FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2 YEAR LEVEL: 9 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:

All students will have access to a laptop, headphones, and wifi.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)
Lesson 1 Understand that Investigate at least three key elements Assessment 1: Introduction Poll Everywhere:
authors innovate of slam poetry, the SLAM method of The diagnostic 1. Students will respond to the following statement in the https://www.polleverywher
with text structures poetry analysis, and 5 poetic assessment at the ‘discussion’ space on Poll Everywhere: e.com
and language for conventions that may be used in slam beginning of the What is your opinion on studying poetry in the English classroom?
specific purposes poetry through conducting research on lesson will allow the Dead Poet’s Society
Students are encouraged to both curate their own responses and
and Tes Blendspace and creating a Canva teacher to grasp YouTube Video:
effects (ACELA1553) poster to present findings. students’ opinions ‘vote’ for the responses of their peers. https://www.youtube.com/
regarding poetry. 2. Show students a short clip from Dead Poet’s Society that watch?v=LjHORRHXtyI
Explain how authors Cooperate with peers to create a presents poetry as an exciting pursuit. Discuss how poetry allows
creatively use the succinct and cohesive document by Assessment 2: us to share our experiences with the world and is a celebration Keamk:
structures of completing the ‘group work roles’ Students will of language. https://www.keamk.com/ra
sentences and worksheet to outline individual tasks complete formative 3. Introduce students to the concept of slam poetry as a form of ndom-team-generator
clauses for and utilising the collaborative features assessment in the
poetry that is often free-verse, doesn’t rely on any particular
particular effects of Canva. conclusion of the ‘Group Work Roles’
(ACELA1557) lesson as they create rhyme scheme, and is created to be performed. worksheet:
a multiple-choice 4. Outline the structure of the following three lessons to students, https://d1e2bohyu2u2w9.cl
question which including an explanation of what outcomes will be expected, oudfront.net/sites/default/f
clarifies their what they have to produce, and what will be formally assessed. iles/tlr-asset/document-
understanding of slam Students will understand that the final assessment piece is to group-work-roles-4.pdf
poetry. create a visual poem in the form of a video clip that accompanies
Book Creator:
an oral recording of the slam poem.
Assessment 3: https://bookcreator.com/ch
Students will rome/
complete an Body:
infographic on Canva 1. Students will be randomly assigned groups using Keamk. Canva:
which will be 2. Provide each group with a ‘Group Work Roles’ worksheet to https://www.canva.com/gra
uploaded onto Book outline their individual responsibilities in the group. List the phs/mind-maps/
Creator as a elements of each tasks that the group must complete in order to
component of their help facilitate this process and ensure an even distribution of Tes Belndspace:
final summative learning tasks. https://www.tes.com/lesso
assessment. This ns
3. Ask the student who has been allocated the task of creating the
assessment will be
marked against a book on Book Creator to do so, sharing their book with their Coloured card for students’
rubric that focuses on team members and the teacher. multiple choice questions.
students’ 4. Students are to work together to create an infographic on Canva
identification of slam which responds to the following questions:
poetry as a genre, - How do you define slam poetry?
SLAM analysis skills, - What is the SLAM method of poetry analysis?
and the impact of
- What are 5 poetic conventions that you may identify in a
poetic conventions.
piece of slam poetry?
- What are 3 interesting facts about slam poetry?
Students will be provided with a series of resources on Tes
Blendspace as a starting point for their research.
 5. Once complete, students will have the opportunity to download
this infographic as an image and upload it to the first page of
Book Creator.

