Harrison Veitch ID: 110169831

Lesson Plan 1: Poetry

Learning Area: English

Topic Focus: Poetry (ballads)
Year Level/s: Year 9 (9MG4)

Australian Curriculum Links:

Strand:
Language
Literature
Literacy
Descriptor:
- Explain how authors creatively use the structures
of sentences and clauses for particular
effects (ACELA1557 - Scootle )
- Analyse texts from familiar and unfamiliar
contexts, and discuss and evaluate their content
and the appeal of an individual author’s literary
style (ACELT1636 - Scootle )
- Analyse text structures and language features of
literary texts, and make relevant comparisons
with other texts(ACELT1772 - Scootle )
- Use comprehension strategies to interpret and
analyse texts, comparing and evaluating
representations of an event, issue, situation or
character in different texts (ACELY1744 - Scootle )
Sub-Strand:
Expressing and developing ideas
Examining literature
Interpreting, analysing, evaluating
Achievement Standards:
They evaluate and integrate ideas and information
from texts to form their own interpretations. They
select evidence from texts to analyse and explain
how language choices and conventions are used to
influence an audience. Students understand how to
use a variety of language features to create different
levels of meaning.

Learning Focus:

Learning Intention: Gain an understanding of ballads and their features.

Develop a class list of criteria for ballads, begin annotating and analysing ballad
Lesson Objective:
poems, identifying poetic techniques and rhyming.

Learning Experience:

Structure/Time: Process: Reflection Resources:

Introduction: Play 2 ballads, allow students
time to listen and think about
the story it is telling.
Have a quick discussion.
Hand out the lyrics and ask
students to try and look at the
similarities between the two.
Get them to identify what each
ballad contains and develop a
class list.
E.g. tell a story, follow a theme
– love, tragedy, betrayal,
history etc. include a rhyming
Personal: Ballad examples,
• Students were always speaker,
asking to play and listen to whiteboard,
music in class, so playing notebooks,
the ballads on the speaker
smart-board for
was very effective.
ppt.
• I believe it got the unit off
to a fun and interesting
start.
• They identified all of the
key elements of ballads
which showed a great level
of understanding.

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Harrison Veitch ID: 110169831
pattern, AABC, ABCB… usually
contain 4 stanzas that have 4
lines each.
Show powerpoint, get students
to add any criteria to their list.
Learning Experience: Play and hand out Firework
and I still call Australia home.
Get students to identify what
story the ballad is telling, what
theme/tone it follows, the
rhyming pattern of each
stanza, and any other poetic
techniques that can recognise.
(annotate)
Go through answers as a class.
Conclusion/Reflection Research and find a ballad of
Time: your choice to analyse. what
story the ballad is telling, what
theme/tone it follows, the
rhyming pattern of each
stanza, and any other poetic
techniques that can recognise.
(annotate) individual
• This understanding was
also represented in their
annotations.
• My explanations of the
ballad structure seemed to
be reasonably clear and
understood by students.
-
Mentor: Ballad examples,
- Get students to write highlighters.
notes during informal
chats, and set small targets
for them. E.g. identify 3
characteristics of each
ballad you notice.
- Incorporation of music to
represent examples caught
students attention well.
- Developing a class list
rather than simply telling
students was a good way
to introduce ballads and
get them straight into
some analysis.
- Get students to close
laptops if they are not
required.
Computer/laptop.
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Harrison Veitch ID: 110169831
Lesson Plan 2: Poetry

Learning Area: English

Topic Focus: Poetry (Ballads)
Year Level/s: Year 9 (9MG4)

Australian Curriculum Links:

