Professional Documents
Culture Documents
Finish: 1:10
Key Learning Area: English Lesson Topic: Analysing a Poem
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Students have been learning about different poetic techniques, such as: metaphors, rhythm, similes, repetition, symbolism etc.
- Identify what the poetic techniques do to the poem and how they
create meaning. - Observe Ss’ group responses to the delegated
- EN4-3B: Uses and describes language forms,
features and structures of texts appropriate to a poems.
range of purposes, audiences and contexts.
- Interpret what the poems say about Australian culture through the
poems’ poetic techniques. -Observe Ss’ discussion towards poetic
-EN4-7D: demonstrates understanding of how techniques and to Australian culture.
texts can express aspects of their broadening
world and their relationships within it.
- No formal assessment – T makes anecdotal
records of Ss’ efforts.
-EN4-8D: identifies, considers and appreciates
cultural expression in texts
Any safety issues to be considered: Resources:
Ensure poems selected for Ss are not offensive Smart Board
and do not create emotional harm to Ss.
White Board
Ensure all wires are clear from obstruction to avoid
White Board marker
a trip hazard.
Computer
Internet connection
A4 blank sheets.
60 Australian Poems by Christopher Cheng
4 different poems from 60 Australian Poems (printed on paper):
- The Circus by CJ Dennis
- Fur and Feathers by Banjo Patterson
- The Australian Slangauge by WT Goodge
- A Snake Yarn by WT Goodge
Lesson Sequence
Lesson Content (What is Taught): Timing Teaching Strategies / Learning Experiences: Resources and Organisation:
Note key skills, concepts and values (How it is taught)
(mins)
addressed in each section. Link to your Write detailed steps showing what the teacher (T) will do and
Learning Intentions. what students (Ss) will do.
INTRODUCTION
T asks Ss to sit down in their seats. Attendance sheet.
5 min T ensures all English books are out on their desks. If a S does
not have it, T to provide them with a blank sheet of paper.
T greets Ss for bringing their work books and following
instructions – Use eye-contact and names if needed.
T marks attendance.