18364008

English Curriculum 1A
Professional Task: Lesson planning and Sequencing

Rationale

I have chosen to focus my three lesson plans around the textual concept of

intertextuality. I felt that this concept would be really engaging for student learning,

create a positive classroom environment and be an appropriate level of complexity for

year 9 students. Throughout my lessons, I introduce fairy tales to help develop student

understanding and engage with the textual concept intertextuality, whilst meeting

syllabus outcome points. As the lessons go on students will work towards focusing on

a close study of Cinderella to help apply these skills that are being developed.

Choosing to study Cinderella was due to the popularity of the story and that multiple

versions that have been created and feature some sort of intertextual reference from

the original story. I believe that all my lessons plan allow for students to

understanding and engage with the concept on a deep learning level. Whilst

developing the tools to apply their knowledge through their own representation of

intertextuality through connecting with a text and forming a relationship with the

concept. The activities I have chosen are relevant to the content being taught and

permit for students to reach selected syllabus outcomes, which focus on engaging,

transferring knowledge, purpose, respond and compose.

Within my first lesson plan I have chosen to allocate a decent amount of time

for both myself and the students to break down the concept. I would assume that for

many students the concept would be very new for them, so I took this as an

opportunity to utilise the worksheet provided in lesson one and break down the

concept in three parts (Inter|text|uality). This think pair and share activity allows for

students to develop their own ideas of the three parts on their own, compare their

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Professional Task: Lesson planning and Sequencing
ideas with a partner and as a class share some of the thoughts. By using this work

sheet, I believe that it lets the students individually and as a class to develop their own

definition for intertextuality whilst beginning to understand the concept. Contributing

ideas as a class and prompting quality discussions was a really important design

aspect for the lesson. As students begin to develop more senior levels of learning I

think it is really important for stimulated conversations to begin. As “language in

other words is how we think, it’s how we process information and remember … it

seems reasonable to suggest that classrooms should be filled with talk, given that we

want them to be filled with thinking” (Fisher et al., 2008, p. 5), the quality of

conversation is extremely important so by providing a stimulus for students to work

with, they are able to develop these kinds of conversations which permits them to fill

the room with quality thinking.

Throughout all of my lessons I aim to include some form of class discussion

and/or group work with other students. I believe it is important to have a lesson that

facilitates quality class discussion and purposeful thinking. As Fisher et al. (2008)

claims that as teachers “we often think we’ve done a remarkable job teaching students

and then wonder why they aren’t learning. The key is for students to talk to one

another, in purposeful ways, using academic language” (p. 8) with this notion clearly

being filtered throughout lesson two as both my PowerPoint demonstration and

activity sheet analysis both require the collaboration of other in order to develop a

deep understanding of intertextuality being applied with the focus text Cinderella. The

use of the PowerPoint analysis allows for students to develop knowledge and draw

connection to the structure, context and visual representations of intertextuality within

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Professional Task: Lesson planning and Sequencing
different Cinderella texts. This is important for students to learn how these elements

engage with texts and are used in particular ways to create intertextual references.

Similar reasoning can be presented within in use of the comparison table, as

students have spent the last lesson and a half developing a sense of an intertextual

definition, they now have the opportunity to work with others and apply these skills.

Williams (2016) furthers this idea by stating that “students combine their ideas,

drawing upon the strengths and experiences of others to achieve a goal, we (teachers)

support them in all the processes required to build a social support system,

establishing a workable code of conduct, and recognising how community

interdependence can function effectively” (p.23) through both group work activities

there is a development of literary skill strength and a send of engagement with a focus

text. As well as students beginning to build fundamental life skills that can be used

within the wider community.

