Rationale

The sequenced lessons have been designed for use in a Year 8 English classroom with

students of varying ability levels in the class. The aim of the lessons is to provide avenues for

students to respond to and compose texts, as well as understand and appreciate the way that

meaning is created within and across texts. The reason for the choice of a concept as the

focus of the lessons is that it that it allows for students to engage in meaning-making, which

Boas and Gazis (2016) note is central to the study of English. Through the study of a concept,

the rationale and aims of the syllabus have been taken into account, with provisions for

imaginative and creative engagement with the learning (Board of Studies, 2012). The design

of these lessons has been implemented in a way that the outcomes align with the learning,

with explicit links between the activities and the outcomes of the lessons.

The choice of ‘conflict’ as a concept for these lessons is that it is something that students will

have in some way experienced, or have been involved with in the past. This means that

students will be able to bring in background knowledge which is important to engagement, as

well as meaning that as a class, students individual understandings can contribute to a whole-

class understanding of the concept. Through studying this concept, a variety of texts, and text

types have been purposively selected to challenge student understandings. The variance in

text forms, means that students can understand how a concept can be communicated in

different ways, and have different meanings and interpretations. The primary aim of these

lessons in terms of outcomes is to progress toward outcome 1A, and develop an

understanding of the way that meaning is created and shapes texts. Through the concept

study, students will engage in writing activities, and work at recreating the conflict or element

of conflict within a text in the form of an image. This builds off of the understandings
developed in lesson one, where students examined images as a medium for presenting

conflict. Research highlights the benefit of recreating a text in another form, creating a deeper

understanding (McCallum, 2012; Zammit, 2016; Gannon & Howie, 2010). The reason for

teaching this to students is that it allows for students to be able to understand that a single

idea, can be represented in many different ways and have many different meanings and

interpretations in texts.

To ensure successful learning in these lessons, the lesson plans are underpinned through

utilisation of Fani and Ghaemi (2011) to ensure that Vygotsky’s Zone of Proximal

Development is integrated through effective use of modelling and scaffolding. Ursani,

Memon, and Chowdhry (2014) has been considered, with the lessons progressing along

Bloom’s Taxonomy in a way that allows for all learners to achieve learning outcomes whilst

being sufficiently challenged. The measurement of the efficacy of the learning in these

lessons is formative assessment, which Fitzgerald (2016) notes allows for students to show

outcome achievement in a variety of ways. The implementation of formative assessment in

the lessons has been done using McCallum (2012) to ensure that it is embedded into the

learning, rather than being the focus of the lessons. The formative assessment also serves as a

means of differentiation for EALD students, with Gannon and Howie (2010) noting “Oracy

develops before literacy” P141. Furthermore, Timperley, Kaser, and Halbert’s (2014) spiral

curriculum framework has been utilised, with scanning and observation being essential

formative assessment measures within the lessons. The overarching focus on evidence-based

approaches is to ensure the efficacy of the learning, and to ensure that AITSL standard 1.2 is

being achieved (AITSL, 2014). Research from the Centre of Education Statistics and

Evaluation has been utilised in the design of the lessons, to ensure high expectations, explicit
teaching practices, avenues for feedback and learning objectives in every lesson (CESE,

2015; CESE, 2016a; CESE, 2016b).

To teach these lessons effectively, the understanding of the concept builds upon each lesson

in a componential manner. In the first lesson, students develop an understanding of how the

concept is shown through images, and work as a class to utilise background knowledge, to as

a class develop an understanding of what the concept of conflict means. Boas and Gazis

(2016) note that activating student prior knowledge is necessary for student engagement. The

group activity in lesson one involves charting similarities and differences, which Boas and

Gazis (2016) state is an effective strategy in developing a deeper understanding. This is

coupled with use of question prompts as a scaffold, which Wu and Looi (2012) highlight as

being an effective way of supporting students in learning. Similarly, Heffernan (2016) notes

the importance of using popular culture in the classroom, which has been achieved through

the use of The Simpsons, and through the choice of Changes as texts in the lessons. Group

work has been used in the lessons as Harris (2015) notes that collaborative learning leads to

deeper understandings, and also supports students in their learning.