Strand: Sub-Strand:
Expressing and developing ideas
Language Examining literature
Literature Interpreting, analysing, evaluating
Literacy Creating texts
Creating literature
Descriptor: Achievement Standards:
- Create literary texts, including hybrid texts, that They evaluate and integrate ideas and information
innovate on aspects of other texts, for example by from texts to form their own interpretations. They
using select evidence from texts to analyse and explain
parody, allusion and appropriation (ACELT1773 - how language choices and conventions are used to
Scootle ) influence an audience. Students understand how to
- Explain how authors creatively use the structures of use a variety of language
sentences and clauses for particular features to create different levels of meaning. They
effects (ACELA1557 - Scootle ) edit for effect, selecting vocabulary
- Analyse texts from familiar and unfamiliar contexts, and grammar that contribute to the precision and
and discuss and evaluate their content and the persuasiveness of texts and using accurate spelling
appeal of an individual author’s literary and punctuation.
style (ACELT1636 - Scootle )
- Investigate and experiment with the use and effect
of extended metaphor, metonymy, allegory, icons,
myths and symbolism in texts, for example poetry,
short films, graphic novels, and plays on similar
themes (ACELT1637 - Scootle )
- Analyse text structures and language features of
literary texts, and make relevant comparisons with
other texts(ACELT1772 - Scootle )
- Use comprehension strategies to interpret and
analyse texts, comparing and evaluating
representations of an event, issue, situation or
character in different texts (ACELY1744 - Scootle )
- Use a range of software, including word processing
programs, flexibly and imaginatively to publish
texts(ACELY1748 - Scootle )

Learning Focus:

Identify and analyse different ballads to identify the key features used.
Learning Intention: Incorporate different language features and rhyming patterns to create
effective ballads.
Complete annotations of ballads, begin experimenting with language features,
Lesson Objective:
ideas, and rhyming through creating texts.

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Harrison Veitch ID: 110169831
Learning Experience:
Structure/Time: Process:
Introduction: Following on from the previous
lesson, continue with
annotations. Of the provided
examples and your own
example.
Learning Experience: Begin experimenting with
writing ballads. Focus on using
different rhyming patterns,
language features, ideas and
stories. Challenge yourself to
write as many paragraphs as
possible. Start with one, try two,
but make sure they rhyme and
follow the ballad structure.
Reflection Resources:
Personal: Ballad examples,
• Students represented their highlighters,
understanding of rhyming laptop/computer
patterns well through the
annotations they
completed.
• Some students really
struggled finding ideas to
write about.
• Most students were
confident enough to
challenge themselves and
come up with numerous
paragraphs for their own
ballad experimentation.
• I allowed students to type
their ideas on laptops, as
Winch (2014) suggests that
technology and
multiliteracies provide
motivation for students
who struggle with manual
writing tasks.
• I tried to allow students to
work collaboratively on this
task as students seemed to
respond well to this kind of
learning. Much like Sapon-
Shevin’s (2010) community
approach to the classroom.
Something I didn’t do as
much in the first lesson.
Mentor: Workbook, pen,
• You got around to all laptop
students during the lesson
to check their
understanding, well done!
• Think about getting
students to share their
ideas or creations with their
peers in some way. This can
generate good discussion
and lead to further ideas
being developed.
• Good lesson structure
moving through informing,
practicing and creating.
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Harrison Veitch ID: 110169831

Conclusion/Reflection Share your ideas and creations

Time: with a partner. Give each other
constructive feedback and
suggest any changes they could
make.
Formatively assess students
workbooks to analyse their
understanding and monitor the
work they have completed.

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Harrison Veitch ID: 110169831

Lesson Plan 3: Poetry

Learning Area: English

Topic Focus: Poetry (Ballads)
Year Level/s: Year 9 (9MG4)

Australian Curriculum Links:

Strand: Sub-Strand:
Expressing and developing ideas
Examining literature
Literature
Interpreting, analysing, evaluating
Literacy
Creating texts
Creating literature
Descriptor: Achievement Standards:
- Create literary texts, including hybrid texts, that Students understand how to use a variety
innovate on aspects of other texts, for example by of language features to create different levels of
using meaning. They edit for effect, selecting vocabulary
parody, allusion and appropriation (ACELT1773 - and grammar that contribute to the precision and
Scootle ) persuasiveness of texts and using accurate spelling
- Investigate and experiment with the use and effect and punctuation.
of extended metaphor, metonymy, allegory, icons,
myths and symbolism in texts, for example poetry,
short films, graphic novels, and plays on similar
themes (ACELT1637 - Scootle )
- Use a range of software, including word processing
programs, flexibly and imaginatively to publish
texts(ACELY1748 - Scootle )

