Case Study Report

WSU Teaching Performance Assessment (WSU_TPA)
School of Education: Master of Teaching (Secondary)
Student Name: Joanne Zeaiter
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WSU_Teaching Performance Assessment Case Study Report 2H 2019
Case Study Report
Student Name: Student ID: Content
Joanne Zeaiter 19862415
Name of School: Bossley Park High School  Situational Analysis

 Professional Goals
 Case Study Report
School Address: 36-44 Prairie Vale Road,  Overview of Participants
Bossley Park, NSW, 2176,  Key Classroom Event 1
AUSTRALIA
 Lesson Plan 1
Professional
Experience  Pre-lesson Discussion Form 1
Placement  Evaluated Lesson Plan 1
 Lesson 1 Observation Feedback
Phone Number: (02) 9823 1033  Post Lesson Discussion Form 1
 Key Classroom Event 2
 Lesson Plan 2
School Vera Chevell  Pre-lesson Discussion Form 2
Principal:  Evaluated Lesson Plan 2
Mentor Sam Vasiliou &  Post Lesson Discussion Form 2
Teacher/s: Katarina Simic  Key Classroom Event 3
 Lesson Plan 3
Learning https://jzeaiter.weebly.com/
 Pre-lesson Discussion Form 3
Portfolio URL
 Evaluated Lesson Plan 3
I agree that this case study is an accurate  Post Lesson Discussion Form 3
representation of work completed by the Pre-service  Summary of Impact
Teacher.  Supporting Appendices
 Caregivers’ consent forms
Signature  Appendix 2 Pre-Diagnostic
Mentor Teacher Name: Assessment
 Appendix 3 Lesson 1 evidence
Sam Vasiliou of learning activities
of learning activities
of learning activities
 Appendix 6 Final Professional
Mentor Teacher Name: Experience Report
 Appendix 7 Professional
Katarina Simic Experience Time Sheet
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Situational Analysis
Classroom/School/Community Information - Sociocultural background Analysis/What does this information mean?
Classroom: 7H Classroom: 7H
7H is a mixed ability, stage 4 English class. The class consists of 24 students who with the high EAL/D percentage within this class, developing effective
are all diverse in culture, religion and various ethnic backgrounds. These include differentiated strategies and tasks is fundamental to allow students to access their
Australian, Syrian, Lebanese, Spanish, Italian, Chinese/Vietnamese and Turkish. full academic potential. the development of the students should be seen through the
Due to this diverse classroom culture, there are many EAL/D students, and the implementation of unique learning styles and strategies to accommodate for
majority of this class are average level learners. There are some students, however, diverse classroom needs. Although this is a mixed-ability classroom, many of the
who require special tutoring during class time as they are below average. For this students benefit from individual learning and require more time in understanding
class, seating plans are not necessary as they are very well behaved, demonstrating the activities. Despite this, the class overall demonstrates a determination to learn,
high engagement and motivation to complete the class work. enthusiastically approaching many of the class work and open to contributing to
class discussions. Students in this class are receptive to positive reinforcement
which subsequently encourages them to follow the class rules and maintain a safe
learning environment for themselves and others.
School: School:
Bossley Park High School is a co-educational Government Secondary school Bossley Park High School as a learning community demonstrates a commitment to
located in the Bossley Park area of Western Sydney. This is a non-selective school the academic improvement of all their students. This is evident through the
with a total of 1388 enrolments (728 male and 660 female) with 1 per cent of the commitment of the staff in catering for the learning needs of the students. The
students being of Aboriginal and Torres Strait Islander Background (ACARA, values that this school hopes to showcase is hence reflected upon not only the
2020). The students within this school are diverse with 82 per cent of the students students, but of the teachers as well, to ensure that all students can learn in
coming from a background other than English. The school consist of students inclusive and equitable environments. As such, there is an emphasis for academic
ranging from the ages of 11 to 18 (years 7 to 12). With the school offering various excellence and success within the school as teachers provide a wide variety of
literacy programme initiatives, students who have been affected by COVID-19 or strategies such as differentiated frameworks, digital learning and support for
who need additional help are able to attend COVID-Intensive tutoring. diverse learners.
Community: Community
Bossley Park High School is a part of the Fairfield City Council area situated in With the student body reflecting the community of Bossley Park High School,
Western Suburbs. According to the 2016 census of Population, there were 14,585 there is a rich multicultural identity that affects the overall classroom environment.
residents in Bossley Park (7,220 male and 7,361 female) with 122 of the residents Teachers are hence encouraged to cater to all diverse learners, removing cultural
identifying as Aboriginal and Torres Strait Islander. The community surrounding barriers and creating lessons which are inclusive and equitable to all of their
Bossley Park High School is very diverse with 71 per cent of households who students. The overall message of this school community is to embrace and
speak a language other than English (Australian Bureau of Statistics, 2016). welcome the cultural difference amongst the students, holding importance on the
differentiated strategies teachers utilise to accommodate for all learning levels.
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Professional Goals
Goal 1: Promote the increase of student academic motivation Ongoing evaluation and reflection
Strategies: Date: 18/05/2021

To encourage student motivation and academic success, the lessons will be During my first week of observation, I came to understand that the students
designed as to cater for all their individual learning needs. Hence, I plan to were more motivated working in groups rather than individually. I hence
create inclusive and equitable lessons which promote differentiated approached the first lesson with activities which allowed students to first
learning. This will ensure that the students are engaged as the activities will learn the content, and then apply this information in group situations. After
either challenge or aid in their understanding of the task. One strategy I will this lesson, it is clear that students are now familiar with this classroom
implement is to include both writing and practical activities within the system, ensuring that they were consistently engaged with the content.
lessons, so students do not get bored. Each activity will further include Student motivation was thus demonstrated in the second half of the lesson
differentiated options for students to complete the task to their abilities, that they can cooperate with their peers to answer questions and/or write
preventing students from being deterred from the work due to difficulty. To responses using the information they have just learnt.
motivate students, I also plan to introduce a reward system for group
activities, where they can work together towards a common goal to be given Date: 25/05/2021
academic awards based off their creativity and attitude in completing the By the fourth week, I have come to understand the strategies to employ as to
class work. keep students engaged and motivated throughout the lesson. The lesson
needs to continuously incorporate a mix of individual and group activities
Link to Graduate Teaching Standards: that allow them to first attempt the questions and/or writing task, then
 1.2 Understand how students learn discuss their findings with the person next to them. Differentiation was
 1.5 Differentiate teaching to meet specific learning needs of students another key component of keeping the students motivated. If the content
across the full range of abilities was too difficult or easy for a student, they would not participate in any of
 2.2 Content selection and organisation the activities. As such, I also realised that some activities needed to be
 2.6 Information and Communication Technology (ICT) adjusted on the spot when students were not showing motivation towards
 3.1 Establish challenging learning goals learning the content (e.g., changing poems or annotating as a class).
 3.3 Use teaching strategies
 3.4 Select and use resources Date: 01/06/2021
 6.2 Engage in professional learning I found that giving the students a choice as to what poems they would like
to learn also motivated them to effectively annotate the poem and identify
the poetic devices I had them individually learn before. This strategy aided
in keeping students motivated as it helps them to stay focused. Another
strategy in keeping the students motivated is by creating collaborative
projects which students work together to complete. For my final lessons
with 7H, the students were excited to create their own poems using the
techniques studied in class and demonstrate their creative capabilities.
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Goal 2: To enhance student understanding through explicit instruction Ongoing evaluation and reflection

It is important that each activity is accessible to the students. Instructions As advised by my mentor teacher, I have approached this lesson with a key
should hence be clear and easy to understand. To accomplish this, I plan to focus on how I scaffold the sound devises annotation task for the students.
deliver each activity with instructions that are broken up into different This strategy was effective in allowing the students to understand the
sections, ensuring that each step is understood by the students before they expectations for the activity and further model how to identify important
proceed with the task (HITS). Another strategy will provide students with literary techniques in a text. The students, however, had to consistently be
models that properly explain the task before they are asked to complete the reminded to stay on task and some repeatedly asked me to re-explain the
work individually or in groups. This may include annotating the text, activity. For future lessons I plan to print out instructions instead of
constructing PETAL paragraphs or writing poems together as a class. displaying it on the board and further explain each step with scaffolded
Furthermore, students will be given feedback after each activity which will modelling.
guide how they approach similar activities in future lessons.
Date: 25/05/2021
Link to Graduate Teaching Standards: In the first few weeks of teaching 7H, I have conditioned the students in
 1.2 Understand how students learn understanding how to approach analysing poems. In these past two lessons,
 1.5 Differentiate teaching to meet specific learning needs of students I have hence allowed the students to first annotate the poem using the poetic
across the full range of abilities devices that they have learnt and memorised and identify where they are in
 2.2 Content selection and organisation the text. This is followed by a group discussion where students can see
 3.1 Establish challenging learning goals whether their answers are correct or can adjust their responses. We have
 3.3 Use teaching strategies also begun to introduce PETAL paragraph writing, which I modelled for the
 4.2 Manage classroom activities students at the beginning of this week. Students have demonstrated that they
 6.2 Engage in professional learning and improve practice understand the structure of a PETAL and can use it to discuss the key
themes of their poems.
Date: 01/06/2021
For my last week with this year 7 class, I have started to write up a checklist
on the board with all the activities for the lesson. This allows students to
understand that there are set times for each activity, as they should be
familiar with the processes of annotation and paragraph writing. Students
remind me when an activity is completed, and we can then move on with
the lesson. This checklist was also introduced for them in writing their own
poems, making sure they understood what techniques and themes should be
included. For this lesson, I modelled a Haiku poem for the students, and
making the them remind me to tick off a point if I accomplished it. For
example, one of the points included adding in personification to the second
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line of the poem.
Goal 3: To develop rapport with the students Ongoing evaluation and reflection

