ANALYSIS OF THE LESSON AND THE TEXTS

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This series of lessons offer some positive support to English as an additional

language and/or dialect learners in regards to in some areas, for example, using the
gradual release of responsibility model, using some scaffolds and valuing the
support given through working collaboratively in groups. This unit is also effective as
students as with this text type quantity is valued over quality. However, as this unit
requires various reading and writing tasks it has is categorised in the Mariani
framework (1999) of challenges and support patterns reduced context and
cognitively demanding tasks. Poetry is also a complex concept as literary devices
such as personification and similes are introduced when one has a firm grounding of
language and its manipulations can be understood (Freyn, 2017). EAL/D students
may not have had sufficient time in the English culture to be able to successfully
understand and interpret these devices. The Students may also not be familiar with
the text types taught under the Australian curriculum as they may not have been
educated in Australia before entering this classroom. Of course, in reality, before
these lessons would be taught in the classroom there would be sufficient diagnostic
testing of all students’ abilities (not just the students who English is not their first
language). However, examining this unit from a general perspective this unit needs
many adaptions to be able to be an effective showing of an EAL/D students’ abilities.
To begin using more songs to motivate the students as this is an effective way to
teach poetry and using poems that have sufficient entertainment that can have
repeated readings to aid in gaining meaning. Possibly also having the students or
finding for the student’s poems from their own culture as well as if more in the early
groups of their English learning having the poems translated in their native language.
The writing sample chosen for this unit demonstrates how the poems/texts that the
students analyse for this unit will require explanations for some areas of its meaning
with the students.

In regards to the writing areas of the model of learning, EAL/D students will need
more support in developing the skill required to write poetry. Firstly in regards to the
choice of language and words chosen, when introducing each literacy device it
should be understood that EAL/D students may find these concepts particularly
difficult. This means that when introducing a figurative language device like
personification the student should use multiple examples from everyday life e.g. run
like the wind, fight like cats and dogs, clean as a whistle etc. The teacher must also
break the sentence down explaining the meaning behind the statement and what the
poet’s intention. The images also provided must be culturally appropriate for the
EAL/D students and the writing tasks could provide more opportunities for
illustrations. Students will also need proper support for selecting the right vocabulary
in the writing tasks. This means providing with vocabulary lists, building student
vocabulary banks and charts to apply to the similes and metaphors and sentence
stems. The students must also be provided with an example of the literacy device.
Students may experience difficulty writing so independent lessons in using ICT and
applying it to the lessons may be helpful.
There are also many additional methods that should be applied to aid students in
learning poetry. A multimodal approach to literacy could be adopted. This could be
the students constructing digital poems using multimedia, online discussions and
poetry websites (Freyn, 2017). The unit should provide more opportunities for
reflection and self-assessment, through talking to the student about the completed
text and applying reflection tasks.

Points of analysis made in (red)

 AUSTRALIAN CURRICULUM
TERM/WEEKS: YEAR LEVEL: 5 LEARNING AREA/TOPIC: ENGISH Writing, poetry
FORWARD PLANNING DOCUMENT
General Capabilities:
Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Competence Intercultural Understanding

