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EDLA538 Lesson Planning

By Stephanie Christelow

Part 1

A) Context for the class:


- Year 8 English
- 60min class
- Co-ed school in Brisbane
- 3rd term
- 1st, 2nd and 3rd consecutive lessons of the term
- 24 students in class
- 13 boys, 11 girls
- Mainly middle socioeconomic students
- 1 student with EAL (Chinese)
- 1 student identifies as ATSI
- 1 high achiever

B) Summative assessment and timings:


- Analytical essay with seen stimulus. 3 types of stimulus will be given (A poem, a short
story and a picture), students are to write 400-500 words on how the Author represents
Australian identity using PEEL paragraphs.
- Assessment given with stimulus in week 5
- Draft due at the end of week 7
- Receive feedback mid-week 8
- Final due end of week 9

C) Objectives:
- Students will understand and be able to identify how culture is created in different
forms of literature; they will be able to explain how texts position readers to represent
particular groups in society in certain ways.

D) Links to syllabus:

Australian Curriculum

- Understand and explain how combinations of words and images in texts are used to
represent particular groups in society, and how texts position readers in relation to
those groups (ACELT1628).
- Explore the ways that ideas and viewpoints in literary texts drawn from different
historical, social and cultural contexts may reflect and challenge the values of individuals
or groups (ACELT1626).
- Understand how rhetorical devices are used to persuade and how different layers of
meaning are developed through the use of metaphor, irony and parody (ACELA1542)
- Use a range of software, including word processing programs, to create, edit and publish
texts imaginatively (ACELY1738)
- Explore the interconnectedness of Country/Place, People, Identity and Culture in texts
including those by Aboriginal and Torres Strait Islander authors (ACELT1806)

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Stephanie Christelow EDLA538 Assessment Task 2
E) Prior Knowledge:
- Poetic devices (metaphors, similes etc)
- Peel paragraphs

F) Influencing theories/models:
- Luke and Freebody’s – Four Resources
- Multiliteracies

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Stephanie Christelow EDLA538 Assessment Task 2
Part 2

Lesson plan 1

SECONDARY LESSON PLAN

YEAR LEVEL & SUBJECT: Year 8 English DATE: 23/06/2019

LESSON DURATION: TOPIC/FOCUS: Creating identity through


NO. OF STUDENTS: 24
60min poetry

CONCEPT: Explore how Australian poets use language to portray Australia in different ways.

AUSTRALIAN CURRICULUM DESCRIPTOR/S (will have a number):


(ACELT1806)
(ACELT1628)
(ACELT1626)
(ACELA1542)

GOALS AND OBJECTIVES:


The students will be able to: Understand how Australian identity is portrayed using poetry.
SUMMARY OF RESOURCES REQUIRED: Whiteboard, projector, laptops, highlighters, worksheets

LESSON PROCEDURE
GOALS & METHODS
OF EVALUATION
TEACHER RESPONSES TO
EXPECTED (including specific
STEPS OF THE LESSON STUDENTS
STUDENT informal and/or
TIMING RESOURCES (key activities and key (including consideration
REACTIONS OR formal assessment
questions) of the need to adapt,
RESPONSES links to Australian
reteach or extend)
Curriculum
Descriptors)
Introduction to
concept

5min Whiteboard Have Learning Have one Understand the goals (Marzano, 2007)
Projector objectives projected student read the of today’s lesson.
Notebook on board. Tell learning
Laptops students to write it in objectives out
their book or laptop. then all students
write it their
book or laptop

Main Segment

15min Whiteboard Brainstorm on Class discussion Prompting- what type


Projector whiteboard – ‘My of literature is it?
Handout Country’ Story? Poem?
(Appendix A) What do these words What is your
Highlighters make you think of? country? How do you
What does it mean to describe it? What
you? words do you use?

Have students read One student at a Question students – ICT


through poem ‘My time read What is a sunburnt
Country’ by Dorothea through the country? How are
Mackellar out loud poem and there droughts and
(From OneNote or recognise the flooding rains? Aren’t
printed copy for language used to they opposite? Does

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Stephanie Christelow EDLA538 Assessment Task 2
those who need it), describe Australia seem like a
one verse at a time. Australia by nice place to live in?
Tell them to Highlight highlighting the What is the
any words which words used. – As comparison? –
describe Australia. – a class identify Explain and describe
Have the poem on the descriptive the language used to
the whiteboard as words used. students who may
well, underline the not understand (EAL
descriptive words as student).
students say them.