In the second lesson, students view the concept through poetry, story, and song, with all of

the texts representing disparate cultural conflicts that are shown within the texts. The lesson

starter of the second lesson allows for students to interact with the concept through Of Mice

and Men, whilst practising vital comprehension skills. The aim of this lesson, is to show the

differing perspectives regarding conflict, with Changes by Tupac Shakur showing a conflict

in terms of inequality between races, and Then and Now by Oodgeroo Noonuccal showing a

conflict between the past and present as a result of physical changes to the landscape that

result in a loss of culture. Students as a homework activity in this lesson then interact with
Cola’s Journey, which not only shows a conflict in the civil war surrounding the protagonist,

but the conflict of the weight of decisions made, represented through having to leave their

grandmother behind when fleeing the war. In the third lesson, students complete a paragraph

as a lesson starter, which allows for students to consolidate understandings of the conflicts

within Cola’s Journey. Boas and Gazis (2016) outline that there is a benefit of regular

teaching of paragraphing. The majority of the third lesson is spent by students creating an

image that represents the conflict in one of the studied texts, which allows for students to

transform texts, and demonstrate their understanding of the concept, and of meaning through

the act of creating it in a new form.

 References

AITSL. (2014). Australian Professional Standards for Teachers: Professional Knowledge.

Retrieved from: http://www.aitsl.edu.au/australian-professional-standards-for-

teachers/standards/list

Board of Studies. (2012). English K – 10 Syllabus. Retrieved from

http://syllabus.nesa.nsw.edu.au/english/english-k10

Boas, E., & Gazis, S. (2016). The Artful English Teacher: over 100 practical strategies for

the English Classroom. Australian Association for the Teaching of English

Centre for Education Statistics and Evaluation. (2015). What Works Best: Evidence-Based

Practices to help improve NSW student performance. Retrieved from:

https://www.cese.nsw.gov.au/publications-filter/what-works-best-evidence-based-

practices-to-help-improve-nsw-student-performance

Centre for Education Statistics and Evaluation. (2016a). How students can improve literacy

and numeracy performance and why it (still matters). Retrieved from:

http://www.cese.nsw.gov.au/publications-filter/how-schools-can-improve-literacy-

and-numeracy-performance-and-why-it-still-matters

Centre for Education Statistics and Evaluation. (2016b). What Works Best Reflection Guide.

Retrieved from: http://www.cese.nsw.gov.au/publications-filter/what-works-best-

reflection-guide

Fani, T., & Ghaemi, F. (2011). Implications of Vygotsky's Zone of Proximal Development

(ZPD) in teacher Education: ZPTD and Self-scaffolding. Procedia- Social and

Behavioral Sciences, 29. PP. 1549-1554. DOI: 10.1012/j.sbspro.2011.11.396

Fitzgerald, P. (2016). Differentiation for all literacy levels in mainstream classrooms.

Literacy Learning: the Middle Years, 24(2).

Gannon, S., & Howie, M., & Sawyer, W. (2010). Charged with meaning: Re-viewing

English: Third Edition. Phoenix Education

Harris, K., Meltzer, L. (2015). The power of peers in the classroom: Embracing learning and

social skills. The Guildford Press

Heffernan, A. (2016). Attitudes towards using The Simpsons to engage students in the

English classroom. Literacy Learning: the Middle Years, 24 (2).

McCallum, A. (2012). Creativity and learning in secondary English: teaching for a creative

classroom. Routledge Publishing

Timperley, H., Kaser, L., Halbert, J. (2014). A framework for transforming learning in

schools: Innovation and the spiral of inquiry. Seminar Series 234. Centre for Strategic

Education.

