ENGLISH LESSON PLANNING TEMPLATE

Class: 1/3 Year 10 Time: 60 minutes

Pre-service teacher objectives

➢ To establish learning goals (AITSL, 2011) and adhere to the plan, structure and
sequence of programs (AISTL, 2011) to engage and encourage effective
students learning that will assist in the achievement of learning goals and
educational outcomes.

Outcomes

➢ EN5-5C - thinks imaginatively, creatively, interpretively and critically about

information and increasingly complex ideas and arguments to respond to and
compose texts in a range of contexts.

• understand how language use can have inclusive and exclusive social effects,
and can empower or disempower people.
• critically evaluate the ways bias, stereotypes, perspectives and ideologies are
constructed in texts.

Materials
➢ ‘What Have I Learnt?’ - chart
➢ ‘What do I Already Know?’ - retrieval chart
➢ ‘Who is a Refugee’ - video worksheet

Procedures
Time Organisation Teaching/ learning activities
5 Teacher takes Students are made aware of the teacher’s expectations
minutes attendance and for the lesson.
students - Learning goals and outcomes are displayed on the
prepare for white board for students to refer to throughout the
lesson lesson
- Overview of the lesson is displayed on the white
board.
2 ‘What Have I Teacher - provides students with ‘What I have Learnt?’
minutes Learnt?’ chart chart for students to organise their thoughts and
information. Students fill in sections as the lesson
progresses.
20 Teacher leads Teacher - Introduces the topic and leads class
minutes class discussion discussion to prompt their thinking about
on what representation and to gauge their current
representation understanding of representation. Teacher copies
is and notes students’ discussion points and answers to inquiry
students’ questions onto the board
discussion Students - take notes in the relevant sections of their
points on the ‘What do I already know’ chart.
board. - What do you believe representation is?
- Do you believe that a group of people can be
Students take represented differently in a range of texts?
personal notes. - Why is representation important?
- What are the consequences of a lack of
Teacher representation in texts?
provides - Which groups of people are under-represented in
students with texts?
‘What do I - Which groups of people are misrepresented or
Already Know?’ represented in a stereotyped manner.
retrieval chart - Are stereotypes represented? Are there issues with
with inquiry this?
questions Teacher – may need to define/unpack the term
‘stereotype’
This acts as a Differentiation – Students who have a clear
pre-test for the understanding of the task copy notes into their books
teacher as the or onto their electronic device and add their own
students’ points. Students who require additional support can
current use the retrieval chart to clearly organise their notes
knowledge is and discussion points to refer to.
tested through Teacher – Writes discussion points on the board for
an informal students to copy at their own pace and to use as a
class discussion. visual prompt.
20 Definition of Teacher – displays the definition of representation and
minutes representation why it is important on the white board. This acts as a
visual prompt to remind students to always refer what
they are learning back to the English concept of
representation.
- This also allows students to compare what they
believe representation to be with the correct
definition and consider if any misunderstanding
have been clarified.
Students – Copy this definition of representation and
the answers to the above questions into their ‘What
Have I Learnt?’ Chart.
Students – Individually write two new pieces of
information that they learnt from the class discussion
about representation into their ‘What Have I learnt?’
chart.
 Students – Then form pairs and discuss their two new
pieces of information and why they found it interesting.
10 Teacher poses Teacher – leads class discussion on who is a refugee.
minutes inquiry Teacher asks inquiry questions to prompt and expand
questions to the their thinking and knowledge on who refugee people
class as a are.
formative, Students – write in their ‘What Do I Already Know?’
informal chart.
assessment. - Who do you believe a refugee is?
- What kinds of texts are refugees usually depicted
This is used as a in?
pre-test to gain - Do you believe that refugees are fairly represented?
an
understanding
of students’
current
knowledge
8 Teacher plays Teacher – Plays video on ‘Who is a Refugee?’
minutes video to class https://vimeo.com/98096938 (2014).

Provides Students – Watch video and fill in their sheet where

students a sheet relevant.
to fill in as they
watch the video Teacher – Writes UN definition of a Refugee on the
white board for students to refer to and to copy into
their notes.

Homework Students – Complete their sheet from the video

Teacher – provides students with a fact sheet about
refugees for homework.
Students – complete for next lesson.