15min Whiteboard Have students read Read through Questions: How does Cross- Curriculum
Projector through poem the poem and Hyllus Maris describe Priorities –
Handout ‘Spiritual Song of the recognise the Australia? What Aboriginal and
(Appendix B) Aborigine’ by Hyllus language used to words/techniques Torres Strait
Highlighters Maris out loud (From describe does he use to get his Islander history
OneNote or printed Australia by message across? and culture Commented [SC1]: Use of cross curriculum priorities in
copy for those who highlighting the Explain and describe lesson plan
need it). Tell them to words used. – As the language used to ICT
highlight words a class identify students who may
which describe the descriptive not understand (EAL
Australia. Have the words used. student).
poem on the
whiteboard as well,
underline the
descriptive words as
students say them.

10min Laptops Give students Complete ICT


Worksheet worksheets on worksheet.
(Appendix C) OneNote or printed
for those who need it
to explore how the
poets portrayed
Australia.

Closure

10min Laptops or Have students create Revise the ICT


(Extension notebook an acrostic Poem content learnt in
work for using words that the lesson by
those they believe creating their
finished represent the own acrostic
early) identity, values and poem.
representation of
Australia.

5min Student Give students Write homework


Diary homework – create a in diary
list of words which
represent you.
Have them write it in
their Student Diary.

Revise the learning See progress Make sure learning (Marzano, 2007)
outcomes for today. made through outcomes have been
today’s lesson met

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Stephanie Christelow EDLA538 Assessment Task 2
Lesson plan 2

SECONDARY LESSON PLAN

YEAR LEVEL & SUBJECT: Year 8 English DATE: 24/06/2019

LESSON DURATION: TOPIC/FOCUS: Creating identity through


NO. OF STUDENTS: 24
60min images

CONCEPT: Explore the techniques used to portray Australian identity through images.

AUSTRALIAN CURRICULUM DESCRIPTOR/S (will have a number):


(ACELY1738)
(ACELT1628)

GOALS AND OBJECTIVES:


The students will be able to: Understand how Australian identity is portrayed using imagery.
SUMMARY OF RESOURCES REQUIRED: laptops, whiteboard, projector, notebooks, worksheets

LESSON PROCEDURE
TEACHER GOALS & METHODS OF
RESPONSES TO EVALUATION
STEPS OF THE LESSON EXPECTED STUDENT STUDENTS (including specific
TIMING RESOURCES (key activities and key REACTIONS OR (including informal and/or formal
questions) RESPONSES consideration of assessment links to
the need to adapt, Australian Curriculum
reteach or extend) Descriptors)
Introduction to
concept

10min Notebook/laptop Students have Write for 5min, Students can ICT
Image (Appendix come straight from read to a partner write on their
D) lunch break – use and volunteers notebook or
Whiteboard writing to calm read to the class. using OneNote.
Projector them down and Calms students
revise last lesson. down after break.
Use a picture for Revising topic of
stimulus (See the unit.
Appendix D) and
have students write
for 5 minutes about
Australian identity.
Then have them
read the stories to a
partner and have
volunteers read to
the class. – Can be
any genre (story,
persuasive, journal
article etc)
5min Whiteboard Have one student Understand the (Marzano, 2007)
Projector Have Learning read the learning goals of today’s
Notebook objectives objectives out then lesson.
Laptops projected on board. all students write
Tell students to it in their book or
write it in their laptop
book or laptop.

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Stephanie Christelow EDLA538 Assessment Task 2
Main Segment

10min laptops Using the word list Students use the Students use ICT
that the students words that they laptops to create
created to have used to the poster.
represent describe their Students who
themselves for identity and didn’t complete
homework. Have portray their homework will
students pass the identity using be doing it now.
list to a partner, the images.
students will then
create a poster
which represents
their classmate
using the words in
the list.
10min Whiteboard Class discussion Using data General Capabilities
Projector As a class discuss displayed from (numeracy) Commented [SC2]: Use of general capabilities in lesson
(Appendix E) how the Australian ABS. How does plan
Bureau of Statistics this represent
represents Australia? How is
Australia through this different
charts and numbers from a picture?
Discuss the
results from the
data.
ICT
15min Worksheet Create deeper Walk around
(Appendix F) In groups of 3 have understanding of room and assist
Laptops students discuss how images create students.
and complete the identity through Explain and
worksheet (have it discussion with describe the
available on peers and language used to
OneNote). Answer answering students who
Figure 1 questions – questions. may not
How to read an Complete for understand (EAL
image. Figure 3 homework. student).
Questions –
Reading Images and
Writing and
responding to texts.
– Unfinished
questions to be
done for
homework.