I chose to include a Kahoot Quiz in lesson three as it allows for me as a

teacher to see if basic conceptual knowledge has been understood and if not where do

I need to improve on within my teaching practice. I also found this activity to be

really crucial in exciting the students for a period four class and thought this would be

a really creative way to promote class morale, increase class engagement whilst

ensuring that students are understanding what has been taught to them. I chose to

spend majority of this lesson designing a new Cinderella story, students have to

incorporate an intertextuality reference within their design and form a relationship

with the original Cinderella Story. Instead of making this activity an independent one

I designed it to allow students to still create something on their own however they

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Professional Task: Lesson planning and Sequencing
have the option to collaborate with each other during this process. I think it is really

important to create a positive and a strong support system within the classroom, by

allowing students to collaborate ideas with one another can be highly beneficial for

their mentality and the work that they produce. It has been argued that “students have

better ideas as they share ideas, clarify misunderstandings and arrives at consensus,

they take more responsibility for their own learning, overcoming reliance on the

teacher, time on task improves, disruptive behaviour is observed to decline and a

more harmonious classroom environment is created” (Williams, 2016, p.23) and as a

result of this comment I really do feel the need to arrange my lesson around the idea

of collaboration, as it allows students to work with each other in developing their

knowledge and applying their skills.

My reflection activities have been designed to allow me the ability to utilise

formative assessment, across multiple moments each lesson. By using a table similar

to Atwell’s “status of class” (Atwell, 1987, p. 185) provides me with a tool to keep

track of where my students are currently at with their learning and monitor if they are

improving. By using both my class reflection time and some activities within the

lesson I can carefully and correctly track student learning, formatively assess students

and form a sense if there are areas that need improving. As a pre service teacher I feel

that Atwell’s table will be a vital part in ensuring that content is correctly being

taught. Hence why reflection is an important aspect of any and every lesson as “the

informal observations of students made when they are interacting with peers, or

engaging in various learning activities, give insights into aspects of development that

may not be evident through written work, or in more structured classroom settings.”

(Meiers, 2010, p. 326) it is important for teachers to utilise a more relaxed classroom

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setting in a way that can enhance their informal assessing of students learning as

students can perform differently when it comes to comparing verbal and written work.

I believe that the lessons that I have created are both cohesive and provide

effective learning opportunities. The activities I have used provide students with high

quality engaged learning whilst, still meeting the required content points and syllabus

outcomes. My lesson plans feature a cohesive flow throughout them as they start off

with developing an understanding of the intertextuality concept and over time they

begin to shift this focus in developing skills for students to engage and apply their

knowledge to multiple forms of literature in a successful way.

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References

Atwell, N. (1987) Responding to Writers and Writing (pp. 171-181). Boynton: Cook.

Board of Studies NSW. (2012). English K-10 Syllabus Volume 2. New South Wales,
Australia: Board of Studies NSW.

Fisher, D., Frey, N., & Rothenberg, C. (2008). Content-Area Conversations: How to
Plan Discussion-Based Lessons for Diverse Language Learners. Virginia, USA:
Association for Supervision and Curriculum Development.

Mattiello, V. (2016). Supporting Learning with Technology. In E. Boas & S. Gazis

(Ed), The Artful English Teacher (pp. 193-211). South Australia, Australia:
Australian Association for the Teaching of English.

Meiers, M. (2010). Responding to Students’ Achievements in English. In S. Gannon,

M. Howie & W. Sawyer (Ed), Charged with Meaning Re-Viewing English:
Third Edition (pp. 321-330). New South Wales, Australia: Phoenix Education.

Williams, L. (2016). Fostering Collaboration. In E. Boas & S. Gazis (Ed), The Artful
English Teacher (pp. 21-39). South Australia, Australia: Australian Association
for the Teaching of English.