Having a positive student-teacher relationship is essential to building safe Prior to my first lesson with 7H, I learnt the names of each student and
and equitable classroom culture. All students should feel comfortable in the asked my mentor teacher to provide me with important information
classroom, which can be achieved through teachers who design lessons to pertaining to how they learn. Furthermore, within the first week of this
be inclusive and fair. Hence, I plan to familiarise myself with the students practical, I was team teaching for majority of the lessons, which allowed the
within the early stages of this practical as to understand how they learn, students to become familiar with how I deliver the content and feedback. In
reflecting standard 1 of the Professional Teacher Standards (“know students my first lesson with this class, I began with a discussion on my expectations
and how they learn”). This will allow me to construct my lessons in a way and classroom rules which included the importance of respect for both
that caters for individual student needs and motivate them to participate in myself and each other. By the second week, students had become
the activities. comfortable in asking me questions and seeking help in activities they were
unsure of.
Link to Graduate Teaching Standards:
 1.2 Understand how students learn Date: 25/05/2021
 3.2 Plan, structure and sequence learning programs As I have been teaching 7H for the past 4 weeks, I have become familiar
 4.1 Support student participation with each student and do not rely on the classroom role to call on them
 5.1 Assess student learning when asking them to answer a question or correct their behaviour. Students
 5.2 Provide feedback to students on their learning are mostly appreciative of this, as they will usually do the work and respect
 5.5 Report on student achievement the class rules when I can identify who the students are by name. Positive
reinforcement has also been a key factor in allowing the students to
participate, encouraging them to try their best even if they are not sure of
the correct answer.
Date: 01/06/2021
In my last two weeks, I feel that I have effectively developed good teacher-
student relationships with the students in 7H. The students are very familiar
with how I teach and understand when it is time to do the work and when
the time for when light-hearted jokes are appropriate. This rapport also
allows me to quickly settle the class when needed. I also find more students
are greeting me outside the classroom on playground duty, inquiring about
my day or reading me their poems that they have written.
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Goal 4: To effectively manage student behaviour within the classroom Ongoing evaluation and reflection

Establishing clear rules at the beginning of every lesson will ensure that the In my first lesson with 7H, I introduced the class to the rules and
students are aware of the behavioural and learning expectations for every expectations for their behaviour while I was their teacher. Students
class. However, as a teacher, it is fundamental that I know the strategies to responded well and, as a class, we wrote rules on the board together. For the
respond to unexpected misbehaviour that arises within the lesson. These first week of teaching this class, the students have so far effectively
include count down methods to control volume, not talking over the reflected these rules and expectations in how they approach both the
students and making them stand behind desks when the class does not individual and group activities. Although there have been many cases where
cooperate. To ensure that all students stay on task, I plan to introduce a the students are off task, the methods of noise control and gaining attention
rewards system. Students can hence reflect on their behaviour, allowing have mostly settled the students quickly as to continue with the lesson.
them to understand the reasons behind why they have either been given
merit points or (if needed) lunch time detention. Date: 25/05/2021
By the fourth week of my practical, students in 7H have demonstrated
Link to Graduate Teaching Standards: excellence in behavioural and academic attitudes within the classroom.
 3.5 Use effective classroom communication Although there have been some instances where a select number of students
 4.1 Support student participation have to stay for recess and lunch detention, the overall atmosphere of the
 4.2 Manage classroom activities class is sensible and well mannered. Students are also eager to show that
 4.3 Manage challenging behaviour they are working to the best of their abilities after introducing the Merit and
 4.4 Maintain student safety Detention table on the board. Students understand that by not following the
 6.3 Engage with colleagues and improve practice classroom rules of respect towards both myself and each other, then they
risk having their name put onto the detention list. However, the merit
column also allows the students to be rewarded for their good behaviour. I
also found that giving students a warning quickly resolved their misconduct
as they knew further disruptions caused by them would result in a detention.
Date: 01/06/2021
By the last two weeks of teaching 7H, students have come to fully
understand my rules and behavioural expectations without having to remind
them. Visual and non-verbal cues were sufficient in settling the students and
keeping them on task. This made the overall lesson more productive, as
students were more eager to work towards receiving a merit. Positive
reinforcement further enabled the students to feel proud of both their
learning and behaviour which allowed them to also produce fantastic work
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by the end of the lesson. Students were also respectful to both myself and
others, understanding that when I was speaking, they were to be listening,
and knew that I would allow them to discuss their work with their partners
once I was finished.
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Case Study Report
Overview of Case Study Participants
Student 1: Emergent
This year 7 student is a 12-year-old female whose first language is English. Although she is identified as an EAL/D student, she predominantly speaks
English at home and does not entirely understand the language of her parents (Mandarin/Vietnamese). Thus, her English skills are at a consolidating level.
There have been discussions to place this student on an Individual Learning Plan (IPL) which will have to be developed with her parents. This student
shows no behavioural management concerns and is capable of contributing to class discussions when encouraged, however, it is essential to increase her
engagement and motivation levels when completing both individual and group activities. The strategies which would benefit this student includes clear in-
depth explicit instruction and/or scaffolded examples. Setting clear learning expectations at the commencement of each lesson will also create a routine
which will guide her to effectively approach the class work.
Student 2: Standard
This student is an 11-year-old male whose first language is Syrian. It is understood that he is an EAL/D student, however, is confident with English and
does not experience any communication issues. There have been no specialised learning goals put in place for this student as both their formative and
summative assessments have shown to be at a standard level of learning. At the beginning of this school year (2021), the student had demonstrated
impressive results on his persuasive text for the end of Term 1 assignment receiving a 14/20 which was slightly above average compared to his classmates.
This student will independently complete any class work asked of him, however, will become reserved within group activities or class discussion. This
student would benefit from activities which incorporate both individual and group components, helping them to analytically engage with the content and
then share his ideas with his fellow peers.
Student 3: Advanced
This student is an 11-year-old female whose first language is English, however, also speaks Spanish at home. This student is efficient with her class work
and performs above average in understanding the content. In terms of her in class assessment, she is exceeding expectations and is opened to contributing
her ideas to all class discussions. Furthermore, her overall attitude within the class is bright, being well behaved and eager to participate. Student 3 learns
best in group situations. Although her formative tasks are very impressive, this student is susceptible to experiencing test anxiety, which is reflected in her
summative assessment where she received a 14/20 for the Term 1 persuasive writing task. This student would benefit from activities that allow her to build
confidence in applying the knowledge she has learnt in class into her end of term assessments. This can be achieved through peer learning strategies that
challenge the ways in which she demonstrates her understanding.
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Curriculum English Class Year 7, Stage 4 Teacher: Joanne Zeaiter
:
Topic Sound Devices in Poetry Date 18/05/2021 Time: 80 mins, Period 3, 11:50am
Learning Intention: Outcome(s) Content:

What is the learning focusing on WALT = We Are From the appropriate syllabus: From the appropriate syllabus:
Learning To…  EN4-3B uses and describes language forms,
 Students explore how sound devices are utilised features and structures of texts appropriate to a Engage personally with texts
in poetry. range of purposes, audiences and contexts  engage with the language and structures of texts in
 EN4-5C thinks imaginatively, creatively, meaningful, contextualised and authentic ways
interpretively and critically about information,  describe and explain qualities of language in their own
ideas and arguments to respond to and compose and others' texts that contribute to the enjoyment that
Success criteria: texts can be experienced in responding to and composing
What are you looking for to know students are texts
successful? Life Skills: Respond to and compose texts
 I can identify and explain the effect of a range  ENLS-10B explores the ways in which language  analyse and evaluate the ways that text structures and
of sound devices on the meaning and message forms, features and structures of texts vary language features vary according to the purpose of the
of a poem. according to purpose, audience and context text and the ways that referenced sources add authority
 ENLS-12C responds to texts in ways that are to a text (ACELY1721, ACELY1732)
imaginative and interpretive
 ENLS-13C engages critically with texts using
personal experiences
Time Teaching strategies Learning strategies Grouping Space Resources