Evaluation/ Extension

The outcomes of the lessons will be evaluated by the engagement level of students
in the class discussion. The quality and complexity of the ideas and arguments that
students have provided in their ‘Who Do I Already Know?’ chart and ‘What Have I
Learnt?’ chart will also be used to evaluate the lesson. These informal formative
assessments will allow the teacher to evaluate if students understand how language
can have inclusive and exclusive social effects, how it can empower or disempower
people and if students understand bias stereotypes, perspectives and ideologies in
texts.
Resource 1 – ‘What Have I Learnt’ chart

What Have I Learnt?

Representation is….

Why is representation important?

Can people be represented differently?

Yes/No? Why? For example, are refugee people represented the same in the video
and in Bolt’s text?

What are some of the ways that people, places or things can be
represented?

What are two new pieces of information that I have learnt about
representation?
Resource 2 – ‘What do I already know?

What Do I Already know?

What is presentation? Does it change when ‘re’ is put in front of it?

What do you believe representation is?

Do you believe that a group of people can be represented differently in a range of

texts?

Why is representation important?

What are the consequences of lack of representation in texts?

Which groups of people are under-represented in texts?

Which groups of people are misrepresented or represented in a stereotypes

manner?

Are stereotypes represented? Are there issues with this?

Who do believe is a refugee?

What kinds of texts are refugees usually depicted in?

Do you believe refugees are fairly represented?

Resource 3 – ‘Who is a refugee’ video worksheet

‘Who is a Refugee?’ – Video worksheet

Who is a Refugee?

What is some of the language/words used by refugees in the video to describe their life
before arriving in Australian? E.g. no hope, dark, fighting.

What is one reason why someone may become a refugee?

What is the difference between a migrant and a refugee?

Do most refugees arrive by boat or by plane?

Resource 4 – ‘Refugee True or False’ fact sheet
ENGLISH LESSON PLANNING TEMPLATE

Class: 2/3 Year 10 Time: 60 minutes

Pre-service teacher’s Objectives

➢ To know the content, and particularly know how to teach it (AITSL, 2011) in a
way that allows all students to engage in representation. It is also important to
be able to differentiate the tasks to meet the specific needs of all students (AISTL
2011).

Outcomes
➢ EN5 -7D – Understands and evaluates the diverse ways texts can represent
personal and public worlds.

• understand that people's evaluations of texts are influenced by their value

systems, the context and the purpose and mode of communication.

➢ EN5 – 8D – Questions, challenges and evaluates cultural assumptions and their

effects on meaning.

• Compare and evaluate a range of representations of individuals and groups in

different historical, social and cultural contexts.
• Analyse and evaluate how people, cultures, places, events, objects and
concepts are represented in texts, including media texts, through language,
structural and/or visual choices.

Materials

➢ ‘True or False Refugee Facts’ – Kahoot quiz.

➢ ‘Refugee Blunder Costing Us Billions – Andrew Bolt
➢ ‘Prediction Chart’ – For ‘Refugee Blunder Costing Us Billions’
➢ ‘Retrieval Chart’ – For ‘Refugee Blunder Costing Us Billions

Procedures
Time Organisation Teaching/ learning activities
5 Teacher Students are made aware of the teacher’s expectations for
minutes takes the lesson
attendance - Learning goals and outcomes are displayed on the
and white board for students to refer to throughout the
students lesson
prepare for Overview of the lesson is displayed on the white board.
lesson
10 Teachers Teacher - engages students in an informal formative
minutes recaps assessment in the form of a Kahoot quiz on true or false
previous fact sheet on refugees that was completed for homework.
lesson This is used as a tool to gauge their surface knowledge and
 to cement their understanding from the previous lesson.
10 Teacher Teacher - Briefly introduces the difference between fact
minutes briefly and opinion and discusses how they are used in reference
introduces to representation. The teacher refers students to their ‘Fact
the and Opinion’ sheet which allows students to determine
difference elements of the article that are factual and elements of the
between text that are based on Bolt’s opinion.
fact and - What is a fact?
opinion. - What is an opinion?
- Can facts and opinions be used to represent people?
- Do they affect the way people are represented?
25 Teacher Teacher – Provides students with Andrew Bolt’s ‘Refugee
minutes reads Bolt’s Blunder Costing Us Billions’ article, a prediction chart and a
text retrieval chart to organise the information that they gain
from the article.