Conclusion:
1. Distribute a piece of coloured card to each student. Ask students
to submit a multiple-choice question and series of answers that
relates to the SLAM method, poetic conventions, or interesting
facts about slam poetry.
2. The teacher will organise the responses of students by creating a
Kahoot! quiz which is to be completed at the introduction of the
following lesson. Similar responses will be collated into a single
question and the teacher will add any key questions that, if
unasked, may lead to gaps in student knowledge.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Lesson 2 Investigate the use Appraise and annotate a piece of slam Assessment 1: Introduction Kahoot:
and effect of poetry through the application of the Formative assessment 1. Students will complete the Kahoot! quiz based on the questions https://kahoot.com/b/
extended SLAM method of analysis and will be completed at submitted at the conclusion of the prior lesson.
metaphor, identification of at least three key the beginning of the 2. Outline to students that they will be applying their QR stuff:
metonymy, poetic conventions utilised to make lesson by using https://www.qrstuff.com/
understanding of slam poetry analysis to a poem by using Google
allegory, icons, meaning. Kahoot! to clarify
myths, and students’ Docs. The following poems will be
symbolism in texts, Describe the impact of a piece of poetry understanding of distributed to students for
for example poetry, on reader response by writing a poetic conventions, Body: analysis:
short films, graphic personal reflection that outlines the slam poetry, and the 1. Randomly distribute unlabelled QR codes created on QR stuff to - ‘Touchscreen’
novels, and plays main message of the poem, its impact SLAM analysis each group. Each QR code directs students to a different google (Jones, 2011)
(ACELT1637) on the student as a reader, and the way method. doc that contains a piece of slam poetry. - ‘We’re Just a
in which it contributed to their 2. Students will work together to analyse the piece of poetry using Little too Caught
Explore and reflect understanding of the human Assessment 2: the ‘SLAM’ method- ask each student within the group to unpack
on personal experience. Students will upload a Up’ (Anonymous,
the question in relation to one of the following components; 2013)
understanding of screenshot of their
structure, language, affect, and meaning. Analysis will be - ‘Accents’
the world and annotated poem and
significant human personal reflections completed in an annotation style, with each student using the (Frohman, 2012)
experience gained onto Book Creator as ‘comment’ feature on google docs. - ‘Sunshine’ (Musa,
from interpreting a component of their 3. Students will be given time to read their peers’ analyses within 2011)
various final summative the group and elaborate upon ideas in order to promote critical - ‘Times I’ve Been
representations of assessment piece. and in-depth analysis.
life matters in texts This assessment will Mistaken for a
4. Students will write a personal reflection on a separate Google Girl’ (Dang, 2013)
(ACELT1635) be marked against a
rubric that focuses on Doc which collates responses to the following prompts:
students’ ability to - What is the main message of the poem? These poems will be copied
apply the SLAM - As a reader, how were you positioned to respond to the onto Google Drive
method of poetry poem? documents for analysis.
analysis to their text - How did the poem contribute to your understanding of the
and their recognition Google Drive:
world?
of at least three ways https://drive.google.com
5. Provide students with the opportunity to screenshot their
in which these
conventions have annotated poem and individual personal reflections and add Book Creator:
been used to these to Book Creator. https://bookcreator.com/ch
influence their rome/
response as a reader.
Conclusion: Coloured paper for
1. Outline the steps for the following lesson, projecting them on the students’ exit cards.
smartboard as they discuss.
2. As an ‘exit card’ each group must discuss and formulate a
response to the following question:
What is the intended meaning and mood of your poem?
Before the following lesson, review these cards and add
additional comments regarding the meaning and mood of the
students’ poem if necessary.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Lesson 3 Create imaginative, List at least three visual conventions Assessment 1: Introduction
informative and utilised in Shane Koyczan’s ‘To this Day’ Formative assessment
persuasive texts and outline the way in which they work will be utilised at the
that present a point in conjunction with poetic conventions beginning of the
of view and to make meaning in the text. lesson through the
advance or illustrate use of an answer
arguments, Produce a film, demonstrating audio garden and
including texts that and visual integration, which utilises application question
integrate visual, images, symbols, colours, and voice- to clarify students’
print and/or audio over narration to imaginatively convey prior understanding
features (ACELY174 the poem’s intended meaning and of visual conventions.
6) mood.
Assessment 2:
Use a range of Students will upload a
software, screenshot of their
including word proc annotated poem and
essing programs, personal reflections
flexibly and onto Book Creator as
imaginatively to a component of their
publish final summative
texts (ACELY1748) assessment piece.
This assessment will
be marked against a
rubric that focuses on
students’ ability to
apply their
understanding of the
message and mood of
the poem, utilising at Body:
least four film
conventions to
reinforce these in the
visual and auditory
fields.
Poll Everywhere:
1. Redistribute exit cards to students and explain to them that their https://www.polleverywher
final lesson involves creating a representation of this poem that e.com
conveys its meaning and mood.
‘To This Day’ YouTube
2. Students will respond to the following statement in the ‘Word
video:
Garden’ space on Poll Everywhere: https://www.youtube.com/
In order to complete an effective visual representation of your watch?v=ltun92DfnPY
creative piece, you need to employ film and visual conventions-
List as many of these conventions as you can! WeVideo:
Guide student responses by providing follow-up questions in https://www.wevideo.com/
order to ensure that the following conventions are noted:
Book Creator:
- Camera shots and angles
https://bookcreator.com/ch
- Symbols rome/
- Colour
- Music Google Drive:
- Written conventions https://drive.google.com
- Students’ tone and pace when reading the poem
3. Students will watch Shane Koyczan’s visual representation of his
poem ‘To This Day’ on YouTube as a model of the activity they
are to complete.
4. Encourage students to identify the conventions that are used in
conjunction with Koyczan’s poem to make meaning and list these
in their workbook. Facilitate a class discussion about how these
visual conventions help to convey the poem’s main message.
1. Students will create a create a representation of their slam poem
using the collaborative features of WeVideo. Ensure that all
students recognise the following criteria:
- Voice-over narration and audio features such as
instrumental music
- Careful consideration pf camera shots and angles
- Video is clearly sequenced and edited
- Special effects such as camera filters and text overlays are
used for stylistic purposes
 The teacher will make it clear to students that each student is
the ‘leader’ in relation to of one of these components. It is their
task to add this component to WeVideo.
2. Students will spend time filming their video, paying particular
consideration to the above components.
3. Provide students with the opportunity to work together to edit
their video- taking control of the component for which they are
the ‘leader’
4. Students will export their WeVideo and upload it to Book
Creator.

Conclusion:
1. Once the Books are complete, the teacher will ask students to
export and upload their book to a shared google drive folder so
that it can be accessed by the whole class.
2. Ask each group to divide themselves into two sets of pairs. One
pair within this group is to move 1 space clockwise around the
room, hereby creating a new group. Students are to take turns
showing their video to the new members of their group and
providing verbal feedback in the form of ‘two stars and a wish.’