LESSON PLAN (Frank Deans-Costi)

Learning Area: English

Learning Year Level: Year 6/7
Unit Topic: Storyboard exercise

Date:

Achievement standard/Performance Standard:

The purpose of this lesson is to understand how visual images can influence our understanding of
language. This lesson will also be used to identify simple poetic patterns and rules. As well, this
lesson will focus on character development, and plot structure.
Connections with Cross Curriculum Priorities and General Capabilities if using AC:
Identify the relationship between words, sounds, imagery and language patterns in narratives
and poetry such as ballads, limericks and free verse (ACELT1617)
LESSON OUTLINE:
This lesson will be allocated to introducing Tim Burtons poem Roy The Toxic Boy and images created
by Casper Shutte, that are designed around Tim Burtons poem. This lesson will be used as an
opportunity for students to express ideas about the poem and its images openly in a classroom
discussion.
This lesson will be an introduction to poetic structure. The lesson will be used to learn what a stanza
is, as well identify the number of lines in each stanza, and identify the poem of the pattern.
This lesson will connect to the previous lesson on Jeannie Bakers Mirror, where students identified
how images convey meaning.
LESSON INSTRUCTION:
With the person sitting next to them students will answer the questions allocated, referring to the first
stanza of Tim Burtons Roy the Toxic Boy. Students will have to provide at least four points for each of
the following questions.
After the students have attempted the first activity, students will have an opportunity to discuss their
answers as an entire class. Students will then, in there pairs, be given an opportunity to reattempt this
activity. The activity, though, will be answering a new set of questions responding to the next stanza
of the poem. After the students have attempted this activity, students will have an opportunity to
discuss their answers as an entire class. This time will also be used as an opportunity to reflect on the
entire lesson, and revisit what has been discussed throughout the entirety of the lesson.
Assessment:
Pairs will receive a grade out of 4 for each question. Each pair will receive a total mark out of 16.
Marking will be based on providing a suitable amount of points for each question. Points that are
made will be marked on clarity, addressing the question, and demonstration of an understanding of the
text (Both the language and the image)
Teaching strategies:

Time Allocated: 1.40hrs

Resources Needed: Powerpoint, electronic whiteboard

Place names of pairs:

Roy the Toxic Boy first activity: In pairs respond to each of the following questions listed
below. Provide, at least, four points for each of the questions. Questions relate to the first
stanza, and image.
Assessment:
Pairs will receive a grade out of 4 for each question. Each pair will receive a total mark out of 16.
Marking will be based on providing a suitable amount of points for each question. Points that are
made will be marked on clarity, addressing the question, and demonstration of an understanding of the
text (Both the language and the image)

1) Does the image support or conflict with the first stanza? (Explain your reasons. Also, it
may be that the image both support and conflicts with the first stanza)

2) Do you think Roy was well loved? (Use examples from both the writing and the images to
support your answer)

3) How do you feel about Roy? (Explain how you, as the audience, emotionally respond to
Roys story)

4) What do you notice about the image? (Think about the detail of the image)

Place names of pairs:

Roy the Toxic Boy second activity: In pairs respond to each of the following questions listed
below. Provide, at least, four points for each of the questions. Questions relate to the second
stanza, and image.
Assessment:
Pairs will receive a grade out of 4 for each question. Each pair will receive a total mark out of 16.
Marking will be based on providing a suitable amount of points for each question. Points that are
made will be marked on clarity, addressing the question, and demonstration of an understanding of the
text (Both the language and the image)

1) Does Roy appear to be happy? (Consider the wording. Consider whether the images
support the wording)

2) Who do you think the woman in the image is? What do you think is her connection with
Roy is?

3) How does the illustrator create clarity in this image? (Consider where your attention is
drawn to, consider how the illustrator using contrast, layout, etc.)

4) Explain the mood of the visual poem? There may be multiple moods that are created (For
instance is the poem uplifting, inspiring, sombre, etc.)

Roy the toxic boy (Teaching notes)

Questions
What was your initial reaction to the poem?
Who do you think the narrator is? Who do you think is telling the story?
From whose perspective is the story told from?
What was your reaction to the images?
How would you describe Roy?
How would you describe Roys life?
Looking at the first image
In this first stanza how is Roy introduced? How is he described?
Whos describing Roy? (is it Roy himself, or is it someone who knew Roy)
What about the tense? (past, or present)
When you are thinking grammatical tense locates a situation in time, to indicate when
the situation takes place
What do you notice about Roy?
What do you notice about the other two boys in this picture?
Facial expressions, masks
What sort of colour is used?
Looking at the second image
What do you think are the key words in this stanza?
How is Roy different to other people?
How do you feel about Roy now?
Is your reaction to the poem different to what your reaction was originally?
What does the image focus on?
How does the image manipulate what the audience focuses on?
What do you think the significance is not seeing the womans face?