Tpa Lesson Plans

EPT436 Subject Guide to Professional Experience Placement, Faculty of Arts & Education, Charles Sturt University
Lesson 1: Lyric Poem Lesson Duration: 60mins Stage: 4 Year: 7 Class: 7D
Learning Intention: Syllabus Outcomes: Syllabus Content:

We are learning how poetry can be used to address EN4-1A: Respond to and composes texts - Compare the ways that language and images are used to
social and political issues. for understanding, interpretation, critical create character, and to influence emotions and opinions
analysis, imaginative expression and in different types of texts (EN4-1A)
Success Criteria: pleasure. - Explore texts that include both Standard Australian
- All students will be able to identify a lyric poem. English and elements of other languages, including
- Most students will be able to identify and discuss EN4-3B: Uses and describe language Aboriginal English (EN4-3B)
the idea in All One Race. forms, features and structures of texts
- Some will be able to use textual evidence to appropriate to a range of purposes,
explain the ideas in All One Race. audiences and contexts.
Resources: Prior knowledge:
All One Race by Oodgeroo Noonuccal Students have been exploring haikus, black-out poems, sonnets, ballads and slam poetry. Students are
Highlighters and coloured pens beginning to build appreciation for poetry and understanding how it can be used for a range of reason.
YouTube video - Students have attempted annotating Sonnet 18 and Mulga Bill’s Bicycle.
https://www.youtube.com/watch?v=RUHpvUnxlTQ&t=16s
Lecture camera
A3 workbooks
Learning Time Content/Learning Experience Teaching Strategies Class Organisation Assessment

Outcomes: Guide
Introduction
Mind map - Whole class. Mind map:
Ignition activity: Watch the YouTube video and Listing all suggests
EN4-1A: Students respond to 10mins discuss what A.B. Original are speaking about in students’ thoughts students’
the YouTube video to build their song January 26. encourages understanding of
understanding around social students to ‘add- political and
and political issues. Read All One Race to the class twice. First time on’ to ideas and Whole class social issues.
have students only read along. Second time ask agree or disagree discussion.
students to with their highlighters, highlight any with peers.
10mins unknown words.
EN4-3B: Students explore and Verbal prompting - Observation and
define terminology of a range In table groups students work together to define “How would you Whole class. questioning:
of cultures expanding their unknown words. Students can use their own feel if…” Opportunity for
vocabulary. knowledge, devices or dictionaries. These teacher to
definitions can be done of the poem handout Additional reading converse with
(sample found in appendix 1). - First read gets students who
students’ minds didn’t share their
ready. Second read opinions during
Body
invites students to mind map
begin analysing. activity.
Students will write the learning intention down and
EN4-1A: Students respond to
a definition of lyric poem.
All One Race for interpretation Lecture style - Students written
and critical analysis. 30mins Informs students Whole class work: suggests if
Teacher uses the lecture camera to annotate along how to annotate individual students
EN4-3B: Students explore the with students. Students offer their contextual and poetry. annotating. understand that
language structure (rhyming textual findings and example it to the class. there are a range
scheme) of All One Race and Colour coding - of techniques
its purpose. Students will paste the poem hand out into their A3 Illustrates the range and impacts.
books, so they have more space to make of techniques in a
annotations. more accessible
Conclusion way for students to Independent and Oral exit slips:

10mins copy. students come indicates if
Students complete an oral exit slip on their way out forward when they students have
of the classroom. Students are to identify how this Check-in - have a response. achieved the
poem is powerful. Students can us their contextual Indicates which learning
or textual understanding of the poem. students require intention.
additional support
next lesson.
Student Teacher reflection:

Overall students actively responded to All One Race appreciating the contextual meaning of the poem. Introduction activity of defining unknown terms
demonstrated some reluctance with students assuming terms. This encourage students I moved around the room more frequently and challenged some students to
define terms. Students engaged with the annotating of the poem and appreciated my process of annotating along with them instead of providing a handout for
example (female student’s feedback). Oral exit slip highlighted students who were identifying the big ideas of All One Race and the impacts.
What would I change?