Ursani, A., Memon, A., & Chowdhry, B. (2014). Bloom's taxonomy as a pedagogical model

for signals and systems. International Journal of Electrical Engineering Education,

51(2). Dx.doi.org/10.7227/IJEE.51.2.7

Wu, L., & Looi, C,-K. (2012). Agent Prompts: Scaffolding for Productive Reflection in an

Intelligent Learning Environment. Education Technology & Society, 15 (1), pp. 339-

353.

Zammit, K. (2016). Responding to literature: iPads, apps and multimodal text creation.

Literacy Learning: The Middle Years, 24(2).

 Lesson One

Class: EN-4E Time: 27/07/17

Syllabus Outcomes
EN4-6C
EN4-1A

Objectives
(your aims for your own teaching)

The aim of the teaching for this lesson is to be able to provide an environment where group
work can lead to meaningful learning for students that furthers their chances of achieving
the learning objectives of the lesson.

Materials

PowerPoint
Images analysis Scaffold
SmartBoard
Worksheet for image analysis
Conflict Mind Map
Kahoot Quiz

Procedures
Time Organisation Teaching/ learning activities
10 Student Do Now Activity – ‘Answer Three’
Mins Questions
1. What do you think the word conflict means?
2. What are some types of conflict that you know?
3. Provide an example of a conflict occurring in the
world at this time.

Teacher: Teacher will display the PowerPoint as students

enter the class with the learning objectives that students will
write down, and the Do Now for them to engage with.

Student: Students will write down the learning intentions and

the success criteria, and will answer the Do Now questions.
10 Teacher/Student Discussion Activity
Mins
The teacher will discuss the Do Now activities that students
have completed, going through the questions that students
will have answered.

Teacher: The teacher will go through student answers,

getting all students in the class to contribute to the
 discussion. Whilst students share their answers, the teacher
will mind map using the SmartBoard, placing student ideas
onto the mind map to form an understanding with the class
of what ‘Conflict’ is.

NB- This discussion will serve as a means of formative

assessment.
10 Teacher Teacher explanation ‘Topic Introduction’
Mins
The teacher will explain the concept of ‘conflict’ using the
PowerPoint. The teacher will provide examples, and engage
students with questions throughout the PowerPoint.

Student: Students will listen and make notes during the

explanation by the teacher.

Teacher: The teacher will go through the group task, and will
provide an example as to how this is to be done, letting
students know the expectations in regard to this task.

10 Students Group Work Task

Mins
Teacher: Teacher will hand each group the 4 pictures.

Students: Students will work collaboratively in groups, and

will discuss the way that the images show ideas of ‘conflict’

Teacher: The teacher will monitor student engagement

through this task, and ensure that students are able to
complete the task.

Note: The teacher will employ direct observation during this

activity to ensure that students are meeting the outcomes.
10 Teacher/Student Discussion
Mins
Teacher and students will discuss the images as a class, whilst
charting the similarities and differences between the images
on the board with students as they share their ideas about
the texts.
Note: This will also serve as a formative assessment means of
the lesson.
10 Students Consolidation – Kahoot Quiz
Mins
Teacher will display the Kahoot quiz, which students will
partake in. The teacher will them go through this with
students, explaining areas that students struggled with in the
quiz.
 Note: This will also serve as a means of summative/formative
assessment of whether students have understood the
learning of the lesson.

Homework N/A

Evaluation/ Extension

Evaluation of student achievement of learning outcomes will be assessed

through formative assessment measures. The formative measures that will be
employed will be the use of direct observation and directed questioning during
the discussion components of the lesson. Through using open-ended
questions, students depth of knowledge will be tested.

As an extension of this lesson, students can create their own mind map of the
ideas surrounding conflict, and can begin to break down the texts that have
been viewed in class, utilising knowledge built in previous units in regard to
techniques, noting how conflict is represented.
In Retrospect

The next time that this lesson is taught, more opportunities could be provisioned for
students to bring background knowledge into the lesson, through having students complete
an individual task where they could form their ideas before moving into the learning of the
lesson.
 Conflict through Images – Worksheet

Questions to consider. (Ask yourself these questions in analysing the images)

1. What conflict or causes of conflict can I see in this image?
2. What is it in this image that makes you think there may be a conflict?
3. What type of conflict do you think this is (Internal/External)? Why?
4. Who is this conflict with? Or who is it between?
5. What are the similarities and differences between the conflict in this image with the
other images?

