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Secondary Curriculum 2 English: Preliminary Course Text Anthology

Contents:

Area of Study Rationale ------------------------------------------------------------- Pages 2-4

Lesson Plan One --------------------------------------------------------------------- Pages 5-10

Lesson Plan Two ------------------------------------------------------------------- Pages 11-14

Lesson Plan Three ----------------------------------------------------------------- Pages 15-18

Reference List ----------------------------------------------------------------------------- Page 19

Appendices ---------------------------------------------------------------------------------- Page 20

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Secondary Curriculum 2 English 102090: Preliminary Course Text Anthology

By Rachel Foster 17439190

Area of Study: Home (Rationale)

The Area of Study requires students to analyse the ways different texts can display
the concept of home.

The concept of home can be explained in various different ways. Home can be a
place of residency, a country, a person or an item and the concept itself asks for
the students to think critically about how ways of home can be depicted throughout
different text forms. The concept of home can evoke emotion, feeling, joy, sadness
and imagination. The idea of home can also be harmful, concerning, worrying or
painful. However home is a concept that can be explored in many forms which
makes the idea of home one that is interpreted and reflected upon individually and
has various perceptions. Home can also allow meaning making about ourselves
and others, home can allow us to understand certain ideas and values about a
place, time or person.

Furthermore the concept of home is one of individual nature, however social,


cultural, personal, historical or emotional aspects of ones life and surrounding can
influence the concept of home. The impact of these influences can be dramatic and
altering but can also be transformative and enabling on the concept of home.
Moreover the concept of home can change over time, through the different people
we meet, ones own understanding of home can be altered through these changes.
By exploring the concept of home students will learn to understand how certain text
develop ideas and also have the potential to draw different emotions, feelings and
meaning. The human experience of home will be explored through an anthology of
five different texts a short film, song, movie trailer, poem and short story. Each of
these texts has been chosen to enable students to critically reflect and respond to
different ideas and opinions on the concept of home. In order for students to
demonstrate a clear understanding of the concept of home students will be
required to demonstrate their understanding of the following:

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1. Their own experiences of home.
2. The experience of home through their engagement of different text types.
3. How the composers choice of language modes, forms and features shape the
understanding of the concept of home.
4. And the ways in which exploring the concept of home has deepened their
understanding of themselves and their world.

The first text within the anthology is a short film titled “Underprivileged – The story
of a young immigrant” (2012). The text explores many different concepts regarding
home and is an introductory text that will allow students to delve deeper
underneath the superficial meaning of home. The short film perfectly examines the
complexities and hardships immigrants and their families face, the never-ending
struggle between the country you reside in not accepting your pride and sense of
home and also the reality of feeling displaced from the place that you no longer call
home. The short film encourages students to reflect deeply and critically on what
they believe home truly is and construct if their idea of home is a place, a person/s,
an object, a memory, emotion and so forth.

Secondly the anthology contains the song by Peter Allen “I still call Australia home”
(1980), this particular song is brought to the students with their already well
established understanding of Australian culture and Australian identity. This song is
used to further deepen the student’s ideas on the concept of home by introducing
them to the famous song that is engrained in Australian culture. Specifically this
text will be used for students to easily draw upon their prior knowledge to discuss
how the composer uses literacy form and devices to explore concepts of home and
will encourage students with an already familiar back drop to critically analyse the
composers ability to create meaning and evoke different perspectives on the
concept of home.

Thirdly, the movie trailer to ‘The Blind Side’ a 2009 film showcases juxtaposing
ideas of home students have already explored. The short movie trailer is an
excellent example of how composers use certain forms and features to create
meaning and evoke a response from the audience. Students will be encouraged to
use their knowledge on visual techniques and features to analyse the text in
relation to the concept of home. In addition a poem by Peter Skrzynecki ‘St Patricks

3
College’ will be explored to examine abstract ideas about the concept of home and
will also address the students ability to analyse literacy devices forms and features
in the creation of expressing concepts of home. Lastly a short story by Sarah
Evans (2012) titled ‘Grandma’s Roses’ will be used to pull together ideas on the
concept of home. The short story has complexities that will test the student ability
to think creatively about how ideas of home are explored throughout this particular
text.

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Lesson Plan One:

Topic area: Area of Study - Stage of Learner: Preliminary Syllabus Pages: 23-27
Home Stage 6

Date: February 2017 Location Booked: Classroom Lesson Number: 1/3

Time: 60 minutes Total Number of students: 25 Printing/preparation: As per


resources listed.