Learning Focus:

Effectively create two ballads that follow the correct structure and criteria and
Learning Intention:
incorporate creative stories and themes.
Lesson Objective: Draft ideas and ballads to a point where they can be completed as final copies.

Learning Experience:

Structure/Time: Process: Reflection Resources:

Introduction: Introduce the assessment task
with the task sheet.
Go through the task
requirements and due dates in
detail and regularly check for
understanding.
Ask students if they understand
and allow them to get started.
Personal: Task sheet,
• I felt like I did well to move laptop/computer
around the room and draft
all students work.
• Everyone submitted their
assessment by the due date
which was very
encouraging.
• The quality of work was at a
very high standard.

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Harrison Veitch ID: 110169831
Learning Experience: Allow students to begin creating
their ballads, drafting ideas and
working towards the target of
producing two final products.
Conclusion/Reflection Once the ballads have been
Time: drafted (by me) allow students
to make any final changes before
creating their good copies.
Encourage them to get creative
in their presentation. E.g. a
• All students seemed to
understand the content
well and be confident
enough to create their own
work. Providing students
with many ideas and images
to write about seemed to
be effective.
• Some students only finished
one ballad, whilst others
pushed harder to finish
two. I could’ve been more
strict in challenging
everyone to get two
completed. However,
completing one ballad was
a great achievement for
some students.
• Implementing Nichols and
Bayetto’s (2004) four
resources of the literacy
learner (code breaker, text
user, text participant, text
analysis) helped me plan
effectively and get students
engaging in different
activities (learning,
analysing and creating)
Mentor: Workbook, pen,
• Introduced the assignment laptop
well and in detail.
• Ran through the task sheet
in detail along with
expectations around drafts
and final copies.
• You could get students to
read out specific sections if
they begin to become
distracted.
• Consistently drafted
student work. You kept
them moving well and
offered ideas to improve.
• Tremendous success rate in
submission of work!
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Harrison Veitch ID: 110169831
poster, word document,
powerpoint, song etc.

Key Lesson Plan Adaptions/Modifications:

• Bringing music into the classroom.

• Incorporating a more collaborative/social learning environment (increased small group and partner work)

• Using a large range of examples to help build understanding. (Old and modern)

• Providing students with numerous ideas to write about in their final assessment piece. (Topics and Images)

Student Feedback:
• You explained ballads in a way that was easy to understand. You also used good examples to help us with
our ballads.

• You showed interest in what we had to say and always listened to us.

• I love how you incorporated music into the lessons.

• If we didn’t understand something you explained it another way for us.

• You always checked how we were going.

• You made poetry really fun with music and the way you taught.

• You treated everyone equally and respectfully.

• Mr. Veitch helped me find out that I’m good at poetry.

• He always gave us an ‘I can do it’ feeling.

AITSL Standards covered:

1.2 Understand how students learn

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

2.1 Content and teaching strategies of the teaching area

2.2 Content selection and organisation

2.3 Curriculum, assessment and reporting

2.5 Literacy and numeracy strategies

2.6 Information and communication technology

3.1 Establish challenging learning goals

3.2 Plan, structure and sequence learning programs

3.3 Use teaching strategies

3.4 Select resources

3.5 Use effective classroom communication

3.6 Evaluate and improve teaching programs

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4.1 Support student participation

4.2 Manage classroom activities

4.5 Use ICT safely, responsibly and ethically

5.1 Assess student learning

5.2 Provide feedback to students on their learning

6.3 Engage with colleagues and improve practice

Student Work samples (see presentation for more work samples):

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