2019

Differentiated Lesson Plans

EVIDENCE OF PLANNING, TEACHING, ASSESSING AND REFLECTING PRACTICES.

SARAH ADAMS

CHARLES STURT UNIVERSITY | Student Number: 11600698

Contents
LESSON PLAN 1 (Single lesson) ................................................................................................................................................................................................................................. 2
Screenshot of Day Book: 05/09/2019 .................................................................................................................................................................................................................... 4
Appendix 1: Persuasive Techniques Table ............................................................................................................................................................................................................. 5
Appendix 2: The article (highlighted) ..................................................................................................................................................................................................................... 8
LESSON PLAN 2 & LESSON PLAN 3 (Double lesson) ............................................................................................................................................................................................... 10
Screenshot of Day Book: 09/09/2019 .................................................................................................................................................................................................................. 15
Appendix 1: Topics handout ................................................................................................................................................................................................................................ 16
LESSON PLAN 4 (Single lesson) ............................................................................................................................................................................................................................... 17
Screenshot of Day Book: 10/09/2019 .................................................................................................................................................................................................................. 20
Appendix 1: Harvard referencing handout .......................................................................................................................................................................................................... 21
MULTIMEDIA PRESENTATION: Self-created resources .......................................................................................................................................................................................... 24
Appendix 1: Rhyme Schemes PowerPoint ....................................................................................................................................................................................................... 24
Appendix 2: Concrete Poetry PowerPoint ....................................................................................................................................................................................................... 25
Appendix 3: Figurative Terms Game ................................................................................................................................................................................................................ 26
Appendix 4: 3.2.1 for Poetry ............................................................................................................................................................................................................................ 28
Appendix 5: Extension Task (Year 7) ................................................................................................................................................................................................................ 29
Appendix 6: Persuasive Techniques Kahoot .................................................................................................................................................................................................... 30
Appendix 7: Five Minute Plan PowerPoint (Year 10) ....................................................................................................................................................................................... 31
Appendix 8: Statement of Intention PowerPoint/ rebuttal paragraph handout ............................................................................................................................................. 32
Appendix 9: Five Minute Plan PowerPoint (Year 11 VCE) ................................................................................................................................................................................ 35
Appendix 10: Screenshots from Hunt for the Wilder People Booklet (Year 11 Foundation English) .............................................................................................................. 36
LESSON PLAN 1 (Single lesson)

Unit: Persuasive Point of View Lesson duration: 48 mins Stage: N/A Year: 10 Class/Group: 10C
Lesson title: Persuasive techniques and how they
position the reader
Week 8: Lesson 4 (05/09/2019)
Rationale Syllabus links
The aim of the lesson is to focus on how the persuasive techniques are used to  Analyse and explain how text structures, language features and
position the reader. Students use the ‘Persuasive Techniques Table’ provided visual features of texts and the context in which texts are
in the previous lesson with the examples they found to contribute to discussion. experienced may influence audience response (VCELT46)
Student responses will be recorded and discussed using the tools within a word  Identify and analyse implicit or explicit values, beliefs and
document. assumptions in texts and how these are influenced by purposes and
likely audiences (VCELY467)
Prior Knowledge Risk Assessment Resources
Students in the previous lesson identified persuasive  Ensure safe use of ICT  Persuasive Techniques YouTube clip
techniques in the article ‘The arguments for and against while view the YouTube clip  ‘Persuasive Techniques Table’ (Appendix 1)
Australia Day on January 26’. Their knowledge of persuasive and when using the Smart  The article ‘The arguments for and against
techniques were established in prior lessons using a range of TV when talking through the Australia Day on January 26’ with highlighted
activities including a ‘Kahoot!’ specifically written for the class article and highlighting examples of persuasive techniques (Appendix 2)
as a resource to inform the teaching practice of these lessons. student responses on the  Smart TV/laptop
word document.  Whiteboard markers

Specific teaching target (identified from previous teaching and related to presence in the classroom; classroom management, etc.)
 Being more flexible if things don’t go to plan
 Voice projection to the back of the room
Learning Time Content/Learning Experience Teaching Class Assessment
Intentions Guide Strategies Organisation Techniques
These should be (Mins) Grouping & What will you
precise indicators of classroom assess and how will
intended student environment you assess student
learning learning?

Introduction (Engagement)