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES

CURRICULUMLINKS LESSON (what & how) EXPERIENCES (include learner diversity) QUESTIONS
Lang Literacy OBJECTIVE
Literature
Week 1 Understand that the At the end 1. Observation Introduction (15 mins): if the weather is good I will What do all Poems: EAL/D
lesson pronunciation, spelling of this and discussions of take the students outside to read them the poems. these texts students may not
1 and meanings of words lessons the different have in know the words in
have histories and change Teacher will read a poem to the students. We will sit
(famili students poems being read common? these poems
over time (ACELA1500) down and each student will read some lines of the The stars at night Jane
arising will be able as well as voting
poem EAL/D students might not feel comfortable What do we and Ann Taylor
) to which poem was
Understand how texts reading the poems know about
1. listen and their favourite and The Moon by Robert Louis
vary in purpose, structure respond to why We will play some music and the students will have poetry? Stevenson
and topic as well as the the poems the lyrics to sing along if they like Students might not https://www.youtube.com/wa
degree of 2. Concept maps What do all tch?v=MJ-AZTuCc5k
read to them know these songs
formality (ACELA1504) in groups these texts
and by them have in
Body (30 mins): Talking about poetry what is it? Star light, star bright
Use interaction skills, for
What is poetry? What do you know about it? what is its purpose? common? http://www.rainydaypoems.
2. Explain com/poems-for-kids/space-
example paraphrasing, Who do poets
what is In groups a-e, each will write a concept map on the What do we poems/star-light-star-
questioning and write for? bright-traditional-english-
interpreting non-verbal
poetry? And following questions with a different colour for each know about
nursery-rhyme
cues and choose list possible Why do people
group poetry?
reasons for Colours of the wind
vocabulary and vocal write poetry? a) What is poetry? What is https://www.youtube.com/wa
effects appropriate for writing b) Who do poets and singers write for? poetry? tch?v=O9MvdMqKvpU
different audiences and poetry 3. group display of c) What are some tools of poet use? They might Who do
purposes Sock puppets poem
a definition of know the any of the previous tools poets and https://www.youtube.com/wa
 (ACELY1796) 3. Define poetry and d) Why do people write poetry and songs? singers write tch?v=EBXHjeWwzQY
poetry observation for? I am the earth
Use metalanguage to Recording the https://www.youtube.com/wa
describe the effects of students’ progress Lesson closure (5 mins): Writing in groups on A3 tch?v=Wkn1B7cJYQo
What are
ideas, text structures Paper a definition of what is poetry
on a running some tools A3 sheets (one for every
and language features on
record of poet use questions) a marker for
particular each group
audiences (ACELT1795) (seen running
Whiteboard and markers
record 1)
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS LESSON (what & how) EXPERIENCES QUESTIONS
Lang Literacy Literature OBJECTIVE (include learner diversity)
Week 1 Understand that the pronunciation, Introduction (10 mins): each student will write a two- Poem to model
lesson spelling and meanings of words have 1. Examining 1. Observation lined verse about themselves that they will put into a What is the The Moon by
histories and change over various Robert Louis
2 and hat. When each poem completed students will get poem
time (ACELA1500)
(analys different types discussions of into a circle and draw a poem out of the hat and read about? Stevenson
ing)2 of poems the different it and try to guess the poet (EAL/D students may
Understand how texts vary in purpose, 5 Different poems
structure and topic as well as the regarding: poems being need extra assistance with this task who may not be What do you
read as well as able to do) in a poetry book
degree of formality (ACELA1504) think the
What is the during the author is
Use interaction skills, for example Body (35 mins): 1. I am the earth
poem about? modelling thinking and
paraphrasing, questioning and Model analysing a poem to find the meaning of the https://songlibrar
section feeling?
interpreting non-verbal cues and What do you poem, highlighting interesting phrases and words and
choose vocabulary and vocal effects filling out their worksheets (EAL/D students need
y.net/I-Am-The-
think the 1. Analyse the
appropriate for different audiences and explicit teaching of the mode, the tenor and the field ) What Earth.html
author is worksheet filled
purposes images do
 (ACELY1796) thinking and in about Students will be allocated into numbers 1-5 with a you see
feeling? different poems variety of poems that have these numbers. In their 2. The Falling
when you
Understand, interpret and experiment and voting numbers, they will together read their chosen poem Star by Sara
with sound devices and imagery,
read the
What images worksheet and analyse it as a group (differentiate the poems by poem? Teasdale
including simile, metaphor
and personification, in narratives, shape
do you see the level of difficulty of the poem as well as working
when you a. Look at their with the students). 3. The Orbs by
poetry, songs, anthems and What
odes (ACELT1611) read the word jars to see Alexander Posey
Then the students will group up with 4 other interesting
poem? what new
numbered students and talk about their poem in vocabulary