Image #1 Image #2

Image #3 Image #4
 Worksheet for analysing images.

Image Image
1 2

Image image
3 4
Conflict – Mind Map for SmartBoard for during teacher discussion.
PowerPoint for Lesson 1
Lesson One – Kahoot Quiz
 Lesson 2

Class: EN4E Time:

Syllabus Outcomes
EN4-8D
EN4-1A

Objectives

My teaching aims for this lesson are to get students meaningfully engaged in
the act of writing, so that students can build confidence with this skill.

Materials
Tupac –Changes analysis scaffold
Tupac – Changes analysis scaffold (teacher copy)
Lightning Writing Scaffold
Of Mice and Men – Extract and Worsheet
Then and Now – Oodgeroo Noonccal
PowerPoint
Changes – Tupac Shakur

Procedures
Time Organisation Teaching/ learning activities
10 Student Do Now – Comprehension
Mins Students will read the Lennie and the dead mouse extract,
and will answer the questions that are provided on the sheet.

Students will also read and write down the learning

objectives at the beginning of the class.
5 Teacher Teacher Explanation
Mins Teacher will quickly run through the Do Now, and will
introduce the next text ‘Changes’ by Tupac, and introduces
the group analysis task that they will be doing together.

The teacher will complete the first box of the scaffold with
the students, providing example of the level of quality
expected.
10 Student Group Work – Collaborative analysis of a text
Mins
Students will work in groups to analyse the text using the
scaffold.
Note: Teacher will utilise direct observation during this lesson
to ensure that students are meeting objectives.
 10 Student/Teacher Discussion
Mins Students and teacher will go through the scaffold, discussing
the conflicts that are shown through the text. This will also
serve as a formative assessment measure for the teacher.
5 Teacher Teacher Explanation
Mins Teacher will introduce the poem for the lesson, and will go
through it quickly with the class so that the students can see
how the poem shows ‘conflict.
10 Students Lightning Writing Task
Mins Students will be provided a scaffold, and will write about
everything they currently know about the concept of conflict.
Note: Direct observation during this activity will serve as a
formative assessment measure.
10 Student/Teacher Students and Teacher will discuss ideas that are shared in the
Mins lightning writing is students feel comfortable, and what has
been learned. The teacher will then go through the
homework.
Homework Students will read ‘Fleeing from War’ in Cola’s Journey, and
will make notes and graph the conflicts that are shown
through the text which will be in preparation for a writing
task in the next lesson.

Evaluation/ Extension

The evaluation of this lesson will be achieved through the use of formative
assessment in the activities of learning. This will take place through direct
observation of student engagement with tasks, as well as through open-ended
questioning in the discussion components of the lesson to discern the depth of
student understanding of content.

An extension of this lesson for students can workshop their own work created
during the ‘lightning writing’ task, so that students can refine their work.

In Retrospect
In retrospect the next time that this lesson is taught, a focus on deeper understanding of a
text could have been achieved rather than focus on many texts. As this lesson is yet
untaught, it is designed to allow for students to experience the concept through a range of
texts, although a possible alteration to the lesson in the future could be a deeper analysis of
a singular text through this lesson.
 Tupac Changes Work Sheet (Student Copy)