Body (Exploration/Transformation/Presentation)
Students are engaged in
the persuasive
techniques YouTube
video
Are able to recall last
lesson’s activities
Actively listen to the
instructions
(learning Intention/
success criteria)
Students are reading
through the handouts
and looking over their
notes from the previous
lesson
Students are providing
the examples they found;
agreeing with classmates
if they have identified the
same persuasive
technique or offering
insights for those
overlooked.
5 Hook: Activating students Students are seated
Persuasive Techniques YouTube clip: ‘literary devices’ prior knowledge in pairs at the desks
which are organised
Introduction: in rows.
5
 Recap on last lesson’s activities which includes identifying
persuasive techniques in an article. Ensure all students
have the ‘Persuasive Techniques Table’ and the article;
provide spare copies for those who were away or
misplaced their copy.
 Explain the activities for this lesson using the learning
intention and success criteria:
Learning Intention: explain and analyse how persuasive
Setting learning
techniques influence the response on an audience
expectations
Success Criteria: contribute at least one persuasive
technique I have found in the article during the class
discussion and write the effect of at least three persuasive
techniques on the reader in my English book.
Body:
15-20 Guided practice Move about the
 Using the Smart TV to highlight the article with students Students are
Explicit teaching expected to contribute classroom to observe
contributing the persuasive techniques they
identified/highlighted in the previous lesson Discussion to a whole class the notes taken by
discussion as well as students in the
 Give students time to read over their notes made in the work individually previous lesson while
example column in the previous lesson towards the end of
they read over their
the lesson
notes
 Allow time for each student to fill in the “examples” column
if they haven’t already done so
 Explain that the interpretation of the article and the
techniques is subjective, meaning that they don’t have to
necessarily agree with one another
While providing
examples, students can
also be recording/adding
new examples to their
Persuasive Techniques
Table
handout
Students are using the 10-15
examples discussed as a
class and writing how
they are used to convey
a point of view and the
effect on the reader.
Transitions to next lesson
Using the prior knowledge gained in these activities, and those of previous lessons, as a foundation to support students to develop/enhance their own point of view. The
focus of the following lesson will be developing a point of view as well as begin planning how to use persuasive techniques in their own writing.
Screenshot of Day Book: 05/09/2019
 Go through each section of the article together as a class Observing students
(teacher reads aloud/or students who volunteer) to find who engage in the
persuasive techniques and influence on the reader discussion will indicate
the knowledge of and
 The persuasive techniques they highlight/identify, the
ability to identify
teacher records these in the document open for everyone
to see on the Smart TV persuasive techniques.
The discussion will
enable timely feedback
Conclusion: to students about their
 Choose 3-5 examples of persuasive techniques and write Modelling the choices and reasoning
their intended effect on the audience who read the article expected task
behind it.
 Work through an example of the expected task on the
white board Provide scaffolding for Check workbooks/
students (who need it) ability to discuss the
 Students work independently and can ask for assistance effect of the persuasive
from ST, myself and Teacher’s Aide Checking in with techniques on an
students intended audience.
Appendix 1: Persuasive Techniques Table
Appendix 2: The article (highlighted)
The arguments for and against Australia Day on January 26
By Ben Westcott, CNN
Updated 0426 GMT (1226 HKT) January 26, 2018
(CNN)The day before Australia celebrated its national day Friday, a
statue of British explorer James Cook in Melbourne was vandalized,
covered with pink paint and the words "No pride."
Cook is often credited as the first European to discover Australia.
Every year Australia Day, held on January 26, is the focus of huge
controversy and debate. Commented [SA1]: Hyperbole
e.g.
While many Australians see it as a chance to celebrate the country's
Effect on the reader: focuses the reader’s attention towards
lifestyle, culture and achievements, typically through barbeques and the debate, by using the word ‘huge’.
public events, the date is not a happy one for Australia's Indigenous
people.

People take part in an "Invasion Day" rally on Australia Day in Melbourne,

August 26, 2018. Commented [SA2]: Fact
On the 26th of January 1788, Governor Arthur Phillip raised the British
flag at Sydney Cove, beginning the long destruction of Indigenous people Commented [SA3]: Fact
and their culture. In recent years there has been a call by left-wing groups
to move the date to a less controversial day.
But the conservative Liberal National Coalition government has criticized
any suggestion of a potential change of date, including Prime Minister Malcolm Turnbull. Commented [SA4]: Expert opinion
Polling has given conflicting results on how Australians actually feel about Australia Day.
A poll commissioned by progressive think tank Australia Institute found 56% didn't care when the national day was held, while a separate poll from conservative group the Commented [SA5]: Statistics
Institute of Public Affairs resulted in 70% support for keeping Australia Day on January 26.
Commented [SA6]: Statistics
Is it time for Australia to move its national day of celebration? Two prominent Australians weigh in on the debate.
Commented [SA7]: Rhetorical question
Tom Calma, Co-chair of advocacy group Reconciliation Australia
Commented [SA8]: Expert opinion
'It's time to change the date'
Increased momentum around changing the date of Australia Day reflects a growing sense that January 26 is symbolic of the Australia we used to be, not the Australia we
hope to become.
Recent moves to promote changing the date of our national day are informed by the fact that many Australians - both Indigenous and non-Indigenous - feel they cannot
celebrate on January 26, because that date marks the commencement of a long history of dispossession and trauma for Aboriginal and Torres Strait Islander people. Commented [SA9]: Emotive language/negative
connotation
We've changed the date before -- in fact, January 26 has only been a national public holiday since 1994 -- and must do so again if we want to achieve a national day that
unifies all Australians. Commented [SA10]: Fact

Still, there is a strong contingent of Australians who do not agree.

