Lesson Plan (Secondary)

Last updated April 2018

Lesson title:

Poetry

Date:

14 October 2019

Year level:

Topic:

Poetry

Duration of lesson:

60 minutes

Curriculum

links:

(use the updated

Victorian

Curriculum)

Discipline

Learning areas (VIC)

Strands & sub-strands (VIC)

Content descriptions codes

General capabilities or

cross-curriculum priorities

where relevant (VIC)

English

Reading and Viewing

Expressing and developing ideas

Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description

and generalisation in building specialised knowledge through language (VCELA371)

Literature

Responding to literature

Compare the ways that language and images are used to create character, and to influence emotions and opinions in different

types of texts (VCELT372)

Discuss aspects of texts, including their aesthetic and social value, using relevant and appropriate metalanguage (VCELT373)

Examining literature

Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create

layers of meaning in poetry (VCELT375)

Literacy

Interpreting, analysing, evaluating

Use prior knowledge and text processing strategies to interpret a range of types of texts (VCELY377)

Analyse and explain the ways text structures and language features shape meaning and vary according to audience and

purpose (VCELY379)

Writing

Language

Expressing and developing ideas

Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns

(VCELA383)

Phonics and word knowledge

Understand how to use spelling rules and word origins to learn new words and how to spell them (VCELA384)

Literature

Creating literature

Experiment with text structures and language features and their effects in creating literary texts (VCELT385)

Create literary texts that adapt stylistic features encountered in other texts (VCELT386) Speaking and Listening

Language

Language variation and change

Understand the way language evolves to reflect a changing world, particularly in response to the use of new technology for

presenting texts and communicating (VCELA391)

Literature

Literature and context

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different

historical, social and cultural contexts (VCELT393)

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Lesson title: Poetry Date: 14 October 2019 Year level: 7 Topic: Poetry Duration of lesson: 60 minutes Curriculum links: (use the updated Victorian Curriculum) Discipline Learning areas (VIC) Strands & sub-strands (VIC) Content descriptions codes General capabilities or cross-curriculum priorities where relevant (VIC) English Reading and Viewing Expressing and developing ideas Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language (VCELA371) Literature Responding to literature Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (VCELT372) Discuss aspects of texts, including their aesthetic and social value, using relevant and appropriate metalanguage (VCELT373) Examining literature Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry (VCELT375) Literacy Interpreting, analysing, evaluating Use prior knowledge and text processing strategies to interpret a range of types of texts (VCELY377) Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (VCELY379) Writing Language Expressing and developing ideas Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns (VCELA383) Phonics and word knowledge Understand how to use spelling rules and word origins to learn new words and how to spell them (VCELA384) Literature Creating literature Experiment with text structures and language features and their effects in creating literary texts (VCELT385) Create literary texts that adapt stylistic features encountered in other texts (VCELT386) Speaking and Listening Language Language variation and change Understand the way language evolves to reflect a changing world, particularly in response to the use of new technology for presenting texts and communicating (VCELA391) Literature Literature and context Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (VCELT393)

Students background knowledge: What is your starting point – what do the students already know, what have they done before, how does this lesson connect to or build on their existing knowledge? Would you need to conduct any diagnostic / formative assessment to determine these factors? The students have been exposed to some figurative language. Literal language, Figurative language, Simile, Metaphor, Personification (many students already have prior knowledge of these poetic devices). Students have also started to understand the meaning of certain poems. Learning objectives: What will the students learn? Phrase your learning objectives clearly using: “By the end of this lesson students will be able to… (specify knowledge, skills, understandings using verbs from Bloom’s taxonomy) + (curriculum link).

By the end of the lesson, students should be analyse Australian poetry and its

poetic devices and how they are used to convey meaning.

Success criteria:

By the end of the lesson, students will be able to analyse Australian poetry and its poetic devices and how they are used to convey meaning.

Teacher focus: What areas of your teaching practice will you concentrate on? e.g. classroom management, your voice projection, body language, questioning etc. During this lesson there will be a focus on promoting active listening from students, making sure students are engaged and present in the classroom, and timing activities well. This can be achieved through behaviour management strategies, such as making sure that the students are all giving the teacher attentive eye contact, voice projection, to assist students when it comes to listening carefully and using a timer, respectfully. This will enable the students and the teacher to get through a content heavy lesson. Learning environment: Where will this lesson take place? e.g. classroom, lab, library, outdoors. How will you prepare the learning environment to ensure safety and to effectively facilitate learning? The learning environment is a traditional classroom setting that also supports the use of ICT with its projector that screens media onto the whiteboard. Some of the desks are polygons that supports the collaboration pedagogy of the 4Cs. The other desks are in rows that supports the pedagogy of explicit instruction because it positions students to actively listen to the teacher before them and also focus their attention onto the content in front. When planning a lesson, the seating arrangement needs to be considered to provide students an optimal learning experience in their given environment. Students may have difficulty shifting into group work focused tasks if there is not some movement. Resources: What resources will you need to have prepared? “My Country” by Doretha MacKellar with questions “Australia”, by Ania Walwicz with questions “I am Australian” by the Seekers with questions PowerPoint Assessment strategies: How will you identify what that students have achieved the learning objective and how will you record this? The homework task in the following lesson.

Stage 3: Conclusion How will you draw the lesson ideas together so that the students can evaluate and/or reflect on what they have learnt?

minutes Student Review/Reflection/Feedback on the lesson/ Exit Pass strategy: The preservice teacher will instruct students as a class to recite a line each from the poem “Australia”, by Ania Walwicz. As a class, the students and the preservice teacher will identify poet devices and annotate how the devices are used by the poet to convey meaning. This poet may use similar poetic devices to Dorothea MacKellar, however their feelings towards Australia are completely different. The preservice teacher will ask questions that prompts the students to compare the poems and see this. Homework: Students are to complete the “I am Australian” by the Seekers questions by next lesson. Students, as a class can recite a line each of the poem “Australia”, by Ania Walwicz. As a class, the students and the preservice teacher will identify poet devices and annotate how the devices are used by the poet to convey meaning.

Lesson Plan (Secondary), Summaries of Poetry

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