Intro:  Instruct students to line up in two  Students will write their  Individual/  7H does not currently  Teacher laptop
10 Min – rows outside the classroom names on the Sounds of class have a seating plan,  Class roll (access online)
 Ensure all students neatly have Poetry booklets discussion however, students  Whiteboard/projector
their bags against the wall and  Rules and expectations made have determined their  Sound of Poetry booklets
remind them to take their books into a poster displayed at the seats and do not (one per student)
and pencil cases outside their front of the class change this order.
bags  Students are able to access  Students 1 & 2 are to
their prior knowledge through sit at (or close to) the
Once students are seated class discussion on History of front
1. Mark the roll Poetry (remind them of their
2. Explain learning intention homework/research task due
and success criteria on the Friday)
3. Distribute Sound of Poetry
booklets
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4. Remind students of the
behaviour rules and
expectations
5. Provide lesson overview
6. Allow students to ask
questions
7. Discuss what they learnt
previous lesson (History of
Poetry)
Body: Activity 1:  Draw a mind map on the  Individual/  Students are in seats  Teacher laptop
15 Min – board to note all of the class  PowerPoint Presentation
 Introduce students to the idea of comments made by the discussion  Whiteboard/projector
Poetic Sound Devices by students about Poetic Sound  Student workbooks/ pen
opening a class discussion Devices and/or pencil
 Students will discuss the sounds  Students are to understand
of poetry and copy the each technique before w
information from the board,
including the following
techniques:
o Assonance
o Consonance
o Onomatopoeia
o Rhyme
o Rhythm
o Repetition
o Sibilance
o Alliteration
15 Min – Activity 2:  Students can assist each other  Students  Students are in seats  Teacher laptop
to create their own examples work in  If they decide to work  PowerPoint Presentation
 Students will complete the of each technique (peer pairs in pairs, they will  Whiteboard/projector
jumbled definitions activity from assessment) as they will have have to work with the  Sound of Poetry booklets
the booklet (page 1) to swap their booklets and person sitting directly (one per student)
 Students are to come up with comment on the other next to them
their own example of each students’ example
technique/ sound devise (page 2)  Answers will be discussed as
a class to ensure all students
understand the techniques
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30 Min – Activity 3:  Class discussion on the  Students  Students are in seats  Teacher laptop
nursery-rhymes including work either  If they decide to work  PowerPoint Presentation
 As a class watch ‘Baa Baa Black o Are there any sound individually in pairs, they will  Whiteboard/projector
Sheep’ and ‘Ning Nang Nong’ – devices within this or in pairs have to work with the  Sound of Poetry booklets
nursery-rhyme? person sitting directly (one per student)
 As a class, analyse ‘Baa Baa o Why do we use these next to them  ‘Baa Baa Black Sheep’
Black Sheep’ and annotate two sound devices? Youtube video:
of the sound devices – (10 min) o Would the song song https://www.youtube.com/
o Identify a sound good if it did not rhyme? watch?v=CRHvTTOR8Ns
technique Why?  ‘Ning Nang Nong’
o Highlight within the o Think-pair-share Youtube video:
lyric sheet https://www.youtube.com/
watch?v=3SUU1f3Mgpc
 Using the guide from the
previous nursery-rhyme, students
will individually or in pairs do
the same for ‘Ning Ning Nong’ –
(20 min)
o Identify a sound
technique
o Highlight within the
lyric sheet
Extension students:
 Complete the Jabberwocky
worksheet on the back of the
booklet. Questions include:
o Underline all the words in
the poem that you suspect
are not proper English.
o Describe what you think the
poem is about in four
sentences or less.
o What do you think is
achieved in Jabberwocky
through the use of nonsense
language?
o What are some of the sound
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devices evident in the
poem?
Conclusion:  Collect booklets at the end of the  Students are to complete the  Individual  Students are in seats  Collect booklets
10 Min – lesson exit ticket activity  Exit ticket worksheet
 Students will complete an exit o Write one technique
slip (exit ticket) they learnt today
 Remind students of the o Write a sentence
homework/research task due at using the technique
the start of the following week
Differentiation:
Summative Evaluation
Activity 2:
 Modification:  This was the first lesson where students were moving on from learning about the themes and ideas of
o Answers will be discussed as a class poetry, and instead learning the literary techniques. It was the right choice to demonstrate this using nursery
(work with teacher/extension student) rhymes as students were able to identify the correct literary devices from texts that were they have already
been exposed to. For the extension students, they had the opportunity to use this knowledge and further
Activity 3: identify these sound devices within a poem, allowing me to later check their understanding of the technique
 Modification: at the end of the lesson.
o Complete one of the annotations as a
class to guide their process for the next  Students were to first copy the information from the board. Afterwards, we discussed what they wrote in
nursery-rhyme their books. This discussion solidified their understandings of the techniques, as showing examples of each
o Student will work in pairs to complete device and explaining their use made it easier for the students to identify them within the nursery rhymes.
the seconds nursery rhyme analysis
(high ability will work with  I believe that modelling activity 2 for the students helped them to understand what was expected of them.
modification student) This led to fewer questions being asked about what they had to do and instead seeking advice about
 Extension: whether their answers were correct. Although a select few of students needed additional assistance, I
o Student will attempt to write a PETAL believe that at the end of this lesson, students met the success criteria, which was to be able to identify the
paragraph on the ‘Jabberwocky’ poem techniques on their own.
when all other work is completed
 For future lessons, separating the students into learning level groups for activity three would be more
Teaching notes beneficial for the advanced learners. This is because most of them could not advance to the extension task
 Set clear expectations for this lesson and as they had to wait for the rest of the class to finish their work.
remind students of the consequences if they fail
to follow the classroom rules
 Outline the task in detail and ensure all students
are aware of what they are asked to do
 Ensure students understand how to identify the
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techniques within the poem/nursery-rhymes
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Pre-lesson Discussion 1
Completed by Pre-service Pre-service Teacher Name: Joanne Zeaiter
Teacher and discussed with Mentor Teacher: Sam Vasiliou
Mentor Teacher Date: 18/05/2021
Discussion Standard
Describe the class (ability levels, engagement, interests, etc.) Know your students and how
they learn
7H is a very mixed abilities class ranging from an equal number of emergent, standard
and advanced students. The students are diverse in their learning needs and require
various approaches to differentiated task design. To accommodate for this, the lessons
need to be constructed to incorporate a balance of both individual and group work to
keep them engaged and on task. The students in this class are generally enthusiastic
about the activities, as they are often quick to call out the answers, however, this can
lead to the class becoming unfocused if behaviour management is not used. I hope to
accommodate for all the students by incorporating strategies that interest and engage
them to participate and increase their academic motivation.
What is the content or curriculum area you intend to cover? Know the content and how to
teach it
The content for this term introduces the Year 7 students to new concepts and ideas
relating to Poetry. The previous unit of work they have already been exposed to was
persuasive and creative writing. This makes poetry the first unit of work in their high
school experience where the year 7 students are expected to learn literary devices and
their meaning to the themes and ideas of poetry. For this lesson, students are to learn
sound techniques, including assonance, consonance, onomatopoeia, rhyme, rhythm,
repetition, sibilance and alliteration. I was advised to design my lessons around the
content which would best aid the students for their end of term assignment, where they
will have to create their own poem using the themes and techniques studied in class.
What is the lesson outcome or learning intention for this lesson? Plan for an implement
effective teaching and learning
The aim of this lesson is to introduce the year 7 students to important sound poetic
devices and their purpose in emphasising ideas and themes in a text. This lesson will
hence have students learn to independently identify these devices within a poem
(nursery-rhyme) using the information given to throughout the lesson. This will be
accomplished through scaffolded modelling where students are first shown how to
identify techniques and then attempt to annotate a text on their own.
What classroom routines will you use to encourage engagement and manage behaviour? Create and maintain a
supportive and safe learning
Students will follow the classroom rules and procedures introduced in the first lesson I environment
had with them. This includes quietly lining up in two rows outside the classroom with
their books and pencil cases. Once students enter the room and take their seats, they will
write down the date, title and learning intentions and success criteria for the lesson.
Students also understand that if they have copied down the information from the board,
they are not to speak as to allow their peers to finish writing in their books. Students
follow this rule as there is always a class discussion after they write down the
information to introduce them to the lesson content. Students are familiar with my
classroom routines.
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How will you differentiate the learning to meet the needs of the three focus students Know your students and how
(case study participants)? How will you connect the learning for students? they learn
Utilising modelled scaffolds, effective modification for emerging students is evident.

