LESSON PLAN YEAR 9 LANGUAGE ANALYSIS

Unit/lesson title: Language Analysis 2

Lesson duration:
minutes

60

Year 9

Class/group
9ENG1

Rationale
This lesson aims to expand students knowledge of
language devices, thus giving them the terms that
they need to analyse language.

Prior knowledge
Students have not yet dealt with specific language
devices (beyond simile/metaphor)

AusVELS strand/sub strand

AusVELS outcome

Vocabulary - The meanings of words including every day and

specialist meanings and how words take their meanings from
the context of the text (LEVEL 9)

Identify how vocabulary choices contribute to specificity,

abstraction and stylistic effectiveness

Tim
e

Teaching
strategies

Content/learning experiences

Class
organisat
ion

Introduction

5m

5m

Quickly retrace what was covered in the prior

lesson
Inform students that in todays lesson, they will,
as a class, form a wealth of understanding about
different language techniques.
Define metalanguage: language about
language/language that explains how language
works.

Body

Have ready in a hat (for a class of 20), the

names of 11 different language techniques, all
of which feature in Inges Visit to a Jewish
Doctor (ie personification, hyperbole,
foreboding, truncated sentences, symbolism,

Consolidation

Explicit

Seated at
desks

Assessment
techniques

Resources

Pens/ Paper/
Whiteboard
markers
TEXT: Ernst Hiemer,
Inges Visit to a
Jewish Doctor
http://archive.org/st
ream/ThePoisonous
Mushroom/Poisono
usMushroom_djvu.t
xt
WORKSHEET:
TECHNIQUE TABLE
- 5X each student
(APPENDIX B).

5m

15
m
30
m

exclamation, direct speech, emotive language,

flashback, anaphora, rhetorical questioning).
Have students pair up, and choose, at random,
one language technique from the hat. At the
same time, have each student collect their
TECHNIQUE TABLE booklet.
Take the remaining technique from the hat.
Model what to do:
1. Name the technique (in the technique
table)
2. Define this technique using a
dictionary/the Internet (in the technique
table)
3. Provide 1-2 example(s) of this technique
(in the technique table)
4. Highlight this technique in the Inges Visit
to a Jewish Doctor text
5. State what effect this technique has on
you, the reader (in the technique table)
Students then, in their pairs, complete this task.
Each student pair presents their technique, as
per the above 5 instructions, to the rest of the
class (using whiteboard markers/props etc).
Whilst each group is presenting, the rest of the
class fills in their technique table (thus meaning
that by the end of the presentations, each
person should have 11 techniques in their
technique table).

* NB: Rather than concluding this lesson in a whole

class way, acknowledge instead, the efforts of each
pair as they finish presenting, ie thankyou that was a
very comprehensive and interesting presentation
about symbolism! Those drawings on the board of
symbols that we see every day were an awesome way
to show what it really means!

Modelling

Pair-work
Studentdirected
learning

In
library/resea
rch room in
pairs
Seated at
desks

ANECDOTAL NOTES:
Has each group
shown an
understanding of
how their technique
has been used in
Inges Visit to
Jewish Doctor/what
effect this has had?