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English Curriculum 1A
Professional Task: Lesson planning and Sequencing

Lesson Plan 1

Class: Year 9 (9A) Time: 60 minutes - Period 1 Lesson No: 1

Outcomes

Outcome 3 - Selects and uses language forms, features and structures of texts

appropriate to a range of purposes, audiences and contexts, describing and

explaining their effects in meaning

Content Point: Engage personally with texts – Engage with a range of increasingly

complex language forms, features and structures of texts in meaningful,

contextualised and authentic ways

Content Point: Engage personally with texts – Analyse and explain how text

structures, language features and visual of texts and the context in which texts are

experienced may influence audience response (ACELT1641)

Materials

- Teacher to have board prepped with Do Now question “List the as many

literary texts as you can that have been transformed into a movie/TV

Show”

- Intertextuality worksheet – 30x copies printed

- Picture ready to project onto whiteboard for final activity

- Strips of paper ready for exit slip

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Procedures

Time Organisation Teaching/ learning activities

5 Teacher and Teacher to welcome to the class, mark the roll and allow

minutes Students – students this time to settle in their seats. Teacher will direct

Individual them to the Do Now Task

- Students are to individually answer the question that has

been written on the board before class commencement.

“List the as many literary texts as you can that have been

transformed into a movie/TV Show”

10 Class Teacher will mind map some of the answers on the board

minutes discussion – that students present from ‘Do Now Question’.

sharing Teacher will form a class discussion with studentsaround

opinions the different ones presented. Discussion/questions to bring

forward to the class:

- What is different between the original and new

version?

- What is similar/kept the same between the two

texts?

- What different reactions/appreciation can the two

versions bring to its audience?

Through this activity teacher is to introduce to the class

how connecting and creating a new text is a form of

intertextuality. Linking two texts together through their use

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Professional Task: Lesson planning and Sequencing
of similarities in order to create a specific audience

reaction. Note that it is not always a conscious thing!

20-25 Thinks, pair, Teacher will explain to the class that they we will be

minutes share with studying the textual concept of ‘intertextuality’.

class. - Hand out paper to students tell them to get pens out.

Then form a First students will begin to break down the concept of

class intertextuality on their own. Students will begin to form

discussion/ their own understanding of the concept by literally breaking

explanation down the concept into three parts (as per work sheet). Then

they will share their ideas/thoughts with the person they are

sitting next to once that is finished, as a class we will

discuss some of the ideas that students have come up with.

Map their ideas on the board so students have a visual of

the concept being broken down, whilst as a class we

develop an analysis of the concept definition.

Some questions/ideas to look at when mapping the concept

meaning on the board

- What do the 3 parts of the word mean individually?

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Professional Task: Lesson planning and Sequencing
- What meaning is created when the 3 parts are

brought together?

- Students are to form an understanding of the

Intertextuality definition – “The association or

connection between one text and other texts,

Intertextual references can be more or less explicit

and self-conscious. Taking form through direct

quotation, parody, allusion or structural borrowing”

(Syllabus definition)

- How does intertextuality work?

Start discussing the effect it has on original text and the

creation of new texts – link this back to some of the ideas

discussed within the ‘Do Now’. This will allow students to

start to develop a link as to how the concept is used and

applied.

15-20 Teacher to Teacher will start to introduce ‘fairy tales’ as a studied text

minutes Students and how they are a common feature of intertextuality.

*Encourage Starting points for this discussion can include:

class - The Brothers Grimm tales – Short explanation of

discussion who they are as some students may not be aware of

and them. References used from these stories to help

contribution develop Disney ones

- Disney animation

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Professional Task: Lesson planning and Sequencing
- Discuss how other films have utilised fairy tales.

characters/story/setting within their production. E.g.

Shrek, The Simpsons.

Throughout this discussion begin to highlight intertextual

features, such as scene, quotation, language and themes.

On the white board project the Shrek image.

Start to point out intertextual references of fairy tales and

within the picture.

– Encourage students to participate and ask them

what do they see?

– This will allow students the opportunity to see

intertextuality at work and start to engage with a text

and the concept they have been studying.

Whilst completing this open up the discussion around “why

do texts/film/tv shows contantly refer their texts back to

fairy tales?”

- There is a presumed assumption that the audience

will recognise the elements used as fairy tales are

commonly known is some shape or form.

