Unit Topic/Lesson Focus: Winds of War: Analysing Poetry (The Charge of the Light Lesson Duration: Stage: 5 Year:

e: 5 Year: 9/10 Class Group: Mixed Ability

Brigade) 130 minutes
Syllabus Outcomes: Learning Intention: Success Criteria:
Use comprehension strategies to Students will be able to I can
interpret and analyse texts, comparing - Work collaboratively to identify - List important facts about the Crimean War
and evaluating representations of an techniques and understand their - Create a comic strip highlighting the main components of each stanza of
event, issue, situation or character in effect in the poem ‘The Charge of the the text.
different texts (VCELY443) Light Brigade’. - Annotate a stanza of the poem with my group members; identifying and
highlighting key vocabulary and techniques.
- Provide justification of the effect of techniques on the reader.
- Work effectively in a group setting, both contributing to appropriate and
relevant conversations, and listening to others.
Prior Knowledge Resources
In previous lessons, students have been developing an understanding of the context of Butcher’s paper x6, Smartboard, Crimean War re-enactment video, permanent
the Crimean War including the conditions for soldiers, fighting styles, nations involved markers, speed ball=, students computers and exit slips x23.
and geography of the landscapes. Students have been developing their understanding
of poetic techniques and have begun to explore and identify examples within poems.
Time Content/Learning Experience Differentiation Class Assessment Strategies
Guide Organisation
5 mins Introduction Process: Multiple Exposures: Whole Class Teacher Observations of
Task 1: Kahoot! Quiz on Poetic Techniques and examples Providing additional time per student responses (determine
The teacher places the Kahoot! Code onto the Smartboard for students to question for students of varying what techniques students
type into their laptops/mobile devices and login to Kahoot! Quiz. literacy levels to read and require more assistance with
comprehend the question. identifying)

5-10 Task 2: Students watch a short video on the Crimean War and the teacher Content: Provide multiple Whole Class Observations of student
mins passes around images of the conflict to students. representations of content to suit responses.
Students are asked to record 5 important facts they found interesting which the diverse learning needs of
may include: students. Assessment of students’
- Who was involved? ability to answer in full
- When did it occur? sentences and use complex
- The conditions for soldiers? vocabulary.
 - How does this compare to WW1? What are the similarities and
differences between the two conflicts? Product: Student C benefits from
the utilisation of visuals. Allow
Students watch this video of the Crimean war’s Battle of Balaklava. Student C to explore images on Assessment of students’
- Students will discuss in pairs adjectives that they would use to the internet and include that he ability to create appropriate
describe the conditions of the conflict. associates with war. examples of poetic
- Extend students to think about personified examples and techniques.
comparing the conflict to another element or thing in their life.

Task 3: Students listen to a reading of ‘The Charge of the Light Brigade’

Students listen to the reading of the Poem:
1st Reading Objective: students should listen to the words and think about
the imagery they visualise in your head when it is read.
2nd Reading Objective: Listen out for any techniques such as similes,
metaphors, personification, assonance (rhyming), and repetition.

Task 4: Comic Strip

35 mins Students create a comic strip based on the information from each stanza. Process: Providing scaffolds for Independent Assessment of students’
Students should include relevant characters, settings and contexts that students that support their ability to comprehend the
meet the specific information presented in the text. development in understanding contents of each stanza and
Fast Finishers: the text. present this in a comic strip.
Students answer the following questions: Product: Students can either
- How is this battle presented? create the comic strip via Story
- Why did you choose the images that you selected? What lines or board That (ICT program) or draw
words inspired you to create this? their comic strip
- What is the author trying to convey to the audience about this
battle?

Side focus: Answering questions in full sentences. Students don’t have to

write the question but answer it so they know what they are talking about
when they review their notes.
5 Task 4: Speed Ball Brain Break for students Whole Class Observations of student
minutes responses.
 The students have 2 minutes on a stopwatch to throw the ball around the Prior to commencing this activity,
room as the teacher places up on the smartboard a poetic technique the teacher will provide
(personification, alliteration, metaphor simile) with students having to definitions on the whiteboard
create their example and then throw the ball to another student. Once they that students will help co-
have thrown the ball, the student then sits down on the spot. The aim of construct as a class for poetic
the game is for all students to correctly state an example of the selected techniques. This familiarisation
technique on the smartboard before the timer runs out. with the content and terms aim to
support students in the activity
and can be used for support that
individuals can refer back to when
they answer.

