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Lesson 1


Class: Year 10 Time: 60

Pre-service teachers Objectives

[On Professional Experience etc, what aspects of your teaching you set yourself to improve

[Student outcomes from Syllabus]


Propaganda poster

Time Organisation Teaching/ learning activities
10 Whole class Task Introduce to the class the concept charcter
Mark roll -Focus students on the archetype of the hero.
-explain what a archetype is
-Create as a class a mind map of the different qualities of a

20 Whole class Discuss with the class why do authors use archetype of the
hero to portray in the work. Plot development /reliability for
the audience/depth/message

Are heroes always good?

what makes some the good
Get students to connect the idea that values
30 Think pair Bring out the propaganda posters.
Use the following questions to guide the discussion
What is the author of the message in the posters?

What values are being promoted by the hero?

How does the composer using the hero help push the
Does the poster Encourage violence? Is violence sometimes
45-55 individual Task: Get students to create change the poster in order to fit
their own values.

Teacher: provide several prompts to help students these

include. Symbol of peace, Or strengthen the message that hero
is good and enemy is evil, what other words could you use
other than freedom to represent something that you would
fight and die for?
60 Whole class Debrief the class on how different values change the
representation of the hero.
Homework How should a hero reflect your values

Evaluation/ Extension
[What you have planned to do to evaluate the outcomes of the lesson or what you set as
extension (follow up) tasks]
Consider changing the gender of the character in ww1 properganda poster and explore that
changes our understanding of the hero in terms of the values of the author.

In retrospect
[Your own commentary on how the lesson went. Obviously this cannot be planned in
Lesson 2

Class: 10 Time: 60min

Pre-service teachers Objectives

[On Professional Experience etc, what aspects of your teaching you set yourself to improve

[Student outcomes from Syllabus]



Extracts of the Iliad

Illiad Book 1

Depictions of achillies in art

Time Organisation Teaching/ learning activities
0-5 Whole class Task: Give a brief introduction to the Iliad-classical hero
Mark roll Achilles in western literature. What makes him a hero.

-prompts his a soldier background

-Man of action
-his mission
-he has a clear backstory dipping his body

Show representations of Achilles in Art

Short 30 second YouTube clip from recent Hollywood film
5-10 Whole class Give students the background to the the of the extract that
they are about to receive
Achilles and the fellow Greeks sack a town stealing women
and other war prizes
A priest wants to pay a ransom for his daughter.
Achilles is jealous that he is not getting a fair share of the war
prises and thinks the king is being selfish

10-35 Whole Class Task: Get students to read the extract of the Iliad.
Then open up the class to series
-Do modern heroes own slaves?
-Do modern heroes claim property of their enemies?
-why dont modern heroes act this way anymore?
Would these actions be considered war crimes today?
-make the connection for students that heroes reflect the
values of their time. Achilles was a representative of ancient
Greek society. Where it was considered a just action for
individuals to gain through the spoils of war.

35-45 Pairs Task :in pairs recreate these scenes the Iliad replace Achilles
with a modern super hero such as superman, Batman or any
other contemporary character.

After students have made these changes does putting these

modern characters in an ancient culture change our view of
these modern heroic characters?

Can you see superman ever complaining about not getting a

ransom or losing a girl he won through kidnapping?
45-60 Whole class What does modern culture say about hero today?
Display the pictures of several famous people Ask are these
people heroes

Celebrates/sports stars
Discuss the qualities of sport star ,politician .discuss how
these celebrities
Provide 2-3 examples
Angelina joey and her charity work
David Attenborough and his advocacy work
Homework Summarise the values depicted within the character ,
Write whether you agree with those values

Evaluation/ Extension
[What you have planned to do to evaluate the outcomes of the lesson or what you set as
extension (follow up) tasks]

5.1 :Students create a mind on the representation of heroic characters

5.8Student oral responses when dissccuses cultural influences of text

In retrospect
[Your own commentary on how the lesson went. Obviously this cannot be planned in

Achilles scowled at him and answered, "You are steeped in insolence and lust of
gain. With what heart can any of the Achaeans do your bidding, either on foray or
in open fighting? I came not warring here for any ill the Trojans had done me. I
have no quarrel with them. They have not raided neither my cattle nor my horses,
nor cut down my harvests on the rich plains of Phthia; for between me and them
there is a great space, both mountain and sounding sea. We have followed you, Sir
Insolence! for your pleasure, not ours- to gain satisfaction from the Trojans for
your shameless self and for Menelaus. You forget this, and threaten to rob me of
the prize for which I have toiled, and which the sons of the Achaeans have given
me. Never when the Achaeans sack any rich city of the Trojans do I receive so
good a prize as you do, though it is my hands that do the better part of the fighting.
When the sharing comes, your share is far the largest, and I, forsooth, must go back
to my ships, take what I can get and be thankful, when my labour of fighting is
done. Now, therefore, I shall go back to Phthia; it will be much better for me to
return home with my ships, for I will not stay here dishonoured to gather gold and
substance for you."