The teacher will complete one of the annotations as a class to guide their process for the
next nursery-rhyme and further track student progress and understanding through class
discussions. Activities will also pair emerging students with advanced learners. This will
allow student 1 to receive additional help from their fellow peer whilst also challenging
student 3 to explain their cognitive processes.
Describe the teaching strategies you intend to use to share new information and give Plan for an implement
students the opportunity to demonstrate understanding (e.g. ALARM, group work, effective teaching and learning
project-based learning, etc.)
1) A review of last lesson’s work at the commencement of the lesson, formative

post-diagnostic checkpoint task at the end of the lesson
2) Model the annotation and analysis of the nursery-rhyme task
3) Group work and class discussions guided by teacher-led inquiry questions
4) Goal setting (through learning intentions and success criteria)
High Impact Teaching Strategies
 Setting Goals
 Explicit Teaching
 Questioning
 Worked Examples
 Feedback
 Metacognitive Strategies
 Differentiated Teaching
How will you ensure review of learning occurs? Assess, provide feedback and
report on student learning
Formative assessment will be made throughout the lesson through verbal response to
class discussions. Teacher will also check understanding from the booklet activities
which will be collected at the end of the lesson as well as the exit ticket that they have to
complete before they leave the class.
Adapted from Cambridge Park HS
16
Lesson 1 Observation Feedback
Agreed focus area(s) Pre-service Teacher Name: Joanne Zeaiter
Completed by  Sound devices/ techniques Mentor Teacher / Observer Name: Sam Vasiliou
Mentor Teacher  Annotation Date: 18 / 05 / 2021
 Nursery-Rhymes
What did the Teacher Education Student say/do? Evidence What did the students say/do? Evidence
 Teacher directed students to write Learning Intention and Success  Students copied these down from the board into their books.
criteria. These were projected on the board.  Students responded. Students calling out answers too
 Teacher questions the class to gauge their understanding on the LI. enthusiastically.
Teacher ensured class were focused with direct instruction. To student  Students followed instruction. Non-compliant students were
responses that were called out teacher placed minutes for detention as a warned about consequences of not following instructions.
deterrent.  Students listened to instructions when given.
 Teacher gave instruction to copy down notes. When students reluctant  Students responded positively to this.
appropriate warning given.  Students responded to the warning and became quiet.
 Teacher used voice effectively to communicate with class.  Students matched techniques to the correct definition.
 Teacher used auditory techniques to communicate poetry to the class.  Students needed constant reminding to stay on task. Students
This was effective. More could have been made of this. understood the task and understood most of the techniques.
 Teacher could have explained the need to copy down the poetic devices, Correcting their work was a useful exercise.
projecting forward to the assessment.  Students annotated the poem on the worksheet provided, then
 Worksheet handed out to class. As students were being disruptive, gave answers back in a class discussion.
teacher added minutes to staying back at lunch.  Student completed the exit ticket. Some students needed
 Activity explained to class. extra explanation for what to do.
 Teacher circulated assisting students.
 Teacher worked persistently to keep students on task.
 Answers could have been projected to assist with instructions.
 Used voice to get attention. Could wait for silence to protect voice.
 Teacher played video based on the poetry being studied.
 Teacher recorded answers on the board.
 Exit ticket provided. Strategy used to gain an understanding of what
student have learnt today.
17
Post Lesson Discussion 1

Pre-service Teacher: Joanne Zeaiter
Mentor Teacher: Sam Vasiliou
Completed by Pre-service Teacher
Date: 18 / 05 / 21
Piece of Evidence Reflection & Connections Next Steps and Suggested

(Graduate Teaching Standards; Best Practice; Research Based Methodologies) Strategies
Lesson Plan 1 This lesson was essential in building student contextual knowledge as this is the first Students in this lesson were very
instance where they have been introduced to literary techniques. Text selection was thus quick to understand the sound
Appendix 3 Lesson 1 vital as it needed to be something the students could easily connect with or been exposed devices in poetry. The following
evidence of learning to previously using prior knowledge to guide their understanding (Shing & Brod, 2016). lessons for this week will hence
activities Nursery-rhymes allowed students to learn sound devices without having to re-learn a continue with this strategy of
 Poetic Sound poem, making easy for them to focus on the techniques rather than analyse themes and remembering, understanding and
Devices Booklets ideas. 2.1 Content and teaching strategies of the teaching area, 2.2 Content selection applying the information learnt in
 Exit ticket (exit and organisation class reflecting the first stages of
slip) Bloom’s Taxonomy. Future
This lesson was heavily informed through Glasser’s Choice theory, as it has been studied lessons will also implement more
in adolescent psychology as a means to positively influence a student’s attitude within the behaviour management strategies
classroom. Research suggests that EAL/D students are more likely to experience low self- to settle the class in a more
esteem, hence, making them unmotivated to challenge/improve their academic capabilities efficient way instead of constantly
(Naderi, Baezzat & Motaghedifard, 2015). As all three case study students are EAL/D, this having to respond to disruptions
theory allowed me to implement the differentiated methods effectively as the students throughout the activities.
were given the freedom to explore and extend their own ability depending on their level of
understanding as opposed to having the teacher decide for them (De Nobile, Lyons &
Arthur-Kelly, 2017). 1.2 Understand how students learn 1.3, Students with diverse
linguistic, cultural, religious and socioeconomic backgrounds, 2.2 Content selection
and organisation 2.5, Literacy and numeracy strategies
The aim for this lesson was to formatively assess how students identify sound techniques
and explain their effect on the text. This was accomplished through the first two stages of
Bloom’s Taxonomy framework, where students ‘memorised’ techniques and demonstrate
18
‘understanding’ by identifying and explaining their effect on the text. Forehand (2005) has
showed the levels of Bloom’s Taxonomy as stair steps; the higher the stairs, the higher the
level of thinking” (Soleimani, 2016, p. 861). Students this lesson demonstrated sufficient
levels of understanding the techniques. Each week will thus continue to climb these steps
until students can reach the level of evaluating and creating. 1.2 Understand how
students learn, 5.1, Assess student learning, 5.2 Provide feedback to students on their
learning, 3.3 Use teaching strategies
I believe that the differentiated activities resonated well with the students (Department of
Education and Training, 2017). It is true that every student demonstrates different needs to
their learning, however an educator should not simply divide classwork by levels (e.g.,
easy-difficult). I tried to ensure that underperforming students had room to challenge and
improve their learning by allowing them to attempt the work on their own after scaffolded
instruction (Geelan, et al., 2015). 1.5 Differentiate teaching to meet the specific learning
needs of students across the full range of abilities, 4.1 Support student participation
High Impact Teaching Strategies Achieved
Setting Goals Structuring Lessons

Explicit Teaching Worked Examples
Collaborative Learning Multiple Exposures
Questioning Feedback
Metacognitive Strategies Differentiated Teaching
19
Curriculum: English Class Year 7, Stage 4 Teacher: Joanne Zeaiter
Topic Imagery in Poetry Date 25/05/2021 Time: 80 mins, Period 2, 10:15am

What is the learning focusing on WALT = We From the appropriate syllabus: From the appropriate syllabus:
Are Learning To…  EN4-1A responds to and composes texts for
 Students explore how imagery is utilised in understanding, interpretation, critical analysis, Engage personally with texts:
poetry imaginative expression and pleasure  explore and appreciate the aesthetic qualities in their own
 EN4-5C thinks imaginatively, creatively, and other texts and the power of language to
interpretively and critically about information, communicate information, ideas, feelings and viewpoints
ideas and arguments to respond to and compose  share, reflect on, clarify and evaluate opinions and
Success criteria: texts arguments about aspects of literary texts (ACELT1627)
What are you looking for to know students are  EN4-7D demonstrates understanding of how Understand and apply knowledge of language forms and
successful? texts can express aspects of their broadening features:
 I can identify and explain the effect of a range world and their relationships within it  apply increasing knowledge of vocabulary, text
of figurative devices on the meaning and structures and language features to understand the
message of a poem Life Skills: content of texts (ACELY1733)
 ENLS-3A selects and uses language to  analyse how combinations of words, sound and images
communicate according to purpose, audience and can create particular perspectives of the same event or
context issue such as environmental sustainability
 ENLS-4A views and responds to a range of Responds to composed texts:
visual texts, media and multimedia  compare the ways that language and images are used to
 ENLS-14D explores how the use of language create character, and to influence emotions and opinions
affects personal roles and relationships with in different types of texts (ACELT1621)
others