Use metalanguage to describe the vocab they
effects of ideas, text structures regards to do you find 4 oh-look-moon
a. What added
and language features on particular What there is poem about? in the Eliza Lee
interesting poem?
audiences (ACELT1795)
vocabulary Recording What do you think the poet was think and feeling? Cabot Follen
Recognise that ideas in literary texts and phrases student What images do you see when you read the poem?
can be conveyed from different do you find in progress on What interesting vocabulary do you find in the poem? 5. Planet Earth
viewpoints, which can lead to different the poem? observation (see analysing a poem worksheet) https://www.lyrics
kinds of interpretations and running record .com/lyric/178021
responses (ACELT1610) Appreciate sheet (seen For extension students compare and contrast poems 00/Michael+Jack
the poetry running and be students who the extra support can be given son/Planet+Earth
read to them record 2) lesson complex poem. +%28Poem%29
Students will add the words they find interesting to
their word jar (see word jar).
Word jar sheet
Lesson closure (5 mins):
Students vote on which poem/song/ode was their
favourite and give three main reasons why this poem
is your favourite.
WEEK/ AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING RESOURCE
LESSON CURRICULUM LESSON (what & how) EXPERIENCES S
LINKS OBJECTIVE (include learner diversity)
Week 2 Understand the At the end of Were the students This system will stem from another lesson about how to plan to write a poem using
lesson 4 use of vocabulary to this lessons able to a planning framework (SEE PLANNING FRAMEWORK). Note: will not use other Whiteboard
express greater
(Model students will page till completed the next 3 lessons.
precision of 2. Engage in the Markers
writing, meaning, and know be able to modelled writing (three
shared Introduction (5 mins): Asking the students about what was learnt in previous
that words can have lesson different
writing different meanings 1. Define classes regarding what is poetry, what is the purpose of poetry and the overall goal
of writing a poetry book. Re-reading through our class definition on the poetry wall. colours)
and in different verbally 1 and 3. verbalise a
guided contexts (ACELA15 personification definition of Brainstorm on
12) Lesson body: Model writing (13 mins of lesson)
writing) personification and the majestic
2. Participate in why personification
Explain the definition of personification: the giving an animal or object qualities or
planet Earth
Understand, shared and is an effective abilities that only a human can have This may be a difficult concept for EAL/D
students to grasp e.g. how can the wind cry? (see
interpret and guided lesson device personificatio
experiment of using (observation and Inform students and write the learning intention and success criteria
with sound Lesson objective: To write a poem about The Majestic planet earth n lesson
personification anecdotal) poster)
devices and imager Key teaching Point (KTP): Using effectively human actions/verbs to personify non-
y, including simile, in poetry
4. Were the human nouns E.g. the ocean waves softly hug the sandy shore script-see
metaphor 3. Explain why students able to
and personification, Success criteria: using personification accurately to enhance the description of the attached for
to a partner complete the planet Earth as majestic planet. Purpose to enhance the overall description of an personificatio
in narratives, shape
poetry, songs, poets/writers summary activity of object or animal by giving it human qualities. n (for
anthems and may use planning, writing, Conduct modelled writing session (see attached script for personification modelled and
odes (ACELT1611) personification editing and shared
lesson)
to enhance displaying using writing)
Use metalanguage t personification in
o describe the their writing. Reviewing through the poem with students to see if I (the poet) has used
sentences in the personification correctly. Think-pair-share of what is personification and how A3 Butcher
effects of
poem and in the personification can make us feel more connected to what the poet is trying to say. paper
ideas, text structure 4. Write 3-5
s and language work samples
lines using
features on displayed on the go Shared writing (10 mins of the lesson) Writing A3
effectively
particular figurative wall Continuing the poem from the modelled lesson sheet
audiences (ACELT1
personification
Inform students and write the learning intention and success criteria
795) (seen running Coloured
record 3) Lesson objective: To allow the students to have a go thinking of both objects and
card
words correctly use personification in the poem The Majestic planet earth
White paper
Success criteria: using accurately and effectively personification to enhance the
One between
description of the planet earth using 3 objects
two and
Guided writing (15 mins of the lesson) paper
The students in groups of 3 with A3 butcher paper finish the poem about The Blue tack
Majestic planet earth Poetry book
Success criteria: using accurately and effectively personification to enhance the Word jar
description of the planet earth (supporting students by providing images of the sheet
storm) using 3-5 objects. Exchange their poem with another group and discuss the
poem with each other. (EAL/D students will need more support in regards to
 vocabulary)
Students can use a dictionary and word jars to apply interesting words