Teacher – Prior to completing a class reading the teacher

asks the students to predict what is going to occur in the
article and refers them to their prediction chart.
- What type of text is this?
- What do you think this text is going to be about?
- What information can we gain from the title?
- Who do you think will be represented in the text?

As a class, they read the first paragraph.

Teacher – poses further inquiry questions to the students.
- Do you think this text is fact or opinion? OR a mix of
both?
- Has your opinion changed on what the text is going to
be about?
- Who/what is being represented?
➢ Personalities
➢ Events
➢ Situations
- How do you think they are going to be represented?
- Do you think this text is going to be a fair and true
representation?

The text is read as a class.

Students –
- Highlight in one colour any facts in the article.
- Highlight in another colour any parts of the article that
show Bolt’s opinion.
- Students circle any words that they do not understand
from the article.
10 Teacher Teacher – leads discussion following the reading of the
minutes leads article
discussion - How is the information presented?
➢ Textual form
➢ Medium
➢ Language
➢ Technique
➢ Political opinion
- Is this a true and fair representation of refugees?
Taking into consideration the definition of a
refugee.
- What is the effect/consequence of this
representation?
➢ Public perception
➢ Power dynamics/hierarchy
➢ Political policy
➢ Oppression
- What insight does this text offer in terms of
representation?
➢ Manipulation and distortion
➢ The manufacturing of public opinion
Students – copy answers into the relevant section of their
retrieval chart.

Homework Students re-read the article and tick the correct predictions
that they made.
- Using information from the retrieval charts write
150 words on how refugees have been represented
in this article and if you believe it is fair and true.

Evaluation/ Extension

The teacher will evaluate how well the students have achieved the outcomes of the
lesson by monitoring the class discussions and ensuring that all students are
engaging in the worksheets and participating in class discussions. The teacher will be
able to evaluate students understanding of how texts represent personal and public
worlds and how people and cultures are represented in texts through their ability in
class discussions to compare the range of representation evident in the video and
the article.
Resource 1 – Kahoot quiz

https://play.kahoot.it/#/?quizId=24dbd1a6-855a-4547-b7e0-4859d3f3539f

Resource 2 – ‘Fact or Opinion’ sheet

Fact and Opinion

What is a fact?

What is an opinion?

Can facts and opinions be used to represent people?

Do they affect the way people are represented?

(Bolt, 2011).
Resource 3 – ‘Prediction chart’

‘Refugee Blunder Costing Us Billions’ – Prediction chart

What type of text is this?

What do you think this text is going to be about?

What information can we gain from the title?

Who do you think will be represented in the text?

STUDENTS - read the first paragraph of the text

Do you think this text is fact or opinion? OR a mix of both?

Has your opinion changed on what you think the text is going to be about?

Who/what is being represented? Personalities, events, situations.

How do you think they are going to be represented?

Resource 4 – ‘Retrieval chart’

‘Refugee Blunder Costing us Billions’- Retrieval Chart

How is the information presented?
➢ Textual form
➢ Medium
➢ Language
➢ Technique
➢ Political opinion

Is this a true and fair representation of refugees? Taking into consideration the
definition of a refugee in the video.

What is the effect/consequence of this representation?

➢ Public perception
➢ Power dynamics/hierarchy
➢ Political policy
➢ Oppression

What insight does this text offer in terms of representation?

➢ Manipulation and distortion
➢ The manufacturing of public opinion.

Has Bolt represented refugees and ‘Australians’ in the same way? Yes/No? Why?
Provide examples.

Has Bolt consciously presented information in a way that positions the reader to
adopt a particular response?
ENGLISH LESSON PLANNING TEMPLATE

Class: 3/3 Year 10 Time: 60 minutes

Pre-service teacher’s Objectives

➢ To utilise the students’ knowledge gained throughout the previous two
lessons, and to effectively employ curriculum, assessment and reporting
(AITSL, 2011) in their final summative assessment.

Outcomes

➢ EN5 – 4B - Effectively transfers knowledge, skills and understanding of

language concepts into new and different contexts.

• Apply existing knowledge, skills and understanding about language to access

and express increasingly complex information and ideas for new purposes,
audiences and contexts
• evaluate how particular forms and features of language and structures of
texts can be adapted, synthesised and transformed for new and different
purposes, audiences and contexts

➢ EN5 – 5C - Thinks imaginatively, creatively, interpretively and critically about

information and increasingly complex ideas and arguments to respond to and
compose texts in a range of contexts.

