Original Lesson Plan

Class: Stage 4/Stage 5 English

Summary: This lesson allows students to understand imagery and metaphor in relation to
someone that they admire. Students use their own poetry to express imagery and metaphor
after looking into Billy Collins’ Litany.

Resources:
 Billy Collins’ Litany Broken into 5 Sections:
– Litany – Section 1
– Litany – Section 2
– Litany – Section 3
– Litany – Section 4
– Litany – Section 5

 Billy Collin’s reading of

“Litany” http://www.youtube.com/watch?v=56Iq3PbSWZY

 Magazine pictures

Australian Curriculum Links:

Stage 4 (Year 8):

Outcome 1 (EN4-1A): Recognise that vocabulary choices contribute to the specificity,
abstraction and style of texts ACELA1547
Outcome 3 (EN4-3B): Interpret and analyse language choices, including sentence patterns,
dialogue, imagery and other language features, in short stories, literary essays and
plays ACELT1767
Outcome 4 (EN4-4B): Experiment with particular language features drawn from
different types of texts, including combinations of language and visual choices
to create new texts ACELT1768
Create literary texts that draw upon text structures and language features of other texts for
particular purposes and effects ACELT1632

Stage 5 (Year 9):

Outcome 1 (EN5-1A): Identify how vocabulary choices contribute to specificity,
abstraction and stylistic effectiveness ACELA1561
Outcome 4 (EN5-4B): Investigate and experiment with the use and effect of extended
metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry,
short films, graphic novels, and plays on similar themes ACELT1637
Outcome 6 (EN5-6C): Analyse text structures and language features of literary texts, and
make relevant comparisons with other texts ACELT1772

Assessment:
The student’s ability to recognize metaphors and imagery will be assessed through his or
her annotations as well as the exit slip turned in at the end of the first class.
The student’s ability to create metaphors will be assessed through the writing assignment
to be completed during the second class period.

Stage/Timing Learning Activities

Introduction (7 mins) Have students brainstorm individuals they admire or look
up to.
 Who are they? Why do you look up to them?
 What characteristics do they possess?

Before Reading Strategy: 1. Group the kids into five groups.

Collaborative Group 2. Pass out one section of “Litany” to each group.
Annotation (10 mins) 3. Have students underline Collins’ use of metaphor and
imagery in their sections.
4. Discuss what/who the metaphors might be discussing.
5. Have each group write a statement about what the
purpose of the metaphor is for their section in their group.
6. Share these statements with the class.

1. Ask students to pay attention to Collins’ other uses of

During Reading Strategy: metaphor while listening to the video of his reading.
Annotation (5 min) 2. Ask students to underline metaphors that stand out to
them.

1. Have students place the metaphors they underlined and

After Reading Strategy: create a T-chart with “What it says” on the left side and
Rereading, Annotation, “What I think it means” on the right side.
and use of T-chart (10 2. Model this with one of the metaphors that one of the
min) students mentions.
3. Have students also discuss the voice and humor of the
poem and what kind of person he is describing.

1. Have students look at the magazine images that are

After Reading Strategy: provided to each group.
Magazine Images (7 min) 2. Have students select images that could reflect/not reflect
the characteristics of the person they admire that they
brainstormed at the beginning of class.

Conclusion (10 mins): Write a metaphor comparing the person you admire to one
of the images you have selected. Then write one to two
sentences explaining why you chose to use that metaphor.

Writing Assignment (to be completed during next class)

Students will write their own “Litany” poem using the
images they selected during the first class period. Have the
students make the poem at least three stanzas long (one
concentrating on what the person is; one concentrating on
what the person is not; and one concentrating on what the
author is in contrast).
102086 Designing Teaching & Learning 1H 2017
Assignment 2: APST and QT Analysis Template

Section 1: Australian Professional Standards for Teachers

Evaluate the lesson plan according to the following Australian Professional Standards for
Teachers. Only standards directly addressed in Designing Teaching & Learning that are
relevant to this assignment have been included. However, this does not mean the other
standards are irrelevant to lesson planning and evaluation more generally.

Evaluation score – 1 (poor) to 5 (excellent)

Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1–2–3– Comments: No mention of teacher help or lesson differentiation for
4–5 diversity, however potential to integrate is there.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3– Comments: Not mentioned, however this could be integrated within the
4–5 lesson plan.
1.5 Differentiate teaching to meet the specific learning needs of students across the full
range of abilities
1–2–3– Comments: No differentiation mentioned, however students placed in
4–5 groups of five. This allows potential for collaborative learning for students
of varying abilities.

