LESSON PLAN: Joelle Marie El-Nachar – 18417223 Page 1

PART A: PREPARATION AND STRATEGIES

Year: Seven
Lesson: 3 Syllabus section: Stage four, Page 127

Unit Name: Ownership – Culture, belonging, relationship with the land and history.

Aboriginal site:  Nurragingy Reserve

Lesson Topic: History and Belonging Duration: 60 minutes

 A widely defined 1. Poem – “We Are Going” by Oodgeroo Noonuccal.

Australian literature,
2. YouTube Clip - https://www.youtube.com/watch?v=em7F0MmiLQw
including texts that give
insights into Aboriginal 3. Worksheet – Focus questions.
experiences in Australia.
4. Current map of Nurragingy Reserve
Students previous lessons
focused on understanding the
history and developmental
changes evident at Nurragingy
Reserve.
Quality Teaching Elements (lesson focus) - Highlight relevant items
1. Intellectual Quality 2. Quality Learning Environment 3. Significance
1.1 Deep knowledge 2.1 Explicit quality criteria 3.1 Background knowledge
1.2 Deep understanding 2.2 Engagement 3.2 Cultural knowledge
1.3 Problematic knowledge 2.3 High Expectations 3.3 Knowledge integration
1.4 Higher-order thinking 2.4 Social Support 3.4 Inclusivity
1.5 Metalanguage 2.5 Students’ self regulation 3.5 Connectedness
1.6 Substantive communication 2.6 Student direction 3.6 Narrative
How are Quality Teaching (QT) elements achieved in the lesson?

QT element/s in the lesson Indicators of presence in lesson

3.4 Inclusivity
Significance 3.5 Connectedness
3.1 Background knowledge
3.2 Cultural knowledge

1.1 Deep knowledge

Intellectual Quality 1.2 Deep understanding
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PART B: SEQUENCE OF ACTIVIES IN LESSON

EN4-3B Uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and
contexts

Students learn to: Students learn about:

 Develop and apply contextual knowledge
 Engage personally with texts  Describe and analyse the purpose, audience and context of
texts.
 Explore texts that include both Standard Australian English
and elements of other languages, including Aboriginal
English.

 Identify, discuss and reflect on the ideas and information in

a range of texts

Timing Lesson content Student activity 8 ways link

Introduction to the lesson:
5 Mins Students settle by placing school bags on the
floor, taking electronic devices (laptop) out,
exercise books, phones in bags and ready for
the roll.
Teacher marls the roll to ensuring students
are settled and ready to learn.
Poem “We Are Going” by Oodgeroo
10  Describe and analyse the Noonuccal:
minutes purpose, audience and context Hand out an A4 copy of the poem for
of texts students to individually read through. As
they read the poem students are to answer
what they feel the “meaning” behind this
poem is.
 What does the title tell the
audience? What is the main idea
of the poem?
YouTube link:
 Explore texts that include both Land Links: Connecting the Poem to local
https://www.youtube.com/watc
10 Standard Australian English land and place.
h?v=em7F0MmiLQw
minutes and elements of other
languages, including Aboriginal
English. This clip is Oodgeroo Noonuccal reading her
poem, whilst images are being shown. The
YouTube clip will be played twice for all
students to listen and annotate on their A4
paper.
Aboriginal English is explored and analysed
as a class.
Think, Pair, Share: Analysis/Annotating
10 poem: Symbols and Images: Using images and
Minutes  Explore texts that include both In pairs students are to compare answers to metaphors to understand concepts and
Standard Australian English the meaning question: content.
and elements of other  What does the title tell the
languages, including Aboriginal audience? What is the main idea
English. of the poem?
Now that they have heard Oodgeroo
Noonuccal read the poem students are to
answer the following:
 Sound: what is the effect of sound
when hearing the poem being
read?
 Effect: What effect does the poem
have when you read it?
 Language: What type of language
 LESSON PLAN: Joelle Marie El-Nachar – 18417223 Page 3
is being used?

Map of current Nurragingy Reserve:

10 A map of Nurragingy Reserve will be Land Links: Connecting the Poem to local
minutes displayed through a projector. This allows land and place.
students to compare the meaning behind
the poem in comparison to the evident Learning Maps: Explicitly mapping/visualising
changes seen at Nurragingy. processes.
Students are to analyse the:
- Indicators of different facilities e.g
toilets.
- Signage around the reserve.
- Dharug words.

Group work: Students are to work in groups

of 3-4 in providing an comparison between
10  Identify, discuss and reflect on two texts. Non-verbal: Applying intra-personal and
minutes the ideas and information in a Based on text one the poem and text two kinaesthetic skills to thinking and learning.
range of texts Nurragingy reserve map:
- what are the connection to
Aboriginal culture issues
addresses?
- What are they main ideas that
combine meaning.
Students are to share and discuss ideas
5 established in the comparison of texts.
Minutes Students are to share their overall
meaning/understanding of the connection
between the two texts.

PART C: ANALYSIS AND SELF-REFLECTION

How have outcomes been achieved?

Learning outcome Method of measuring and recording

EN4-3B Uses and describes language Students are analysing and understanding the differences of texts in conveying a
forms, features and structures of texts similar overall meaning. Students will discover the historical changes of the site and
appropriate to a range of purposes, relation to the poems connection to Aboriginal culture.
audiences and contexts

Links to next lesson

Based off the group work completed, students are asked to prepare a poem created to further emphasis the key issues discussed.
This poem will be analysed in pairs in the next lesson.

AISTL graduate standards and evidence that this lesson achieves this standard.
AITSL Standard Evidence within this lesson
1. Think Pair Share.
3.5 – Use effective classroom
2. Group work.
communication.

WHS considerations

- Placing school bags on the floor under their desk.

- Students are in their allocated chairs.
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References

- Poem “We Are Going” by Oodgeroo Noonuccal:

- YouTube https://www.youtube.com/watch?v=em7F0MmiLQw

- Map of current Nurragingy Reserve

Casual teacher notes:

N/A

Community Consultation or Protocols to be considered.

N/A

Resources to support this Lesson

- Internet
- ICT
- White board