Materials
➢ Prompt sheet for imitation task.

Procedures
Time Organisation Teaching/ learning activities
5 Teacher organises Students are made aware of the teacher’s
minutes beginning of the expectations for the lesson
lesson - Learning goals and outcomes are displayed on
the white board for students to refer to
throughout the lesson
Overview of the lesson is displayed on the
white board.
➢ Move from the pre-write phase to the write
phase.
15 Teacher recaps Teacher – revises previous lesson and engages
minutes previous lesson to students in a class discussion. Students complete
ensure that all any sections of the charts/sheets that they may
students have a clear have missed in the previous lesson.
understanding of
Bolt’s article Students – Ask for clarification of any areas that
they do not understand.

Teacher – Uses inquiry questions to spark deep

thought and discussion among the class. Teacher
writes discussion points on the white board and
students take notes where necessary.
Do students understand:
- The general argument of the article?
- The difference between fact and opinion?
- All the words used in the article?
Can students identify:
- Who is being represented in the article?
- How they are being represented?
- If this is a true representation of refugees
Teacher asks students if:
- Their perspective of refugees has changed
after learning about representation and
refugees
- They would represent refugee people in
the same way as Bolt if they were to write
an article about refugee people

10 Teacher forms groups Students – compare the video to the text to form
minutes and students have a an understanding of how representation is not
group neutral and carries personal and cultural
discussion/conference meaning.
that compares the - Could Bolt have used the personal worlds
text and the video and stories of the refugee people
and answers the represented in the video to influence the
questions that the public world?
teacher presents. - If Bolt had used different words would
refugee people have been represented in
a different way?
30 Teacher – Briefly outlines what the task is and the
minutes Teacher outlines the expectations for the task. The teacher encourages
imitation task that the students to use the charts and notes that they
students will begin in have completed in the previous two lessons to
the remaining time of assist them with the task.
the lesson.
Students – ask any questions.
Imitation task – Teacher – Steps students through the first few
 summative lines of the Andrew Bolt article. As a class, they
assessment change the words and sentences to represent
refugees differently.
Teacher instructs
students to collect the Teacher – Instructs students to have their notes
charts that they have available and provides students with a sheet of
completed prompt words, headings and titles for an
throughout the three imitation task.
lessons and provides ➢ The imitation task involves rewriting a section
them with a sheet of of Bolt’s article, however, they are to use
words, headings and different words and elements from the video
sentences which will to represent refugee people in a different
assist them with an way.
imitation task. ➢ Students may choose to write their article
from the perspective of a refugee.
Students conduct a
writer’s workshop Students – Begin their writing workshop. Once
where they begin students have begun writing their imitation task
their imitation task. teacher moves around among students and
confers quietly.

Differentiation- Students who have a clear and

thorough understanding of the texts do not need
to use the teacher’s prompt words and are able
to create their own.

Homework Student’s complete their imitation task for

homework and hand in for next lesson where the
teacher will use some student’s work as an
example of how groups of people are able to be
represented differently.

Evaluation/ Extension
To successfully evaluate the outcomes of the lesson the teacher will read the
students responses to the imitation task. The summative assessment will allow the
teacher to understand if the lesson structure and strategies have enabled the
students to effectively transfer knowledge, skills and understanding of
representation into a different context. Students knowledge will also become
apparent if they have applied and adapted their existing knowledge to express the
complex concept of the representation of refugees for a new and different purpose
and audience.
Resource 1 – Prompt sheet for imitation task

Prompt sheet for imitation task

Think about different ways you could use these sentences, statements and words in
your article. You may want to use them as a title, heading, subtitle or embed them in
your writing. You can change the sentences around or select particular words to
make them fit into your new article.

Useful sentences

➢ ‘Separated from my family.’

➢ ‘Being a refugee means…’
➢ ‘Treated as dangerous threats to Australian National identity….’
➢ ‘Thousands of refugees fleeing conflict…’
➢ ‘Refugees are not illegal. They are people who have been forced to flee their
country.’
➢ ‘People become refugees because of their religion, ethnicity or culture.’
➢ ‘Refugees are forced to leave their country because of threats to their life and
freedom.’
➢ ‘Worldwide there are over 14 million refugees.’
➢ ‘Different countries treat refugees and asylum seekers differently.’
➢ ‘Mandatory detention centres and refugee camps.’