1.6 Strategies to support full participation of students with disability

1–2–3– Comments: Strategies to support students with disability not mentioned.
4–5 Activities do not support participation, with no individualized programs
evident.

2 Know the content and how to teach it

2.2 Content selection and organisation
1–2–3– Comments: Summary of content conveys relevance to curriculum links and
4–5 organization. However, no reference to prior learning and why it relates to
current lesson.

2.3 Curriculum, assessment and reporting

1–2–3– Comments: Engagement with informal formative assessment throughout
4–5 class with discussions of annotations. Further informal formative
assessment provided through assignment on writing their own poem in the
next class.

2.6 Information and Communication Technology (ICT)

1–2–3– Comments: ICT integration evident in use of ‘YouTube’ clip to provide
4–5 alternative learning resource. However, lesson is majority pen and paper
based.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
1–2–3– Comments: No defined learning goals and outcomes set. Students only
4–5 asked to create their own poetry.

3.2 Plan, structure and sequence learning programs

1–2–3– Comments: Lesson planned and structured clearly and appears to be
4–5 organized. However lesson is not scaffolded around prior knowledge.

3.3 Use teaching strategies

1–2–3– Comments: Teaching strategies is majority teacher led, however room for
4–5 collaborative and co-operative learning styles is evident through group work
and discussion.

3.4 Select and use resources

1–2–3– Comments: ICT integration through ‘YouTube’ clip evident, as well as use
4–5 of magazine pictures. However majority of lesson is pen and paper based.

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
1–2–3– Comments: Group work in lesson provides ability for student participation
4–5 and engagement. However, group work may cause distraction from task at
hand.

4.2 Manage classroom activities

1–2–3– Comments: Classroom activities are managed with clear instruction and
4–5 direction. However, lesson plan is mostly teacher directed.

4.3 Manage challenging behaviour

1–2–3– Comments: No mention given to management of challenging or disrupting
4–5 behavior. No expectations of behavior are outlined.

4.4 Maintain student safety

1–2–3– Comments: No mention of student safety or wellbeing. No responsibility
4–5 over potential wellbeing regarding personal ‘role models’ mentioned.

4.5 Use ICT safely, responsibly and ethically

1–2–3– Comments: ICT only briefly used for ‘YouTube’ clip, however is used
4–5 safely, responsibly and ethically in regard to learning.

5 Assess, provide feedback and report on student learning

 5.1 Assess student learning
1–2–3– Comments: Informal formative assessment used throughout class with
4–5 annotations and discussions. Further informal formative assessment used
through setting assignment for students to create their own poetry.

5.2 Provide feedback to students on their learning

1–2–3– Comments: Immediate feedback through discussions of annotations.
4–5 Feedback not individualized, however is general to class discussion.

Section 2: NSW Quality Teaching Model

Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

Evaluation score – refer to NSW QTM Classroom Practice Guide for each element
Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality
1.1 Deep knowledge
1–2–3– Comments: Key concepts of metaphor and imagery are sustained
4–5 throughout lesson with connection to personal ‘role models’. However,
occasional superficial interference with magazine pictures.

1.2 Deep understanding

1–2–3– Comments: Deep understanding can be conveyed through discussion points
4–5 and relation to personal ‘role models’. However, teacher led lesson can
distract from deep understanding.

1.3 Problematic knowledge

1–2–3– Comments: Multiple perspectives can be provided through students
4–5 integrating their ‘role models’, and own view on interpretation of
metaphors. However construction of knowledge is not critiqued.
1.4 Higher-order thinking
1–2–3– Comments: Higher order thinking achieved through students creating their
4–5 own poetry. Also seen through reflection on what images suit their ‘role
models’.

1.5 Metalanguage
1–2–3– Comments: Use of ‘metaphor, ‘imagery’ metalanguage used throughout
4–5 lesson. Lesson is centralized on understanding the metalanguage, however
no specific commentary on what ‘metaphor’ or ‘imagery’ are.

1.6 Substantive communication

1–2–3– Comments: Lesson is set up well for ongoing communication and
4–5 discussion throughout class.

Quality learning environment

2.1 Explicit quality criteria
1–2–3– Comments: Only very general statements about quality criteria made.
4–5 Quality of work is only made explicit through final assessment regarding
‘three stanzas’ and what they should consist of.

2.2 Engagement
1–2–3– Comments: Engagement may be variable. Potential disengagement through
4–5 advanced learners. However group work and discussion could provide
checking points for engagement from the teacher.

2.3 High expectations

1–2–3– Comments: Very limited expectations set, with little to no challenging work
4–5 provided. No encouragement or opportunities presented to try difficult
tasks.