Before we can settle on a way forward, there is more work to be done in terms of raising awareness of the fraught symbolism of January 26, and what Australia stands to gain Commented [SA11]: Negative connotation
by changing the date of our national day to one that represents the shared values of modern Australia.
Why some Australians want to move their controversial national day
There are differing interpretations of what it means to celebrate on January 26. But what's indisputable is the historical origin of the date.
Arthur Phillip arrived at Sydney Cove and raised the national flag of the United Kingdom on January 26, 1788. In doing so, he founded the colony of New South Wales and, at Commented [SA12]: Fact
the same time, commenced the dispossession and marginalization of Indigenous people.
Commented [SA13]: Emotive language/ negative
During this time, many Indigenous people were removed from their traditional lands, and stopped from practicing their language and culture." connotation

Another problem with holding our national day on January 26 is that it is a day that positions European settlement as the primary source of national identity and pride. In doing Commented [SA14]: Negative connotation
so, it ignores more than 60,000 years of pre-colonial history and 230 years of multicultural migration to Australia." Commented [SA15]: Fact
Today, Indigenous peoples are still recovering from the chain of events that were set in motion on that day in 1788. The ongoing impact can be seen in disturbing rates Commented [SA16]: Metaphor
of Indigenous incarceration and the growing overrepresentation of Indigenous children in out-of-home care, to give just two of many examples.
Commented [SA17]: Negative connotation
By changing the date, Australia can show that it is ready to truly accept and include Indigenous histories, cultures and contributions as a valued part of the Australian story.
Commented [SA18]: Positive connotation
Tony Abbott, former Australian Prime Minister
'There are 364 other days to wear a black armband'
"All right, but apart from the sanitation, the medicine, education, wine, public order, irrigation, roads, a fresh water system, and public health, what have the Romans ever
done for us?" asks the John Cleese character in the classic film Life of Brian. Commented [SA19]: Rhetorical questions
It's worth asking the same question of the British settlement of Australia at the same time as we acknowledge the dispossession of the original inhabitants. Commented [SA20]: Inclusive language
Sure, not everything's perfect in contemporary Australia; and it's possible that Aboriginal life could have continued for some time without modernity bursting upon it, had
governor Arthur Phillip not raised the Union flag and toasted the king on January 26, 1788, but it's hard to imagine a better Australia in the absence of the Western civilization
that began here from that date.
The rule of law, equality of the sexes, scientific curiosity, technological progress, responsible government -- plus the constant self-criticism and lust for improvement that
makes us so self-conscious of our collective failings towards Aboriginal people -- all date from then; and may not have been present to anything like the same extent had the
settlers fanning out from Sydney Cove been other than British.
We could all make a list of the things that should be better: trust in politicians, economic competitiveness, standards in schools, safety on our streets (especially in Commented [SA21]: Alliteration/assonance
Melbourne), congested roads and inefficient public transport, and — yes — the well-being of the First Australians, but is anything to be gained by this annual cycle of
agonizing over the date of our national day?
Besides, there are drawbacks to all the other contenders: too many people are the worse for wear on January 1, the anniversary of the foundation of the Commonwealth of Commented [SA22]: Idiom
Australia; and Anzac Day commemorates an unsuccessful military campaign (led, you guessed it, by the despised British).
So let's grow up and treat Australia Day as a good time to reflect on how far we've come as a country and, for those in public life, how far we've yet to go. Commented [SA23]: Exclusive Language
LESSON PLAN 2 & LESSON PLAN 3 (Double lesson)
Unit: Persuasive Point of View Lesson duration: 96 mins Stage: N/A Year: 10 Class/Group: 10C
Lesson title(s): Justifying a point of view (lesson Period 1- explicit teaching/collaborative tasks/
5)/ Independent research (lesson 6) discussion
Week 9: Lesson 5&6 (09/09/2019) Period 2- explanation of assessment task,
independent research and one-on-one assistance
Rationale Syllabus links
In this lesson students will begin to justify a point of view and prepare for the  Reflect on, extend, endorse or refute others’ interpretations of and
assessment. The cooperative learning activities support students to discuss and work responses to literature (VCELT484)
together to identify arguments for a range of topics. These topics can be elaborated on  Understand how paragraphs and images can be arranged for different
through further research to prepare for the written point of view assessment, or students purposes, audiences, perspectives and stylistic effects (VCELA470)
can begin to research their own topic. The structure for the assessment will be explicitly  Review, edit and refine own and others’ texts for control of content,
explained as well as a brief outline for the focus of the next lessons leading up to the organisation, sentence structure, vocabulary, and/or visual features
assessment. to achieve particular purposes and effects(VCELY480)

Prior Knowledge Risk Assessment Resources

The activities require students to draw on their own life experiences, Tripping hazards during the ‘lay it on the  A3 Poster paper/markers
values and attitudes in order to justify their point of view. Students line’ activity  ‘Topics’ handout (Appendix 1)
are responding to their knowledge on literature that underpins  Laptop Trolley 3
current issues that they will reflect on, extend, endorse or refute in Safe and ethical use of interactive  Markers
the discussion they have with others during the course of the lesson. whiteboard as well as monitor students’
use of school laptops and ensure they sign
in and out of the laptop trolley

Specific teaching target (identified from previous teaching and related to presence in the classroom; classroom management, etc.)
 Explicitly explain handouts to students
 Effectively facilitate class discussion
Learning Intentions Time Content/Learning Experience Teaching Class Organisation Assessment
These should be precise Guide Strategies Grouping & Techniques
indicators of intended (Mins) classroom What will you assess
student learning environment and how will you assess
student learning?

