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Contents:
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Secondary Curriculum 2 English 102090: Preliminary Course Text Anthology
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.
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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
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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
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.
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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?
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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.
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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:
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.
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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).
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
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?
Student: Seated and settled, workbooks open and ready for instruction.
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responses to the discussion questions.
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?
http://bewytchme.com/choice-captivity/
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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.
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.
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.
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Lesson Plan Three:
Topic area: Area of Study - Stage of Learner: Preliminary Syllabus Pages: 23-27
Home Stage 6
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?
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.
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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: Swap books/ homework with person next to them and follow
the instructions presented by teacher.
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.
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.
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Student: Continue working on diagrams and asking any questions.
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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
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
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Appendices:
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