2.4 Social support

1–2–3– Comments: Group work within the lesson may provide social support.
4–5 However, nothing explicitly advocating supportive behaviours mentioned.

2.5 Students’ self-regulation

1–2–3– Comments: Some autonomy may be demonstrated through group work.
4–5 However still room for substantial interruption through regulating
behaviours.

2.6 Student direction

1–2–3– Comments: No student direction evident. All aspects of the lesson appear
4–5 designated and predetermined by the teacher.

3 Significance
3.1 Background knowledge
1–2–3– Comments: Trivial integration of student’s background knowledge through
4–5 ‘role models’. Substantial or relevant background knowledge not elicited.

3.2 Cultural knowledge

1–2–3– Comments: No explicit reference or valuing of other cultural or social
4–5 groups. Only recognition or valuing of dominant social group.

3.3 Knowledge integration

1–2–3– Comments: No meaningful connections established or defined between
4–5 subject areas. Knowledge is mostly restricted.

3.4 Inclusivity
1–2–3– Comments: Inclusivity for culture or social groups not specifically
4–5 mentioned within the lesson. Minor form of inclusion potentially through
group work.

3.5 Connectedness
1–2–3– Comments: Trivial or minimal connection to beyond the classroom, through
4–5 ‘role models’. However, connection is superficial.

3.6 Narrative
 1–2–3– Comments: Discussion of personal stories through who students admire,
4–5 and why they look up to their role models. Narrative not used consistently,
however does contribute minimally to the substance of the lesson.

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for
improvement.

APST
1) 1.4 Strategies for teaching Aboriginal
and Torres Strait Islander students
QT model
1) 2.6 Student Direction
2) 2.6 Information and Communication
Technology (ICT)
2) 3.2 Cultural knowledge

Modified Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:

English Stage 5 Outcome 1: http://syllabus.nesa.nsw.edu.au/english/engli
k10/content/910/
Outcome 4: http://syllabus.nesa.nsw.edu.au/english/engli
k10/content/904/
Outcome 8: http://syllabus.nesa.nsw.edu.au/english/engli
k10/content/908/
Date: 8/02/2017 Location Booked: Lesson Number: 3
English
Classroom
Time: 55 minutes Total Number of studentsPrinting/preparation
25 Oodgeroo Noonuccal’s poem ‘We Are Going’ in
Microsoft Word format including snippet of
‘We are the corroboree and the bora ground,
We are the old ceremonies, the laws of the
elders.’

5x A3 paper for T-charts

YouTube Clip:
https://www.youtube.com/watch?v=oyWB0RQpEmM

Photo resource:
http://www.abc.net.au/radionational/image/
4807894-3x2-340x227.jpg

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes The effect of metaphor in Students learn to analyse
creating imagery and and deconstruct the use of
Outcome 1 (EN5-1A) constructing meaning in relation
Outcome 4 (EN5-4B) to place in Oodgeroo metaphor to create imagery
Outcome 8 (EN4-8D) Noonucal’s poem ‘We Are and meaning in relation to
Going’. place in Oodgeroo
Noonuccal’s poem ‘We Are
Syllabus Content
Outcome 1 Identify how
Going’
vocabulary choices contribute to
specificity, abstraction and Syllabus Outcomes
stylistic effectiveness EN4-1A Responds to and
(ACELA1561) composes texts for
Outcome 4 Investigate and understanding,
experiment with the use and interpretation, critical
effect of extended analysis, imaginative
metaphor, metonymy, allegory, expression and pleasure.
icons, myths and symbolism
in texts, for example poetry,
short films, graphic novels, and EN5-4B Makes effective
plays on similar themes language choices to
ACELT1637 creatively shape meaning
with accuracy, clarity and
Outcome 8 Recognise and
explain differing viewpoints coherence
about the world, cultures,
individual people and concerns EN4-8D Identifies,
represented in texts considers and appreciates
(ACELT1807)
cultural expression in texts.
Explore the interconnectedness
of Country and Place, People,
Identity and Culture in texts
including those by Aboriginal
and Torres Strait Islander
authors (ACELT1806)
Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities
Cross Curriculum Priorities Use of imagery and metaphor
Aboriginal and Torres Strait Islander histories Critical analysis and deconstruction of poetry
and cultures

General Capabilities
Information and communication technology
(ICT) capability
Critical and creative thinking
Intercultural understanding

Time Teaching and Organisation Centred

learning actions T/S
Intro Establish substance of Teacher: Teacher may load up photo on Teacher
lesson. projector for students. Explain Aboriginal Led
customs and traditions of yarning circles for
Show students a storytelling to class.
Storytelling picture of Aboriginal
and Poetry yarning circles and Student: Students settle and form a large
(5 minutes) storytelling. yarning circle, as a class group.
 Have students sit in Resources: Projector and link to picture:
yarning groups, as in http://www.abc.net.au/radionational/image/
the picture, noting that 4807894-3x2-340x227.jpg
each participant
speaks, one at a time, is
heard and not
interrupted.