Introduction (Engagement)

Body (Exploration/Transformation/Presentation)
 10
Students are choosing
a side and are able to
justify their point of
view for the side they
choose.
Introduction:
5  Recap on last lesson’s activities which include
Hook:
 ‘Lay it on the line’: Activating students Students begin The question ‘Should
 The students line up across the centre of the room prior knowledge the lesson out of Australia Day be moved
and the teacher reads out a series of statements that their seats as a
to a different day?’
relate to contemporary and controversial issues. whole group
Engaging students standing across relates to the article
in topics that the middle of the read in previous lesson
 If students agree with the statement they move to the
‘agree’ side of the room and if they disagree with the interest them/ room, moving to and will enable students
statement they move to ‘disagree’ side of the room. passionate about either side to demonstrate their
depending on the ability to refer to
 Each time they choose a side they must also be (i.e. one student is question asked literature and justify a
prepared to justify why they chose to stand on the passionate about and their response
response as well as
‘agree’ or ‘disagree side of the room Aboriginal and respond to those of
Torres Strait
others.
 After each question ask for volunteers from both Islander issues and
sides to explain their reasoning; for each question helps with events in
have at least two people share their thoughts from the school based on The interaction with
each side. Ask at least three questions. recognising activities and the
Aboriginal and discussion of the
*These questions are preparing students for the following graffiti Torres Strait students will be
board activity and the assessment. The statements are based on
Islanders e.g. observed.
the topic questions suggest for students to use for their
assignment. One of the questions specially relates to the ‘Raising of the flag
‘Arguments for and against Australia Day on January 26th’ article ceremony’
from the previous lesson.
Collaborative
learning
consolidating their understanding of persuasive
techniques and how they can be used to influence
the reader/ convey a point of view.
 Explain the activities for this lesson using the
learning intention and success criteria:
Learning Intention: To be able to justify your opinion Setting learning
on a persuasive topic as well as reflect on, extend,
expectations
endorse or refute others’ interpretations.
 Success Criteria: To demonstrate the ability to justify
your opinion on a persuasive topic contribute/ be
prepared to contribute:
 Verbally and/or choosing a side of the room in
‘lay it on the line’ game (already completed as
the hook)

 Write and/or participate in group discussion in

‘Graffiti Boards’ task

 Beginning planning for the assessment that

requires you to write a point of view

20-25 Body:
Through discussion
and writing their ideas  ‘Graffiti board’ activity Facilitate Students are Observing their ability to
for each question,  Before class: prepare A3 sheets of poster paper discussion working in teams articulate a point of view
students will show with questions in the centre. There are 20 students between teacher- of four, moving as well as engage with
meaning that there should be at least 5 posters (4 peers/peers-peers around to each
their ability to justify a those of others in a non-
students per poster) poster or moving
point of view the posters and confrontational,
Questions:
1. Should the Uluru climb be stopped? staying where however, reasoned way
2. Should the Australian government invest more in renewable they are in their through discussion and
energy? group writing
3. Should more government funding go to public schools?
4. Should Australia Day be moved to a different day?
5. VCE exams should be made electronic?

 Explain the task to the students: In a group of Cooperative

four discuss/write as many arguments for the learning activity to
question in the centre of the poster within a 5 min facilitate social
timeframe. After the time finishes move with your learning
group (or move the posters) and respond to the
next question. Each time you receive a new poster,
discuss the ideas already there and add your
arguments. The timeframe will become shorter as
the poster fill with ideas

 Read the responses of the original poster (each

group member must share to the rest of the class
something on the poster)
 10
Students will be
reflecting and building
on the ideas of others
Conclusion:
 Each group shares their original perspectives on Facilitate Assessing through
the topic and reflects on those added by their discussion verbal discussion
classmates students’ ability to
reflect on, extend,
 Facilitate the discussion by choosing each group to
share the perspectives on the topic, reiterating that endorse or refute
each member needs to share/contribute something. others’ interpretations

 Temporarily display the posters for the next activity

where students begin researching and looking into
their own topic to convey a persuasive point of view

***End of first period/ start of second period***

Introduction:
5  Explain the assessment task and provide an Move back to
overview of the next couple of weeks usual seats in
pairs at a desk,
 Refer to the ‘Topics’ handout and explain that arranged in rows
students may choose one of the topics or a topic of
their own that must be approved by the teacher

 Explain that over the next week, they must prepare

an A4 double-sided planning sheet to write the
assessment. The planning sheet can include any of
the following:
1. Persuasive essay structure
2. Notes/research/evidence for the topic
3. Persuasive techniques they will implement in
their writing
4. Paragraphs ideas

Body:

5-10
Students demonstrate
their understanding/
prior knowledge
through answering the
questions about the
structure/persuasive
techniques for each
part.
20-25
 Students will also write a statement of intention in
one period after the persuasive essay
 The following week (last week of term) will when the
persuasive essay will be written
 Explicitly remind students of the structure for writing
a persuasive essay (covered in a previous lesson)
 Use the whiteboard to note down the structure of a
persuasive essay and explain each part
Whiteboard notes: Explicit teaching Questioning students
Introduction
 Attention grabber (case study, statistic, emotional language, about what they should
personal anecdote, rhetorical question) Questioning/ include in a persuasive
 Context engaging students essay (the structure and
 Your argument
 3 Paragraph ideas prior knowledge the persuasive
techniques) which were
Body paragraphs explicitly covered in a
 Topic sentence
 Explanation previous lesson with the
 Evidence ST.
 Link to main argument
Rebuttal
 Choose an opposing viewpoint and show how it is flawed
Conclusion
 Concluding phrase
 Drive home message
 Rephrase paragraph ideas
 End with strong statement
Body:
Observing students
 Independent research on a topic for the persuasive One-on-one
planning and discussing
essay assessment support /check-in with students their topic
 Students investigate a topic provided on the ‘Topics’ with each student
and how they will begin
handout or choose their own
to plan their essay;
  Using the laptops, students will use the time to either: Students will begin to
1. Research multiple topics to find one they are most demonstrate their
interested/passionate about understanding of how
2. Find information to support a topic that is not on paragraphs ‘can be
the handout
arranged for different
3. Research a topic to find evidence that supports
their arguments purposes, audiences,
4. Begin preparing the planning sheet: paragraph perspectives and stylistic
ideas/ noting evidence/ sources where they found effects’ as well as show
the evidence/ deciding which persuasive ‘control of content’ to
techniques they will use achieve the purpose to
 Students are working independently, however, can ask for persuade their audience.
assistance from myself, ST or Teacher’s Aide
5 Conclusion:
 Ensure each student has chosen a topic in order to
prepare resources for the next lesson/ suggest possible
websites
***End second period***

Transitions to next lesson

Using the prior knowledge gained in these activities, and those of previous lessons, as a foundation to support students to develop/enhance their own point of view. The
focus of the next lesson will be finding reliable digital and hardcopy resources as well as how to reference them.

Screenshot of Day Book: 09/09/2019

Appendix 1: Topics handout

Topics 13. Should children born in off-shore detention centers be

granted Australian citizenship?
1. Victorian Government Mobile Phone Ban.
14. The Australian Government needs to invest more in
2. Electronics are redundant in classes due to VCE exams renewable energy.
being handwritten.
15. Hardcopy books vs ebooks.
3. Should the Uluru climb be stopped?
16. The internet is ruining our attention span.
4. VCE Exams should be made electronic.
17. Mobile phone use while driving.
5. Humanities is the future of career opportunities.
18. Being Vegan is the only right and moral way to live.
6. Gambling advertisements should be banned during live
coverage of sporting events and at the venues. 19. Everybody should speak 2 languages.

7. Should Australia Day be moved to a different date? 20. Drug addicts should be sent to treatment instead of jail.

8. Israel Falaou deserved to have his contract terminated. 21. Video games are too violent.

9. More government funding should go to Public schools 22. A topic of your choice (must be approved by the teacher)
rather than Private.

10. Country football clubs have a negative social impact on

young men.

11. What can be done in rural areas to decrease drug use?

12. Breast feeding in public.

LESSON PLAN 4 (Single lesson)
Unit: Persuasive Point of View Lesson duration: 48 mins Stage: N/A Year: 10 Class/Group: 10C
Lesson title: Sourcing and citing resources
Week 9: Lesson 7 (10/09/2019)

Rationale Syllabus links

The aim of the lesson is to explicitly demonstrate to students how to source and  Understand conventions for citing others, and how to reference these in
acknowledge the information for the topic they have chosen for their persuasive essay. different ways (VCELA471)
This lesson involves utilising the school library and the knowledge of the school librarian  Review, edit and refine own and others’ texts for control of content,
as a resource to investigate their topic. organisation, sentence structure, vocabulary, and/or visual features to
achieve particular purposes and effects(VCELY480)
Prior Knowledge Risk Assessment Resources
Students in the previous lesson began researching a topic in  Manage the class between  Library/Librarian (pre-organised session beforehand:
preparation for the persuasive essay assessment which will be in moving from the classroom to explained to the librarian the task and asked if she
the last week of term. Students, so far, have demonstrated their the library; e.g. do not disturb could help students find hardcopy references for their
ability to justify a point of view in a number class tasks and other classes walking through topics/ how to use the system in the library)
discussions. They understand the persuasive techniques that can the hallway and ensure all  Harvard referencing handout (Appendix 1)
be utilised to enhance their writing as well as how to structure the students go to the library  Topics handout
essay.  Smart TV
Specific teaching target (identified from previous teaching and related to presence in the classroom; classroom management, etc.)
 Use a wide range of resources to enhance learning in the classroom , voice projection & explicitly explain resources

Learning Intentions Time Content/Learning Experience Teaching Strategies Class Organisation Assessment
These should be precise Guide Grouping & Techniques
indicators of intended (Mins) classroom What will you assess
student learning environment and how will you
assess student
learning?
5-10 Hook:
 Use the TV (and laptop) to demonstrate what a Explicit teaching The lesson begins
reliable digital source looks like and how to find them: Using ICT in the classroom.
 The resources that students might find useful: Students are seated
https://www.abs.gov.au/- Australian Bureau of Statistics facing the Smart TV
in pairs in rows
https://www.abc.net.au/news/- ABC News

https://www.ted.com/talks?sort=newest&topics%5B%5D=Glo
bal+issues- Ted Talks

https://www.nationalgeographic.com.au/search/?q=climate+c
hange+- National Geographic

https://www.nasa.gov/- NASA

https://www.aihw.gov.au/reports/domestic-violence/family-
domestic-sexual-violence-in-australia-
2018/contents/summary- Australian Institute of Health and
Welfare

 Recap on how to search the internet using keywords

and judging whether the site/article is a reliable
resource

Introduction:
5
 Recap on last lesson’s investigation into one of Activate prior
the topics provided in the handout (ensure each knowledge
student has a copy) or a topic of their own.

