LESSON PLAN: Student name and number Page 1

PART A: PREPARATION AND STRATEGIES

Stage: 4 Syllabus section:
EN4-1A: responds to and composes texts for understanding, interpretation, critical analysis,
Lesson 7/10 imaginative expression and pleasure.
EN4‑7D: demonstrates understanding of how texts can express aspects of their broadening world and
their relationships within it
EN4‑8D: identifies, considers and appreciates cultural expression in texts.

Unit Name: Berry Island the Lost Sydney

Aboriginal site: Berry Island

Lesson Topic: Creative writing and sensory immersion. Duration: 60 minutes

Prior knowledge/skills required Resources (Attach classroom ready resources/worksheets students will be using, including
Knowledge and experience from relevant pages from textbooks)
site visit to Berry island Video, 2 different Audio clips.

Quality Teaching Elements (lesson focus) - Highlight relevant items

1. Intellectual Quality 2. Quality Learning Environment 3. Significance
1.1 Deep knowledge 2.1 Explicit quality criteria 3.1 Background knowledge
1.2 Deep understanding 2.2 Engagement 3.2 Cultural knowledge
1.3 Problematic knowledge 2.3 High Expectations 3.3 Knowledge integration
1.4 Higher-order thinking 2.4 Social Support 3.4 Inclusivity
1.5 Metalanguage 2.5 Students’ self regulation 3.5 Connectedness
1.6 Substantive communication 2.6 Student direction 3.6 Narrative
How are Quality Teaching (QT) elements achieved in the lesson?

QT element/s in the lesson Indicators of presence in lesson

1.6 Substantive communication
3.1 Background Knowledge
Throughout the lesson students are required to communicate their understanding
and creativity to develop a creative writing piece that elaborates on their
understanding of the source material provided.
Students draw and expand on their knowledge gathered from the site visit to Berry
Island. They are not only drawing on their prior knowledge but also comparing the
old and new knowledge and information as seen in the video that compares nature
with western involvement, whilst asking students to comment on this.

PART B: SEQUENCE OF ACTIVIES IN LESSON

Syllabus outcomes: (number/s and descriptor)
EN4-1A: responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression
and pleasure.
EN4‑7D: demonstrates understanding of how texts can express aspects of their broadening world and their
relationships within it
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EN4‑8D: identifies, considers and appreciates cultural expression in texts.

Students learn to: Students learn about:

Engage creatively with content. Creative writing.
Think imaginatively about texts and how to approach and How to interpret texts.
respond to different texts. Berry Island and connections to the world.

Timing Lesson content Student activity 8 ways link

Have the class pre-prepared with Come into the class,
5 Mins seats in a circle, with desks Take a seat
creating a U around the outside of Listen to name being called for role.
the class and chairs in the middle.

Ask students to enter the

classroom and take a seat in the
circle before marking the role.

Teacher asks students if they wish Share thoughts, reflections, experiences

10 mins to share anything from their with the rest of the class and teacher.
experiences at Berry Island, they
will be given an opportunity to
share thoughts and reflect and
link to the overall unit.

5 mins Teacher will tell a story; the story Students are required to listen (Dadirri)
should link to Berry Island and This will help students get into the right
possibly be their experience of the mindset for deep listening required in the
trip. next activity.

5 Mins Teacher will ask students to Students listen to the recordings.

continue listening and put on two
sound recordings from Berry
Island.
These will be played through
twice.
Teacher asks students to draw Students are to draw what they heard in the
10 Mins what they heard in the recordings, recordings, drawing on their memories from
you can play the recordings a few Berry Island to create an image.
more times whilst students are Present and explain picture to class.
drawing.
Students will be given a chance to
show and explain their image to
the class.

5 Mins Teacher will show Video of Berry Students watch and think about the
Island to students twice, drawing different sounds and images shown in the
the students attention to both video.
sounds and images and the
contrast between Berry Island and
its surroundings presented.

20 mins Give students time to create a
creative piece of writing using
their drawing and the video as
stimulus.
Students will then be able to
share their stories with the class.
Students use their drawings, sound
recordings and video from Berry Island to
create a creative writing piece.
The students can then share these with the
class.
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PART C: ANALYSIS AND SELF-REFLECTION

How have outcomes been achieved?
Learning outcome Method of measuring and recording
EN4-1A Students are required to develop a creative writing piece that responds to the
stimulus and visual text provided, using their imagination to create a text of their
own.
EN4‑7D Students engage with and make connection to the site visit and the world around
them including drawing on their own knowledge to develop and respond to texts.
EN4‑7D Due to students engaging with the site at Berry island they need to consider and
engage with cultural aspects of texts including the visual and images presented in
the audio and visual stimuli from the site.
Links to next lesson
Throughout this lesson students are engaging with Dadirri, they are engaging with the idea of listening to the sounds around
them. In the follow lesson with the development of the garden, students will also be given a brief time to engage with deep
listening to their surroundings applying their knowledge of Dadirri to the real world before physically engaging with it in the
garden creation.

AISTL graduate standards and evidence that this lesson achieves this standard.
AITSL Standard Evidence within this lesson
1.3 Students with diverse linguistic, There is a range of activities throughout the lesson that engage with both listening,
cultural, religious and visual, drawing, writing and conversation. This gives students a variety of ways to
socioeconomic backgrounds engage with the content and accommodate to a range of diverse students.
1.4 Strategies for teaching The content of the lesson is developed around the site visit to Berry Island. All the
Aboriginal and Torres Strait resources used have been created either at or about the site creating the relevance
Islander students of the content for the students. The incorporation of 8 ways approaches in the
lesson engages both Indigenous peoples and all other students.
WHS considerations
Make sure all exits are clearly labelled.
Ensure walkways are clear or chairs and bags.
Make sure laptop charging cables are not blocking pathways or are trip hazards.
With the movement of chairs and tables at the start of the lesson make sure that students are not lifting or moving furniture in a
dangerous manner.

References
All resources have been created by the teacher.

Casual teacher Notes:

Story will be provided in the resources, if by any chance you have your own story to share from being to Berry Island (if you have
had the opportunity to be there). With the listening to the audio tracks, students can close their eyes and you may take the time
to play the tracks more than once if you think it is needed.
Both the audio and the video can be found on the USB provided with the lesson running schedule.
Make sure students have enough time to engage and share their thoughts and experiences with listening and the stories they
created.

Community Consultation or Protocols to be considered.

All information gathered for the lesson has been gathered from the site visit with a community member.
The information and engagement with the information should be treated with respect.
Other protocols and consultation is not applicable in this lesson.

Resources to support this Lesson

Audio File x 2 refer to website

Video File x1 refer to website
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Teachers story
My Experience at Berry Island.
My experience of Berry island was exciting, I was able to walk through the different paths, around the
island. It was interesting to hear about the culture surrounding the site, and have a community member share
their stories. The things I noticed on the site and that interested me the most, was the amount of life that is
not noticed as you walk through, the small animals, the range of plant life which was introduced to me and
the stories and uses behind them. Being able to engage with workshops and create my own poem about the
site whilst also being able to use my imagination to create a dragon that was wounded in battle trying to
protect the island, and his blood is symbolised through the bleeding Sydney red gum. The contrasting images
of the island and its beauty and nature, against the cityscape around it makes you think about the changes
that have occurred and the struggle to keep the island as a culturally rich site. These are all my experiences,
and you have your own as you walked through the island, you should think about these and draw on your
different experiences throughout this and the following lessons as we continue to look at and explore our
experiences at Berry Island.