Outcomes Assessment Students learn about Students learn to


1. A student demonstrates Informal 1.1 identifying and 1.2 identifying and
understanding of the Assessment describing the contexts describing the effects of
relationships between through timed of responding to and those elements of a text,
composer, responder, text and short response to composing particular which reflect context.
context. a proposed texts.
question. 2.3 identifying and
2. A student identifies and 4.1 identifying and describing the ways in
describes relationships among Informal Class describing a variety of which particular texts are
texts. Discussion’s will language forms and influenced by other texts
assess if the features, and structures and contexts.
students have of particular texts.
4. A student identifies and
understood
describes language forms and 4.2 identifying the effects
content.
features and structures of 6.2 relating responses to of the language.
particular texts that shape aspects of human
meaning and influence Build and enhance experience.
literary skills 8.1 engaging with
responses. complex texts.
through various
lesson activities. (BOSTES, 2009).
(BOSTES, 2009). (BOSTES, 2009).
(BOSTES, 2009)

Cross Curriculum themes & General capabilities: Explicit subject specific concepts and skills:

Paying respect to Aboriginal heritage and land at Actively engaging with a variety of different text
the beginning of the class, paying respect to the types. Critically analyzing the text to create high
grounds we walk on and their elders (ACARA, standard of literary responses. Demonstration
2017). of key concepts and skills through class
discussion and informal assessment task.

5
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson?

Teaching Indicators of presence in the lesson


element
1.2 Deep Deep understanding will be attained through the active engagement and participation of
Understanding the class. Their deep understanding will be assessed through an informal assessment task
on the lesson (AITSL, 2017).
2.2 Engagement will be indicated through the participation in set task and activities throughout
Engagement the lesson. And also through the participation in the informal assessment task (AITSL, 2017).
3.3 Knowledge Knowledge Integration will be used to draw on the student previous knowledge and
Integration different subject matter, in order for the lesson to build on key ideas and concepts (AITSL,
2017).

6
Time Teaching and Organisation Centred
learning actions T/S
5 Students to be seated and Teacher: Acknowledge the Aboriginal heritage of the land they are on T
with workbooks open to and pay respect to local Aboriginal elders. Mark Roll and bring up short
the mind-map completed film ready for viewing on interactive board. (ACARA – Cross Curriculum
previous lesson on the Priorities, 2017).
concept of home.
https://www.youtube.com/watch?v=uEVfEYWR17w
Teacher to bring up the
short film Student: Seated and settled, workbooks open and ready for instruction.
‘Underprivileged – a story
of a young immigrant’ up Resources: Interactive Board and access to Internet ready to view the
on the interactive board. short film.
Ready for viewing.
10 Students are to watch the Teacher: Observing students watch the short film. S
short film without making
notes and concentrating Student: Watching the short film, no note taking and paying careful
on taking in the story. attention to the story.

Resources: Interactive Board, access to internet.


15 Students to continue Teacher: Observing students watch the short film. S
watching short film,
without making notes and Student: Watching the short film, no note taking and paying careful
concentrating on taking in attention to the story.
the story.
Resources: Interactive Board, access to the internet.
20 After watching the short Teacher: As a class discuss with students what they thought about the S
film, can students add short film.
anymore information to
the mind-maps they Did they find anything that they previously did not associate with the
created previous lesson. Is concept of home? Discuss how the concept of home can take many
there anything they found different forms such as places, people, objects, memories and emotions.
in the video that they did
not associate with the Student: Students are to expand on their mind-maps from the previous
concept of home? lesson on the concept of home, adding any extra information they did
not have before the video and also adding anything they found during
the short film that they did not think previously established a
connection with the concept of home.

Resources: Students mind-maps from previous lesson in workbooks.


25 In small groups or table Teacher: Ask students to form small groups or turn to face each other in S
group’s students are to their table groups and open their workbooks to a new page. Ask
now open their students to answer the following questions based on the short film, they
workbooks to a new page are allowed to work together to construct their answers. After which the
and work together to class will come back together as a whole to discuss their answers.
answer the questions
about the short film. 1. What concepts or ideas can you find throughout the short film
about home? Or different forms of home?
2. How does the composer use narrative to create meaning
around the different ideas of home?
3. What are some of the social, cultural and emotional impacts
Thomas had to face throughout the short film? Did these
impact his sense of home?

