LESSON PLAN

Page 1

PART A: PREPARATION AND STRATEGIES

Year: 8
Syllabus section: ENGLISH
Stage 4
Unit Name: Ngara
Integrated Curriculum between ENGLISH, HISTORY, GEORGRAPHY and SCIENCE
Lesson Topic: Creative Writing
Prior knowledge/skills
required

Duration: 60 minutes

Resources (Attach classroom ready resources/worksheets

students will be using, including relevant pages from textbooks)

Quality Teaching Elements (lesson focus) - Highlight relevant items

1. Intellectual Quality
2.
Quality
Learning 3. Significance
1.1 Deep knowledge
Environment
3.1 Background knowledge
1.2 Deep understanding
2.1 Explicit quality criteria
3.2 Cultural knowledge
1.3 Problematic knowledge
2.2 Engagement
3.3 Knowledge integration
1.4 Higher-order thinking
2.3 High Expectations
3.4 Inclusivity
1.5 Metalanguage
2.4 Social Support
3.5 Connectedness
1.6 Substantive communication
2.5 Students self regulation
3.6 Narrative
2.6 Student direction
How are Quality Teaching (QT) elements achieved in the lesson?
QT element
1.5
2.6
3.4

Indicators of presence in lesson

Students are to describe through language within the written
component of the lesson
Students are working in groups and within the groups they learn to
direct their own learning
Through working in groups students are encourage to practice
inclusivity

PART B: SEQUENCE OF ACTIVIES IN LESSON

Syllabus outcomes: (number/s and descriptor)

EN4-2A effectively uses a widening range of processes, skills, strategies and knowledge for
responding to and composing texts in different media and technologies.
EN4-6C identifies and explains connections between and among texts
Life Skills outcomes
Responds to and composes texts that explore personal, social and world issues
Explores the ways cultural ideas and perspectives shape a range of spoken, written, visual and
multimedia texts
Students learn to:

Text analysis, reflection, native

custodians of the land, writing style
Tone and setting and how authors
create tone and setting within texts to
emphasis on certain feelings.

Timin
g

Lesson content

15
Mins

Mind Map

Students learn about:

- Identify poetic techniques

-Identify the setting and tone of text
-Identify themes, tones, mood

Student activity

Revise the topic of

previous lessons,
poetic techniques

Teacher activity

Greet students and get

them settled in
Mark the roll

LESSON PLAN

Page 2
-

15
mins
Brainstorm +
Powerpoint

Mind map all the

techniques learnt
yesterday, ask
students to recall their
definitions
1. What poetic
techniques do you
remember, and
what is there
definition?
2. We have been
looking at the topic
prejudice,
yesterday we
analysed the poem
Memory by Judith
Wright, can anyone
recall how her
poem relate to
change?
Recall the excursion on
Ngara and the Song
we photographed that
we will be including in
todays lesson.
Who is Jodi Edwards?
(on PowerPoint Slide)
Teacher instructs class
to sit on the floor in a
circle, with their poem
booklets.

20
mins

Discussion with student

collaboration

Will put the slide of

definitions of the
board to help aid
students answering
the comprehension
sheet
Answering
questions

Introduce topic: today

we will be looking at an
Indigenous song by
Contemporary song in
the Dharawal Language
of the Illawarra region
by Jodi Edwards.
Teachers instruct class
that, she/he will sing
the song first and then
sing it as a class.
Teacher asks if students
noticed any techniques
being used?
Brainstorm ideas on
board, using full
sentences

Set up PowerPoint

Teacher, will allow

students to remain on
the floor however from
groups of 5.
Teacher chooses groups
of 5 students with
mixed abilities, so
students are not with
their friends distracted.
Teacher hands out
sheets
Teacher goes around to
the groups and checks if
students are able to
identify and answer the
questions

LESSON PLAN
-

7 Mins
Self-Evaluation

3 Mins

Conclusion

If there is extra time,

last few slides are
extension class
activity.

Page 3
Teacher collects books
to mark work sheets.
Teacher tells students to
go to their seat, paste
sheets in books.
Teacher puts how does
the poem we studied
last lesson and the song
Dharawal reflect change
with in the Aboriginal
community.
Write down the point on
the board.
Teacher concludes
lesson, and will begin
next lesson with this
questions.
Teacher asks students
to go home and think
about the changes
within both cultural
texts.
Teacher compliments
students achievements
and students
collaboration.
Teacher concludes
lesson by briefly
summarising the lesson:
Today we looked at
Change in regards to
the Aboriginal cultural
-Teacher to introduces
next lesson:
Next lesson we will
investigate the impacts
the history on
Aboriginal culture in
regards to various texts
compositions.

PART C: ANALYSIS AND SELF-REFLECTION

How have outcomes been achieved?
Learning outcome
Method of measuring and recording
Students composed texts using a range of skills
EN4-2A
Students form connections between the two texts that they were
EN4-6C
presented with
Links to next lesson
Students are exposed to the topic of change and are then taught about colonisation and ways in which it
changed the life of Aboriginal peoples spiritually and the land physically
AISTL graduate standards and evidence that this lesson achieves this standard.
AITSL Standard
Evidence within this lesson
2.4
Being aware of the significance of certain aspects of Aboriginal
culture
3.3

LESSON PLAN

Page 4
Teaching strategies were used such as group work and choosing the
students in each group

WHS considerations
Ensure that there are no hazards in the classroom such as loose cords on the ground that
students can trip over.

References

Definitions
Alliteration repetition of the sound at a beginning of a word (Peters
perfect pens)
Contrast a strong difference between two things (rich/poor)
Imagery words so descriptive they create a picture in the readers mind
Metaphor an image created by referring to something as something
else (He is a pig)
Onomatopoeia words that sound like their meaning (crash/bang/pop)
Oxymoron two words positioned together with contrasting ideas
(beautiful death)
Personification giving an object human qualities (the wind whistled)
Repetition words/phrases/sentences and structures repeated
Rhyme/Rhythm the use of rhyming words to give the poem a beat
Simile A comparison of two things using like and as (as cold as ice)
Symbolism symbol that represents an idea (cross = religion)

LESSON PLAN

Page 5

Worksheet comprehension

Contemporary song in the Dharawal Language of the Illawarra region by

Jodi Edwards
Women Spirit swim- in sea
Women Spirit swim- in sea
Women Spirit swim- in sea
Women Spirit swim- in sea
Sisters of the mountains are
Thrown to the sea
Now Mount Keira watches
Women Spirit swimming in the sea
As they call
Men in canoes towards the rocks
Sitting on their rocks
Women go into the sea
Spirits walk on the beach
Looking and watching over children
1) How is imagery being used in the poem? What is described?

LESSON PLAN

Page 6

2) How does the narrators perception of the women change throughout the poem?

3) Identify what technique is being used in this line, Women Spirit swim- in
sea. Describe the journey in the poem?

4) What is the mood of the poem? How does this poem make you feel? Has it changed
your perception of how you see the Aboriginal community?

5) Identify and write down a line, which contains metaphor in the poem.

LESSON PLAN

Page 7

6) The song Dharawal explores changes. Write down in a few sentences how the
author captures these changes.

POWERPOINT SLIDES

LESSON PLAN

Page 8

LESSON PLAN

Page 9

LESSON PLAN

Page 10

LESSON PLAN

Page 11

LESSON PLAN

Page 12

LESSON PLAN

Page 13

LESSON PLAN

Page 14

LESSON PLAN

Page 15