Buzz words
➢ Hope
➢ Violence
➢ Family
➢ Danger
➢ Language
➢ Safety
➢ Home
➢ War
➢ Illegal/legal
➢ Arrival
➢ Crisis
➢ Border protection
➢ National sovereignty
➢ Prejudice
➢ Detention
 Rationale

These sequenced lessons, designed for a year ten class, incorporating knowledge of

content and effective teaching strategies (AITSL, 2011), will enable students to

develop a deep understanding of representation and how different groups of people

are represented. The teacher has chosen to focus on Andrew Bolt’s (2011) ‘Refugee

Blunder Costing Us Billions’ article and refugee people to assist students in

developing a clear understanding of representation. Students will begin by learning

what and who refugees are, and what representation is, why it is important and that

it is not neutral as it carries personal and cultural meanings that have personal and

social effects (English Textual Concepts, 2016). During this process, students will

undertake informal formative assessments in the form of class discussions prompted

by inquiry questions that are put into worksheets such as retrieval charts and

prediction charts. In the final lesson, student’s will complete a summative

assessment in the form of an imitation task. The teacher has considered the different

levels of students and has differentiated ‘teaching to meet the specific learning

needs to students across the full range of abilities’ (AITSL, 2011) that works to

‘create an environment which accepts and embraces the unique qualities of all

learners’ (Stafford, 2016, p.63).

Studying representation and pairing it with Andrew Bolt’s (2011) ‘Refugee Blunder

Costing Us Billions’ promotes a classroom environment of critical thought, where

students are able to question how refugees are being represented and if it is in a

factual or opinionated manner. It allows students to critique representation and

begin to create their own representation of refugee people. Representation is an

important concept in the English syllabus as it highlights, for students, how language

choices work to depict different constructions of the world and peoples experience

in it (English Textual Concepts, 2016). Students will question the representation of

refugees and evaluate how bias and stereotypes are constructed in texts and

empower or disempower people (NSW Board of Studies, 2012). Students will

reinterpret this group of people with their own attitudes, beliefs and values. This is

assisted with the video ‘Who is a Refugee’ (Roads to Refuge 2014) which contrasts

Bolt’s (2011) representation.

Representation has been taught in a systematic manner which builds students’

knowledge over the three lessons. The teacher focuses the lessons around refugee

people to assist student’s understanding of representation and why it is important.

Throughout the process of learning about representation and refugees the teacher

has employed inquiry questions to gauge the students’ prior knowledge of the

subject and to provide a learning environment where students perceptions and

contributions are valued (Peel, 2010), and where they are able to discuss human

issues, problems and their own experiences (Peel, 2010) specifically in relation to the

representation of refugees. Inquiry questions have been designed to provide deeper

knowledge of representation through high learner engagement (Boas, 2016, p.103)

and to provoke deep thought, lively class discussions that ‘fosters social,

collaborative, investigative and connected learning’ (Boas, 2016, p.105). The

questions assist students in working towards, and achieving what the teacher wants

them to learn and to create effective classroom communication where the teachers

learns to know their students and how they learn (AITSL, 2011) as well as provide an
enduring lesson with a specific focus for students at all stages of the lesson. Class

discussions prompted by inquiry questions act as formative assessments and force

students to become active and engaged in their learning process. Formative

assessments act as a tool which allows the teacher to reflect on the success of their

current practice and to know whether they need to adjust their teaching strategies

and pedagogy (Kealley, 2016).

The first lesson is the pre-write phase for students where they are intentionally

front-loaded with information and knowledge that provides purpose, motivation and

a background for representation (Boas, 2016). The initial information on what

representation is and who refugees are, allows students to understand the ‘diverse

ways that texts can represent personal and public views’ (NSW Board of Studies,

2012), which better equips them for their final task in the final lesson. In the second

lesson students begin to deconstruct Bolt’s text ‘Refugee Blunder Costing Us Billions’

(2011) and develop an understanding of the intentions of representation. The

teacher has employed activities including reading, responding and prediction

(Watson, 2010), where the teacher stops students reading ‘at particular points to

encourage students to speculate on what will happen’ (Watson, 2010, p.79).