 Explain the activities for this lesson using the

learning intention and success criteria
Set learning
Learning Intention: To be able to locate and
expectations
understand how to cite a number of different resources
to support your persuasive essay arguments

5 handout’
Listening to the 5 The librarian gives students a quick re-cap on how to use
instructions given by
the librarian
15
Working independently
on library computers,
searching for
resources that pertain
to their topic or using
the school system for
the same purpose
Success Criteria: locate at least two or more
resources to strengthen your argument for the
persuasive essay:
- Digital resources (online articles/ distinguished
websites)
- Hard-copy resources (newspaper articles/ books/
eBooks) from the library
Refer to the Harvard referencing handout (Appendix 1),
cite at least one of your resources
Body: Explicit teaching
 Handout/explicitly explain the ‘Harvard referencing
*transition to the
 Explain that depending on the resource, the citation library in another
will be different using the Harvard referencing section of the
system. school. Students
are sitting in
 Those provided on the sheet are not all the grouped desks in
resources available, however, are those they will the library
most likely use.
 Emphasise that using in-text citations for the purpose
of the assessment are optional, however, can be
used to strengthen the credibility of their arguments
Using the human
the library’s system to search for relevant books/eBooks that resources in the
are on the shelves as well as where to find the information in school to enhance
books to reference them.
learning
Through assisting
 Students individually and actively find resources One-on-one support Students are either and discussion
either on the internet using the library computers or moving around the student topics and
the library system for hard-copy books library to find
helping student cite
 Students must attempt to find a hard copy resource, resources or sitting
their resources,
however, some topics that are more contemporary at the library desks
or computers students can
may be hard to find; using online newspaper articles
demonstrate their
or eBooks are an acceptable alternative
understanding of the
conventions for citing
others
Students are sitting at  Students can begin to use the resources to strengthen *this will be evident in
the library desks working their argument by recording key information from the the bibliography that
on their planning sheet resource such as statistics or facts they hand-in next week
using the resources to as well.
 Provide one-on-one support, help students reference
strengthen their resources and find online sources
arguments Through researching
Conclusion: and looking at different
resources will enable
Engage in discussion 5  Discuss the resources found/ challenges students to
 Open dialogue with students by asking what they have Student reflections on demonstrate their
found in library and online. Did they have trouble? Were the task and their ability to control the
they able to find at least two resources? Were the
ability to meet the content in an essay for
resources mostly from the internet?
learning goal a persuasive purpose
* Remind students that they must submit a bibliography
separate to the planning sheet on the day of writing the
persuasive essay or the single lesson where they write the
statement of intention
Transitions to next lesson
With an understanding of how to write a persuasive essay and how to strengthen their arguments through research/ persuasive techniques, the focus of
the following lessons will be on independent preparation for the assessment as well as reviewing how to write a statement of intention.
Screenshot of Day Book: 10/09/2019
Appendix 1: Harvard referencing handout

Books In-Text Example Reference List Examples https://guides.library.uwa.edu.au/harvard/examples

Book: single author (Holt 1997) or Holt (1997) wrote Holt, DH 1997, Management principles and practices, Prentice-Hall, Sydney.
that…

Book: 2 or 3 (McCarthy, William & Pascale McCarthey, EJ, William, DP & Pascale, GQ 1997, Basicmarketing, Irwin, Sydney.
authors 1997)

Book: more than 3 (Bond et al. 1996) Bond, WR, Smith, JT, Brown, KL & George, M 1996, Management of small firms, McGraw-Hill, Sydney.
authors

Book: no author (A history of Greece 1994) A history of Greece 1994, Irwin, Sydney.

Book: editor (Jones 1998) Jones, MD (ed) 1998, Management in Australia, Academic Press, London.

Book: 2 or more (Bullinger & Warnecke 1985) Bullinger, HJ & Warnecke HJ (eds) 1985, Toward the factory of the future, Springer-Verlag, Berlin.
editors

Book: organisation (Australian Bureau of Agriculture Australian Bureau of Agriculture and Resource Economics 2001, Aquaculture developments in Australia: a review of
as author and Resource Economics 2001) key economic issues, ABARE, Canberra.

Book: chapter or (Milkman 1998, p. 25) Milkman, R 1998, ‘The new American workplace: High road or low road?' in P Thompson & C Warhurst, (eds),
article in edited Workplaces of the future, pp. 22-34. Macmillan Press, London.
book

Book: edition other (Drafke 2009) Drafke, M 2009, The human side of organizations, 10th edn, Pearson/Prentice Hall, Upper Saddle River, New
than first Jersey.

