Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Contents
Academic Justification..33
References....37
KLA: English.
1
Original Lesson Plan
Summary:
This lesson allows students to understand imagery and metaphor in relation to someone that they admire. Students use their own
poetry to express imagery and metaphor after looking into Billy Collins Litany.
2
Lesson Outline:
Introduction (7 mins):
After Reading Strategy: Rereading, Annotation, and use of T-chart (10 min)
1. Have students place the metaphors they underlined and create a T-chart with
What it says on the left side and What I think it means on the right side.
3
2. Model this with one of the metaphors that one of the students mentions.
3. Have students also discuss the voice and humor of the poem and what kind of person he is describing.
Write a metaphor comparing the person you admire to one of the images you have selected. Then write one to two sentences explaining
why you chose to use that metaphor.
Assessment:
The students ability to recognize metaphors and imagery will be assessed through his or her annotations as well as the exit slip
turned in at the end of the first class.
The students ability to create metaphors will be assessed through the writing assignment to be completed during the second
class period.
4
Resources:
Litany Section 1
Litany Section 2
Litany Section 3
Litany Section 4
Litany Section 5
Magazine pictures
5
Section 1: Australian Professional Standards for Teachers
Evaluate the lesson plan according to the following Australian Professional Standards for Teachers. Only standards directly addressed in
Designing Teaching & Learning that are relevant to this assignment have been included. However, this does not mean the other
The strengths of students comprehension skills can be recognised however, there is not much teacher
support as the teacher is just providing instructions. These instructions will assist them in the assessment.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
12345 Comments: There is no mention of teaching strategies that are responsive to Indigenous students
6
educational and cultural needs.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
12345 Comments: The group work is a good idea to start with however, teaching activities are not incorporated to
differentiate specific learning needs of students. A strategy could be to divide the students into mixed skilled
categories then this way the high level students can help students with different learning needs, making the
plan.
see what the students already know to ending with their own poem with knowledge gained from all the
done by experimenting what the metaphor is in the texts and the purpose of the literary text.
this is not a sufficient amount of ICT usage to expand curriculum learning opportunities for students as the
The assessment section of the lesson plan outlines the abilities the students will be assessed on. Although
these are goals to be achieved, it was not outlined to students they should be focusing on it for the
assessment and this can be positive as students will not be stressing on this fact. The lesson plan links well
knowledge and then eventually at the end of the lesson they will have the skills to apply it to the
assessment.
The teaching strategies present are relevant as they will promote critical and creative thinking through
and paper would be utilised where limited use of magazines are integrated. Use of magazines can engage
8
learning.
plan and activities are more student centred rather than teacher oriented. Allowing ten minutes for group
work will allow them to stay focused on the task as it is only a ten-minute group activity.
knowledge however, there should be more student centred activities where the student leads. Directions are
watch the reading. Nothing is mentioned to support safe, responsible and ethical use of YouTube.
9
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
12345 Comments: Informal assessment is present as students are assessed through their annotations as well as
the one to two sentences that is to be handed back at the end of class. Formal assessment is planned out
for the next class where students will be creating metaphors in a writing assignment. These are summative
presented through the group activity where students are sharing statements with the class. It is not
individual feedback the teacher will give back. Teacher should also give feedback after both assessments
10
Evaluate the lesson plan according to the following NSW Quality Teaching model elements.
Evaluation score refer to NSW QTM Classroom Practice Guide for each element
1 Intellectual quality
1.1 Deep knowledge
1 2 3 4 5 Comments: Key concept of metaphors and imagery are presented and makes a relationship with key
able to demonstrate a more meaningful understanding of metaphors and imagery through peer interaction.
images theyve selected and then are instructed to create a metaphor. This will allow critical thinking where
learnt.
1.5 Metalanguage
1 2 3 4 5 Comments: Metaphor, Imagery, Statements, Poem, and Explaining are all metalanguage used continuously
discussion should be based around the activity as it is the students choice of who they look up to, students
can gain an insight to their peers from more communication. Written communication is present through the
answers will be different. Nonetheless it should still state an expectation for students to meet. It mentions to
write one or two sentences, not implying what could be right or wrong.
2.2 Engagement
12
12345 Comments: Most of the lesson plan seems engaging with magazines however, there can be a potential of
among peers and the teacher. As the teacher allows students to choose their own person, the classroom is
3 Significance
3.1 Background knowledge
1 2 3 4 5 Comments: The lesson plan allows students to brainstorm individuals they admire, showing they are to draw
upon aspects of their personal life and background. They are to also give a reason why they look up to them
however it is not explicitly mentioned in the lesson plan to discuss this with students.
13
3.3 Knowledge integration
1 2 3 4 5 Comments: The lesson plan makes a link to the English subject and the learning area of metaphors and
imagery. As the students make an understanding they link the subject of English and why metaphors and
imagery is important.