Students also underline and label elements in the text (Watson, 2010) that represent

the facts and or opinions that are being represented by Bolt (2011). Students also

respond to questions and statements (Watson, 2010) posed to them in their

‘Retrieval’ and ‘Prediction’ charts. Students’ perspective and understanding of

representation will be challenged and reshaped after exploring Bolt’s (2011) article

and the video ‘Who is a Refugee’ (Roads to Refuge, 2014). Students’ ideas and
discussion points are then compiled to create an imitation piece of writing in the

third lesson, where they represent refugees in a different way to Bolt. They may

choose to write it from the perspective of a refugee. Elements of Nancie Atwell’s

teaching practices have been utilised in this section where the students move to the

‘write’ stage and conduct a writer’s workshop. When the students are underway the

teacher moves among students and confers quietly (Atwell, 1987). This will allow the

teacher to have a concrete understanding of what the students have learned and

retained.

These lessons use gradual release of responsibility with the goal of maximising the

capacity of each learner (Stafford, 2016). Teaching activities have been sequenced

and scaffolded to maximise student learning (Howard, 2016). Gradual release of

responsibility determines where students are at and provides them ‘with the tools

necessary to take the next steps in their learning’ (Howard, 2016, p.83). Students are

gradually transitioned from being guided by the teacher to working independently

(Howard, 2016). GRR is implemented as the teacher guides the students through the

first two lessons with the goal of students being able to write their own imitation

task at the end of the third lesson as a summative assessment. Throughout this

process, the teacher has also implemented numerous formative assessments which

work to provide students with useful feedback and allow students to understand the

level that they are currently working at and what they need to know and be able to

achieve by the end of the third lesson (Kealley, 2016, p.130).

 Reference

Australian Institute For Teaching and School Leadership. (2011). Australian

Professional Standards for Teachers. Retrieved from
https://www.aitsl.edu.au/teach/standards

Atwell, N.(1987) In the middle: writing, reading and learning with adolescents.
Boynton/Cook.

Board of Studies New South Wales [NESA]. (2012). NSW Syllabus for the Australian
Curriculum. English 7- 10 Syllabus.

Boas, E. (2016). Developing an Inquiry Approach. In Boas. E, & Gazis. S (Eds.), The
Artful English Teacher – Over 100 Practical Strategies for the English
Classroom. (pp.103-129). Kensington Gardens, Australia: The Australian
association for the Teaching of English.

Bolt, A (2011). Refugee Blunder Costing Us Billions. Courier Mail. Retrieved from.
http://www.couriermail.com.au/ipad/refugees-blunder-costing-us-
billions/news-story/80161127e3a89ffd353c4dde31850f05

English Textual Concepts. (2016). Representation. Retrieved from

http://www.englishtextualconcepts.nsw.edu.au/content/representation ]

Howard, D. (2016). Gradual Release of Responaibility. In Boas. E & Gazis. S (Eds.), The
Artful English Teacher – Over 100 Practical Strategies for the English
Classroom. (pp. 102-83). Kensington Gardens, Australia: The Australian
association for the Teaching of English.

Kealley, A. (2016). Effective Formative Assessment in English. E, & Gazis. S (Eds.), The
Artful English Teacher – Over 100 Practical Strategies for the English
Classroom. (pp.130-150). Kensington Gardens, Australia: The Australian
association for the Teaching of English.

Peel, R. (2010). Reconceptualising ‘Experience.’ In Gannon. S, Howie. M, & Sawyer.

W (Eds.), Charged With Meaning – Reviewing English: Third Edition. (pp. 31-
38). Australia: Phoenix Education.

Roads to Refuge (2014). Who is a Refugee. Retrieved from

https://vimeo.com/98096938
Stafford, S. (2016). Differentiation. In Boas. E & Gazis. S (Eds.), The Artful English
Teacher – Over 100 Practical Strategies for the English Classroom. (pp.61-82).
Kensington Gardens, Australia: The Australian association for the Teaching of
English.

Watson, K. (2010). Reading/Reader Response Theory. In In Gannon. S, Howie. M, &

Sawyer. W (Eds.), Charged With Meaning – Reviewing English: Third Edition.
(pp. 77-84). Australia: Phoenix Education.