Closure

10min Student Diary Homework – Write homework Students who


complete the in diary have completed
Questions from the the worksheet
activity. rewarded with
no homework.

Revise the learning See progress made Make sure (Marzano, 2007)
outcomes for through today’s learning
today. lesson outcomes have
been met.

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Stephanie Christelow EDLA538 Assessment Task 2
Lesson plan 3

SECONDARY LESSON PLAN

YEAR LEVEL & SUBJECT: Year 8 English DATE:26/06/2019

LESSON DURATION: TOPIC/FOCUS: Creating identity through


NO. OF STUDENTS: 24
60min media.

CONCEPT: Explore the techniques used to portray Australian identity through media.

AUSTRALIAN CURRICULUM DESCRIPTOR/S (will have a number):


(ACELT1628)
(ACELT1626)
(ACELT1806)
GOALS AND OBJECTIVES:
The students will be able to: Understand how Australian identity is portrayed using media, they will show understanding by writing
PEEL paragraphs.
SUMMARY OF RESOURCES REQUIRED: Whiteboard, projector, laptops, notebooks, worksheets

LESSON PROCEDURE
GOALS & METHODS
TEACHER RESPONSES
OF EVALUATION
TO STUDENTS
STEPS OF THE LESSON EXPECTED STUDENT (including specific
(including
TIMING RESOURCES (key activities and key REACTIONS OR informal and/or formal
consideration of the
questions) RESPONSES assessment links to
need to adapt, reteach
Australian Curriculum
or extend)
Descriptors)
Introduction to
concept

5min Whiteboard Have Learning Have one student Understand the (Marzano, 2007)
Projector objectives projected read the learning goals of today’s
Notebook on board. Tell objectives out then lesson.
Laptops students to write it in all students write it
their book or laptop. in their book or
laptop.

Main Segment

10min Projector Watch Rabbit Proof Class discussion – Questions- What Cross- Curriculum
Whiteboard Fence Trailer understanding how types of settings Priorities –
Class discussion on the setting creates did you see in the Aboriginal and
the setting identity. trailer? What Torres Strait
sounds did you Islander history and
hear? Who was this culture
representing? How
did it make you
feel?

20min Laptops Using the worksheet Students work ICT


Worksheet (Appendix G) on independently to
(Appendix G) OneNote answer questions,
Think Pair Share then pair up with a
PEEL paragraphs partner and share
responses and then
share with the class.
Create PEEL
paragraph.

10 min Whiteboard Extension work for Revision of lesson


Projector those finished early - by creating own ad.

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Stephanie Christelow EDLA538 Assessment Task 2
Watch Paul Hogan Ad
– make a list of the
language, setting,
and techniques used
to create Australian
identity. With
partner Create your
own Australian ad.

Closure

10min Sticky notes Feedback- Each Students reply to Review what has
student receives 2 questions on sticky been learnt and
Pens sticky notes – on one notes. what needs
they write 3 things improvement
that they have learnt
this week. On the
other they write
anything they are
struggling to
understand from this
week.
Teacher adjusts
accordingly based on
student’s responses

5min Student Homework – Write 2 Write homework in Revision and


Diary PEEL paragraphs diary. practice for
about Australian assessment.
Identity.

Revise the learning See progress made Make sure learning


outcomes for today. through today’s outcomes have (Marzano, 2007)
lesson been met.