Examples What is the point the Explain what the composer means with the
composer is trying to example
“Cops give a damn about a negro? Pull
Individual vs. Individual

get across?
the trigger, kill a nigga, he’s a hero” The composer is trying The composer is trying to highlight the conflict
to emphasise on the African Americans have with authorities; the
treatment between injustice, inequality and discrimination they
civilians and the face.
authorities
 Examples What is the point the Explain what the composer means with the
composer is trying to example
get across?
Individuals vs. Self
 Examples What is the point the Explain what the composer means with the
composer is trying to example
get across?
Individual Vs. Society
 Changes – Tupac Shakur (Teacher completed Scaffold)
Related Text
Tupac – Changes
Examples What is the point the Explain what the composer means with the
composer is trying to example
“Cops give a damn about a negro? Pull
Individual vs. Individual

get across?
the trigger, kill a nigga, he’s a hero” The composer is trying The composer is trying to highlight the conflict
to emphasise on the African Americans have with authorities; the
treatment between injustice, inequality and discrimination they
civilians and the face.
authorities
 Examples What is the point the Explain what the composer means with the
“wake up in the morning and I ask myself, Is life composer is trying to example
worth living? Should I blast myself?” get across? The composer is trying to highlight how
The composer is trying society is so corrupt and that the conditions
Individuals vs. Self

to emphasise how he is are so extreme that the character is

reflecting upon his contemplating on living his life to end the
experiences and is misery.
conflicted about his
value in life
 Examples What is the point the Explain what the composer means with the
“Give the crack to the kids who the hell cares? composer is trying to example
One less hungry mouth on the welfare?” get across?
The composer is trying The first example explains how there is no
“Cops give a damn about a negro? Pull the to highlight the consideration for the kids, as long as they are
trigger, kill a nigga he’s a hero” inequalities in society making money for themselves the government
does need to worry.
The penitentiary’s packed, and it’s fill with The second example explains the police
Individual Vs. Society

black” brutality against an African America and how

officers are seen as heroes if they’ve resolved
the issue.
Third example highlights how African
Americans engage in criminal behaviour which
reflects the treatment of them from society.
 Of Mice and Men – Lesson Starter Work Sheet.

Lennie and the Dead Mouse – John Steinbeck- Of mice and Men

Lennie lumbered to his feet and disappeared in the brush. George lay where he was and
whistled soflty to himself. There were sounds of splashings down the river in the direction
Lennie had taken. George stopped whistling and listened. ‘Poor bastard’, he said softly, and
then went on whistling again.
In a moment Lennie came crashing back through the brush, He carried one small willow
stick in his hand. George sat up. ‘Aw right,’ he said brusquely. ‘Gi me that mouse!’
But Lennie had made an elaborate pantomime of innocence. ‘What mouse, George? I ain’t
got no mouse.’
George held out his hand. ‘Come on. Give it to me. You ain’t puttin’ nothing over.’
Lennie hesitated, backed away, looked wildly at the brush line as though he contemplated
running for his freedom. George said coldly, ‘You gonna give me that mouse or do I have to
sock you?’
‘Give you what, George?’
‘You know damn well what. I want that mouse.’
Lennie reluctantly reached into his pocket. His voice broke a little. ‘I don’t know why I can’t
keep it. It ain’t nobody’s mouse. I didn’t steal it. I found it lyin’ right beside the road.’
George’s hand remained outstretched imperiously. Slowly, like a terrier who doesn’t want
to bring a ball to its master, Lennie approached, drew back, approached again.
George snapped his fingers sharply, and at the sound Lennie laid the mouse in his hand.
‘ I wasn’t doin’ nothing bad with it, George. Jus’ strokin’ it.’
George stood up and threw the mouse as far as he could into the darkening brush, and then
he stepped to the pool and washed his hands. ‘You crazy fool. Don’t you think I could see
your feet were wet when you went across the river to get it?’ He heard Lennie’s whimpering
cry and wheeled about. ‘Blubberin’ like a baby? Jesus Christ! A big guy like you.’ Lennie’s lip
quivered and tears started in his eyes. ‘Aw, Lennie!’ George put his hand on Lennie’s
shoulder. ‘I ain’t takin’ it away jus’ for meanness. That mouse ain’t fresh. Lennie; and
besides, you’ve broke it pettin’ it. You get another mouse that’s fresh and I’ll let you keep it
a little while.’
Lennie sat down on the ground and hung his head dejectedly. ‘I don’t know where there is
no other mouse. I remember a lady used to give ‘em to me – ever’ one she got. But that
lady ain’t here.’ George scoffed. ‘Lady, huh? Don’t even remember who that lady was. That
was your own Aunt Clara. An’ she stopped givin’ ‘em to ya. You always killed `em.’
Lennie looked sadly upon him. ‘They was so little,’ he said, apologetically. ‘I’d pet ‘em, and
pretty soon they bit my fingers and I pinched their heads a little and then they was dead –
because they was so little.’
 Questions