Book: different (Bond 1991a) (Bond 1991b) Bond, G 1991a, Business ethics, McGraw-Hill, Sydney.
works by same Bond, G 1991b, Corporate governance, Irwin, London.
author in same year

Websites or online In-Text Example Reference List Example

Webpage (Weida & Stolley 2013) Weida, S & Stolley, K 2013, Developing strong thesis statements. Available from:
https://owl.english.purdue.edu/owl/resource/588/1/. [13 October 2015].
Webpage: no date (Apprentice Support Australia Apprentice Support Australia n.d., What is an apprenticeship. Available from:
n.d.) http://www.apprenticeshipsupport.com.au/Employers/What-is-an-apprenticeship. [20 October 2015].

Website (University Library 2015) University Library 2016, University Library Home page, 26 February 2016, The University of Western Australia.
Available from: http://www.library.uwa.edu.au. [31 March 2016].

Webpage: no author (Improve indigenous housing 2007) Improve indigenous housing now, governments told 2007. Available from: http://www.raia.com.au/i-
Use the first few words of the cms?page=10220. [20 October2015].
page title.

Document from a (Department of the Premier and Department of the Premier and Cabinet 2009, Pandemic planning in the workforce, Queensland Government.
webpage Cabinet 2009) Available from: https://www.health.qld.gov.au/flu/documents/Fact-sheet-3_Qkit-infrastructure.pdf. [13
October 2015].
To avoid very long URLs, it is acceptable to give the home page for a website rather than the exact URL of the
page you are referencing as long as the website has a search facility.

Blog (Mercoulia 2015) Mercoulia, P 2015, ‘A glimpse into coal’s future’, Greenpeace Australia Pacific Blog, blog post, 15 June. Available
from: http://www.greenpeace.org.au/blog/a-glimpse-into-coals-future/. [13 October 2015].

Image with no (Nefertari with Isis n.d.) Nefertari with Isis n.d., image. Available from: http://en.wikipedia.org/wiki/File:Ankh_isis_nefertari.jpg.[13
known creator or October 2015].
date

Image with known (Colli 2009) Colli, MG 2009, Bilbao_6 Guggenheim Museum Bilbao, image. Available from:
creator available via http://www.flickr.com/photos/52355315@N08/5757476385/. [13 October 2015].
the web

Podcast (Crawford 2009) Crawford, M 2009, Shop class as soulcraft, audio podcast, Future Tense, Radio National, ABC Radio, Sydney, 5
November. Available from: http://www.abc.net.au/radionational/programs/futuretense/shop-class-as-
soulcraft/3098308. [9 March 2016].

Wiki (‘Internet entrepreneur’ Internet entrepreneur 2012, Wikiversity, wiki, 6 January 2016. Available from:
2012) https://en.wikiversity.org/wiki/Internet_entrepreneur. [31 March 2016].
As wikis usually feature user generated content there is usually no named author. Cite the title of the Wiki article
and date of last revision.

Facebook (UWA Library 2015) UWA Library 2015, Special collections in the Reid Library, Facebook post, 14 April. Available from:
https://www.facebook.com/UWALibrary. [22 October 2015].
 Twitter (Gillard 2014) Gillard, J [JuliaGillard] 2014, ‘Stella Young was a shining light for care and action on disabilities. We mourn her
passing and rededicate ourselves to her spirit. JG’, Twitter post, 7 December. Available from:
http://twitter.com/JuliaGillard. [22 October 2015].

YouTube (TED Talks 2013) TED Talks 2013, Ken Robinson: how to escape education’s death valley, YouTube video, 10 May. Available from:
https://www.youtube.com/watch?v=wX78iKhInsc. [22 October 2015].

How to write a bibliography (Harvard Style)

 A bibliography is a list of all the resources you have used in writing your assignment
 Bibliographical references need to be cited in two places:
1. Where a document is referred to in the assignment
(citing your source in your essay strengthens your credibility and, therefore, your argument e.g. According to Gillard (2014)… or Gillard (2014) states…)
2. In a list at the end of your assignment, arranged alphabetically by author then by date

Useful websites

 TED Talks (YouTube): Discussions of a range of contemporary topics

 Australian Bureau of Statistics (https://www.abs.gov.au/): Provides a range of Australian Statistics
 Use academic search engines for students such as ‘RefSeek‘: Type the name of the search engine into google, click onto the ‘RefSeek-Academic Search Engine’ link, and
type your topic (e.g. Uluru climb or lab grown meat or using mobile phones whilst driving)
MULTIMEDIA PRESENTATION: Self-created resources
Appendix 1: Rhyme Schemes PowerPoint
Appendix 2: Concrete Poetry PowerPoint
Appendix 3: Figurative Terms Game
(N.B. Students use this table to guess the figurative terms used in pop-culture found in this YouTube video: https://www.youtube.com/watch?v=Qkz6jcnDY-o)
Figurative Terms in popular culture or ‘pop-culture’

Poetic language Definition Example/Explanation Image

Hyperbole Exaggerated words or “He’s so fluffy, I’m gonna die!”
 An exaggerating phrases that aren’t to
statement or phrase be taken literally Agnes isn’t literally going to die, however, she uses
a hyperbole to illustrate her excitement.