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Stephanie Christelow EDLA538 Assessment Task 2
Part 3

A) Teaching Strategies for Differentiation


- Luke and Freebody’s Four Resources Model (Ludwig, 2003) is used to assist students by
using different strategies which they are able to respond to. In this model students use
code-breaking by increasing their vocabulary and researching the language used, they
draw on their own experiences to create meaning-making, they research different
genres in text-using and critique and analyse the texts in text-analysing.
- In the class there is a student who is high achieving, I am able to adapt the lessons to
include extra activities which allows them to explore the topic in more depth and gain a
greater understanding. I also reward the hard work in the second lesson by not giving
homework to students who have completed all of the work.
- There is also an ESL student in the class, I adapt the lessons so that I am able to walk
around the class and assist the student if they are having trouble. I also use activities
where students are with partners or groups so that they are able to communicate and
learn from the other students.
- There is a student with Aboriginal and Torres Strait Islander heritage in the class. I am
able to cater to their culture and heritage by incorporating the Aboriginal and Torres
Straight Islander history and culture cross-curriculum priorities (Australian Curriculum,
2010). The class is able to learn about the culture and identity of Aboriginal Australians
allowing them to feel understood and included. Using critical literacies (Comber &
Simpson, 2001) by including material which is relevant and interesting to the age group
is another technique which I was able to use in the lesson plans so that they students
were able to engage and relate to the material.

B) Strategies/Activities to Build Numeracy Capabilities Commented [SC3]: General capabilities – numeracy


- In my second lesson I incorporate numeracy by having the class discuss how the strategies and application in the English teaching area
Australian Bureau of Statistics uses their data to create an image which represents
Australia’s population and identity. The class looks at the results of the census at
compares the data found to consider how Australians are represented by looking at data
and numbers.

C) Strategies/Activities using ICT Commented [SC4]: ICT- General capability


- ICT is incorporated into every lesson. The students use their laptops to write most of
their work and are able to research and create documents using it. I incorporate the
Australian Curriculum descriptor: Use a range of software, including word processing
programs, to create, edit and publish texts imaginatively (ACELY1738). The students
create a poster and use OneNote to complete their work.
- The multiliteracies theory (Kalantzis & Cope, 2012) is used to allow the students to
explore the content with different modes of texts and adds an extra layer of
understanding to the student’s knowledge. The students are able to learn through
visual, audio and verbal modes as they watch the videos, and read and look at the
images and worksheets. I also use the multiliteracies to assist with students who may
need differentiation. The student with ESL is able to experience English in different ways
to allow them to gain a deeper understanding of the content.

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Stephanie Christelow EDLA538 Assessment Task 2
Appendix A My Country- Dorothea Mackellar

The love of field and coppice, Core of my heart, my country!

Of green and shaded lanes. Her pitiless blue sky,

Of ordered woods and gardens When sick at heart, around us,

Is running in your veins, We see the cattle die-

Strong love of grey-blue distance But then the grey clouds gather,

Brown streams and soft dim skies And we can bless again

I know but cannot share it, The drumming of an army,

My love is otherwise. The steady, soaking rain.

I love a sunburnt country, Core of my heart, my country!

A land of sweeping plains, Land of the Rainbow Gold,

Of rugged mountain ranges, For flood and fire and famine,

Of droughts and flooding rains. She pays us back threefold-

I love her far horizons, Over the thirsty paddocks,

I love her jewel-sea, Watch, after many days,

Her beauty and her terror – The filmy veil of greenness

The wide brown land for me! That thickens as we gaze.

A stark white ring-barked forest An opal-hearted country,

All tragic to the moon, A wilful, lavish land-

The sapphire-misted mountains, All you who have not loved her,

The hot gold hush of noon. You will not understand-

Green tangle of the brushes, Though earth holds many splendours,

Where lithe lianas coil, Wherever I may die,

And orchids deck the tree-tops I know to what brown country

And ferns the warm dark soil. My homing thoughts will fly.

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Stephanie Christelow EDLA538 Assessment Task 2
Appendix B Spiritual Song of the Aborigine – Hyllus Maris

I am a child of the Dreamtime People

Part of this land, like the gnarled gumtree

I am the river, softly singing

Chanting our songs on the way to the sea

My spirit is the dust-devils

Mirages, that dance on the plain

I’m the snow, the wind and the falling rain

I’m part of the rocks and the red desert earth

Red as the blood that flows in my veins

I am eagle, crow and snake that glides

Through the rainforest that clings to the mountainside

I awakened here when the earth was new

There was emu, wombat, kangaroo

No other man of a different hue

I am this land

And this land is me

I am Australia

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Stephanie Christelow EDLA538 Assessment Task 2
Appendix C Creating Identity Through Poetry

‘My Country’

Q1. What point of view is used in the poem?