1. Briefly summarise the story of this excerpt.

2. What is the ‘conflict’ within this story between George and Lennie?
3. What causes the conflict between Lennie and George?
4. What do we learn about George’s character through the way that he speaks in the
text?
5. What type of conflict do you think this is?
6. The conflict in the story is mainly shown through the dialogue between the two
characters. What does the dialogue reveal to us about the character Lennie?

Lightning Writing Scaffold

Write about a CONFLICT that you have experienced or heard about in recent years. You are
to write as much as you can in this time without stopping.

Tips/ Tricks

- The purpose of lightning writing is not to show your work, but to build your
confidence in writing, so try to write from the beginning to the end of the writing
period.
- If you cannot remember a conflict that you have experienced, you may use your
imagination to create a scenario.
- You may choose the format in which you want to write. Try to ensure that you are
using full sentences however.
PowerPoint Lesson 2
 Cola Bilkuei – Cola’s Journey – Fleeing from War

Once we reached the Nile, for some of the time it felt as though we were on a family
holiday. There were no cows to look after and what food we ate came from the river. I
didn’t know how to swim, having had only wet-season ponds around the village, and so I
would stand on the bank with fishing lines and hooks. We would fish and eat the grasses
that grew along the banks and in the river itself. As I was the oldest boy, I felt like the man
of the family, making sure we all had enough to eat and that everyone was happy.
This area of the Nile was narrow and dotted with small islands on which people had
built shacks. We clustered on the banks with seven families from our sub-tribe who had all
come to this place. Everything was green and the Nile smelt like fresh rain. It was different
from our village., not just the landscape but the sense of living from the river. It was like a
new way of life and, despite the fact that we were fleeing from war, it felt relaxed. It was a
life I thought I could get used to easily.
But all too soon our new life was interrupted, as the sound of machine-gun fire
returned suddenly one early morning. It grew louder and louder – the fighting was coming
our way. In a panic we all ran, dropping everything where it was. We were in such a
frightened rush we had forgotten that my grandmother couldn’t run. I stopped and offered
to put her on my back but I was too small. My mother pleaded with her to at least try to
run, grabbing her hand, leading her through the bush. It was impossible. Eventually my
grandmother stopped. Resigned to being left behind, she told us to go. The gunfire was
approaching closer and closer, and we could now hear soldiers’ voices coming in our
direction. We were sure they were government troops. Without saying as much my
grandmother was offering us a clear choice: we could either stay with her and all be killed,
or leave her there and hope the soldiers wouldn’t pass her way.
We left her. We tried the best we could to hide her in the tall grass so that she
wouldn’t be seen. We cut some more grass and laid it in top of her.
The sun was beating down and we had left in such a hurry that we hadn’t brought
any water. If the soldiers didn’t get her, we feared the heat would. With the sound of
gunfire almost upon us, we prayed for her and ran.
I can’t remember how long we ran for, but I do remember the guilt of having left a
defenceless blind woman to die. We all felt it desperately. She was my father’s mother. How
could we explain to him what had happened and why we had left her there?
But there was no time to think of that. We were running for our own lives, and when
you are doing that you think of nothing but survival. Eventually we found a safe place to
hide among some trees. We waited for the soldiers to pass, all of us anxious about what had
happened to my grandmother. As day fell into night the fighting continued in the distance,
but it wouldn’t be safe for us to check on my grandmother until the following day.
My mother shook with fear as she tried to keep us all quiet in the dark. My uncle,
Duop Mayer, and his family were with us, and as things calmed down he wanted to light a
fire and smoke his pipe. Some of the others warned him not to, but her (and my mother)
loved to smoke and couldn’t be dissuaded.
We dozed, but were woken suddenly by gunfire very close to us. Frightened for our
lives, we all ran in different directions. Duop’s son, my cousin Ajit, was Thonager’s age. He
was left behind. I remember him crying out to me. ‘Chol! Chol!’, but I ran, as did everyone
else.
Some hours after everybody scattered into the bush when the gunfire had gone
away, we eventually converged. I came across one of my aunties and her son, who were
also running. Together we kept walking all night.
By daybreak I was exhausted. The fighting had stopped, or at least I couldn’t hear
any gunshots. We met my mother and Athien, and we decided to go back to the Nile. It
wasn’t easy to retrace our steps because we’d run through thick bush, but in the afternoon,
we stumbled across the place where we had left my grandmother. She was lying, quite still,
in the grass. My mother screamed out to her and to our surprise she moved – she was alive!
Apart from being thirsty and scared, she was alright. The soldiers had fought all around her,
never noticing that she was tucked into the bush. Athien, as if nothing had happened, took
our grandmother by the hand and led her out of her hiding spot.
 Changes – Tupac Shakur