Differentiating delivery of content

for kinaesthetic learners.
Body Content/Process: Group Work
Modelled Phase: On the IWB, the teacher shows the annotations of the Assigned Roles in Groups with
30 mins first stanza of the text to students highlighting unknown words and each member of the group is
providing a definition, as well as poetic techniques and their associated delegated an important yet
meanings (Appendix 2.1) distinct role that contributes to
the overall goal of the group.
Guided Phase: Once completed, the teacher should place the second stanza Learning Environment: Observation of student
on the whiteboard and go through and annotating each line with the Students within the class have a responses. Teacher should
support of students. (Appendix 2.1). preference towards collaboration assess students’ capacity to:
and engagement in class - Identify poetic
Independent Phase Task 5: Collaborative Group Work discussions. techniques
The teacher assigns students into groups and delegates specific roles to - Make attempts about
each student including: Students were placed into groups the effect of these
i. Scribe- records and writes the information discussed in the with assigned roles which techniques on the
group and presents this on the butcher’s paper. included scribe, techniques audience (how does
ii. Researcher- responsible for looking up any unknown words and identification, meaning maker and this make them feel)
providing a definition. researcher. The purpose of this - Provide images that
iii. Facilitator- responsible for ensuring everyone has an equal say was to get students to work specific lines provide
in the group discussion. collaboratively and openly discuss in their minds.
 iv. Questioner/Evaluator- checks the information makes sense the purpose of the text through
and that all questions have been answered. identifying the text’s author and
v. Presenter- speaks to the class about what the group has motive, audience, and content Students are being assessed
discovered and walks through each annotation. which will be assigned to each on their ability to:
(All group members must contribute to the conversation within the group) student in the group. Students - Work collaboratively
Students are provided with guiding questions to help stimulate discussions would then verbally discuss the with others and
and construct ideas to help their analysis of the stanza. meaning of these techniques and provide beneficial and
Students record their annotations on a large piece of butcher’s paper, what images and feelings this constructive roles and
making sure they research unknown terms, identify poetic techniques and gives them about war. ideas that promote on
discuss these techniques meaning and effect on the audience (Appendix task behaviour.
2.3). - Identify relevant and
appropriate poetic
techniques within
Once all groups have completed the task, each group presents their findings their chosen stanza.
about their selected stanza to the class. - Discuss the effect of
this technique by
incorporating their
Teacher Feedback: (Prompts) The teacher will provide prompts to groups prior knowledge on
to grasp the depth of knowledge about the text including the effect of the context of the
techniques on the audience. The teacher should get students from other Crimean War.
groups to determine whether they agree or disagree with the effect of the
selected poetic technique.

Conclusion
5 mins Task 6: Group Evaluation (2.4) Process: Sentence starters for Independent Collection of Student Work
(Peer Assessment Task): Students complete a group evaluation of their students with low literacy to help Samples: analysis of student
team’s performance during the activity. Students make judgements on them structure their response. responses and depth of
what strengths the group possessed as well as the challenges and how the responses.
group attempted to over comes these.

Reflection
During this lesson, I implemented the Gradual Release of Responsibility (GRR) Model through structuring the lesson as modelled, then guided before allowing students to
participate in collaborative independent practice based on the information they have learnt. I believe that I utilised this model effectively in providing worked examples that
students co-constructed and could easily refer to during the independent phase of the lesson.
In previous lessons, I found that students’ attention would decrease if they were participating in a task for an extended period which often resulted in off-task behaviour.
During this lesson, I was able to better manage off-task behaviour by providing brain breaks in the form of games like speed ball to help refocus students after being inactive
for long periods of time. This was an effective strategy as my Supervising teacher and I both agree that student behaviour was significantly improved when compared with
previous lessons.
An area for further improvement would involve time management as student’s work samples indicate more time on this task would have increased the depth of responses.
In addition to helping students enhance the depth of responses, the co-construction of a rubric as a class on what a successful annotation looks would have been beneficial.
Many of the responses were simple in their structure and more time spent on how to appropriately word these annotations would have greatly increased this task.