- Highlight the terms for them and have students define them.
- Reassess timing as class enjoyed sharing and discussing material (A.B. Original interview)
Appendix 1: Colour coding and annotating activity

Lesson 2: Create lyric poem Lesson Duration: 60mins Stage: 4 Year: 7 Class: 7D

We are learning how poetry can be used to EN4-1A: Respond to and composes texts for - Compare the ways that language and images are used to create
address social and political issues. understanding, interpretation, critical analysis, character, and to influence emotions and opinions in different
imaginative expression and pleasure. types of texts (EN4-1A)
Success Criteria: - Explore texts that include both Standard Australian English
- All students will be able to identify a EN4-3B: Uses and describe language forms, and elements of other languages, including Aboriginal English
lyric poem. features and structures of texts appropriate to a (EN4-3B)
- Most students will be able to identify range of purposes, audiences and contexts. - Express considered points of view and arguments on areas
and discuss the idea in All One Race. such as sustainability and the environment accurately and
- Some will be able to use textual EN4-5C: Thinks imaginatively, creatively, coherently in speech or writing with confidence and fluency
evidence to explain the ideas in All One interpretively and critically about information, (EN4-5C)
Race. ideas and arguments to respond to and compose
texts
YouTube video – Students have been exploring haikus, black-out poems, sonnets, ballads and slam poetry. Students are beginning to
www.youtube.com/watch?v=es_vQrrEnp8 build appreciation for poetry and understanding how it can be used for a range of reason. Students have attempted
Blank paper annotating Sonnet 18, Mulga Bill’s Bicycle and All One Race.
Pegs (has students’ names one them and is
randomly selected from a container)
Learning Time Content/Learning Experience Teaching Class Organisation Assessment

Outcomes: Guide Strategies
Introduction
EN4-1A: Respond to Ignition: Reflect on the power of poetry. Students view the Explanation – Whole class. Entry slips: Assessing
the YouTube video 10mins YouTube video. Students then complete an entry slip after explain further students’ understanding
and evaluate why they viewing the video, explaining why they believe poetry is what the question Independently of how poetry is
believe poetry is powerful and important to them. is asking. Ask respond and hand powerful and important.
powerful. Student can students to offer up entry slip. Students are required to
link response to their Entry slip question: Why is poetry powerful? their ideas. have some understanding
own appreciation for of this for their thesis
poetry. Body Use examples – Independently (assessment task).
Refer students write lyric poems.
Students are to write their own lyric poem about a topic that
EN4-3B: Use poetic they feel strongly about. Students write a draft in their back to the poem Encourage peer Observation and
devices they have 25mins workbooks. This poem can be used for their assessment studied last support and questioning: Checking in
previously explore it task. lesson. assistance. with students to ensure
influence how they Word banks – students understand what
write a lyric poem. encourage Whole class. lyric poems are.
Conclusion
E.g. using similes to students to write Presenting: Through
Students share their lyric poems with the class. The teacher
convey an idea. 15mins the feelings and students presenting their
will highlight how each students’ lyric poem links to the
thoughts they initial drafts the teacher
learning intention and provide constructive oral feedback.
EN4-5C: Composes a have about their can encourage students
lyric poem that is selected topics. to use these poems for
creative and interrupts their assessment task.
ideas based on Random Furthermore, can
feelings. E.g. student’s selection – Select highlight the power of
feelings towards students at poetry in their own
bullying. random to share. work.
Constructive
feedback –
Highlight
something the
student did well
and something
the student could
do to improve.
Student Teacher reflection: Students are beginning to personally connect with poetry and understand how it is important. Students enjoyed creating their own lyric
poems as they were able to express their thoughts and feelings in a safe, non-judgemental environment. Challenges with this activity was getting students to
independently think about a topic. Some students required prompting by myself or their peers.

- Provide an initial activity where students identify things they love and hate and the emotions they feel towards them (word bank)
Student C Sample
Student D Sample
Lesson 3: Analysing the power of poetry Lesson Duration: 60mins Stage: 4 Year: 7 Class: 7D

We are learning how to communicate our EN4-1A: Respond to and composes texts for - Respond to and composes texts for understanding,
understanding of the power of poetry. understanding, interpretation, critical analysis, interpretation, critical analysis, imaginative expression and
imaginative expression and pleasure. pleasure (EN4-1A)
Success Criteria: - Describe and analyse the purpose, audience and context of
- All students will be able to identify one EN4-3B: Uses and describe language forms, texts (EN4-3B)
poem they have aesthetically responded features and structures of texts appropriate to a - Discuss aspects of texts, for example their aesthetic and social
too. range of purposes, audiences and contexts. value, using relevant and appropriate metalanguage (EN4-5C)
- Most students will be able to identify
the main idea and explain the poems EN4-5C: Thinks imaginatively, creatively,
purpose. interpretively and critically about information,
- Some students will be able to use their ideas and arguments to respond to and compose
personal opinions and the textual texts
evidence of poetry to evaluate the
power of poetry.