"Of a truth," he said, "a great sorrow has befallen the Achaean land. Surely Priam
with his sons would rejoice, and the Trojans be glad at heart if they could hear this
quarrel between you two, who are so excellent in fight and counsel. I am older than
either of you; therefore be guided by me. Moreover I have been the familiar friend
of men even greater than you are, and they did not disregard my counsels. Never
again can I behold such men as Pirithous and Dryas shepherd of his people, or as
Caeneus, Exadius, godlike Polyphemus, and Theseus son of Aegeus, peer of the
immortals. These were the mightiest men ever born upon this earth: mightiest
were they, and when they fought the fiercest tribes of mountain savages
they utterly overthrew them. I came from distant Pylos, and went about
among them, for they would have me come, and I fought as it was in me to do. Not
a man now living could withstand them, but they heard my words, and were
persuaded by them. So be it also with yourselves, for this is the more excellent
way. Therefore, Agamemnon, though you be strong, take not this girl away, for the
sons of the Achaeans have already given her to Achilles; and you, Achilles, strive
not further with the king, for no man who by the grace of Jove wields a sceptre has
like honour with Agamemnon. You are strong, and have a goddess for your
mother; but Agamemnon is stronger than you, for he has more people under him.
Son of Atreus, check your anger, I implore you; end this quarrel with Achilles,
who in the day of battle is a tower of strength to the Achaeans.
Artistic depictions of Achilles


Tittle:Changing nature of the heroic character

Class: year 10 Time: 60 minutes

Pre-service teachers Objectives

[On Professional Experience etc, what aspects of your teaching you set yourself to improve

[Student outcomes from Syllabus]



Poem A hero

Time Organisation Teaching/ learning activities
10 Whole class Task: Ask students the question what makes the modern
hero? Ask students what values you consider to be important
.Build upon student Reponses. If there no response asks
students is there any person alive today that they consider
being there hero or ideal. Reflect upon the previous lessons
and how culture impacts the heroic character .
10 Whole class Task: Read the poem a Hero as a class.

Teacher: Direct students to underline quotes from text that

depict the character as heroic.
10 Whole class Task: Discuss with the class the issue of mental illness and the
idea of character archetype of the hero is being used to
explore the issue.

Ask the question to students as a society is we increasingly

aware of need to challenge mental health problems.
By making it a heroic struggle does the poem help challenge
some of those weaknesses?
15 pairs Task: think pair share in pair. Compare the value represented
in the Iliad to that of the poem or the ww2 propaganda
Teacher: break up the instruction for students to participate
in the discussions.

First think of the values shown in ill ad

Then consider the values portrayed within the poem a Hero.
How is the hero represented?
15 Class
Task: As a class construct a model paragraph using the peel
paragraph scaffold. Based on the following question Do you
think in todays world the internal lives of characters are
equally as important as the external action?


Evaluation/ Extension
[What you have planned to do to evaluate the outcomes of the lesson or what you set as
extension (follow up) tasks]
5.1:Students completing the model paragraph activity will .Demonstrated that they can
apply the knowledge
5.5: students demonstrate a creative understanding of the text through the reimagination of
the text.

In retrospect
[Your own commentary on how the lesson went. Obviously this cannot be planned in
by Robert William Service
Three times I had the lust to kill,
To clutch a throat so young and fair,
And squeeze with all my might until
No breath of being lingered there.

Three times I drove the demon out,

Though on my brow was evil sweat.

And yet I know beyond a doubt

He'll get me yet, he'll get me yet.

I know I'm mad, I ought to tell

The doctors, let them care for me,
Confine me in a padded cell
And never, never set me free;
But Oh how cruel that would be!
For I am young - and comely too .

Yet dim my demon I can see,

And there is but one thing to do.

Three times I beat the foul fiend back;

The fourth, I know he will prevail,
And so I'll seek the railway track
And lay my head upon the rail,
And sight the dark and distant train,
And hear its thunder louder roll,
Coming to crush my cursed brain .
Oh God, have mercy on my soul!


The focus of my three lessons was built around Concept Based earning model.
Through conceptual learning students discover how meaning is constructed in
text ( Gold,Greene,2016) .This provides a framework for students to
understand the more abstract and interconnecting nature of the text. The
concept chosen was that of character. The English textual website highlights
two key ways for teachers to explore the concept for stage 5 English; firstly
that characters are a way to show societal values and secondly how characters
reflect both the values of the reader and those of the author. For the purpose
of these three lessons I chose to focus on one archetype, the hero. The reason
I choose to focus on hero was the qualities of the hero reflect both values of
the author and the wider society that he lives in. This concept is explored
through three different text; WW2 propaganda posters, an extract from the
Iliad, and the poem A Hero .Through exploring these text students develop a
understanding that the concept of the hero has changed over time across
different values systems.