3.4 Inclusivity
12345 Comments: The lesson allows students to value the participation of students however not in relation to the
the classroom.
3.6 Narrative
12345 Comments: The poems of Billy Collins (Litany), employs narrative accounts that may enrich a students
Identify the two APST standards and two NSW QT model elements you are targeting for improvement.
APST
1) 2)
2.6 Information and Communication Technology (ICT) 4.3 Manage challenging behaviour
QT model
14
1) 2)
3.4 Inclusivity 3.5 Connectedness
Date: 1st of June 2017. Location Booked: Room EB.1 Lesson Number: 5/6
English Block.
15
Time: 60 minutes Total Number of students: 25 Printing/preparation: 10 minutes
previous lessons.
email account
Gather Magazines
sections
16
Outcomes Assessment Students learn about Students learn to
strategies and knowledge - - Informative language and structures including word processing
for responding to and assessment: Kahoot of texts in meaningful, programs, to create, edit and
and plays on
637)
choices contribute to
specificity, abstraction
and stylistic
effectiveness
(ACELA1561)
19
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
relation to someone that they admire. Students use their own poetry
Literacy Homework activity where students create their own
to express imagery and metaphor after looking into Billy Collins
metaphorical poem in conjunction to culture.
Litany.
Critical thinking and creativity with storyboard Students will learn to utilize ICT equipment during class lessons as
Students will be connecting with the school as they share their work
20
Time Teaching and learning actions Organisation Centred
T/S
Intro Teacher: Mark attendance Teacher
- Mark attendance
- Give a general overview of what activities will be
5 minutes Student: Students settle into the
undertaken
- Expectations: Let the students know what some classroom.
courage for one to express in the first place. Smart board and Kahoot log in screen.
- Outline discipline actions that will be taken
choice quiz Asks students to take out their laptops. Writes up game pin
5 minutes - A metaphor does what? 123456 on the board. Remind class this is testing last
- Is this a metaphor? Her eyes were as blue as
lessons material.
the sky.
- Is this a metaphor? My
like thunder as she entered Takes out laptops and prepares for the quiz by logging in.
the classroom.
- Imagery in poetry appeals
Resources: 21
to the which of the 5
senses?
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
I have found this experience of modifying a lesson plan very valuable. I never knew this is the amount of time and hard work that was
required to build one lesson. I found it very important to incorporate ICT in this lesson plan. Todays kids grow up around technology, by age 1
they know how to unlock an iPhone. Hence, if they are growing up learning such amazing skills at such a young age as teachers we should
encourage students to build their educational skills through resources they are already familiar with, such as ICT.
Managing classroom behaviour is one of the key components of teaching a class. That is why it is important to outline expectations and to
outline the penalties who do not abide by the rules. Students may not be familiar with other students cultural backgrounds. They may
make a comment on one of the images a student has chosen and indirectly insulted a student. This can being down the students self-
esteem and it is important to eliminate any form of discrimination, hence why I made a disclaimer at the beginning of the lesson discussing
I initially thought this part of the assessment task would not take long and surprisingly it took me the longest. I have gained a better
understanding of what is needed to build a satisfactory lesson plan. Another thing I will take away from this, is that all classes are different
and just because this lesson plan worked with one, it doesnt mean it will work with another. Hence, as a future teacher I will be open to
change.
22
From this assessment task, I have also worked closely with the APST and QTM that really allowed me to gain a better understanding of
both models and why teachers should be working closely with it.
of technology
EN4-3B Informal formative assessment: Students would
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson? Using your syllabus and support
documents as well as other WHS policy- Outline the key WHS considerations that are to be applied in this lesson?
23
Students in high school are generally really active. It is important to set out the
guidelines that there shall be no running or any kind of objects to be thrown
around the room (basketball, pens, books) as it is a Workplace Health and Safety
issue. That is why this modified lesson plan has classroom management skills
implemented in the introduction.
Academic Justification
The lesson plan that was provided was detailed however, there is scope for improvements with relation to the Australian Professional
Standards for Teachers (APST) for Information and Communication Technology (ICT) (2.6) and managing challenging behaviour (4.3). In
relation to the Quality Teaching Model (QTM) there was scope for improvements for inclusivity (3.4) and connectedness (3.5). Sheena
Students are prone to understand little and lose concentration of classroom instructions when their teachers fail to utilize instructional
schemes that match students learning styles. Differentiated learning can improve or eradicate this disengagement (Morgan, 2014).
Visual activities, group activities, quizzes and hands on activities have been included in the modified lesson plan to respect the different
abilities and preferred learning styles of students. The differentiated instruction approach is created to benefit all students, it requires the
teacher to set aside a significant amount of effort from teachers who are well-informed and has superb organization skills (Morgan,
2014).