Pronunciation
(Hi-per-bol-ee)
Alliteration
 Repetition of
consonant sounds
Describes the
repetition of initial
consonant sounds at the
beginning of two or
more neighbouring
words in a sentence
“For the first time in forever” – Anna sings this
from Frozen
The repetition of the sounds emphasise and draw
attention to her excitement of seeing other
people, instead of being closed-off from them

Simile A simile is a figure of “My mom always said life was LIKE a box of
 Comparing things speech comparing two chocolates”
with words ‘like’ or unlike things that is
‘as’ introduced by ‘like’ or He means that life can be unpredictable
Pronunciation ‘as’ sometimes, full of both sweetness and bitterness
(Si-muh-lee)
Onomatopoeia The use of words that “Boom, boom, boom. Even brighter than the moon,
 Words that imitate imitate the sounds for moon, moon”
sounds effect and/or convey (Katy Perry, “Firework”)
mood, meaning and
Pronounciation atmosphere These lyrics convey the message to be proud and
(o·nuh·ma·tuh·pee·uh) to let who you are shine through like fireworks

Metaphor A metaphor is like a “I am titanium!”

 Says one thing is simile but it says one (David Guetta feat. Sia, ‘Titanium’)
another without thing is another This metaphor is comparing someone’s strength to
using ‘as’ or ‘like’ e.g. her hair was silk one of the strongest metals
(Metaphor) instead of
her hair was as soft as
silk (simile)

Personification Similar to a metaphor “Sunshine, she’s here, you can take a break”
 Gives life to non- and is a figure of (Pharrell Williams, ‘Happy’)
living things speech that gives life to
non-living things He is giving life to sunshine which is a non-living
thing. The message behind this phase is to be
happy because the sun is associated with light and
happiness.
Appendix 4: 3.2.1 for Poetry
Your Name: _________________

3-2-1

What do you know about poetry?

Write three things you know about poetry? Write two reasons why you think poetry is important to society/ or
you.
(Hint: Different types? What it looks like? What it sounds like? )

1.
___________________________________________________________________
___________________________________________________________________
1.
___________________________________________________________________
___________________________________________________________________

2.
___________________________________________________________________
___________________________________________________________________
2.
___________________________________________________________________
___________________________________________________________________

3.
Write one question you have about poetry.
___________________________________________________________________

___________________________________________________________________
1.
___________________________________________________________________

___________________________________________________________________
Appendix 5: Extension Task (Year 7)
Research Task
Step 1:
Choose a topic/person/object of your own to investigate:

e.g.

 Your favourite author

 Species or extinct animal
 Myth or legend
 Famous moment in history (e.g. Sinking of the titanic, Hindenburg disaster)

Step 2:
Once you have chosen your topic, work your way through these mini tasks:

1. Summarise the topic/person/object you are researching in 4-5 sentences.

2. Find three interesting facts (Hint: In google type “for kids” after the topic you are researching e.g. “Facts about Ned Kelly for kids”)
3. Find four pictures of your topic/person/object you are researching. Describe in one sentence what is happening in each picture.
4. Create a one-two page short story that involves the topic/person/object

Step 3:
Presentation

 Tasks 1-4 are to be completed on your iPads in one document

Appendix 6: Persuasive Techniques Kahoot

https://create.kahoot.it/share/persuasive-techniques/6818ed0d-efc3-4e72-9750-bf63847c1875
Appendix 7: Five Minute Plan PowerPoint (Year 10)
Appendix 8: Statement of Intention PowerPoint/ rebuttal paragraph handout
 The Rebuttal Paragraph
Begin with a topic sentence which states a strong argument from the opposition.
Some ways to begin:
 Some might believe...
 The opposition may say...
 The other side thinks...
 Many people are in agreement that...

There are two ways you can go with the counter-claim/rebuttal paragraph:
a. You can admit the other side has a point, but show how their logic is faulty
Example:
Many people believe the answer to texting while driving is to use hand’s free devices. Admittedly, this is a feasible option and may be
better than tradition hands-on texting. However, the driver is still suffering from the cognitive distraction of performing another task while
driving.
b. You can shoot down the other side, and show how they are wrong
Some may believe that texting while driving with hands free devices is the answer to a ban on texting. However, it has been proven that it is
not the actual process of texting while driving that distracts the driver. It is the cognitive distraction, or the thinking required in order to
complete the task that distracts drivers.

End with restating your thesis (the claim for which you are arguing)

Example counter-claim and rebuttal paragraph:

Some may believe that texting while driving with hands free devices is the answer to a ban on texting. However, it has been proven that it is not
the actual process of texting while driving that distracts the driver. It is the cognitive distraction, or the thinking required in order to complete the
task that distracts drivers. The majority of drivers will still be distracted no matter if they are using a hands free device or the traditional form of
texting. Therefore, the only answer to texting and driving problem is for states to create laws completely banning texting while driving.
Appendix 9: Five Minute Plan PowerPoint (Year 11 VCE)
Appendix 10: Screenshots from Hunt for the Wilder People Booklet (Year 11 Foundation English)