Professional Documents
Culture Documents
Task One
By Rachel Foster
17439190
Outcomes:
- Responds to and composes texts for understanding, interpretation, critical
analysis, imaginative expression and pleasure (Outcome One).
- Thinks imaginatively, creatively, interpretively and critically about information,
ideas and arguments to respond to and compose texts (Outcome Five).
-
Content:
- Identify and evaluate devices that create tone, for example humour,
wordplay, innuendo and parody in poetry, humorous prose, drama or visual
texts (Outcome One).
- Critically consider the ways in which meaning is shaped by context, purpose,
form, structure, style, content, language choices and their own personal
perspective (Outcome Five).
Materials:
White board markers
Lesson Starter Activity
Textual Concepts Definitions handout
PowerPoint Presentation on Dorothea Mackellars poem My Country
Procedures
Time Organisation Teaching/ learning activities
5 Teacher Mark roll and make sure that students are present.
Students are to complete the lesson starter activity
while teacher takes the roll.
https://www.youtube.com/watch?v=k5FhLOhggmI
Evaluation/ Extension
The use of an exit slip will allow for formative assessment of the lesson. This activity
provides the teacher with an indication of how successful the lesson was in
addressing the outcomes and content of the lesson. And also provides the students
with the opportunity to address any ideas or questions they may have about the
lesson which can then be address in subsequent lessons.
In Retrospect:
When conducting this lesson plan again I may use a different lesson starter
depending on the students interests and needs of the lesson. I may also use a
different text to provide variety, engagement and interest for the students.
Resources:
Lesson Starter:
Words and images can signify more than what they denote, extending us beyond
their literal everyday meanings to understand and experience one thing in terms of
another. This extension of meaning may, through connotation, evoke associated
feelings or, through imagery and symbol, lay down new traces of images, sounds,
senses and ideas.
Outcomes
- Demonstrates understanding of how texts can express aspects of their
broadening world and their relationships within it (Outcome Seven).
- Identifies, considers and appreciates cultural expression in texts (Outcome
Eight).
Content:
- Compare and contrast texts that present alternative views of their own world
(Outcome Seven).
- Responds to and compose texts in a range of different modes and media,
recognising and appreciating cultural factors, including cultural background
and perspectives (Outcome Eight).
Materials
White board markers
PowerPoint Presentation
Lesson Starter Activity
Questions Handout
Copy of the poem My Country by Oscar Krahnvohl
Procedures
Time Organisation Teaching/ learning activities
5 Teacher Mark roll and make sure all students are present.
Students to complete the lesson starter activity while
the teacher marks the roll.
Evaluation/ Extension
The use of the mini whiteboards and the questions is to formatively assess the
success and understanding of the content given so far to the students. It provides the
teacher with an indication of how students are interpreting certain ideas and also if
students are still certain or unsure about certain ideas. It can be used as an effective
tool to assess what students have learned.
In Retrospect:
In future I may chose to present the information differently such as flipped learning
to provide more time for activities within the classroom and I may also different
lesson starter activity.
Resources:
A sunburnt country.
Coat of arms.
A national animal
A land of sweeping
plains.
A copy of the poem My Country by Oscar Krahnvohl:
A nature-loving country
Beneath whose golden wattles
The creek is fringed with newspapers
And lined with broken bottles.
Far in her distant outback
Still whose cities chafe
Find hidden pools where bathing
Is relatively safe.
A music-loving country
Where rings throughout the land
The jingle sweet enjoining
Devotion to the brand.
O, hark the glad transistors
Whence midnight, dawn and noon
Cry forth her U.S idols
A trifle out of tune.
A democratic country,
Where, safe from fears attacks,
Earths children all are equal
(Save yellows, browns and blacks).
Though Man in Space adventure,
Invade the planets nine,
What shall he find to equal
This sunburnt land of mine?
https://www.scribd.com/doc/270080087/Oscar-Krahnvohl
2. Broad, busy bulldozed acres, once wastes of ferns and trees is an example of
what?
3. What kind of images is Mackellar painting in the poem where it says All you who
have not loved her, you will not understand?
4. What connotations does Krahnvohl expose here cry forth her US idols, a trifle out
of tune?
5. Name three differences you can find between the two versions of the poem My
Country.
ENGLISH LESSON PLANNING TEMPLATE
Outcomes:
- Uses and describes language forms, features and structures of texts
appropriate to a range of purposes, audiences and contexts (Outcome Three).
- Identifies and explains connections between and among texts (Outcome Six).
Content:
- Describe and analyse the purpose audience and context of texts (Outcome
Three).
- Understand the effect of nominalisation in the writing of informative and
persuasive texts (Outcome Three).
- Explain the similarities and differences in meaning and language between
texts created for different purposes and audiences (Outcome Six).
Materials
Lesson Starter Activity
Comparative Worksheet
Laptops or workbooks
Butchers or A3 Paper
Procedures
Time Organisation Teaching/ learning activities
5 Teacher Mark roll and make sure all students are present.
Students to complete the lesson starter activity while the
teacher marks the roll.
https://www.youtube.com/watch?v=Tx6FzIXGzZs
40-60 Student Students are to now use the remainder of the lesson to
create a PowerPoint, poster, a drawing or a video (students
can present this activity anyway they chose they are not
limited to the list given above). To demonstrate their
understanding of the connotations, imagery and symbols
presented in both poems.
Evaluation/ Extension
By giving the students the opportunity to be creative and chose their own method of
presentation gives students some controlled freedom, there are guidelines given on
what needs to be included in the presentation however the students have the
opportunity to get creative and critical in how they chose to present the information.
By giving slow release of control to students provides them with the opportunity for
them to be less reliant on the teacher and to have some autonomy over their
learning.