5 Individual Exit slip- Teacher to hand out slip of paper to students and

minutes instruct them to fill out paper stating one thing that they

have learnt today and write down anything that they do not

understand.

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English Curriculum 1A
Professional Task: Lesson planning and Sequencing
Students are to put their name on it and hand it back to

teacher as they leave the class.

Homework Students are to:

Think about recent movies or television shows they have

seen – do they feature intertextuality themes?

Evaluation: Teacher will collect exit slip from students as they leave. This will allow

the teacher the opportunity to reflect on students learning, what they might not have

understood whilst using a status of class table to document student progression. This

also allows the opportunity for the teacher to reflect on the lesson and how effective

their teaching methods were.

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Professional Task: Lesson planning and Sequencing

Lesson 1 - Work Sheet 1 – Worked example

Printed Body of work

Connection to reality

To go into something Visual

Inside Structure Living

Inter|text|uality
Creation
Connection Something we read Form?

Specific message Presence

Still?

filmed written

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English Curriculum 1A
Professional Task: Lesson planning and Sequencing

Lesson 1 – Picture to be projected onto whiteboard – Worked Example

Location – Far Far Away -> Hollywood sign replica, the location has been designed

with similar looks to Beverly Hills

Homes – Cinderella Living in a modern castle – Beverly Hills Royalty

The onion carriage is a replica of Cinderella’s Royal Carriage

Positioning of Shrek and Fiona – Royal Stance

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English Curriculum 1A
Professional Task: Lesson planning and Sequencing

Lesson Plan 2

Class: Year 9 (9A) Time: 60 minutes -Period 2 Lesson No: 2

Outcomes

Outcome 3 – Selects and uses language forms, features and structures of texts

appropriate to a range of purposes, audiences and contexts, describing and

explaining their effects in meaning

Content Point: Engage personally with texts - Analyse and explain how text

structures, language features and visual of texts and the context in which texts are

experienced may influence audience response (ACELT1641)

Outcome 4 – Effectively transfers knowledge, skills and understanding of

language concepts into new and different concepts

Content Point: Responds to and composes texts- Analyse texts from familiar and

unfamiliar contexts, and discuss and evaluate their content and the appeal of an

individual author’s literary style

Materials

- Class set of Ipads ready for students to use in within the lesson

- 30 x printed comparison table activity

- ‘Cinderella vs. Intertextuality’ slideshow on computer. Have projector ready

to present onto whiteboard and work through with students.

- YouTube Links to be emailed to class prior to starting the lesson*

- A Cinderella Story – https://www.youtube.com/watch?v=B_VFs9j95gc

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Professional Task: Lesson planning and Sequencing
- Disney Cinderella (Animated) - https://www.youtube.com/watch?v=cL-

RjWKtZrM

Procedures

Time Organisation Teaching/ learning activities

10 Teacher to Teacher will welcome class to the lesson, mark roll,

minutes students students to settle and find their seats.

Recap on what was discussed last lesson, ask if there are

any questions or confusion?

Ask students to about homework task – Did they find a

movie or television show that used intertextuality and if

so what was it?

20 Teacher to Teacher will have slide ready and project it onto the

minutes Students, board.

however Teacher will work through the slides with students. These

class slides look closely at the idea of fairy tales

discussion (linking concept of intertextuality), introduce the focus

with be text of Cinderella:

encouraged - How many versions that there are?

during the - Why people continue to use this story

PowerPoint. - Allow students the opportunity to work with the

teacher in identifying intertextual reference

between the pictures provided within the last two

slides.

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This will allow students to further develop their skills,

understanding of the concept, engage and respond with

the text through the slides.

Conversation points to assist with slides in assisting

students in developing particular learning points:

Slide 1 – Introduce the focus text – Cinderella

Slide 2 – Teacher to use points on slide to introduce the

idea of fairy tales to the class.