The first approach I undertook when designing these lessons was that of
inquiry based learning. Through this approach I seek to get students to
question their own value systems. Thereby creating an understanding that
there values inform how they read the text. This is why in the first lesson plan I
decided to get students to try and identify their heroes and then analyse the
moral qualities that those heroes represent .Through the analysis of their
heros qualities they are lead to reflect on how the qualities that they admire
reflects their own values .Developing students critical frame of reference was
another key component behind teaching the concept of the character. A
critical approach to text involves getting students understand relationship
between the author and the reader. One method I used throughout my lessons
deconstructing text through questioning the motives of the author when
creating the text. Morgan (2009) argues that providing a series of structured
questions helps student move from an analytical understanding of text
towards a critical understanding. The critical approach within these lessons
began with an abstract breakdown of qualities of the hero, through a mind
map activity. The next stage involved students explore how the author uses
these abstract qualities to push a certain ideological narrative. The first way
the lessons explored how the author coveys this narrative by looking at explicit
examples of heroes are being used to promote an idea. Students examined
how the author used the hero were being used to promote soldiers enlisting
into the army. While the subsequent 2 lessons explore how the hero promoted
value system including valuing warrior culture and mental health.

In order to further develop the students critical awareness within these activity
students was encouraged to play with the text. This was done in both the first
and second lesson. Firstly students were encouraged to challenge the values
shown within the propaganda poster by considering the perspective of the
other side of the war. For example students could alter the heros values by
making him a peace protester. Through this re-imagination of the poster
students develop an understanding of how the author represents a certain set
of values. Re-imagination as a way to develop a critical understanding is
further used within the second lesson, where Students were encouraged to
replace Achilles with a modern day hero. Through this activity student would
develop an understanding that modern would not fit into the ancient culture
environment. Through getting students to adapt the characterisation of
characters this helps students meet the outcome 5.5 where students are
required to creatively engage with the text (NESA 2017).

Another approach I took to developing students critical understanding was to

get students to contrast different representations of the hero between texts.
Morgan (2016, 89) argues that by comparing texts a cultural conversation is
created, thereby providing a platform for students to participate in the critical
conversation. The lessons I designed were heavily influenced the direction of
my lesson. Students were directed to create comparison between the text
analyse .The first comparison explored is between that of ancient classical
Greek and modern systems of values. While second comparison explores was
the representation of the hero as a being that of external action in contrast to
the A hero existing purely internal basis. The students were directed toward
joint construction of paragraph to explore topic. This enabled the lessons to
demonstrate meeting the outcome 5.1, as students are creating responses that
critically engage with the text (NESA)

The culture frame was another way in which the lessons explored the hero.
Morgan (2016 )argues that text are constructed by the wider society cultural
and social values that influence both reader and the author of the text.
Therefore by exploring text through cultural critical frame students develop an
understanding of how culture shapes the text. This investigation was
conducted throughout my three lesson plans. The cultural dimension was
explored by getting students to compare the cultural contexts that the text
was composed. This is why I choose the extract from the Iliad for students to
explore, as I wanted to demonstrate a value system that was that was different
to the contemporary Australian experience. Students are then asked to
contrast this with a modern value system when deconstructing the modern
hero. While in the third lesson students explored modern wider attitudes and
values dealing with issues of mental health. Therefore students are exposed to
variety of different sets of values through exploring the different
representations cultural representations of the hero.

The cultural frame was further explored through getting students to reimagine
text by changing the cultural context. Morgan (2009) argues that Intervening in
the text provides students with opportunity to explore the cultural bias within
the text. This was the reasoning behind the activity where students were
encouraged to play with the extract of the Iliad. Changing the ancient heroic
figure of Achilles and replacing him with a modern hero. Through challenging
these cultural assumptions for students become aware that there perspective
is not always shared by others .Through this activity of challenging the
students cultural assumption I hoped to meet standard 5.8 .of the English
stage 5 English syllabuses while also creatively responding to text therefore
meeting standard 5.5.

English concept website,

(Accessed 5/8/2017)

Gold, E,Green,P(2016 )Teaching English through textual concepts .In Boas,E,Grazis (Ed.) The
Artful English teacher.(pp1-20) South Australia: Australian Association for English teachers .

Morgan,W. (2009). Critical Literacy. In Howie M,S,Wayne (Ed.), Charged with Meaning (pp.
85-195). Putney, N.S.W: Phoenix Education

NESA, Stage 5 English Outcomes,(n,d)