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SECONDARY LESSON PLAN

YEAR LEVEL & SUBJECT: Year 7 English 7 White

DATE: 25/6/2014

NO. OF STUDENTS: 19

LESSON DURATION: 50 minutes

TOPIC/FOCUS: Introduction to Poetry


AusVELS STATEMENTS:
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, for
example haiku, tankas, couplets, free verse and verse novels (ACELT1623)
Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout,
navigation and colour (ACELT1805)
GOALS AND OBJECTIVES (INCLUDE LINK TO AusVELS):
The students will be able to:
Contribute to class discussion, providing two ideas about what poetry is
Create two free verse poems, without the use of examples, within 20 minutes
Define simile, metaphor and personification, identifying where they occur in a poem
SUMMARY OF RESOURCES REQUIRED: English workbook and folder, pens, laptop, projector
LESSON PROCEDURE

TIMING

RESOURCES

STEPS OF THE LESSON


(key activities and key questions)

10 minutes
silent
reading

Novels

Opening (links to previous lesson/s


or new topic, purpose of lesson):
Silent reading

2 mins
introductio
n
3 minutes
mind map
what is
poetry

Introduce yourself to the


class set ground rules;
hand up with a question or
answer; no toilet during
class; no walking around
the classroom; no going to
the lockers
What is poetry? -

EXPECTED STUDENT
REACTIONS OR
RESPONSES

Expect students to
respect guidelines
Students to
participate in class
discussion
To already have
some knowledge of
what a poem is
To give an example
of a poem.

TEACHER RESPONSES
TO STUDENTS
(including consideration of
the need to adapt, reteach
or extend)
Mind map on
board may need
to encourage class
discussion
Focus on
questioning
Allow students
time to think

GOALS & METHODS OF


EVALUATION
(including specific informal
and/or formal assessment
links to AusVELS)

Does anyone write


creatively?
Like to write poetry?
Favourite poems?
Types of poems? what
does a poem look like?
Lesson Development:
10 mins =
part a

Pens
English folder

5 mins =
part b walk
outside
10 mins =
part b
writing
5mins =
free verse
poem
5 mins =
devices

Part a) What students did on the


weekend:
5 verbs students did on the
weekend do we know
what verbs are?
5 adverbs one per verb
do we know what an adverb
is?
Class sharing
Part b) Walk outside:
5 sense activity
Write on the board for
students emphasise
doesnt have to rhyme
Class sharing
Discuss what theyve just written
a free verse poem show
examples on screen
Devices rhythm, simile,
metaphor, personification gives
examples of screen

2 mins

Closure (Options include


summarising or reflecting on the
learning achievements/analysing
errors; preparation for future
lessons etc):
If there is time, allow students to

Part a)
Written on one line,
separated by a
comma. Eg.
running, eating,
talking laughing
Write verbs going
down the page
followed by adverb.
Eg. Quietly, quickly,
slowly, loudly,
noisily
Part b)
Walk outside in
silence and take in
the nature.
Going down page:
I saw, I smelt, I felt,
I heard, I tasted

Allow students
time to understand
what they are
doing.
Extend their
knowledge of
grammar verbs,
etc. may need to
reteach it.
Allow time for
students to ask
you question
difficulty to
understand tasks
Emphasis on
explaining tasks
Accommodate for
time may not be
able to discuss
devices bring
this into next
lesson instead

Without the knowledge that


they are doing so, students
will create a free verse
poem.
Prior to completing the
tasks, they will not be
provided with any examples.
It is the aim of the lesson to
display to students that
poetry is in everyday life,
that each style of poetry has
its own unique features (ie.
Free verse), and to think
creatively by using simple
classroom exercises
weekend recount and
walking outside.
Allowing students the time
and ability to think creatively.
Informing students of the
devices of poetry
Evaluate students ability to
understand poetry devices,
the definition of poetry, and
free verse poems.

put it on padlet.com

PRE-SERVICE TEACHERS POST LESSON REFLECTION


Student learning (Were the stated goals achieved by all students or only some?)
Students provided good discussion and ideas about what poetry was, the concepts, the types, the rules this was an effective activity.
Students were able to create two free verse poems without difficulty. The only issues encountered was time management, as girls did not have as much time
as I would have liked to complete the introductory activities.

Effectiveness of the learning and teaching strategies (For example, review your questioning skills in checking for understanding or
your explaining skills in information and modelling, or your organising and communicating skills, for example, giving instructions,
encouraging student participation etc.)

Good at setting out rules at the start


Good to make thinking visible by using the whiteboard
Nice firm stance at the front of the class
Good use of praise and humour
Good to walk around the room - emphasis on quiet writing time
Nice style with the use of whiteboard, & calling them to task when they are chatting
Good at asking students to share their work

Reflection on what you have learned and changes for future lessons (Identify a key learning/insight that you have gained about
effective learning and teaching and those changes you will make when planning and implementing your next Direct Lesson Plan)

Instead of hands on heads, put hand up


Always remind students to be mindful of other class when moving from classroom to outdoors
Think about giving an outline of what will be covered in the class so you can let them know what to expect this class
Include peer review activities - important