Intro:  Instruct students to line up in  Students will write the  Individual/  7H does not  Teacher laptop
10 Min – two rows outside the classroom learning intentions and class currently have a  Class roll (access online)
 Ensure all students neatly have success criteria for the lesson discussion seating plan,  Whiteboard/projector
their bags against the wall and  Rules and expectations made however, students
remind them to take their into a poster displayed at the have determined
books and pencil cases outside front of the class their seats and do
their bags  Students are able to access not change this
their prior knowledge through order.
Once students are seated class discussion poetic  Students 1 & 2 are
20
1. Mark the roll structure to sit at (or close to)
2. Explain learning intention the front
and success criteria
3. Remind students of the
behaviour rules and
expectations
4. Provide lesson overview
5. Allow students to ask
questions
previous lesson (Structure
of Poetry)
Body Activity 1:  Students need to pretend that  Individual/  Students are in seats  ‘Starry night’ video:
5 Min – they’re in the environment class https://www.youtube.com/
 Students are to watch the shown in the video. They will discussion watch?v=G7Dt9ziemYA
virtual reality version of describe, in a paragraph, what  Student workbooks/ pen
Vincent Van Gogh’s ‘Starry they: and/or pencil
Night.’ You can use the arrows o See:
to explore a 360-degree view o Hear:
of it. o Smell:
o Taste:
o Feel
15 Min – Activity 2:  Copy information from the  Individual/  Students are in seats  Teacher laptop
board into their workbooks class  PowerPoint Presentation
 Teacher presentation: students  Students will read some discussion  Whiteboard/projector
copy the information from the examples and guess which  Student workbooks/ pen
board technique is being used and/or pencil
o Imagery (senses table)
o Simile
o Metaphor
o Personification
o Symbolism
o Descriptive language
o Hyperbole
o Tone
o Mood
21
40 Min – Activity 3:  Discuss:  Students  Students are in seats  ‘The Raven’ booklets
 Read through certain parts of o What is the poem work in  If they decide to (activity 1 & 2) – one per
‘The Raven’ (as a class) about? (theme) pairs work in pairs, they student
 Watch the Simpsons episode o Imagery techniques will have to work  Whiteboard/projector
retelling the poem of ‘The  Use this information to fill out with the person  Student workbooks/ pen
Raven’ – students will Venn Diagram sitting directly next and/or pencil
complete a Venn Diagram to them
comparing the mood created in
the Simpsons version and the
original text
15 Min – Activity 4:  Students will analyse the  Students  Students are in seats  ‘The Raven’ booklets
technique and explain why it work in  If they decide to (activity 3)
 Identify imagery techniques is important to the idea of the pairs work in pairs, they  Whiteboard/projector
within the poem poem will have to work  Student workbooks/ pen
o Personification with the person and/or pencil
o Metaphor sitting directly next
o Imagery (descriptive to them
language)
 Explain their effect on the
mood of the poem.
Conclusion:  Allow students to pack up  Instruct students to use the  Individual/  Students are in seats  Collect worksheets
5 Min –  Discuss homework template on Google class
o Write a PETAL Classroom discussion
paragraph on the poem
your group studied in
the previous lesson
o Extension
Homework: write a
PETAL paragraph on
‘The Raven’
Differentiation:
How are you catering for individual students?
o This lesson was successful in teaching the students about the functions of various figurative devices, and
Activity 3 & 4: also in discussing their importance in a text. Overall, students were able to meet the success criteria as their
 Modification:
22
o Work with the teacher PETAL paragraphs that they submitted for homework demonstrated that all students understood how to
o Discuss answers at the end of activity analyse a poem.
o Answers will be discussed as a class
after think-pair-share (work with o The activities within this lesson catered to all learning levels, allowing all three of the focus students to
teacher/extension student) complete the work with poems and questions that suited their learning needs.
 Extension:
o Student will highlight where there are o For future lessons, this topic (imagery in poetry) will need to be separated into two lessons. This, however,
assonance, alliteration and internal was not possible for 7H as they had spent a week doing their NAPLAN exams and were already far behind
rhyme in the unit. My mentor teacher thus advised that the content from the unit of work be selective and only
include essential information that will aid the students in their assignments.
Homework:
 Modification: o Although the students were mostly well behaved, the number of activities which were included in this lesson
o Student will follow the template and confused many of them. For the next lessons I will include a checklist on the board which shows the
write a PETAL on a simple poem students all the activities intended for the lesson and will also remind them where we are currently in the
discussed in a previous lesson (‘I lesson sequence.
Wandered Lonely as a Cloud’/ ‘A Dream
Within a Dream’)
 Extension:
o Student writes a PETAL on more
difficult poem ‘Fire and Ice’ by Robert
Frost
Teaching notes
 Set clear expectations for this lesson and
remind students of the consequences if they
fail to follow the classroom rules
 Outline the task in detail and ensure all
students are aware of what they have to do
23
Teacher and Discussed with Mentor Teacher: Sam Vasiliou
Mentor Teacher Date: 25 / 05 / 2021
Discussion Standard
Describe the class (ability levels, engagement, interests, etc.) in respect to the Know your students and how
implementation of Lesson One. they learn
As I have been teaching 7H for the past four weeks, the students have become familiar
with the learning and behavioural strategies I use. This has decreased the number of
behavioural interventions needed within the lesson. I found that the students are very
responsive to visual stimulus’, which is why I have decided to include more video
components within the lesson. Students are also more open to discussing their findings
within class discussions and work well in think-pair-share activities.
teach it
For this lesson, students are learning about the effects of imagery in poetry and how it
engages the audience. In the previous lesson, students completed a Jigsaw activity where
they had to re-arrange the poems in their correct order. In this lesson, they will be
expected to now identify the imagery techniques and other literary devices within the
poem. The techniques will include imagery, simile, metaphor, personification,
symbolism, descriptive language, hyperbole, tone and mood. This will be learnt through
the poem ‘The Raven’ by Edgar Allan Poe. After this lesson, students will know the
essential techniques which they must include in their own poems for the assessment.
The aim of this lesson is to introduce the year 7 students to important literary poetic
devices centred around imagery. They will explore the purpose in emphasising
descriptive language and how this can affect the mood and tone of a poem. This lesson
will hence have students learn to independently identify these devices within a poem
(‘The Raven’ by Edgar Allan Poe) using the information given to throughout the lesson.
This will be accomplished through scaffolded modelling where students are first shown
how to identify techniques and then attempt to annotate a text on their own.
Students will follow the classroom rules and procedures which have been consistent environment
throughout the last four weeks. This includes quietly lining up in two rows outside the
classroom with their books and pencil cases. Once students enter the room and take their
seats, they will write down the date, title and learning intentions and success criteria for
the lesson. Students also understand that if they have copied down the information from
the board, they are not to speak as to allow their peers to finish writing in their books.
Students follow this rule as there is always a class discussion after they write down the
information to introduce them to the lesson content. Students are familiar with my
classroom routines.
Utilising modelled scaffolds, effective modification for emerging students is evident.

The teacher will complete one of the annotations as a class to guide their process the
Venn Diagram analysis and further track student progress and understanding through
class discussions. Activities will also pair emerging students with advanced learners.
This will allow student 1 to receive additional help from their fellow peer whilst also
challenging student 3 to explain their cognitive processes. Homework will ask emerging
student to write a response based on a poem they have been exposed to in class.
24
1) Higher order thinking and critical thinking

2) Model annotation and individual application
3) Connecting the work of this lesson to the assessment task (success criteria)
4) Group discussion
 Setting Goals
 Structuring Lesson
 Explicit Teaching
 Multiple Exposures
 Questioning
 Feedback
Imagery worksheets will provide the teacher with in-class formative assessment of
student understanding. Students will also be expected to complete a PETAL paragraph
for homework to demonstrate their abilities to analyse a text. Teacher will mark these
and provide feedback for the students through Google Classroom.
25
Completed by
 Poetic Devices (Imagery) Mentor Teacher / Observer Name: Sam Vasiliou
Mentor Teacher
 Poem analysis Date: 25 / 05 / 2021
What did the Pre-service Teacher say/do? Evidence What did the students say/do? Evidence
 Teacher directed students to write Learning Intention and Success  Students completed the poem activity and read out their answers
criteria. These were projected on the board. to the class.
 Teacher questions the class to gauge their understanding on the LI.  Students copied note off the board and viewed a video which
Teacher ensured class were focused with direct instruction. To student required them to compare ‘The Raven’ poem to the Simpsons
responses that were called out teacher placed minutes for detention as episode version
a deterrent.  Students were responsive to teacher cues throughout the lesson.
 Teacher put a checklist on the board for students to follow along with  Students responded to the action taken and students moved seats.
lesson activities.  Students were consistently engaged.
 Teacher gave instruction to copy down notes. When students reluctant  Students copied these down from the board into their books.
appropriate warning given.  Students responded. Students calling out answers too
 Teacher did a good job of regaining control of the lesson when enthusiastically.
students were being disruptive.  Students followed instruction. Non-compliant students were
 Teacher walked around the class as students worked in pairs. warned about consequences of not following instructions.
 Certain students with learning difficulties were given extra  Students remind teacher to mark off activities off the checklist
instructions.  Students responded positively to this.
 Teacher played video based on the poem being studied.  Students responded to the warning and became quiet.
 Teacher recorded answers on the board.  Students annotated the poem on the worksheet provided, then
 Teacher directed students to remain behind to clean the room. gave answers back in a class discussion.
Individual students were given detention for poor choices they made  Students followed the instructions and cleaned the room and
during the lesson. stayed back to be discuss their behavior.
 Teacher used voice effectively to communicate with class.
 Worksheet handed out to class. As students were being disruptive,
teacher added minutes to staying back at lunch.
 Activity explained to class.
26
Pre-service Teacher Name: Joanne Zeaiter
Completed by Pre-Service Teacher
Date: 25 / 05 / 2021