Sheena Kumar
24
Teachers that allow students to critically solve problems using their preferred learning style, they are prone to create more successful
learning opportunities for the student (Silver, Strong &Perini, 2000). The modified lesson plan allows students to critically think through
brainstorming and group activities which correlates to the standard of teaching strategies (3.3). To take a more constructive learning
approach to the lesson plan, I will give students a chance to share their written piece at the stage 4 assembly to express their personal
thoughts to the school society, promoting individualism (Hsieh, 2016). This correlates the lesson plan to the QTM element of inclusivity
(3.4) as the task requires students to publicly value the participation of all students across the social and cultural backgrounds in the
class (QTM). This task also allows students to feel a sense of belonging as they present their written piece to an audience beyond their
classroom, which relates to the element of connectedness (3.5) (QTM). This will also allow students to feel a sense of autonomy in their
learning as they share their own opinions to the class and school society. This is important as it allows students to not feel isolated in
their school society (Ullman, 2014) and can be done through autonomous learning.
Brain research has shown that digital resources is more stimulating for students than print format (Herther, 2009). Teachers must
acknowledge that todays students have been exposed to technology since birth hence and learning needs have changed (Hicks, 2011).
The use of ICT (standard 2.6 and 4.5) has been a key modification to the lesson plan. BOSTES (2016) mentions ICT is a common skill
and in the modern society we live in, ICT integration into education has shown positive results among students literacy (Singh, 2014).
The use of Kahoot, Google Docs, StoryBoard, Youtube and Edmodo will create a student centered environment allowing more of
educational success as peers also guide each other (Ilomki, & Rantanen, 2007) with the use of ICT. In addition to the ICT changes
made to the lesson plan, I have allowed students to print off pictures from the internet for their metaphorical collages. This will allow the
25
students to become more familiar with hardware technology. S Sheena Kumar Sheena Kumar Sheena Kumar Sheena a Kumar Sheena
Kumar
Standard 4.3 discusses the management of challenging behavior and how behavior issues can be a concern when teaching
adolescence hence, It is important to outline the expectations to the class. Management of classroom behavior is crucial to allow for a
smooth and steady lesson (Jones, et al.,2013). It is important to outline the expectations and disciplinary actions that will be taken
against unfollowed expectation (Martella, et al., 2012). In saying that, teachers must give more attention to well-mannered behavior in
contract to negative classroom behavior (Crawford, 2006). Jones, et al. (2013) discusses that teachers should share management skills
among one another. This ties into the standard 4.3 at a highly accomplished level as teachers are developing and sharing behavior
management strategies.
26
Learning Portfolio Weebly Link
https://17999319.weebly.com/
27
28
References
BOSTES. (2016). New NSW Syllabus Learning Across the Curriculum. Retrieved from
syllabus.bostes.nsw.edu.au/assets/englishk10/downloads/englishk10_full.pdf
Crawford, F. (2006). Managing classroom behaviour. Learning Links News, (3), 1-2.
Herther, N. (2009). Digital Natives and Immigrants: What Brain Research Tells Us. Online, 33(6), 15-21.
Hicks, S. (2011). Technology in Today's Classroom: Are You a Tech-Savvy Teacher? The Clearing House: A Journal of Educational
Strategies, Issues and Ideas,84(5), 188-191.
Hsieh, K. (2016). Preservice Art Teachers' Attitudes: Toward Addressing LGBTQ Issues in Their Future Classrooms. Studies in Art
Education, 57(2), 120-138.
Ilomki, L., & Rantanen, P. (2007). Intensive use of ICT in school: Developing differences in students ICT expertise. Computers &
Education, 48(1), 119-136. http://dx.doi.org/10.1016/j.compedu.2005.01.003
Jones, D., Monsen, J., & Franey, J. (2013). Using the Staff Sharing Scheme to support school staff in managing challenging behaviour
more effectively. Educational Psychology in Practice, 1-20.
Martella, R., Nelson, J. Ron, Marchand-Martella, Nancy E, O'Reilly, Mark, & Ebrary, Inc. (2012). Comprehensive behavior management :
Individualized, classroom, and schoolwide approaches (2nd ed.). Thousand Oaks, Calif.: Sage Publications.
Morgan, H. (2014). Maximizing Student Success with Differentiated Learning. The Clearing House: A Journal of Educational Strategies,
Issues and Ideas, 87(1), 34-38.
Silver, H., Strong, Richard W., & Perini, Matthew J. (2000). So each may learn : Integrating learning styles and multiple intelligences.
Alexandria, Va.: Association for Supervision and Curriculum Development.
29
Singh, A. (2014). ROLE OF ICT IN EDUCATION. Indian Streams Research Journal, 4(11), 1-3.
Ullman, J. (2014). Ladylike/butch, sporty/dapper: exploring gender climate with Australian LGBTQ students using stageenvironment fit
theory. Sex Education, 14(4), 430-443. http://dx.doi.org/10.1080/14681811.2014.919912
30