Q2. How is the description of Australia contrasted with other countries?

Q3. What poetic devices can you find in this poem?

Q4. What Australian values are reflected in this poem?

Q5. How does the poem represent Australia?

‘Spiritual Song of the Aborigine’

Q6. In the line ‘Red as the blood that flows through my veins’ What are the
connotations of blood? (What other meanings could it have?)

Q7. What does this suggest about the author’s relationship with the land?

Q8. How does the author use a metaphor to show the connections between Aboriginal
Australians and the land, Australia?

Q9. How does the author position you to feel about ‘men of a different hue’?

Q10. How does this poem represent the values of Indigenous Australians?

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Stephanie Christelow EDLA538 Assessment Task 2
Appendix D

Appendix E

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Stephanie Christelow EDLA538 Assessment Task 2
Appendix F

Questions:

From Figure 1

How to read an image

Ask yourself:

- Who or what is the central focus of the image?


- What ‘story’ the picture tells?
- What is the background and how this adds to the
story?
- Why this angle has been chosen?
- How close the camera gets and what a wider or
closer shot would have done?
- What symbols are evident in the picture?

igure 1 English Alive 4 – Reading Persuasive Images

Figure 2 English Alive 4 – Reading Persuasive Image

Figure 3 English Alive 4 – Reading Persuasive Images

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Stephanie Christelow EDLA538 Assessment Task 2
Appendix G

Bran Nue Dae director Rachel Perkins says:

‘I hope that it becomes another voice in the conversation about what Australia is about. Because,
ultimately, cinema reflects the stories of a people and a country and there are many voices in
Australia and Bran Nue Dae is one of them. (Leslie, Dullard, & Ridgeway-Faye, 2012)’

Film creators use aspects such as costume, composition and props to show the link between
landscape and identity. The designers rely on our prior knowledge and experiences to add more
meaning to the story.

1. Using the picture above put the characters into groups according to their clothing.

2. How many different groups can you identify?

3. How does the clothing they wear help us to understand the characters?

4. Create a PEEL paragraph describing how film creators use costume to create identity.

https://www.youtube.com/watch?v=QlSchfmtzQk – Rabbit Proof Fence Trailer

https://www.youtube.com/watch?v=Xn_CPrCS8gs – Paul Hogan ad

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Stephanie Christelow EDLA538 Assessment Task 2
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ACARA. (2016). Curriculum. Retrieved from Australian Curriculum Assessing and Reporting Authority:
http://www.acara.edu.au/curriculum/general-capabilities

Australian Curriculum. (2010). Cross-curriculum Priorities. Retrieved from Australian Curriculum:


https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/

Comber, B., & Simpson, A. (2001). Negotiating critical literacies in classrooms. New Jersey: Lawrence
Erlbaum Associates.

De Courcy, M., Dooley, K., Jackson, R., Miller, J., & Rushton, K. (2012). Teaching EAL/D learners in
Australian classrooms. Retrieved from PETAA: Primary English Teaching Association
Australia:
file:///C:/Users/steph/AppData/Local/Packages/Microsoft.MicrosoftEdge_8wekyb3d8bbwe/
TempState/Downloads/183f%20(1).pdf

Derewianka, B. (2012). Teaching Language in Context. South Melbourne: Oxford University Press.

Harrison, N. (2012). Teaching and Learning in Aboriginal Education. South Melbourne: Oxford
University Press.

Joseph, S., Thomas, M., Simonette, G., & Ramsook, L. (2013). The impact of differentiated instruction
in a teacher education setting: Successes and Challenges. International Journal of higher
Education, 2, 28-40.

Kalantzis, M., & Cope, B. (2012). Literacies. Port Melbourne: Cambridge University Press.

Leslie, S., Dullard, K., & Ridgeway-Faye, C. (2012). Oxford Big Ideas 8 English. South Melbourne:
Oxford University Press.

Ludwig, C. (2003, February). Making Sense of Literacy. Newsletter of the Australian literacy educators
association.

Marzano, R. (2007). The Art and Science of Teaching. Alexandria: Association for Supervision and
Curriculum Development.

Scarino, A., & Liddicoat, A. J. (2009). Teaching and Learning Languages: A Guide. Carlton South:
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Smith, S., & Conti, G. (2016). The Langugage Teacher Toolkit. CreateSpace Independent Publishing
Platform.

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