Lesson Plan 2 Activities for this lesson take into consideration the modification and extension After this lesson, students will
adjustments that are required for mixed ability classrooms. Using collaborative have completed all the theory
Appendix 4 Lesson 2 environments within the classroom “makes it easier for a teacher to reach out to components required for this unit
evidence of learning individuals and to match activities or process to needs of individuals” (Tomlinson, 2001, (including techniques and PETAL
activities p. 80). To successfully accomplish this, I utilised the ‘Gradual Release of Responsibility paragraph writing). As such, the
 ‘Starry Night’ Model’ (Fisher, 2008) which suggests that students who undergo the learning process of following lessons will centre
Imagery activity focus study, guided instruction and collaboration will be able to independently showcase around the students learning about
 ‘The Raven’ Venn their understanding of the content. Students closely examine the text, investigate key the different types of poetry and
Diagram themes and ideas, work both collaboratively and individually to creatively demonstrate how to also write one themselves.
 PETAL Paragraphs their understanding of the poems. Every activity allowed for alternate methods in As students will be required to
completing these tasks as to ensure all students successfully apply their understanding of write a poem for their assignment,
the text into their work. For example, students who need more help with an activity will be I will need to introduce at least 5
given less questions to complete (‘The Raven’ comparative activity), while an extension poetry types. I will also need to
student will be asked to do further research on the topic to extend their understanding. 2.1 ensure that students are able to do
Content and teaching strategies of the teaching area, 3.3 Use teaching strategies, 3.4 this both in groups and
Select and use resources individually.
Students within this lesson responded well to the poems explored, as they were able to
demonstrate their progression throughout Bloom’s Taxonomy framework being to ‘apply’
the information they learnt and ‘analyse’ their understanding through PETAL paragraphs.
Higher order thinking was thus underpinned through ZPD processes as students were able
to critically compare the two texts and explain its effect on key themes and ideas
(Soleimani, 2016; Eun, 2019). 3.1 Establish challenging learning goals, 2.2 Content
selection and organisation
According to Vygotsky’s (1978) Zone of Proximal Development theory, improving

27
classroom culture through regular positive dialogue and discussions can increase student
self-efficacy (Meder, 1982; Eun, 2019). By utilising this concept within each activity, it
was evident that the students’ capacity to engage in social problem-solving (i.e.,
suggesting ways to improve learning as a class), educational diagnostic abilities (i.e.,
implementing new ideas to how students can approach homework) and open-ended
question guidance activities (i.e., how students can use knowledge learnt outside school
environments) was a prevalent aspect of student responding to and understanding the
content. 3.3 Use teaching strategies 3.6 Evaluate and improve teaching programs 4.1
Support student participation
This lesson adopts the cognitivist pedagogical approach of inquiry-based learning through
the homework task. Students were asked to investigate one of the poems on Google
Classroom write a PETAL paragraph about it. This followed Bruce and Casey (2012) ‘five
dimensions’ associated with the inquiry process which includes the student ability to “ask,
investigate, create, discuss [and] reflect” (p. 194). Students will progress throughout this
unit by being given numerous discussion questions to contemplate and also by asking
questions themselves. This creates genuine curiosity which allowed the students to
connect personally with the text. 2.6 Information and Communication Technology
(ICT), 3.2 Plan, structure and sequence learning programs, 5.1 Assess student
learning
When constructing the student feedback for the homework, it was important that I
considered how the student will interpret criticism instead of focusing on how it is written.
Many of the students in the following lesson came to me personally as to seek further
feedback on how they could develop their PETAL paragraphs. In accordance with this
research, I took the cognitivist approach to the marking as I used a combination of both
directive feedback which depicts answers accuracy and also facilitative feedback which
guides students learning for future use (Toit, 2012). 5.2 Provide feedback to students on
their learning, 5.4 Interpret student data

28
Curriculum: English Class Year 7, Stage 4 Teacher: Joanne Zeaiter

Topic Types of Poetry: Haiku Date 01/06/2021 Time: 80 mins, Period 2, 10:15am

What is the learning focusing on WALT = We From the appropriate syllabus: From the appropriate syllabus:
Are Learning To…  EN4-1A responds to and composes texts for
 I will learn about and gain an understanding understanding, interpretation, critical analysis, Engage personally with texts
of Haikus imaginative expression and pleasure  describe and explain qualities of language in their own
 EN4-5C thinks imaginatively, creatively, and others' texts that contribute to the enjoyment that can
Success criteria: interpretively and critically about information, be experienced in responding to and composing texts
What are you looking for to know students are ideas and arguments to respond to and compose Develop and apply contextual knowledge
successful? texts  critically consider the ways in which meaning is shaped
 I can identify the purpose of Haikus by context, purpose, form, structure, style, content,
 I can identify the key structural elements of a Life Skills: language choices and their own personal perspective
Haiku poem and use this knowledge to  ENLS-2A communicates for a variety of Respond to and compose texts
construct my own text. purposes, audiences and contexts  understand how language is used to evaluate texts and
 ENLS-3A selects and uses language to how evaluations about a text can be substantiated by
communicate according to purpose, audience and reference to the text and other sources (ACELA1782)
context  compose texts using alternative, creative and imaginative
 ENLS-8A writes short texts for everyday ways of expressing ideas, recognising, valuing and
purposes celebrating originality and inventiveness

Intro:  Instruct students to line up in  Students will write the  Individual/  The classroom will  Teacher laptop
10 Min – two rows outside the classroom learning intentions and class be re-arranged –  Class roll (access online)
 Ensure all students neatly have success criteria for the discussion tables organised into  Whiteboard/projector
their bags against the wall and lesson tables of four seats
remind them to take their books  Rules and expectations (students will be
and pencil cases outside their made into a poster working in groups to
bags displayed at the front of complete the
the class activities)
 Students enter the room sitting  Students are able to access  Students 1, 2 and 3
on their group tables their prior knowledge are in the same
(determined in a previous through class discussion group close to the
lesson) and open their books: poetic structure front of the room
1. Mark the roll  Students will revise their
2. Explain learning intention knowledge of the previous
29
and success criteria lesson by completing
3. Remind students of the Kahoot! Quiz. This will
behaviour rules and test students’ prior
expectations knowledge and prepare
4. Provide lesson overview them to use these
5. Allow students to ask techniques within their
questions own poems
throughout the unit (poetic
devices Kahoot! Quiz)
Body Activity 1:  Students write their own  Individual/  Students are in  Syllable video:
10 Min – example of syllable in class seats/ table groups https://www.youtube.com/
 Students are reminded of their books using the discussion watch?v=9S7DY2lgJlU
syllables (provide examples) information from the &ab_channel=Scratch Garden
and then watch video syllables video  Student workbooks/ pen
 Explain how this is important  Class discussion of how and/or pencil
to many types of poems syllables are used to create
o How many types of poems poems (discuss the
do they think there are? structure of poetry)
15 Min – Activity 2:  Students write down the  Think-pair-  Students are in  Haiku worksheets
rules of a Haiku poem and share/ class seats/ table groups  Student workbooks/ pen
 Read through some example examples in their books discussion and/or pencil
Haiku poems and emphasise  Teacher will ask:
the syllables in each line o What do you notice
about these poems?
o Are they different to
poems you have seen
before?
30 Min – Activity 3:  Once students work  Table groups  Students are in  Haiku worksheets
together in their groups to seats/ table groups  Student workbooks/ pen
 Students will create their own write a Haiku, a teacher and/or pencil
haiku in groups of 3-4 (guide will check their work  Parchment paper and
will be provided and  Students will then write permanent markers (per table)
instructions on the board) their poem on a parchment
 Write checklist on the board for paper and create a poster
all the techniques their poem
30
must use as well as some
themes they could write about
10 Min – Activity 4:  Students will undergo peer  Group  Students are in  Haiku worksheets
assessment – ask the other presentations seats/ table groups  Student workbooks/ pen
 Groups will present their groups to provide and/or pencil
poems to the class constructive feedback  Parchment paper and
 This will include justification permanent markers (per table)
and analysis of the techniques
used in their poems
Conclusion:  Classroom clean-up  Students will re-organise  Individual  Students are in seats  N/A
5 Min – the tables in their original
places
Differentiation:
How are you catering for individual students?
 Students were quick to understand the structural components of a haiku poem. For this lesson, students had to
Activity 1: work in groups the same groups that they have been assigned for the time I have taught them. This has made
 Modification: it easier for the groups to produce work as they are familiar with each other. For the following lessons, it may
o Answers will be discussed as a class be beneficial for the students to be exposed to different groups to see how they can work in different
(provide answers at the end of the contexts.
activity)
 The purpose of the Kahoot! Quiz at the beginning of the lesson was to test students’ prior knowledge on the
Activity 2, 3 & 4: poetic devices they have learnt so far and how they could use them. This was also good revision for the
 Modification: students who were still confused on the differences between some of the techniques (e.g., metaphor and
o Student will work in pairs to analysis simile, tone and mood, personification and hyperbole, etc).
(high ability will work with
modification student)  Students were highly motivated to write their poems as it gave them the chance to be creative in their work
 Extension: rather than continue with learning theory. The focus students as well demonstrated academic excellence as
o Checklist of techniques they must they were able to effectively communicate their ideas to produce an amazing poem. Although this group
include in the poem (e.g., metaphor, consisted of advanced, standard and emergent learning levels, all of the students were actively contributed
personification, etc) their ideas and collaborated equally in creating the poster.
Teaching notes  In future lessons, it would be best to reconsider the Kahoot! Quiz as many students became unsettled leading
 Set clear expectations for this lesson and into the next activity. Future lessons will also group the students into learning levels instead of mixed
remind students of the consequences if they abilities as to test or challenge their understanding.
fail to follow the classroom rules
 Outline the task in detail and ensure all
31
students are aware of what they are asked to
do
32
Teacher and discussed with Mentor Teacher: Sam Vasiliou
Mentor Teacher Date: 01 / 06 / 2021
Discussion Standard
Describe the class (ability levels, engagement, interests, etc.) in relation to Know your students and how
implementation of Lesson One and Lesson Two. they learn
Students in 7H are always eager to learn in groups. Previous lessons have introduced
Jigsaw activities where I would always have students grouped with the same members.
This lesson will continue with this strategy, as students are always excited when they
know they will be working with these groups. The groups are mixed abilities, allowing
the students undergo some peer learning, and also allow all levels of learners to
contribute their ideas.
teach it
The content for this lesson will summarise all the important information pertaining to
poetry writing and techniques. Students will use this knowledge to construct their own
poem using creative and innovative ideas as well as the techniques they have been
exposed to throughout the unit. This lesson is making sure students are prepared to write
their own poem for the assignment. In the previous lesson, the students learnt the
conventions of writing an Acrostic poem. Students will now learn how to write a Haiku
poem and understand the rules involved. For this, students will also be revised on
syllables and explore why it is essential to understand this for writing a Haiku poem.
The aim of this lesson is to introduce the year 7 students to the different types of poetry.
This lesson will focus on Haiku structure and how syllables are used to construct each
line. This lesson will hence have students learn to collaboratively compose a Haiku
using the structural components explored at the beginning of the lesson. This will be
accomplished through scaffolded modelling where students are first shown how to use
techniques to emphasise their theme.
Students will follow the classroom rules and procedures which have been consistent environment
throughout the last five weeks. This includes quietly lining up in two rows outside the
classroom with their books and pencil cases. Once students enter the room and take their
seats, they will write down the date, title and learning intentions and success criteria for
the lesson. Students also understand that if they have copied down the information from
the board, they are not to speak as to allow their peers to finish writing in their books.
Students follow this rule as there is always a class discussion after they write down the
information to introduce them to the lesson content. This lesson will be completed in
groups with the room re-arranged. Students understand that at the end of these lessons,
they are required to put the chairs and tables back in their original place.
Modification (student 1) is evident within activity 1 as answers will be discussed as a