Student: Working in small/table groups students are to answer the


question listed above about the short film they just watched. Students
are to have their answers prepared ready for a class discussion.

Resources: Students workbooks open to a new page.


30 Students to continue Teacher: Going around to each small group and helping them answer the S
working on answering the questions and also answering any questions they may have about the

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question with their short film or the concept of home.
small/table groups. They
can nominate a speaker to Student: To continue working on their questions in small/table group.
address the class on Students can also nominate a speaker to present their answer to the
behalf of their group. class during the class discussion.

Resources: Students workbooks answering the questions provided.


35 Students are now to come Teacher: A class discussion will take place, draw on the nominated S
together as a whole class spokes person from each group and ask them to address a particular
to share their ideas and question. After that student has finished responding please address the
opinions on the questions. whole class to gain other ideas and opinions.
Students are to wait for
someone to finish Student: Have their answers prepared ready to share with the class.
speaking before adding Nominated speaker ready to respond will ask by the teacher to answer a
anything they would like specific question.
to share on the particular
question. Resources: Prepared answers to the question provided above.
40 Students will now be Teacher: Instruct the students that they are now to open their S
taken through a question workbooks to a new page and prepare to write a timed short response
in relation to today’s to the following question based of the short film.
lesson and the short film.
“How does the composer take the audience on a journey and address
Students will write a concepts of home, throughout the short film using different visual and
paragraph and will have literary techniques?”
10mins to do so. Students
should be prepared to Student: Open their workbooks to a new page and write down the
share their response with question. Working individually students are to write a paragraph in
the class. response to the question. Students will have 10 minutes to construct
their response.

Resources: Student workbooks


45 Students to be writing Teacher: To also spend the 10 minutes writing their own response ready S
their responses to the to share with the class to the prepared question given above. This will
question given above. demonstrate effective pedagogy and give encouragement to students to
They are to work complete set task.
individually and practice
timed short response Student: Continue working on their timed short response to given
practice. question. Students to work individually.

Students should be Resources: Student workbook.


prepared to share their
response with the class.
50 Students are to stop Teacher: Please call upon different students to share their response with S
writing at the end of 10 the class. Please give feedback to each student on their response and
minutes. answer any question about the question they did not understand or
address appropriately. Teacher is then to share their prepared response
to the class during upon any key ideas that were important to the
question.

Student: be ready to share their response if called upon by the teacher.


Ask any questions about the task they did not understand or any
concepts they were not sure how to address within the question.

Resources:
60 Homework: Teacher: Handout to students copies of the song lyrics to “I still call T
Australia home” by Peter Allen and the short story “Grandma’s Roses”
For homework students to by Sarah Evan. Instruct the students that for homework they will have
do conduct a close reading conducted a close reading of the text and have they annotated ready for
and annotate the song next class where we will discuss these text in relation to the concept of
lyrics to “I still call home.
Australia home” by Peter
Allen and the short story Student: Take copies of the homework and write down any instructions.
“Grandma’s Roses” by Students to ask any questions if they are unsure of the homework task.

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Sarah Evans. Resources: Copies of the song lyrics to “I still call Australia home” by
In preparation for next Peter Allen and copies of the short story “Grandma’s Roses” by Sarah
class, where we will Evan. Pack away workbooks ready for the end of class.
discuss the two texts in
relation to the concept of
home.

Reflection

What have I learned about the teaching and learning process when preparing this lesson?

The preparation for these lesson plans was both challenging and insightful. The ability to take
information from a set syllabus and turn that into a stage six ready lesson was daunting and
realistic. The process of finding appropriate texts was by far the most difficult aspect of the
task and making sure they were complex and diverse enough for preliminary students.

Learning Outcome Method of measurement and recording


1. A student demonstrates Through class activities and discussions students will
understanding of the demonstrate their abilities to understand how different
relationships between text forms how they represent different ideas.
composer, responder, text and
context.
2. A student identifies and Students through different lesson activities will explore the
describes relationships among relationships between texts and how they can represent
texts. different ideas about the concept of home.
4. A student identifies and Language forms and features will be explored through the
describes language forms and different text types explored throughout these lesson plans
features and structures of and how in turn they shape and create meaning.
particular texts that shape
meaning and influence
responses.

9
Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard (AITSL, 2017).