Slide 3 – (Slide 3 and 4 will correlate with each other,

may require going back and forth) Teacher will discuss

what themes are brought out when we begin to look at

intertextuality within these different versions of

Cinderella – Start incorporate the ideas of pop culture,

social context, humour, parody and how they influence

these choices.

Begin to look at similarities and differences between the

pictures – How did they all link back to the Cinderella

tale (is this subtle or deliberate)? Note- that some wont

visually links back without having seen the actual movie,

however, if students have seen some they are welcome to

bring forward what they have noticed.

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Slide 4 – Teacher will look at the idea of making changes

in order to appeal to the current society/influences of the

audience.

Picking specific elements to keep the same in order to

create a specific audience response and connection.

Look at specific influence of change – pop culture, social

expectations, social influences, cultural impact.

Slide 5 - Give students the opportunity to point out what

they notice. Highlight these ideas on the board.

Teacher will explain the two images; The Brothers

Grimm tell the Cinderella story as more of a gruesome

one (like all of their texts) within this scene the step

sisters have cut off their toes in order to fit into the shoe.

The visual representation is more related to the time

period and the influence of the royal monarchy.

Disney’s adaptation is more imaginative, filled with

colour and fun. It does not feature any form of cutting of

the feet and focuses on more of a happier and love

focused story.

Look at reasoning as to why intertextuality is important to

modern society and why Disney has chosen to create their

version in a particular way.

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Professional Task: Lesson planning and Sequencing
Specific audience reaction - Why would we create a

happy story from a dark one and still include intertextual

references from the original? - link back to the influence

of society.

20 Group Work Students are to form themselves into groups (No more

minutes (no more than 3-4 students per group)

than 3-4 One person from the group is to come up the front and get

students) an Ipad and enough worksheets to accommodate with the

amount of people within their group.

One student will to log onto their email and open up the

two links that have been sent them.

They are to watch both trailers and complete the correct

side of the table on the work sheet after finishing each

trailer. Once they have finished they must answer the

bottom section of the worksheet. Ensure that there is

collaboration going on and that each student completes

their own worksheet! Teacher will walk around the

classroom and assist groups if need be.

10 Class Once every group has finished as a class groups will be

minutes discussion/ allowed to point out key things that they have noticed.

Reflection Focussing on how students have viewed the films ideas in

different ways, their reaction and what elements of

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Professional Task: Lesson planning and Sequencing
intertextuality they have noticed throughout the two

versions of the Cinderella Tale.

Homework Not required

Evaluation: By using the last part of the class as a discussion for what they have

when comparing the two clips, allows the teacher to reflect on what students

understanding and evaluate on how well they are engaging with the concept and text.

This will be documented within teacher’s status of class table.

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English Curriculum 1A
Professional Task: Lesson planning and Sequencing
Lesson 2 - Worksheet 1 – Worked example

Disney Cinderella (Animated) A Cinderella Story

Context (social, Social – Looking at the Disney aspect This is a modern take on the original

cultural, historical, of the film, it focuses on the idea of story

parody) romance, imagination and love. These Socially constructed through the use

were key themes that Disney’s films of props, setting and the

presented and are commonly displayed characteristics of teens within the

throughout the Disney corporation. A t twentieth century. Set in a modern

this point in time the simple romance society. E.g. Prince Charming

stories were a huge success with its character represented as school

audience. jock/football star and Cinderella as the

school loser/loner

Ideas presented and - Midnight changes everything - Family is not always blood

effect it has - We all have our own ‘fairy god related

mother’ watching over us - You can pick your family but

- True love always wins you can pick your friends

- Always believe in love and - True love always wins

magic - Be true to who you really are

- The values of friendship in any - Love will happen when it is

shape, form and size ready

- We all deserve a prince

charming

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Professional Task: Lesson planning and Sequencing

Audience reaction The animated version of Cinderella is There is humour presented within

a classic tale that targets towards the parts of the film. However, it still

younger generation and is loved by all. features a tale of self-discovery and it

Majority of its audience has grown up is an important aspect of how the

knowing this story and reflects the audience appreciate the new text

love we all wish for.