Come on come on
I see no changes wake up in the morning and I ask myself
Is life worth living should I blast myself?
I'm tired of bein' poor and even worse I'm black
My stomach hurts so I'm lookin' for a purse to snatch
Cops give a damn about a negro
Pull the trigger kill a nigga he's a hero
Give the crack to the kids who the hell cares
One less hungry mouth on the welfare
First ship 'em dope and let 'em deal the brothers
Give 'em guns step back watch 'em kill each other
It's time to fight back that's what Huey said
Two shots in the dark now Huey's dead
I got love for my brother but we can never go nowhere
Unless we share with each other
We gotta start makin' changes
Learn to see me as a brother instead of two distant strangers
And that's how it's supposed to be
How can the Devil take a brother if he's close to me?
I'd love to go back to when we played as kids
But things changed, and that's the way it is

That's just the way it is

Things will never be the same
That's just the way it is
Aww yeah

That's just the way it is

Things will never be the same
That's just the way it is
Aww yeah

I see no changes all I see is racist faces

Misplaced hate makes disgrace to races
We under I wonder what it takes to make this
One better place, let's erase the wasted
Take the evil out the people they'll be acting right
'Cause both black and white is smokin' crack tonight
And only time we chill is when we kill each other
It takes skill to be real, time to heal each other
And although it seems heaven sent
We ain't ready, to see a black President, uhh
It ain't a secret don't conceal the fact
The penitentiary's packed, and it's filled with blacks
But some things will never change
Try to show another way but you stayin' in the dope game
Now tell me what's a mother to do
Bein' real don't appeal to the brother in you
You gotta operate the easy way
"I made a G today" But you made it in a sleazy way
Sellin' crack to the kid. " I gotta get paid, "
Well hey, well that's the way it is

That's just the way it is

Things will never be the same
That's just the way it is
Aww yeah

That's just the way it is

Things will never be the same
That's just the way it is
Aww yeah

We gotta make a change

It's time for us as a people to start makin' some changes.
Let's change the way we eat, let's change the way we live
And let's change the way we treat each other.
You see the old way wasn't working so it's on us to do
What we gotta do, to survive.