Lesson closure: (3 mins)

Giving the opportunity to write their own example of personification using some
poems found in class
In pairs the students will write on card then decorate with drawings one sentence
using personification to put on the go figurative wall under the definition of
personification (see display)

Adding interesting words found to their word jars

WEEK/ AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING RESOURCES

LESSO CURRICULUM LESSON EXPERIENCES
(what & how)
N LINKS OBJECTIVE (include learner diversity)
Week At the end of Were the students Introduction (5 mins): students in groups of three will match to images Descriptive words
2 Understand the use this lessons able to that share a similarity and explain why they are similar. E.g. a tiger’s claws and images.
lesso of vocabulary to students will
and a razor, a white cat and snow, an Olympic swimmer and a fish.
n express greater be able to
precision of meaning, 2. sit and engage in Coming together and building a simile from this. (EA/D students will need Images of different
5 and know that words the modelled and images have a cultural understanding) places with
(Model 1. Verbally
can have different
define similes shared writing different
ling meanings in different Lesson body: Model writing (10 mins of lesson)
lesson (observation environments
writing contexts (ACELA151 Show the Simile definition: the comparison of two items, made explicit by
2. listen to a and anecdotal) different
, 2) using ‘as’ or ‘like’ (EAL/D students will need extra support connecting the
modelled Whiteboard
share two images)
lesson and 1 and 3. verbalise a
writin Understand, interpret Inform students and write the learning intention and success criteria
participate in definition of Markers (three
g and and experiment Lesson objective: To use to write four similes using images of different
a shared and personification and different colours)
guided with sound environments
devices and imagery, guided lesson why personification is
writing Success criteria: Applying images to construct effective similes using ‘like’
including simile, creating an effective device (see simile lesson
) and ‘as’ as well as adjectives, nouns and verbs using script of modelling
metaphor (observation and poster)
similes imagery
and personification, in anecdotal)
narratives, shape 3. Explain
poetry, songs, 4. complete the Small whiteboards voting which simile was your favourite and why. script-see
anthems and
why summary activity of attached for
poets/writers Shared writing (10 mins of the lesson) similes (model and
odes (ACELT1611) planning, writing,
may use Continuing the poem from the modelled lesson shared)
Use metalanguage to editing and Lesson objective: To use images to write four similes using images of
similes to displaying using
describe the effects sunlight, mars, stars and moons.
of enhance their similes in sentences A3 paper
writing. Key teaching Point (KTP): Comparing two different nouns based a common
ideas, text structures using an image as a
and language action and/or description using ‘like’ and ‘as’ E.g. The stars twinkled like Small whiteboards
4. Write 3-5 writing stimulus diamonds. The purpose to give a richer description of that noun
features on particular
audiences (ACELT17 lines using and displaying using Success criteria: Applying images to construct effective similes using ‘like’
effectively similes in sentences Writing A3 sheet
95) and ‘as’ as well as adjectives, nouns and verbs using script of modelling
similes via an in the poem and in imagery
image stimulus the work samples Image of man
Teacher will refer to a script about using similes (see sharing writing walking on the
displayed on the go lesson script)
figurative wall. moon
Guided writing (15 mins of the lesson)
These will be The students in groups will use images and use words to construct similes Coloured card
recorded on the Lesson objective: To work in groups creating 3-5 similes about the moon White paper
running record Success criteria: Applying images to construct effective similes using ‘like’ One between two
(seen running and ‘as’ as well as adjectives, nouns and verbs using script of modelling and paper
record 3) imagery making 3-5 comparisons (EAL/D students may need more Blue tack
vocabulary about the moon and how we describe the moon)
Word jar sheet
Students can use a dictionary and word jars to apply interesting words
Lesson closure: (3 mins)
In pairs draft, copy on paper and card then decorate with drawings one
 sentence using similes to put on the go figurative wall under the definition
of similes (see display)

