a time period had…, then characters might value…”). Students take structured notes using three headings: Historical events, Social/Cultural attitudes, Likely character values.

3. 12–20 min · Guided source sense-making. Teacher provides short, teacher-prepared context summaries (printed or on screen) for each novel without long paragraphs (Chunk 1 and Chunk 2). Students read in pairs and apply a comprehension routine: underline a detail, write a question, then infer “So what might this change in the story?”

4. 20–33 min · Group research (differentiated). Students form four groups; each group researches either Deadly Unna or Becoming Kirrali Lewis. Provide two levels of task cards:

• Core card: identify 3 key context points and match each to one “likely value/choice” sentence frame.
• Extension card: add a “multiple perspectives” note (whose viewpoint is foregrounded and whose may be marginalised) plus one short cause/effect explanation. Teacher circulates, prompts questioning (“What makes you think this?”), and checks monitoring (“Does this note still connect to the novel?”).

5. 33–42 min · Class synthesis (gallery share). Two groups at a time share their top context points (1 minute each). As a class, students complete a brief comparison chart: “Novel | Key context points | Possible character values | Reader response we might expect.” Teacher prompts AC9E8LE03-style connections: “Given this context, how might a reader be positioned to judge, empathise, or question?”

6. 42–45 min · Exit ticket. Students submit one paragraph starter: “A major historical/social context in the novel is ____. I think it influences characters’ values because ____. This may shape the reader’s viewpoint by ____.”

Resources

• Printed context summaries for Deadly Unna and Becoming Kirrali Lewis (two reading levels if possible)
• Differentiated group task cards (Core and Extension)
• Student context note sheet with “Historical / Social/Cultural / Values / Viewpoint” sections
• Comparison chart (teacher display + student copy)
• Coloured highlighters or annotation pens
• Timer and speaking note cards (for structured sharing)
• Dyslexia-friendly reading options: audio recordings of summaries and large-font, short-chunk printouts

Assessment

• Formative: teacher listens for appropriate inferences during the guided source sense-making step (notes + questions checked)
• Formative: group task cards collected briefly or checked against success criteria (3 key points + values links)
• Exit ticket evaluated using a simple checklist: key context points identified, values explained, and viewpoint linked

Differentiation

• Support:
• Provide sentence starters for inference and values links (e.g., “Because the period included…, characters may value…”)
• Offer audio versions and large-font chunked summaries; allow paired reading for students who benefit from reduced reading load
• Give a “word bank” for context-to-values language (e.g., opportunity, discrimination, identity, community, belonging, resistance)
• Extension:
• Extension card requires multiple perspectives and one cause/effect explanation, plus a short “reader positioning” prediction (e.g., empathy, critique, uncertainty)
• EAL learners:
• Allow bilingual support for vocabulary in notes; encourage students to complete the sentence frames even if wording is adapted
• Provide visuals (timeline icons, categories) to reduce reliance on complex text
• SEN / learning needs:
• Offer a reduced set of research prompts (still meeting success criteria) and an option to use bullet points rather than paragraphs during group work