class. Students will however have a chance to answer the question on what a syllable is
after they watch the video, allowing the extension students (student 3) to check their
understanding before they are given the answer.
Furthermore, activity 3 and 4 requires students to work in collaborative groups. Hence,

high ability students will work with modification students. The case study participants
33
are to be placed in one group, allowing for peer teaching to take place. This allows the
emergent students to develop their ideas whilst the extension students are able to
facilitate and challenge their understanding of poetry writing.
1) Lesson structure checklist

2) Collaborative Discussion (Teacher-led with inquiry questions)
3) Kahoot! Quiz
4) Student-led group collaboration
5) Visual metalanguage
 Setting Goals
 Collaborative Learning
 Structuring Lessons
 Feedback
 Multiple Exposures
Students will receive feedback on their Haiku poems before they are given the
parchment paper to make their posters.
34

Completed by
 Haiku Poem Mentor Teacher / Observer Name: Sam Vasiliou
Mentor Teacher
 Poetic Devices Revision
Date: 01 / 06 / 2021
What did the Pre-service Teacher say/do? Evidence What did the students say/do? Evidence
 Teacher rearranged the seating arrangements into groups to  Students completed the poem activity and read out their answers to
facilitate the group activity. the class.
 Teacher put instructions on the board for students to follow.  Students enthusiastically completed this activity.
 Teacher directed students to log onto their devices to complete  Students copied note off the board and viewed a video which required
the Kahoot activity. them to participate in a clapping activity to understand syllables.
 Teacher used this to move into work on syllables in preparation  Students were responsive to teacher cues throughout the lesson.
for students completing Haiku poetry.  Students responded to the action taken and students moved seats.
 Teacher did a good job of regaining control of the lesson when  Students were engaged in the activity and worked constructively.
students were being disruptive.  Students were unsettled and had to be reminded multiple times to
 Teacher explained the next activity which was to write an return to their seats. In the end they did as was instructed.
original haiku poem. Teacher waited for class to settle and  Students followed the instructions and cleaned the room and stayed
handed out individual adjustments for students who were not back to be discuss their behavior.
cooperating.
 Teacher walked around the class as students worked in groups.
 Teacher instructed students to return to their seats and complete
the activity to end the lesson.
 As the activity took longer than expected, teacher asked students
to name their work and submit the work.
 Certain students with learning difficulties were given extra
instructions.
 Teacher directed students to remain behind to clean the room.
Individual students were given detention for poor choices they
made during the lesson.
35
Completed by Pre-service Teacher
Date: 01 / 06 / 2021

Lesson Plan 3 By this lesson, students were able to progress through Bloom’s Taxonomy to ‘evaluate’ As I only have two more lessons
poetic elements and further ‘create’ their own Haiku poem. The aim for this lesson was to with 7H, lessons will stay
Appendix 5 Lesson 3 allow the students to gain confidence in implement the techniques and ideas that they consistent and focus on the types
evidence of learning learnt throughout the past 5 weeks into original work. I utilised the idea of ‘mastery goals’ of poetry. Consistently keeping
activities (which stems from Rudolph Dreikurs’ ‘Goal Theory’) to teach the students the importance the students in the same groups
 Poetry Techniques of self-improvement rather than ‘performance goals’ which have students become for activities such as this has also
mind maps dethatched from lessons when their results are not what they were expecting. (Deemer, yielded positive results and has
 Haiku poems 2004, pp. 5) This strategy posits that the dimensions of task, authority, recognition, resulted in little behaviour
grouping, evaluation and time are tools that all attribute to how a student responds to management interventions. As
classwork and feedback. For example, I allowed the students to establish a sense of suggested by my mentor teacher,
personal control over their own writing and academic priorities by having them analyse some work samples will have to
the Haiku example. 3.1 Establish challenging learning goals 3.3 Use teaching be shown to guide students in the
strategies, 3.4 Select and use resources 4.2 Manage classroom activities expectations of the poetic devices
that they are to use within their
One of the pedagogical theories evident throughout this lesson is constructivism (De own poems for the assignment.
Nobile & Arthur-Kelly, 2017). Leading up to this lesson, I made sure that the
collaborative activities (such as Jigsaw tasks) throughout the 5 weeks I have taught 7H
had students in permanent grouping arrangements as to allow them to establish familiarity
with their group members. This sense of relationship can be very important for students
who finds positive reinforcements through their fellow peers to improve for both the
group and individual academic achievement (Johnson & Johnson, 1994; Deemer, 2004).
This was further underpinned through self-determination theory as attitudes of the
students within the lesson initiated ‘autonomous motivation’ as opposed to ‘controlled
motivation’ (Annelies & Tammy (2015, p. 406). Furthermore, this student-centred
36
learning environment allowed for authentic and innovative ideas to be formed by the
students who linked their Haiku poems to world issues and ideas. 1.2 Understand how
students learn 1.5 Differentiate teaching to meet specific learning needs of students
across a full range of abilities 3.6 Evaluate and improve teaching programs
The strategies implemented within this lesson was seen through the structures of Social
and Emotional Learning (SEL) which work to improve both a student’s academic
standards and their ethical behaviours. In this lesson, students responded positively to the
class work. To accomplish effective class setting, I used SEL’s idea of peer culture and
social interactions to direct the attitudes of the student to responsibly negotiate amongst
themselves/educators (Zins, et al, 2007). 3.3 Use teaching strategies, 3.5 Use effective
classroom communication, 4.4 Maintain student safety

37
Summary of Impact
Completed by Pre-service
Teacher
Date: 04 / 06 / 2021
Case Study Participants (Focus students)
Student 1: Emergent Learner
Student 2: Standard Learner
Student 3: Advanced Learner
Discussion Link to Graduate Teacher