AUSTRALIAN SPECIFIC TEACHING & LEARNING

WEEK/ ASSESSMENT
CURRICULUM LESSON EXPERIENCES RESOURCES
LESSON (what & how)
LINKS OBJECTIVE (include learner diversity)
Week 3 Understand the use of At the end of 1 and 2. Were the A lesson in between will be about metaphors and comparing them to Whiteboard
lesson vocabulary to express this lessons students able to sit similes and defining them. Materials for the
7 greater precision of students will and engage in the mystery bag:
(Modelli meaning, and know be able to modelled and Introduction (5 mins): Doing the mystery bag game putting some Sights: teddy bear,
that words can have mysterious objects in a bag and having the students describe them to shell, leaf
ng, different meanings in 1. listen to a shared writing
shared lesson (observation their group without looking. Some students will be given blindfolds and Smells: perfume, Aloe
different modelled Vera and vanilla
and contexts (ACELA1512) and anecdotal) one student (without blindfold) will smell a mysterious smell that they will
lesson and scented candle
guided describe to their group. The next will be using iPad with headphones Sounds: iPad with
writing)
participate in 3 and 4. Were the
Understand, interpret and describe music other students. (Need to select EAL/D objects that music displayed on
a shared and student able to
and experiment are culturally appropriate) QR code with a
guided lesson complete the
with sound weebley link
devices and imagery, of imagery summary activity Lesson body: Model writing (10 mins of lesson)
including simile, of planning, Imagery: A use of figurative language to represent objects, actions and Mount Everest
metaphor 2. Write 3-5 writing, editing ideas in such a way that they appeal to the senses of the reader or https://www.youtube.
and personification, in lines using using imagery in viewer. com/watch?
narratives, shape effectively sentences using Inform students and write the learning intention and success criteria v=NhBzhi9jPFs
poetry, songs, anthems
imagery via an an image as a Lesson objective: To write a poem about being on the top of Mount
and odes (ACELT1611) Markers (three
image writing stimulus Everest using a video as an aid
Use metalanguage to different colours)
stimulus and piecing them Success criteria: using accurately and effectively a variety of descriptive
describe the effects of (see imagery lesson
ideas, text structures
together to make a imagery to enhance a poem about using the writing stimulus image poster)
3. poem. Conduct modelled writing session
and language script for imagery
Collaboratively
features on particular (model and plan)
audiences (ACELT179
experimenting 4 and 5. Shared writing (10 mins of the lesson)
5) using imagery participating in the Continuing the poem from the modelled lesson A3 paper for the
in poems think-pair-share of Inform students and write the learning intention and success criteria group activity
what is imagery Lesson objective: To allow the students to have a go thinking of both
4. Verbally and why imagery is objects and what words of image of the Desert Coloured card
define imagery an effective device Success criteria: using accurate and effective imagery of feeling, touch, White paper
(observation and sounds with an image of the Desert One between two and
5. Explain to a anecdotal) paper
partner Reading about the surface of the moon and Watching videos describing Blue tack
poets/writers These will be the surface of the moon and astronaut walking on the moon asking the http://teacher.scholast
may use recorded on the ic.com/space/apollo11
students so what would the surface be like to walk on, what do you think /interview.htm
imagery to running record they saw and felt when walking on the moon? how would it feel to walk
enhance their (seen running on the moon? https://www.space.co
writing. record 3) m/55-earths-moon-
Guided writing (15 mins of the lesson): Lesson objective: Students to formation-
write a poem about an astronaut walking on the moon using imagery. composition-and-
Key teaching Point (KTP): The student selecting various vocabulary to orbit.html
describe sights, feelings, sounds of a specific person in a scene.
Purpose to create an image in the reader’s mind. Images to use
Success criteria: using accurate and effective imagery of sounds, sights, https://www.unive
and touch to enhance the description of the image the group has rsetoday.com/555
received of the surface of the moon. 12/how-many-
Each group will be given an image of astronaut on the moon and will people-have-
brainstorm the, touches, feelings, sights, sounds. Students can extend walked-on-the-
themselves by imaging writing about landing on another planet. How moon/
would they atmosphere be different Word jar sheet

