FORWARD PLANNING DOCUMENT

TERM2 WEEK 2 YEAR LEVEL: 8 LEARNING AREA/TOPIC: English - Poetry

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
  thinking  Competence  Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: Students all have individual laptops that they must bring to each class.
WEEK/ West Australian SPECIFIC LESSON
LESSON
Curriculum OBJECTIVE
LINKS
Week 2 (ACELT1630) Recall onomatopoeia and create
Lesson (ACELY1738) an onomatopoeia word cloud via
1 group collaboration, and post to
the class google slide.
Recognise and create their own
examples of alliteration,
consonance and assonance and
discuss, as a class, their
contribution to tone and sound.
Compose, test and record some
short tongue twisters, applying
alliteration, consonance and/or
assonance.
ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
other
(what & how) EXPERIENCES
(Introduction, Body and Conclusion)
Diagnostic Introduction (recap on Onomatopoeia) Tim Childers. (2010,
Assessment –  Students will watch YouTube video embedding into Jan 19). Batman fight
Word Art weebly taken from the 1960’s batman & Robin series. scenes using
recorded on  After viewing the teacher will ask class - What types of onomatopoeia [Video
online PPT. file]. Retrieved from
words are they (in the clip) and what are they used for? – https://www.youtube.c
recall of the last lesson) om/watch?v=eQYU8U
 The students will, in groups, create a word cloud of as EgudQ
many onomatopoeia words they can think of, save a
screen shot of the word cloud and the link and post the Word cloud using a
word art on their online PPT slide. Students will add word cloud creator
such as Word Art.
group member names to the slide. *students are to save a copy
of their word cloud to add to
Body (Alliteration, Assonance, Consonance) their eBook in lesson 3/4
Formative
Activity One
Assessment –
Examples  The students will read through the definitions and Online PowerPoint
examples on alliteration, consonance and assonance on slide such as google
recorded on docs or Microsoft
online PPT. weebly and play the talking Avatar.
Office 365
 The students will create one example of each of
assonance, consonance and alliteration and share Talking Avatar on
findings with partner. They will add their name and weebly
Formative answers to an online PPT slide. The Teacher will read
*students are to keep a copy
Assessment- out some examples. of their assonance,
Teacher to  In groups students will discuss the effect assonance, consonance and alliteration
examples to add to their
observe group consonance and alliteration has on tone/mood. eBook in lesson 3/4.
discussions
Activity Two Online PowerPoint
 Tongue twisters – examples of how alliteration, slide such as google
Formative consonance and assonance contribute to sound docs or Microsoft
Assessment- Office 365
mechanics. The teacher will lead a shared class reading
blabberize
creations can be of some classic tongue twisters via weebly page.
shared – URL can  The students will create their own tongue twisters. Once
Class blog
be sent directly to completed they will pair up with the person sitting next to
teacher or them to test each other’s tongue twisters. Audio creation tool –
blabberize
 embedded into  The student will then follow instructions on weeble how to https://blabberize.com/
class blog. use Blabberize to record their tongue twisters. Students
Teacher to *students are to keep a copy
are to be reminded to save the URL. of their tongue twister
observe and examples to add to their
assist those who Conclusion (for feedback on class effectiveness). eBook in lesson 3/4.
need it.
 In groups of 4/5 students will list of 3 things learned in the
lesson. One student from each group to report to the
class something they learned.