Graduate Evidence within this lesson


Standards
1.4 By paying respect to the Aboriginal land the classroom is on and
Strategies by paying respects to the local Aboriginal elders. It provides a
for teaching safe and inclusive learning environment for students with
Aboriginal Aboriginal and Torres Strait Islander backgrounds. This ensures
and Torres they feel comfortable to participate and class and feel inclusive
Strait within the classroom environment.
Islander
students.
2.1 Content This is made evident throughout the class by sharing content
and teaching specific concepts and ideas with the students and clarifying any
strategies of miscommunication throughout the lesson activities. This is also
the teaching demonstrated through constructing a lesson that is
area predominantly student centered encouraging participation and
engagement with the set lesson.
2.5 Literacy Literacy and Numeracy strategies are demonstrated throughout
and the lesson by encouraging students to participate in set activities
numeracy such as constructing responses to provided questions and also
strategies having to write a paragraph on a set question under timed- short
response settings.
3.1 Establish Challenging learning goals are embedding throughout the entire
challenging lesson. This is evident through asking students to respond to set
learning questions and encouraging stimulating class discussion on their
goals responses.
4.2 Manage Classroom activities are explained clearly at all times throughout
classroom the lesson. Expectations are clear and students are encouraged
activities to ask questions about tasks.

5.1 Assess Assessment and feedback is given to students after each activity
student throughout the lesson to encourage learning, engagement and
learning participation.
5.2 Provide Feedback is given to students after every activity throughout the
feedback to lesson. Students are encouraged to ask questions about ideas
students on they are unsure about or need a clearer understanding.
their learning

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Lesson Plan Two:

Topic area: Area of Study - Stage of Learner: Preliminary Syllabus Pages: 23-27
Home Stage 6

Date: February 2017 Location Booked: Classroom Lesson Number: 2/3

Time: 60 minutes Total Number of students: 25 Printing/preparation: As per


resources listed.

Outcomes Assessment Students learn about Students learn to


4. A student identifies and Creative writing 4.1 identifying and 2.3 identifying and
describes language forms and timed short describing a variety of describing the ways in
features and structures of response questions language forms and which particular texts are
particular texts that shape using stimulus. features, and structures influenced by other texts
meaning and influence of particular texts and contexts (BOSTES,
responses (BOSTES, 2009). (BOSTES, 2009). 2009).

6. A student engages with a 6.2 relating responses to 6.1 engaging with a wide
wide range of texts to develop a aspects of human range of texts in personal,
considered and informed experience (BOSTES, social, historical, cultural
personal response (BOSTES, 2009). and workplace contexts
2009). (BOSTES, 2009).
8.2 expressing complex
8. A student articulates and ideas for a range of 8.1 engaging with
represents own ideas in critical, audiences and purposes complex texts (BOSTES,
interpretive and imaginative in personal, social, 2009).
texts (BOSTES, 2009). historical, cultural and
workplace contexts
10. A student analyses and (BOSTES, 2009).
synthesises information and
ideas from a range of texts for a
variety of purposes, audiences
and contexts (BOSTES, 2009).
Cross Curriculum themes & General capabilities: Explicit subject specific concepts and skills:

Paying respect to Aboriginal heritage and land at Actively engaging with a variety of different text
the beginning of the class, paying respect to the types. Critically analyzing the text to create high
grounds we walk on and their elders (ACARA, standard of literary responses. Demonstration
2017). of key concepts and skills through class
discussion and informal assessment task.

11
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson?

Teaching Indicators of presence in the lesson


element
1.1 Deep Deep knowledge is built upon from the first lesson, where the area of study ‘home’ was
Knowledge introduced to the students previously. Deep knowledge will be used throughout the lesson
to complete the set tasks (AITSL, 2017).
2.3 High High Expectations are demonstrated throughout the class by drawing on students to answer
Expectations class directed questions and having participated with the class activities (AITSL, 2017).
3.6 Narrative Narrative will be demonstrated through this lesson by the short creative writing piece
student have to complete (AITSL, 2017).

Time Teaching and Organisation Centerd


learning actions T/S
5 Students open workbooks Teacher: Acknowledge the Aboriginal heritage of the land they are on T
with homework ready and pay respect to local Aboriginal elders (ACARA, 2017). Mark Roll and
with their annotated copy open the song lyrics to Peter Allen’s ‘I still call Australia home’ up on the
of the lyrics. interactive board.

Student: Seated and settled, workbooks open and ready for instruction.