Body In the yarning circle, Teacher: Ask students to discuss photo, and Student
direct students to introduce Oodgeroo Noonuccal’s poetry as a Led
discuss importance of form of storytelling and connect to
storytelling and oral importance of place and country in
Collaborative tradition for Aboriginal Aboriginal tradition. Ask students to get out
Group cultures. their smart devices, and load up
Discussion Noonuccal’s poem ‘We Are Going’.
(10 mins) Relate this to
Oodgeroo Noonuccal’s
poetry through imagery Student: Students discuss the image on the
and metaphor. projector, and discuss their belief in the
importance of and experience with
storytelling and load up Noonuccal’s poem
‘We Are Going’ on their smart
devices/computers.

Resources:
Photo set up on projector for discussion.
Oodgeroo Noonuccal’s poem ‘We Are
Going’ in Microsoft Word format

Students sit and listen Teacher:Load up YouTube clip of reading Student

to a reading of of ‘We Are Going’ by Oodgeroo Noonuccal. Led
Oodgeroo Noonuccal’s
poem ‘We Are Going’.
Students: Listen to YouTube clip and
Then students underline Noonuccal’s use of metaphor and
underline use of imagery within Noonuccal’s poem ‘We Are
Video metaphor and imagery Going’ in their Microsoft Word document.
Resource and describe how this
Annotation contributes to the Resources:
(5 mins) storytelling within the Projector
poem. YouTube Clip:
https://www.youtube.com/watch?v=oyWB0
RQpEmM

Teacher asks students Teacher: Group class into smaller circles of Student
to form smaller groups 4-5 (5 groups). Load up poem to project Led
for collaborative group onto the board. Ask students to create an A3
work. Students then sized T-chart around metaphor in the poem.
use T-charts to Walking around the room discussing with
After deconstruct metaphors. students and helping where applicable.
Reading
Strategy:
Rereading, Students Student: Students create a T-chart with
Annotation, collaboratively work to “What it says” on the left side and “What I
and use of T- create relationship think it means” on the right side, placing the
chart (15 between metaphors to metaphors they underlined in regards to
min) create imagery. Noonuccal’s poem.

Resources:
Pen and A3 sized paper for each group to
create T-chart.
Oodgeroo Noonuccal poem ‘We Are Going’
on board.

Students to answer Teacher: Teacher loads up questions on the Teacher

questions as a form of board through Microsoft Word Document. Led
assessment. Asks students to answer questions on their
smart devices, and send to teachers email
Questions: for marking.
What visual picture
does the poem paint for Student: Answers questions on their
After the reader? Microsoft Word Document.
Reading
Response How does Noonuccal’s Resources:
(10 mins) use of metaphor in her Projector
storytelling/poetry Microsoft Word Document with Questions
convey the importance
of country and place to
her identity and
culture?

Conclusion Focus on individual Teacher: Project snippet from poem onto Student
reflection. board. Ask students to regroup in a yarning Led
circle for discussion on perspectives on the
Snippet of poem is poem. Then have students brainstorm and
projected onto board to create their own metaphor for attachment
show metaphor to to a personal object, place or person.
emphasise attachment
to a place: Student: Students in a group take turns to
Reflection ‘We are the corroboree discuss differing perspectives of place and
(15 mins) and the bora ground, culture, and write down a metaphor that
We are the old conveys their attachment to an object, place
ceremonies, the laws of or person to end the lesson.
the elders.’
Resources:
Students discuss how Projector
the metaphor and Snippet of ‘We Are Going’ by Oodgeroo
imagery provided in Noonuccal:
Oodgeroo Noonuccal’s ‘We are the corroboree and the bora
poem conveyed ground,
perspective. We are the old ceremonies, the laws of the
elders.’
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Outcome 1 (EN5-1A) Informal formative assessment through questioning of
how poem creates visual picture through metaphor.

Outcome 4 (EN5-4B) Informal formative assessment through students

writing down their own metaphor to convey
attachment.

Outcome 8 (EN4-8D) Informal formative assessment through questioning of

relationship between Aboriginal storytelling and
importance of country to identity and culture.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?

11