Week 2, (ACELT1630) Recognise humour and parody Formative Introduction MacLeod, D., (2013).
Lesson (ACELA1542) in a poem and collaboratively Assessment  Students will examine a few images from Sister Madge’s Sister madge’s book of
2 (ACELY1738) discuss its effect on reader Observation of Book of Nuns (from class copies or laminated images) nuns. Adelaide, SA:
response and tone. imagery analysis and share their first impressions or thoughts. Allow Working Title Press.
and class
discussion with partner first. Teacher-led class discussion
Identify and discuss, in groups discussion.
how literary devices such as Collection of last questions: *Class copies or
humour and parody affect ready question via  From these images, what do you think the poems might copied laminated
response and tone and answer garden. be about? Colours – fun? Parody, humorous pictures. images
contribute to depth of meaning.  What do you think is happening in these images? How
are the nuns portrayed?
Create an illustrated poem
demonstrating some or all the  What is parody? Students will answer this last question
literary devices recently via Answer Garden (Parody = Exaggerated Imitation).
discovered, using a cartoon Answer Garden
creator, and share via classroom Body – Poetry examination and writing https://answergarden.c
blog. Activity One: h/
Formative  Sister Stephanie and the Gang & Sister Isabel and the
Assessment Zoo
Observe  Students will read through the poems firstly individually,
responses to *Class copies or
considering the effect of parody and tone on reader
questions and laminated copies of
response, as well as noting any examples of poems
collaboration
skills. Group personification and onomatopoeia (covered in week 1),
responses are alliteration, assonance and consonance and their
recorded on effectiveness. Students are to also consider the following
online PPT. questions on the weebly:
o What do you think the tone of the author is? Sister madge’s book of
nuns. p.6 & p.16.
o How would you describe the Sisters?
o What is the moral/message behind the humour?
Is there one?
Online PowerPoint
slide such as google
 Findings can then be discussed in their groups of 4/5 and docs or Microsoft
then shared with the class via online PPT. Office 365
Formative *Students are to keep a
copy of their short, illustrated
Assessment – Activity Two:
poems to add to their eBook
Poems will be  Students will write their own short poem (4-6 lines) using in lesson 3/4.
stored on the the literary elements learned. They will then animate it http://www.storyboardt
classroom blog using storyboard that. Students will save their cartoon hat.com/
and post to the classroom blog. Class blog page
Diagnostic
Assessment – Conclusion – Anonymous post on Answer Garden
information Answer garden
collected via  What did you enjoy most or find most valuable in today’s https://answergarden.c
answer garden lesson? h/

Week 2, (ACELA1542) Recognise and define similes Diagnostic Introduction

Lesson (ACELY1738) and metaphors via video and
3 group discussions.
Analyse similes and metaphors
in lyrics to determine meaning
via collaborative group
discussions.
Individually create three
examples each of similes and
metaphors and add to ebook.
Assessment -  Answer Garden - What do you think a Simile is? What do Answer Garden
student revision is you think a metaphor is? Students will input their https://answergarden.c
recorded through anonymous responses via the link to answer garden h/
answer garden.
through weebly.
Body
Miggy Hernandez.
Activity One
Formative (2014, September 8).
Assessment –  Students will watch the YouTube video embedded in Simile, metaphor, and
observational – weebly on simile & metaphor that uses song examples to personification
The teacher will motivate students, demonstrating similes and metaphors explained [Video file].
assist those that as communication devices. Retrieved from
need further  Students will then click on the talking avatar on weebly for https://www.youtube.c
clarification. additional information and examples. om/watch?v=S_5L96d
2abY
Formative Activity Two
Assessment - Talking avatar.
 Students will now watch the embedded YouTube video –
observe groups to Padlet
check on posting Katy Perry Official with Lyrics, paying attention to the
progress. imagery in the video clip as well as the lyrics. Students Lorena Mejia. (2011,
will identify the similes and metaphors in the song and May 1). Firework-
discuss in their groups of 4 or 5. Students are to consider Katy Perry official
this question: What is the meaning behind Katy’s firework video with lyrics [Video
metaphor? (Clues in video clip imagery). file]. Retrieved from
https://www.youtube.c
 Students will post examples of Katy Perry’s similes and om/watch?v=NqMRJz-
Formative metaphors to the class padlet bulletin board. XEXc
Assessment –
once complete Activity Three
the teacher will
obtain a copy of  Students will individually create 3 examples each of both
the eBook. similes and metaphors. Students will then begin creation Book Creator
of their eBook using Book Creator (teacher to https://bookcreator.co
m/
demonstrate how).
Formative  In their eBook, students will include definitions of the
Assessment – literary devices learned so far plus examples (these will
results recorded have been collected and saved – see notes in resources
in quiz column marked with *). Their examples of similes and
metaphors will also be included. Work on this will
continue next lesson.

Conclusion
 Kahootz Quiz on Literary devices – revision from week 1-
Kahootz quiz
2.