Analysing table (appendix 3) Students have been exploring haikus, black-out poems, sonnets, ballads and slam poetry. Students are beginning to
Marked Entry slips build appreciation for poetry and understanding how it can be used for a range of reason. Students have attempted
Plickers cards annotating Sonnet 18, Mulga Bill’s Bicycle and All One Race. Students are beginning to consolidate their
iPhone (to scan plicker cards) understanding of how poetry is important and powerful.

Introduction
Hand back to students their entry slips from last lesson. Ask Feedback and Independently Constructive written
students to read the feedback provided and respond to the response – response to entry feedback: Indicates what
10mins feedback suggestion. Students then glue these into their Provide students slip feedback. students need to expand
workbooks where they can refer back to when writing their with a draft on for their thesis.
thesis for their assessment tasks. thesis for their
assessment task.
Students select poem 1 for these assessment task. Please
EN4-1A: Selecting 10mins note poem 1 must be a poem the students have studied in Write poems on Independently
poem 1 based on class: the whiteboard – review poems to
pleasure and individual - Mulga Bill’s Bicycle So students can select one.
interests. E.g. - Sonnet 18 refer to when
Selecting Mulga Bill’s - All One Race selecting.
Bicycle as it was - Declaration
something studied in a - Haikus
prior unit and student’s
enjoyed it. Body
Collaborative Groups for 4. If
work – Assist more than 4 Observation and
Once students have selected one of the studied poems,
EN4-1A: Responds to students with students, select the questioning: Highlights
students will use the provided table to analyse the poem
selected poem in the 30mins analysing same poem is the teacher needs to
(appendix 3). Students will complete the table using their
form of a critical techniques and separate into encourage students to
notes from prior lessons and their peers support as they will
analysis. Students identifying the smaller groups analyse a more
be grouped based on the selected poem.
begin identifying the power of the (e.g. a group of 3 appropriate poem (e.g.
link between the selected poem. and a group of 4 Sonnet 18 may be too
importance of poetry The teacher will explicitly explain to the students how to analysing Sonnet difficult to analyse).
and the textual features use the table using the red example (appendix 3). The Scaffolding 18).
of poems. teacher will also highlight that they can use this when resource – steps Analysing table: View
completing poem 2 and 3 for their assessment task. out the process of students’ response to
identify which students
EN4-5C: Students are analysing the require for scaffolding

critically arguing about Conclusion poem. for the assessment task,
themes and ideas using or who should be
evidence. The teacher will use Plickers to check which students have Whole class. analysing a more
not selected their poems 2 and 3 for their assessment tasks appropriate poem.
and to assess students’ confidence in analysing poetry.
10mins
Plicker questions: Plickers: Indicates which
1. Which poem have you selected for poem 1? Non-verbal students require support
2. Did you find the table helpful when analysing the feedback – gives in order to complete the
poem? students an assessment task.
3. Have you selected your poem 2? opportunity to
4. Have you selected your poem 3? ask for
5. Would you like me to come check-in with you this assistance.
week about the assessment task?
Student Teacher reflection: Returning the entry slips to students worked well as it demonstrated their understanding of the unit’s focus and where I need to explicitly
teacher more. Getting students to work in the selected poem groups was a success. Students were more engaged and interested in what they were doing. The plickers
highlighted which students I need to gently remind about the assessment task and how they should be attempting it outside of the classroom.

- Revaluate my timing and movement around the room.
- Select a student to be the group’s leader. This student can mediate discussions and ensure all students are understand the discussions occurring.
Appendix 3:
What is the poem about? What techniques does Why is this poem powerful? How do the
the poem use? techniques show this?
EXAMPLE: The poem is from the perspective of a man who is Connotations (ideas) – This poem is powerful because it helps the
Declaration by about to be executed. The poem begins with Yu perhaps the final hour is audience to connect with Yu Luoke and
Bei Dao Luoke reflecting on how his life is about to suddenly come imagine what it would be like to be him.
end. It then moves to Yu Luoke’s execution as he
speaks about how he will continue to stand up for Simile – star-like bullet The line “perhaps the final hour is come”
what he believes in even if it is the cause of his death. holes communicates that Yu Luoke is uncertain of
his fate but is preparing for the end.
Visual imagery – A
blood-red dawn The simile, “star-like bullet holes” highlights
Yu Luoke’s fate as he is comparing his death
by shooting to star shaped bullet holes.
Finally, the line “a blood-red dawn” creates