Story that is A young girl who is lives with her A young girl who is stuck living with

presented wicked step mother and evil step her step mother and sisters. She

sister. She longs for love and is understands herself as out casted from

watched over by her fairy god mother the rest of the world. The story

and her animal friends. Prince focuses on self-discovery and how

charming eventually comes along to important it is to believe in our selves

find Cinderella and live happily ever

after.

What do you notice? The two films are presented in completely different ways. The Cinderella Story

and the animated Cinderella both tell the tale of girl meets her ‘prince’ and how he goes to extreme

lengths in order to find out who she is. The difference between the two is how this story has been

presented through the use of language and setting. This impacts both films as they each present

something completely different however, are still connected through their association of the story.

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Lesson 2 – PowerPoint that will be projected onto white board during the lesson.

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Professional Task: Lesson planning and Sequencing
Lesson Plan 3

Class: Year 9 (9A) Time: 60 minutes -Period 4 Lesson No: 3

Outcomes

Outcome 4 - Effectively transfers knowledge, skills and understanding of

language concepts into new and different concepts

Content Point: Responds to and composes texts – creatively transform a range of

different types of texts, including their own, into new imaginative texts experimenting

with patterns, representations, intertextuality and appropriations

Outcome 6 - Investigates the relationships between and among texts

Content Point: Responds to and composes texts - create imaginative texts that make

relevant thematic and intertextual connections with other texts (ACELT 1644,

ACELT 1773)

Materials

- A class set of Ipad Devices

- A4 paper -40+ sheets

- Coloured pens, textas, pencils

- Strips of paper for students to write justification

- Projector ready on the whiteboard with the Kahoot Quiz link –

https://play.kahoot.it/#/?quizId=9f27f880-e599-4836-b99e-6a99a76e3f73

Time Organisation Teaching/ learning activities

5 Teacher Welcome students, mark roll, instruct students to grab an I

minutes pad and find their seat

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Professional Task: Lesson planning and Sequencing
10 Class Students are to log onto the Kahoot Quiz website and

minutes activity enter in the provided code. This quiz has been designed as

a recap on what has been discussed over the last two

lesson and a fun way to start the lesson on a period 4.

*Encourage students, praise for responses and create a

happy start to the lesson

25 Individual, Students are to grab a piece of A4 paper, a strip of paper

minutes however and textas/pencils if needed from the front.

students can Students will be asked to design and create a movie/book

collaborate poster for their version of Cinderella story. This story

with one must represent the modern society and the cover must also

another have an intertextual feature. Students are encouraged to be

as creative as they can and to think versions that have

already been presented! Once finished students are to

write their intertextual reference on their slip of paper and

attach it to the bottom of their poster. They must think

about their design choices as they will have the

opportunity to present their posters at the end of the

lesson.

- Teacher will walk around class helping students

with design elements if needed and overseeing

what students have created.

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20 Class Students will present their new version of Cinderella what

minutes discussion they have created, they are to explain the story that it aims

to tell.

They must point out the intertextual elements within their

new piece of work and why they have chosen that

particular element.

5 Student/class In order to leave class today students must name 10 new

minutes reflection things they have learnt this week.

If the same students continue to put their hand up teacher

will call upon another student.

- As they leave they must hand in their posters so

that the teacher can display them within the class.

Homework Students are to think about how they could either extend

their stories/further their argument and reasoning about

their justification in regards to their choices within their

new creation.

Evaluation: Using the last 5 minutes as an opportunity for students to recognise what

has been taught over the past three lessons reflects on students understanding and if

they are developing the application of the concept that has been taught to them. Also

by hanging up the student’s posters within the classroom is a reflection of the quality

of work that the students have created and a reminder of what intertextuality is. Both

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the posters and verbal reasoning with be documented in the status of class table and

will be noted as a form of formative assessment.

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