FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2/1-2 YEAR LEVEL: 8 LEARNING AREA/TOPIC: English

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom:

It is assumed that there is a 1-1 ratio of devices to students. I have assumed that the students either have access to a laptop or iPad, with both options suitable for the activities
that they will be completing in this series of lessons.
WEEK/ West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Australian OBJECTIVE (what & how) EXPERIENCES
Curriculum (Introduction, Body and Conclusion)
LINKS

1/2 ACELA1542 1. Identify themes in a 1. Informal Introduction Student workbooks

ACELT1627 variety of poems
ACELY1734 2. Discriminate between the
ACELY1730
stated and implied
meaning of given poems
3. Differentiate in a class
discussion, the stated and
implied meanings of given
poems
2. Formative
diagnostic  Students brainstorm what they know or think about
assessment: Using poetry Video: Hip Hop or
 Show video from the hip hop Shakespeare academy: Shakespeare?
their current
https://www.youtube.
knowledge, ‘Hip hop or Shakespeare?’- until 3:23
com/watch?time_cont
students will inue=202&v=DSbtkLA3
Body
identify themes in GrY
 Revision: what is a theme?
given poems and Poems/songs:
 Modelled reading of the poem spiritual song of the Spiritual song of the
place them in their
Aborigine, specifically analysing the stated and implied Aborigine
wordcloud
meanings of texts. https://allpoetry.com/
 In their literacy groups, students analyse given poems Spiritual-Song-Of-The-
assessment: Aborigine
and songs, looking at themes, language use and stated
students will I wandered lonely as a
and implied meanings
identify and cloud:
 Students enter the analysis into the Google Doc under https://www.poetryfo
describe the
their names undation.org/poems/4
stated and implied
meanings in given  Creation of a wordcloud of themes they have found 5521/i-wandered-
lonely-as-a-cloud
poems, in a Conclusion Not worth hiding
Google Doc  Students screenshot their wordcloud and Google Doc https://genius.com/13
answers and add them to their Smore poster which was 913788
created last lesson
Google Doc
 Ticket out the door: write their definitions of stated and
https://docs.google.co
implied meanings on a sticky note and stick it on the
m/document/u/0/
wall on the way out.
Wordcloud:
https://wordart.com
 Smore:
https://www.smore.co
m/app

2/1 ACELT1626 1. Describe how context 1. Formative Introduction

ACELT1628 changes meanings within assessment:  Modern day poetry and the rise of the ‘instapoet’- Powerpoint showing
ACELT1807 a given poem students create a PowerPoint poems from Rupi
ACELY1733  Discuss- how has the idea of a poet changed over Kaur, Lang Leav, Cleo
2. Analyse how past events timeline of key
Wade and Alicia Cook
shaped the literature of contextual time?
that time influences of a
3. Critique the ways in which given poem Body
Angelou, M. (1983).
 Introduce ‘I know why the caged bird sings’
different cultures are 2. Formative Shaker, why don’t you
 Discuss first thoughts, question who the caged bird sing? United States of
represented in a given assessment:
is America: Random
poem students continue
to add to their  Author background House

Smore page which  Research African American Slavery in the US. Key
will form a part of questions:
their summative o When did slavery begin and end?
assessment at the o How many slaves were there at the peak of
end of the module slavery?
o Which state was the first to abolish slavery?
o Which states were the last to abolish
slavery?
o What were slaves most commonly used for?
o How did slaves keep their culture alive?
 Timeline of African American slavery in the US Timeline maker:
 Identify how African Americans are represented in https://www.timetoas
this poem t.com/timelines

Conclusion
 Students screenshot their completed timelines and Smore
place them in their Smore https://www.smore.co
m/app
 Read the poem aloud once more. Using the
student’s new contextual knowledge, discuss:

2/2 ACELY1738 1. Identify how changing the
ACELY1736 context changes meanings
ACELT1768 of poems
2. Assemble a storyboard
depicting a modern-day
version of I know why the
caged bird sings
3. Discuss what effect
changing context has on
the meaning of the poem
o Who the caged bird is
o Why is singing so important?
o How did slavery impact Maya Angelou and
her work?
o If we were rewriting this poem today, who
would be the caged bird?
o How did the issue of slavery impact the
writing of this poem?
1. Formative Introduction Youtube clip totally
assessment:  View clip totally like whatever, you know by Taylor like whatever, you
students write a Mali (stop at 1:50) know:
 Discussion: is this poetry? What are common https://www.youtube.
paragraph on their
com/watch?v=LGAMd
Smore justifying stereotypes surrounding poetry?
-tT6fQ&t=103s
why they chose
the scenario that Body
Angelou, M. (1983).
 Read I Know why the Caged Bird Sings aloud
they did Shaker, why don’t you
 Students brainstorm scenarios that they can create a sing? United States of
2. Summative
modern-day version of I know why the Caged Bird America: Random
assessment:
Sings in. The scenario must follow the general layout House
students complete
of the original poem, comparing and contrasting the
a Google Form
free and imprisoned
with questions Storyboard that:
about context,  Students then create a 6 square storyboard
online storyboard
culture and depicting their scenario creator
meaning  Once their storyboard is completed, students http://www.storyboar
screenshot it and place it into their smore. They dthat.com
then write a paragraph explaining:
o Why that particular scenario was chosen? Smore
https://www.smore.co
o Who is the free bird and who is the caged
m/app
bird?
o What effect has changing the context had
on the story?
 o Do you prefer Maya Angelou’s poem or your
storyboard?

Conclusion
 Students fill out the Google Form, containing Google Form survey
questions about context, culture and meaning https://docs.google.co
m/forms/d/1UNZWJce
 Students are informed that tomorrow they will be
PPau_OgrFpqpgAQIsz
beginning to write their poems based on their Pc1aRoEzzSABcRao_0/
storyboard. prefill