an image in the audiences’ heads that the
new day is stained with his blood, forming a
strong feeling of fear in the audience for what
the future holds.
Poem Title:
What is the poem about? What techniques does the poem What is this poem powerful? How do the techniques show
use? this?
Lesson 4: Scaffolding multimodal Lesson Duration: 60mins Stage: 4 Year: 7 Class: 7D

assessment task
Learning Intention: EN4-1A: Respond to and composes texts for - Respond to and composes texts for understanding,
We are learning how to communicate our understanding, interpretation, critical analysis, interpretation, critical analysis, imaginative expression and
understanding of the power of poetry. imaginative expression and pleasure. pleasure (EN4-1A)
- Describe and analyse the purpose, audience and context of
Success Criteria: EN4-3B: Uses and describe language forms, texts (EN4-3B)
- All students will be able to select a features and structures of texts appropriate to a - Discuss aspects of texts, for example their aesthetic and social
range of poetry that demonstrates the range of purposes, audiences and contexts. value, using relevant and appropriate metalanguage (EN4-5C)
diversity of poetry which links to - Recognise and use appropriate metalanguage id discussing a
powerful concepts. EN4-5C: Thinks imaginatively, creatively, range of language forms, features and structures (EN4-3B)
- Most students will be able to explain interpretively and critically about information,
how a diverse range of poetry links to ideas and arguments to respond to and compose
their understanding of why poetry is texts
powerful.
- Some students will be able to use
textual evidence to formulate a critical
evaluation of the power of poetry

Check list scaffolding resource Students have been exploring haikus, black-out poems, sonnets, ballads and slam poetry. Students are beginning to
Sticky notes build appreciation for poetry and understanding how it can be used for a range of reason. Students have attempted
Exemplar assessment tasks annotating Sonnet 18, Mulga Bill’s Bicycle and All One Race. Students are beginning to consolidate their
understanding of how poetry is important and powerful.

Introduction
Students view exemplars of the assessment task that Using examples Whole class. Self-evaluation:
10mins received full marks. Students use sticky notes and write – highlights to Highlights to the teacher
something they liked about the task that they wish to students what is their personal goals of
achieve in their own work and stick these next to their entry achievable for students.
slips to refer back too. this assessment
task.
Body
Teacher then explains the check list scaffolding resource Self-reflection – Independently
(appendix 4). Sticky note write script. Observation and
EN4-1A: Composing a 35mins becomes a Encourage peer questioning: Observe
script to demonstrate Students use the scaffolding resource, analysis tables and personal goal for support and students processes of
understanding of the entry slips to write a first draft script. students to assistance. drafting script. Use this
power of poetry. achieve. time to also check-in
with students unsure of
Conclusion
EN4-3B: Using the Scaffolding In pairs. their poem 2 and 3.
scaffolding check list 15mins resource – The
Students in pairs read their draft script and collaboratively
to structure a check-list include Peer assessment:
tick off the completed sections of the check list scaffolding
presentation for a sentence starters provides students with
resource (appendix 4).
selected audience. E.g. and a step by step more than teacher’s
Poetry festival structure for opinion.
students to
EN4-5C: Students are follow to ensure Check list: Indicates
to think interpretively their thesis is what students have
and critically about conveyed achieved in order to plan
poetry and them poems throughout their for future lessons.
selected; why are they task.
powerful and
important? Peer feedback –
Students can
evaluate each
other’s drafts and

use feedback to
improve their
script
Student Teacher reflection: Students appreciated seeing an exemplar of the assessment task as they were confused about the multimodal element of the presentation.
Student however after viewing the task became fixated on beginning to create PowerPoints and PowToon’s. This meant I had to constantly redirect students to using
their devices only to type up draft scripts. Also indicated that I need to highlight the significance of their content rather than the fancy animations the presentation
programs can offer.

- Have students only use Google Docs or Word to type their scripts. Some students wanted to use the notes section of PowerPoint; lead to distractions
- Encourage students to use the sentence starters. I mentioned it when explaining the scaffolding resource however it wasn’t explicit.
Sample of Sticky Note activity

Appendix 4:
Introduction: I have …
 Explained why I made this presentation

“Hello, I am here on behalf of the 2019 Youth Poetry Festival to explain the power of poetry and why it is important”
 Explained how poetry is powerful and important – be specific!