Resources: Interactive Board and access to Internet, copy of song lyrics


attached in appendices.
10 Students are to now work Teacher: Direct a class discussion about the homework they were given S
individually or in small previous lesson. Ask students what they found in relation to the song
groups sharing their ideas lyrics on the concept of home.
about the concept of 1. Did they find anything interesting in the text about the concept
home in relation to the of home?
homework text. 2. Did they find any literary techniques throughout the text? If so
what were they and where do you find them?
Students are to 3. What do the song lyrics represent about Australia and are
collaborate with each there any links to the concept of home?
other about anything they
may have missed that Instruct students on class activity and walk around the classroom
someone else found and helping students complete the task, answering any questions they may
about the literary devices have about the task and the concept of home.
they found throughout Student: Have workbooks open with their homework in front of them,
the text. sharing their ideas about the text with each other and preparing

12
responses to the discussion questions.

Resources: Student workbooks, homework opened.


15 Students have their Teacher: Call upon certain groups or students to share their responses to T
responses ready to share the discussion questions.
with the class.
Student: Have prepared responses ready to share with the class.

Resources: n/a
20 Students are to work Teacher: Take the class through the next activity on the Peter Allen text. S
individually and create Students are to work individually and create either a poem or a song
either a song or a poem that reflects the ideas discussed previously about the Australian context
using the ideas discussed and landscapes and what concepts of home these represent.
previously about the
Australian context and
landscapes and what Student: Students will have 15 minutes to complete this task and are
ideas of home these allowed to help other, however all students must have their own song or
represent. They can be as poem completed by the end of the 15 minutes.
creative as they wish and
are encouraged to use Resources: Workbooks.
their imagination.
25 Students continue Teacher: Walk around the classroom, asking students to share what they S
working on their song or have so far and encourage them to be as creative as possible.
poem.
Student: Continue working on the task, students are encourage to ask
any questions.

Resources: Workbook.
30 Class Teacher: Bring the class together and ask students to share their poems S
discussion/presentation or songs with the class and then to explain what ideas or concepts of
on the student created home they presented through their text.
poems and songs.
Student: Be prepared to present their song or poem to the class and
discuss their ideas of home.

Resources: Workbooks.
35 Students to go through Teacher: Instruct the students that they are to open up their homework T
homework task on the on the short story ‘Grandma’s Roses’. Ask students to in groups discuss
short story. the homework task and what concepts of home they found through the
And are to use the guiding short story. How was this text different to the other texts we have
question proposed by the looked at? How does the composer create meaning throughout the
teacher to discuss with short story? What concepts of home did you find throughout the short
each other. story?

Student: Open homework on short story on ‘ Grandma’s Roses’.

Resources: Workbook and Homework.


40 Students have 15 minutes Teacher: Hand out the photo stimulus to the class and instruct them to S
to write a creative writing write a creative writing piece using the stimulus. Students are to relate
piece using the stimulus their creative writing piece to the concept of home.
provided and the concept
of home they have been
learning about.

http://bewytchme.com/choice-captivity/

13
Student: Students have 15 minutes to write their creative writing piece
using the stimulus and incorporating the concept of home we have been
learning about.

Resources: Workbook, Stimulus Photo.

45 Continue working on Teacher: Watch students and answer and questions about the task. S
creative writing piece.
Student: Continue working on creative writing piece.

Resources: Workbook and Stimulus.


50 Hand in creative writing Teacher: Instruct the students when their time is up and ask them to S
pieces and ask any hand in their creative writing pieces. Ask students if they have any
questions. questions about the task they just completed.

Student: Hand in creative writing work and ask any questions.

Resources: Workbook.
60 Homework: Teacher: Ask students to hand in their creative writing pieces and tell T
Students for homework the students they will be marked and have feedback attached ready to
are to watch the movie hand back next lesson. Talk through the homework task and answer and
trailer to the 2009 movie questions.
The Blind Side and are to
find any visual techniques Student: Hand in creative writing pieces.
and to write down what
concepts of home they Resources: Workbooks.
found.

Earlier in the semester we


looked at Peter Skrzynecki
poems, students are to re-
look at the poem St
Patrick’s College and write
down what concepts of
home they can find
throughout the poem.

14
Lesson Plan Three:

Topic area: Area of Study - Stage of Learner: Preliminary Syllabus Pages: 23-27
Home Stage 6

Date: February 2017 Location Booked: Classroom Lesson Number: 3/3

Time: 60 minutes Total Number of students: 25 Printing/preparation: As per


resources listed.