And still I see no changes can't a brother get a little peace

It's war on the streets and the war in the Middle East
Instead of war on poverty they got a war on drugs
So the police can bother me
And I ain't never did a crime I ain't have to do
But now I'm back with the blacks givin' it back to you
Don't let 'em jack you up, back you up,
Crack you up and pimp smack you up
You gotta learn to hold ya own
They get jealous when they see ya with ya mobile phone
But tell the cops they can't touch this
I don't trust this when they try to rush I bust this
That's the sound of my tool you say it ain't cool
My mama didn't raise no fool
And as long as I stay black I gotta stay strapped
And I never get to lay back
'Cause I always got to worry 'bout the pay backs
Some buck that I roughed up way back
Comin' back after all these years
Rat-a-tat-tat-tat-tat that's the way it is uhh

That's just the way it is

Things will never be the same
That's just the way it is
Aww yeah

That's just the way it is

Things will never be the same
That's just the way it is
Aww yeah

Some things will never change

 Then and Now – Oodgeroo Noonuccal

In my dreams I hear my tribe

Laughing as they hunt and swim,
But dreams are shattered by rushing car,
By grinding tram and hissing train,
And I see no more my tribe of old
As I walk alone in the teeming town.
I have seen corroboree
Where that factory belches smoke;
Here where they have memorial park
One time lubras dug for yams;
One time our dark children played
There where the railway yards are now,
And where I remember the didgeridoo
Calling us to dance and play,
Offices now, neon lights now,
Bank and shop and advertisement now,
Traffic and trade of the busy town.

No more woomera, no more boomerang,

No more playabout, no more the old ways.
Children of nature we were then,
No clocks hurrying crowds to toil.
Now I am civilized and work in the white way,
Now I have dress, now I have shoes:
"Isn't she lucky to have a good job!"
Better when I had only a dillybag
Better when I had nothing but happiness.
 Lesson 3

Class: EN4E Time:

Syllabus Outcomes
Students…
EN4-2A
EN4-1A

Objectives

My aims for this lesson are to be able to provide engaging learning that makes
use of technology.

Materials

Procedures
Time Organisation Teaching/ learning activities
10 Student Do Now: STEEL Paragraphs
Mins
Students will use their notes from the homework task as a
basis for creating a paragraph about conflict using the
scaffold.
5 Teacher/Student Discussion
Mins Students and the teacher will discuss the ‘conflict’
paragraph that students have created.
Note: This will serve as a formative assessment measure
through the use of open-ended questioning.
10 Teacher Teacher Explanation
Mins The teacher will explain what we have covered so far
around the concept of discovery, and outline the reasons
for, and the nature of the next activity.

The teacher will outline that in the next task, they will be
creating an image that represents the conflict that is
shown in a text that they have studied so far, or a new
text to be provided. The teacher will provide an example
of what is expected from this, so that students have an
explicit quality criteria.
20 Student Students work individually on Image creation
Mins
Students will work on creating their image, using the
scaffold and the previous teacher explanation to guide
them. During this process, the teacher will go around the
class and monitor student engagement, as well as employ
 the use of direct observation as a means of formative
assessment.
Note: The teacher will use direct observation as a means
of formative assessment during this activity.
10 Teacher/Student Discussion
Mins The teacher will go through the images that have been
created with the students, asking questions about why
they chose to represent the conflict in the way that they
did, encouraging students to justify their choices.
Note: The teacher will use open-ended questioning during
this as a means of formative assessment.
5 Teacher/Student Consolidation Activity – ‘Gimme Three’
Mins Students will give the teacher three things that they have
learned so far in relation to ‘conflict’. Coupled with this,
the teacher and students will go through the learning
objectives from the beginning of the lesson and will
evaluate whether these objectives have been achieved.
Homework N/A

Evaluation/ Extension

In order to evaluate the efficacy of this lesson, formative assessment will be

employed throughout the lesson, through the use of direct observation, as well
as through the use of open-ended questioning. This will be utilised to ensure
that students have efficiently engaged with the learning of the lesson, thus
allowing for on-the-fly adjustment of lessons.

As an extension to this lesson, students can write a justification for their

choices in the image creation task. In this, students can evaluate, and argue
why the chosen images were used.

In Retrospect

In retrospect, this lesson could be adapted in future teaching through allowing students to
spend more time on the image creation task, and have this as the only activity in the lesson.
This would allow for students to meaningfully engage with the task, and to follow it up, all
students could write a justification of their understandings, which could further assist in
students understanding how they are creating and framing the meaning.
Lesson 3 – PowerPoint