“poetry is powerful because…”
“I believe poetry is a powerful tool as it…”
“Poetry can…”
 I have mentioned which poems I will be using

“To highlight how poetry is powerful I will be exploring the following poems…”
Body: Poem 1 I have …

(a poem we have
studied in class)  Introduced poem 1
“Poem 1 is by it is about…”
 Stated why poem 1 is powerful

“Poem 1 is powerful because it…”
“Poem 1 has a powerful message about…”
 Discuss some techniques poem 1 uses and why they are powerful
“Poem 1 uses . This technique is powerful because…”
“To highlight the important message poem 1 is communicating the composer uses . This makes us…”
Body: Poem 2 I have…

(a poem you have
found)  Used a linking statement
“Similarly found in…”
“The power of poetry is likewise shown in…”
“We can also see this in…”
 Introduced poem 2
“Poem 2 is by it is about…”
 Stated why poem 2 is powerful

“Poem 2 is powerful because it…”
“Poem 2 has a powerful message about…”
 Discuss some techniques poem 2 uses and why they are powerful
“Poem 2 uses . This technique is powerful because…”
“To highlight the important message poem 1 is communicating the composer uses . This makes us…”
Body: Poem 3 I have…
(a poem YOU
have composed)  Used a linking statement
“These poems have inspired me to compose…”
“Through exploring the power of poetry in these poems I have…”
“The power and importance of poetry can likewise be seen in…”
 Introduced my poem
“Poem 3 is a poem I have composed called…”
 Discuss some of the influences and the purpose of my poem

“When composing my poem I was influenced by…”
“I wanted my poem to inform the audience about…”
 Stated why my poem is powerful

“I believe my poem is powerful because it…”
“My poem has a powerful message about…”
 Discuss some techniques my poem uses and why they are powerful
“I have used . This technique is powerful because…”
“To highlight the important message in my poem I have used . This makes the audience…”
Conclusion: I have…
 Used a linking statement

“As you can see…”
“The examples I have presented highlight how…”
 Restated how poetry is powerful and important – be specific!

“Poetry is a powerful tool that…”
“The power of poetry should be recognised because..”
 Thanked the audience for listening

“Thank you for listening to…”
FINAL CHECK! I have…
 Included visuals for each of my poems
 Read out loud my presentation
 Used expression
 Checked how long my presentation goes for
 Re-read the marking guidelines
 Read the assessment notification which explains how to upload my assessment task.
When submitting ensure you have changed the share settings to ‘anyone who has the link can view’
Student B Sample:

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EPT436 Subject Guide to Professional Experience Placement, Faculty of Arts & Education, Charles Sturt University

Lesson 1: Lyric Poem Lesson Duration: 60mins Stage: 4 Year: 7 Class: 7D

Learning Intention: Syllabus Outcomes: Syllabus Content:

Learning Time Content/Learning Experience Teaching Strategies Class Organisation Assessment

Conclusion way for students to Independent and Oral exit slips:

Student Teacher reflection:

What would I change?

Appendix 1: Colour coding and annotating activity

Learning Intention: Syllabus Outcomes: Syllabus Content:

Learning Time Content/Learning Experience Teaching Class Organisation Assessment

What would I change?

Learning Intention: Syllabus Outcomes: Syllabus Content:

Resources: Prior knowledge:

Learning Time Content/Learning Experience Teaching Class Organisation Assessment

EN4-5C: Students are analysing the require for scaffolding

What would I change?

Finally, the line “a blood-red dawn” creates

Lesson 4: Scaffolding multimodal Lesson Duration: 60mins Stage: 4 Year: 7 Class: 7D

Resources: Prior knowledge:

Learning Time Content/Learning Experience Teaching Class Organisation Assessment

other’s drafts and

What would I change?

Sample of Sticky Note activity

 Explained why I made this presentation

 Explained how poetry is powerful and important – be specific!

 I have mentioned which poems I will be using

Body: Poem 1 I have …

 Stated why poem 1 is powerful

Body: Poem 2 I have…

 Stated why poem 2 is powerful

 Discuss some of the influences and the purpose of my poem

 Stated why my poem is powerful

 Used a linking statement

 Restated how poetry is powerful and important – be specific!

 Thanked the audience for listening

FINAL CHECK! I have…

 Included visuals for each of my poems

 Read out loud my presentation

 Checked how long my presentation goes for

 Re-read the marking guidelines

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