Outcomes Assessment Students learn about Students learn to


1. A student demonstrates Inside/Outside the 1.1 identifying and 1.2 identifying and
understanding of the box diagram on describing the contexts describing the effects of
relationships between different ideas of responding to and those elements of a text,
composer, responder, text and about the concepts composing particular which reflect context
context (BOSTES, 2009). of home. Find in texts (BOSTES, 2009). (BOSTES, 2009).
Appendices.
2. A student identifies and 2.2 identifying and 4.2 identifying the effects
describes relationships among describing the of the language
texts (BOSTES, 2009). connections between (BOSTES, 2009).
texts (BOSTES, 2009).
6. A student engages with a 6.1 engaging with a wide
wide range of texts to develop a 4.1 identifying and range of texts in personal,
considered and informed describing a variety of social, historical, cultural
personal response (BOSTES, language forms and and workplace contexts
2009). features, and structures (BOSTES, 2009).
of particular texts
8. A student articulates and (BOSTES, 2009). 8.1 engaging with
represents own ideas in critical, complex texts (BOSTES,
interpretive and imaginative 6.2 relating responses to 2009).
texts (BOSTES, 2009). aspects of human
experience (BOSTES,
2009).

Cross Curriculum themes & General capabilities: Explicit subject specific concepts and skills:

Paying respect to Aboriginal heritage and land at Actively engaging with a variety of different text
the beginning of the class, paying respect to the types. Critically analyzing the text to create high
grounds we walk on and their elders (ACARA, standard of literary responses. Demonstration
2017). of key concepts and skills through class
discussion and informal assessment task.

15
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson?

Teaching Indicators of presence in the lesson


element
1.4 Higher- Higher- Order Thinking will be seen through the class activities, which asks students to think
Order Thinking creatively and outside the box to find different concepts and ideas that they can use when
analyzing texts and creating responses (AITSL, 2017).
2.6 Student All three lessons focus largely around the students and student participation. Student
Direction direction is used throughout this lesson plan to complete the class activity (AITSL, 2017).
3.4 Inclusivity Inclusivity is demonstrated throughout this lesson by allowing students to volunteer
speakers and to help each other with class activities and share ideas with each other (AITSL,
2017).

Time Teaching and Organisation Centerd


learning actions T/S
5 Students seated and ready Teacher: Acknowledge the Aboriginal heritage of the land they are on T
for instruction. Homework and pay respect to local Aboriginal elders (ACARA, 2017). Mark Roll and
open. open the film trailer to the 2009 movie The Blind Side.

Student: Homework open and ready for instruction.

Resources: Interactive Board, video open ready to view.


https://www.youtube.com/watch?v=dJ3kwMq18-8

10 Students to get feedback Teacher: Give students back their marked and feedback attached T
on creative writing piece creative writing pieces from previous lesson. Students are encouraged to
from previous lesson, ask any questions about their feedback or in general about the task.
encouraged to ask any
questions. Student: Review feedback and ask any questions.

Resources: Creative Writing pieces, workbooks.


15 Students are to watch the Teacher: Play the movie trailer to The Blind Side, to refresh student’s S
movie trailer to the film memory from homework task.
The Blind Side to refresh
their memory from Student: Watch movie trailer.
homework.

16
Resources: Interactive board, Internet connection, watches movie
trailer.
20 Students going through Teacher: Direct students to discussion on the movie trailer and ask S
homework discussing the students about their homework. What concepts of home did they find
movie trailer. throughout the movie trailer? How is this text different o the other text
we have been studying?

Student: Present homework ideas to the class. Ask any questions on


things they were unsure about or were confusing.

Resources: Workbooks, Homework.


25 Students are now to swap Teacher: Please instruct students to swap books/ homework with the S
books/ homework with person next to them and they are to highlight/circle/hash tag any big
the person next to them mainstream ideas or concepts of home their partner found in the poem
and complete set task. and movie trailer from homework. If needed students can refer to mind
maps from previous lessons.

Student: Swap books/ homework with person next to them and follow
the instructions presented by teacher.

Resources: Workbooks, Homework.


30 Keeping these asides for Teacher: Instruct students to open up their homework on the poem St S
now students are to now Patrick’s College. Have class discussion on findings. What concepts of
open their homework on home did they find? How does the composer create meaning? What
the Peter Skrzynecki poem literary devices/techniques did they find in the poem that relate back to
St Patrick’s College. the concept of home?