The students have been given time in class however depending of how the students
chose to present their information more time may be needed therefore homework
has been set. This task will be followed up in the next lesson where student will be
able to share their creation with the class.
In Retrospect:
In retrospect I may use a different lesson plan idea, utilise different class activities to
create interest and engagement from the students.
Resources:
Students are to jot down what connotations, images and symbols are represented
through this advertisement.
https://www.youtube.com/watch?v=Tx6FzIXGzZs
Worksheet:
My Country and My Country:
Complete the following table, listing similarities and differences between the poems.
(use of language, techniques, themes, perspective, time, place, structure)
Similarities Differences.
Personal reflection: Of both the poems, explain in detail which one you prefer and
why? Consider in your answer the use of connotation, imagery and symbol and the
difference they provide.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Justification
The three lesson plans have been created around addressing the concept of
will over the course of the three lesson plans look at; two different poems provide
them with contrast and juxtaposing ideas on the same topic. I have taken these
concepts from the English Textual Concepts website as a starting point to stimulate
my ideas. Boas and Gazis (2016, pg. 2) also communicate English Textual Concepts
is a teaching resource which ensures that the key concepts, and the processes through
teaching these concepts because I believe they lay a strong foundation for what
students learn within the English syllabus such as poetry, media/multimedia and also
novels and plays. To understand the concepts of connotation, imagery and symbol are
important for English students to understand as it allows them to think critically and
feel are an easy gate way for year seven students to build their conceptual knowledge
and understanding which they then can transfer to other subjects and other texts
throughout the syllabus. The three lessons are prepared for year seven students and of
The concepts of connotation, imagery and symbol that I have chosen to address are
not explicit within the lesson plans meaning that they are not the sole focus nor the
only aspects covered. I have not delved into the concepts of imagery and symbol in
they way they deserve to be explored, however I have used imagery and symbol to
build on the students understanding and knowledge around connotation and the power
these concepts can have in meaning making and impact. Moreover the concepts are
intertwined within the activities and conversations so that students are not
overwhelmed with the textual definitions but rather are encouraged to interact with
the text and to develop their own understanding of how these concepts play out within
an English lens McCallum, A (pg. 149, 2012) reiterates this ideology and approach as
they state that the meaning of the word will only emerge in context and so students
need the opportunity to work out what they think a word means themselves before
being provided with an official definition, if one is still required . I believe that
students develop a better understanding and grasp ideas more firmly when they are
given the opportunity to build their knowledge of a certain concept or idea themselves
(Gannon, S, Howie, M and Sawyer, W, 2010, pg.235). As long as the basics and
foundational skills are given to the students I believe from there students have more
success and achieve more by given the freedom to explore things on their own. Even
though the lessons are based around year seven students and I understand that year
seven students need more guidance and teacher centred lessons, I feel as though it is
important to allow them small amounts of freedom when choosing how to preform a
task or an activity, which is evident in, my lesson plans. This gives the students some
autonomy over their learning and provides them with the chance to develop their
skills independently rather than being develop through the teacher; Boas, E and Gazis,
S further engrain this idea by sharing that students have better ideas as they share
responsibility for their own learning, overcoming reliance on the teacher (pg. 23,
poems, which are used to juxtapose ideas such as country, home, nationalism and
connection to place (Gannon, S, Howie, M and Sawyer, W, 2010, pg. 87). The use of
irony and juxtaposition through the parody poem provides some comedic relief to the
larger and more complex ideas presented that students may find difficult to articulate.
However the activities I have created such as guided PowerPoint slides, worksheets
and small hooks into the lessons I believe ease students into the bigger and larger
purpose of the lessons and what I wanted them to learn from these lessons. A strategy
that I have used within these lesson plans is called Charting Similarities and
Differences the literature states that it is an effective model to find further evidence
from their own understanding or to add more subtle distinctions (Boas, E and Gazis,
S, 2016, pg.18). The way I am teaching these concepts reflects my own teaching
approach and philosophy. I am addressing these concepts from the standpoint that
students have not dealt with these concepts or texts before therefore allowing me to
slowly and surely build upon the students knowledge. By no means do I build the
students to a point that they could confidently analyse a text using connotation
imagery and symbol but I believe I have given them the skills to at least
Furthermore it is evident throughout my lesson plans that I created activities that are
capable and achievable for year seven students and I have also created lesson
activities that can be completed with modification by all students with varying ability.
grasping and also where can I go from here (Starkey, L, 2012, pg. 63)(Clarke, M and
Pittaway, S, 2014, pg. 313). Examples such as the exit slip, the worksheet and
presentation allow not only the students to explore their new knowledge and
with an indication of where to take future lessons and if the ideas being presented are
of interest to the students through the approaches I have taken (Popham, J, 2011)
(Lyons, G, Ford, M and Slee, J, 2014, pg.70). Moreover each lesson plan includes a
lesson starter activity or a hook to engage students with the lesson and also allows
the teacher to set up any material needed for the lesson hooking students into their
Reference List:
Baos, E, and Gazis, S (2016). The Artful English Teacher: over 100 practical
strategies for the English Classroom, Australian Association for the Teaching of
English.
Gannon, S and Howie, M and Sawyer, W (2010). Charged with meaning: Re-viewing
English: Third Edition. Phoenix Education.
Lyons, G., Ford, M. (2015). Classroom Management (4th ed. P. 313) South
Melbourne: Cengage Learning Australia.
Marsh, C, Clarke, M & Pittaway, S. (2014). Marshs becoming a teacher (4th ed.,
p.70). South Melbourne: Cengage Learning Australia.
Starkey, L. (2012). Teaching and Learning in the Digital Age. Routledge Publishing.