Students can use a dictionary and word jars to apply interesting words
They will then get into groups presenting they’re to another group and
the other group will Draw an illustration to match their poem
The students can pick one imagery sentence and stick to the wall as an
example
Lesson closure (5 mins): participating in the think-pair-share of what is
imagery and why imagery is an effective device (observation and anecdotal)
Adding interesting words found to their word jars
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCE
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES S
LINKS (include learner diversity)
Week 5 There will be two lessons in between this where the students will
lesson Create literary texts that 1. Write a poem 1,2,3,4. The poetry experience and planning writing a poem about different topics of Space
9 experiment with structures, based on the writing sample and
ideas and stylistic features of Using a writing stimulus images space related about a planet or Images
(Modelli planned topic from their planning
selected the solar system
ng, previous classes framework Rubric
authors (ACELT1798) Writing a poem about space and planets Whiteboard
Indepe assessing the Writing a poem from the perspective of a planet
ndent Understand the use of 2. Apply various students’ poem
vocabulary to express Writing a poem from the perspective of an astronaut landing on Whiteboard
writing) figurative that will be
greater precision of meaning, a planet (this task may be difficult to complete as it open ended markers
language devices reviewed in
and know that words can and need more scaffolding)
have different meanings in explored in student conference
previous classes Lesson body: Model writing (10 mins of lesson) Their
different (see rubric)
contexts (ACELA1512) to poem Inform students and write the learning intention and success poetry
1,2,3,4. Were the criteria writing
3.Underline words framework
Understand, interpret and students able to sit Lesson objective: To write a poem using all language
experiment with sound they don’t from
and engage in the conventions discussed over the past few weeks
devices and imagery, understand, use modelled writing previous
Success criteria: effective use of the topic to make an effective
including simile, metaphor proper evaluation lesson classes
and personification, in
poem, use of topic and use language conventions (see
4.Edit and revise (observation and attached script modelling combining these lesson).
narratives, shape poetry, Writing
songs, anthems and their work using anecdotal)
Independent writing (33 mins): the students will independently pages for
odes (ACELT1611) self and partner
1,2,3,4. Checklists write a poem about their chosen topic poems
Use metalanguage to checklists
of marked poem of
describe the effects of
self and peer (see The students who need extra support can use images as well as Peer and
ideas, text structures 5.Analyse a peer’s self and peer their structural planning framework as well write a small but self-
and language features on poem using the quality poem
particular checklist) checklists
same frame work (one for
audiences (ACELT1795) The children will mark using a checklist to see if spelling,
from the analysing 5. Analyse every
lesson worksheet (see punctuation and use of vocabulary, figurative language
Plan, draft and publish student)
analysis conventions, structure thought
imaginative, informative and
persuasive print and worksheet) Then the students will exchange their poem with a partner and Word jar
multimodal texts, check list their work as well as highlight some conventions sheet
choosing text
structures, language
(EAL/D students will need more time and support)
features, images and sound Lesson closure (7 mins):
appropriate to purpose
and audience(ACELY1704)
The students will exchange their poem with another student to
analyse the poem using the poem from analysing class and
present their analysis of the other students’ poem to each other.
References:

Annandale, K., Bindon, R., Handley, K., Johnston, A., Lockett, L. & Lynch, P.
(2004). First
Steps: Writing resource book (2nd ed.). Melbourne: Rigby Heinemann.
det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/

Cameron, S., & Dempsey, L. (2015). The writing book. A practical guide for
teachers.
Auckland. NZ: S&L Publishing. 

Hamilton, M., & Driscoll, M. (2003). A childs introduction to poetry with Cd. New
York: Black Dog &
Leventhal.

McGough, R., & Moxley, S. (2002). 100 Best poems for children. London: Puffin.

School Curriculum and Standards Authority (2010). Western Australian Curriculum

English 
http://k10outline.scsa.wa.edu.au/

“Space Poems.” Rainy Day Poems, www.rainydaypoems.com/poems-for-kids/space-

poems.

https://www.yourdictionary.com/metaphor Definition of a metaphor

Images used in class

Simile lesson
Sunlight https://scitechdaily.com/harnessing-the-entire-spectrum-of-sunlight-to-make-solar-
energy-more-efficient/
Marshttps://space-facts.com/mars/
Starshttps://pixabay.com/photos/sky-stars-mountain-top-night-sky-1246033/
Moonhttps://www.piqsels.com/en/search?q=eclipsed&page=19

Imagery lesson
Everest https://www.youtube.com/watch?v=NhBzhi9jPFs
Desert https://www.huffpost.com/entry/if-you-irrigated-its-deserts-could-australia-
quadruple_b_5a2c76d8e4b0d7c3f2622363

View from the moonhttps://moon.nasa.gov/resources/187/apollo-11-mission-image-view-of-

moon-limb-with-earth-on-the-horizon/
 The stars at night Jane and Ann Taylor

TWINKLE, twinkle, little star,

How I wonder what you are !
Up above the world so high, EAL/D student
Possessive
Like a diamond in the sky. may not
understand the
pronoun simile
When the blazing sun is gone,
When he nothing shines upon,
Possessive Then you show your little light,
pronoun Twinkle, twinkle, all the night.
Possessive
Then the trav'ller in the dark, pronoun
Thanks you for your tiny spark,
EAL/D student
may not He could not see which way to go,
understand this If you did not twinkle so.
word

In the dark blue sky you keep,

And often thro' my curtains peep,
For you never shut your eye,
Till the sun is in the sky. EAL/D student
Possessive may not
pronoun understand the
'Tis your bright and tiny spark, personification
Lights the trav'ller in the dark :
Tho' I know not what you are,
Twinkle, twinkle, little star.