Student: Have homework open and participating in class discussion.

Resources: Workbooks, Homework.


35 Students are to open up Teacher: Draw two diagrams on the white board called ‘Inside and T
to the work from earlier Outside’ the box diagrams and instruct students to draw these in their
on key concepts and ideas workbooks.
of home. And draw the
two diagrams in their Student: Have workbooks open to a new page drawing in the diagrams
workbooks ready to and also having their homework/ classwork within easy reach to refer
complete the task. back to for class activity.

Resources: Workbooks.
40 Students are to listen Teacher: As a whole class please guide the students through the ‘Inside S
about the instructions of and Outside’ the box activity. Meaning what big concepts and ideas did
the task and be prepared they find in the poem and movie trailer about home? Refer back to
to participate. earlier activity in need be. How obvious were these concepts? How
complex are they in representing the different ideas on home? (All of
these ideas are to go inside the box on the diagram, refer to appendices
for diagram)

When the inside the box ideas have been completed move on to the
outside the box part of the diagram and ask the students to find abstract
and creative ideas of home they would not have thought of before.
What is hidden beneath the surface? In what ways does the composer
use abstract ideas to represent home? Look for creative and imaginative
ways of expressing home like colour, objects, music/sound etc.

Student: Listen to instruction of activity carefully and ask any questions


before beginning the task.

Resources: Whiteboard and workbooks.

45 Continue working on Teacher: Keep guiding students through their ideas and encourage them S
diagram for the rest of the to think creatively and to be as abstract as they can.
lesson.

17
Student: Continue working on diagrams and asking any questions.

Resources: Whiteboard and workbooks.


50 Continue working on the Teacher: Let student take over writing their different ideas on the white S
diagram for the rest of the board and sharing thoughts on mainstream and abstract concepts of
lesson. home found in the texts.

Student: Continue working on diagrams and asking any questions.

Resources: Whiteboard and workbooks.


60 Provide feedback to Teacher: Let students know that if they have any questions about the T
students on creative feedback they received in the creative writing task from previous lesson
writing task and ensuring they are encouraged to come and speak with you about what they can
the students still do to improve or query and questions they have.
continuing with their
diagrams to stay on task Student: If confused on feedback received from creative writing task,
and help each other by students are encouraged to ask any questions.
sharing ideas and
concepts. Resources: Workbooks.

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Reference List:

ABC Short Stories » Grandma�s Roses. (2017). Abc.net.au. Retrieved 8 March 2017, from
http://www.abc.net.au/shortstories/stories/s1390737.htm

ACARA - Cross-curriculum priorities. (2017). Acara.edu.au. Retrieved 8 March 2017, from


http://www.acara.edu.au/curriculum/cross-curriculum-priorities

Choice of Captivity. (2017). BeWytch Me. Retrieved 8 March 2017, from


http://bewytchme.com/choice-captivity/

English Standard and Advanced - Board of Studies Teaching and Educational Standards
NSW. (2017). Boardofstudies.nsw.edu.au. Retrieved 8 March 2017, from
https://www.boardofstudies.nsw.edu.au/syllabus_hsc/english-std-adv.html

I Still Call Australia Home - Peter Allen. (2017). SongLyrics.com. Retrieved 8 March 2017,
from http://www.songlyrics.com/peter-allen/i-still-call-australia-home-lyrics/

Immigrant Chronicle Poems. (2017). Bored of Studies. Retrieved 8 March 2017, from
http://community.boredofstudies.org/1104/focus-belonging/226634/immigrant-
chronicle-poems.html

Standards | Australian Institute for Teaching and School Leadership. (2017). Aitsl.edu.au.
Retrieved 8 March 2017, from http://www.aitsl.edu.au/australian-professional-
standards-for-teachers/standards/list

The Blind Side - Official Trailer [HD]. (2017). YouTube. Retrieved 8 March 2017, from
https://www.youtube.com/watch?v=dJ3kwMq18-8

Underprivileged - The Story of a Young Immigrant. (2017). YouTube. Retrieved 8 March


2017, from https://www.youtube.com/watch?v=uEVfEYWR17w

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Appendices:

Inside and Outside the Box Diagram (Lesson Plan Three):

Outside the Box Concepts:

Inside the Box Concepts:

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