Standards
Provide a summary of impact on the learning of the three Case Study Participants Standard 1: Know students
and how they learn –
All three students displayed significant improvement throughout my time with them. (1.1, 1.2, 1.3, 1.4, 1.5, 1.6)
This is demonstrated through formative assessments, marking their improvement from
the pre-diagnostic task given to them during my first lesson with 7H. Standard 2: Know the content
and how to teach it –
STUDENT 1: (2.1, 2.2, 2.3, 2.4, 2.5)
Student 1 responded well to activities and displayed positive attitudes. This student Standard 3: Plan for and
progressed throughout the five weeks I taught her, demonstrating confidence in implement effective teaching
contributing to the class. In my first lesson with Student 1, the pre-diagnostic assessment and learning –
(appendix 2) allowed me to identify that her prior knowledge pertaining to poetry was (3.1, 3.2, 3.3, 3.4, 3.5)
low, including poem structure, techniques and themes. Differentiated activities thus
enabled this student to understand the content and challenge her academic capabilities. It Standard 4: Create and
was when Student 1 could follow along with the information that she was motivated to maintain supportive and safe
participate in whole class discussions. Furthermore, when shown how to complete a task learning environments –
(through explicit instruction and scaffolded modelling), this student was able to (4.1, 4.2, 4.3, 4.4)
demonstrate academic growth by the end of my practicum. This student, however, did
demonstrate her understanding better through verbal explanations and group dialogue as Standard 5: Assess, provide
opposed to written work. feedback and report on student
learning –
In lesson 1 (appendix 3) this student was able to effectively follow class discussions. (5.1, 5.2, 5.3, 5.4, 5.5)
However, she did not attempt any of the activities until prompted by the class answers
and would not contribute any ideas (even when called upon). This is reflected in the
booklet technique example activity, nursery-rhyme annotation and exit ticket checkpoint
where her answers were either found within her workbook (no original ideas) or restated
definitions of the technique without providing a sentence example.
After dedicating a week to teaching 7H how to identify techniques within a poem, lesson
3 showcased student 1’s ability to highlight imagery devices within the text ‘The Raven’
and also make comparative judgements based off another visual text (appendix 4). She
was also able to understand one of the more difficult imagery techniques being
personification and could explain why the poet used it within the text. Having her work
with Student 3 to complete activities also helped her to stay motivated and not get
distracted by her usual social group.
The collaborative Haiku writing activity from lesson 3 (appendix 5) showcases this
students’ ability to construct a poem around a theme. I received verbal confirmation
throughout the lesson that student 1 contributed to both the writing process and also
understood the more complex techniques which Student 3 used.
STUDENT 2:
Student 2 demonstrated significant growth throughout these three lessons. At the

beginning of my professional placement, this student demonstrated reserved attitudes
towards class work and group discussions, only participating when prompted. I noticed
from the pre-diagnostic assessment (appendix 2) that student 2 needed more guidance in
38
understanding what the task was, and lessons in the first week demonstrated his low self-
esteem in attempting work he could not comprehend. As student 2 was a Refugee
student (EAL/D), he often expressed his discomfort and low-self-esteem in his English
skills. However, after careful consideration as to class groupings and activities, this
student would actively participate and contribute to the class and also seek out further
feedback on work. This student further benefited from activities which incorporated both
individual and group components, encouraging him to analytically engage with the
content and then share their ideas with their peers once he was confident in his answers.
In lesson 1 (appendix 3) this student demonstrated excelled level of understanding. He

was able to both identify complex techniques such as consonance within the annotation
task, and also compose original examples for each of the sound devices. Contribution to
class discussions, however, was lacking as he was too shy to share his answers with the
rest of his peers.
This student did not display any difficulty in understanding imagery techniques in lesson
2 (appendix 4). His ability to complete the Venn Diagram, however, was notable as he
could not verbally explain the difference/similarities between the two texts. His
understanding was thus guided by the group discussions. The homework task Student 2
submitted, however, illustrates his ability to analyse the impact of a technique after he
becomes familiar with the ideas around it.
The collaborative Haiku writing activity from lesson 3 (appendix 5) allowed student 2
to demonstrate his ability to use the techniques he had learnt throughout the last 5 weeks
and collaboratively create a Haiku Poem. Although he had difficulty in understanding
syllables and the Haiku structure, he could contribute ideas to the group such as using
personification to describe a flower.
STUDENT 3:
The learning needs for Student 3 greatly differed from Students 1 and 2. Through my
observations, Student 3 displayed enthusiasm towards class discussions and was always
eager to contribute her in-depth analytical responses in front of her peers. The pre-
diagnostic assessment (appendix 2) further showcases this student’s capacity to use
poetic techniques (such as repetition and rhetorical question). Despite her in class work
demonstrating excelled skill and understanding, this student struggled in high pressure
situations such as exams and presentations. Although undiagnosed, this student had
expressed to me on many occasions that they often felt significant Anxiety during class
examinations. This was evident during the Year 7 NAPLAN Exam where I monitored
this class, seeing Student 3’s nervous disposition compared to her light and confident
nature during normal classroom settings.
In lesson 1 (appendix 3) this student displayed confidence during class discussions and
was often eager to contribute her ideas. Written work demonstrates competence in
identifying techniques and also writing original examples for sound devices. It should be
noted that her verbal contributions exceeded her written work, in that she was able to
highlight on the board techniques such as consonance, assonance and sibilance without
teacher guidance.
For the second lesson, this student continued to show her understanding of textual
themes and could easily identify techniques before guided through class discussions
(appendix 4). I thus instructed Student 3 to attempt a PETAL paragraph for homework
on a text not studied in class, challenging her ability to effectively apply in class
knowledge and information into new contexts.
The collaborative Haiku writing activity from lesson 3 (appendix 5) had Student 3 in a
mixed-ability group mainly to allow her the chance to teach her fellow peers what she
understood. This was effective as she was able to properly guide her peers in
understanding Haiku structures and further allow them to contribute their suggestions to
her initial ideas. This definitely gave her more confidence in her academic abilities.
39
Write a critical reflection on your own classroom teaching practice in terms of the Standard 2: Know the
teaching cycle of planning, teaching and assessing, reflecting on feedback / content and how to teach it
observation/ student data. (2.1, 2.2, 2.3)
I commenced this practicum with the intentions of understanding the classroom cultures
Standard 3: Plan for and
and develop the strategies which I will employ within my own lessons. My mentor
teacher suggested that in my first week, rather than only observing, I should be team
implement effective
teaching and assisting in their lessons. This enabled me to better prepare for my lessons teaching and learning
with the students in the following week, as we all got to familiarise ourselves and (3.1, 3.2, 3.5, 3.6)
understand the learning and classroom behavioural expectations.
Standard 4: Create and
During the first week of my final practicum before I officially began to teach 7H, I maintain supportive and
began to formulate strategies which would best resonate with the students based off my safe learning environments
initial observations. I wanted to both challenge my pedagogical practice and to provide (4.1, 4.2, 4.3, 4.4)
meaningful learning experiences for the students. Although this already was one of my
main goals, my mentor teachers were vocal about being prepared for behavioural Standard 5: Assess,
management issues to often arise throughout the class and intervene with the intended
provide feedback and report
lesson sequence. They hence advised me to plan each activity with consideration to the
time that behavioural management would take away from the initial lesson plan and to on student learning
also allow considerable time before each instruction to allow students to properly (5.1, 5.2, 5.3, 5.4, 5.5)
understand the task.
Standard 6: Engage in
I would often seek guidance from my mentor teachers and also other English faculty professional learning
members to evaluate/enhance my current pedagogical strategies. My first professional (6.1.1, 6.2.1, 6.3.1, 6.4.1)
goal was to increase student motivation and self-efficacy through creative lesson
activities. These activities were thus informed by research that would entail classroom
organisation, content selection and higher-order thinking strategies. Furthermore,
although it was not stated in my initial four goals, providing effective feedback to the
students was something I became more determined to develop as my practicum
progressed. I would do this both verbally in class and/or provide comments to student
work via Google Classroom. This often-allowed students to understand their own
academic learning needs and thus display motivation within class to demonstrate their
understanding.
Reflecting on my own practice was also essential to how I would approach future
lessons. Before each class, my mentor teachers would discuss the learning intensions
and success criteria which had to be achieved. He would further provide me with
strategies which would aid me in accomplishing this. After the lesson, the teacher would
also provide me with constructive criticism on what areas I could improve upon which I
would try and rectify by the next lesson.
After every lesson, it was fundamental that I assess student data and identify what
strategies did and did not work effectively. Although I planned lessons well in advanced,
many components of the activities such as resources and PowerPoint presentations were
adjusted fairly close to the teaching date. This was to accommodate for both emerging
and extension students who I observed to either need more assistance or be given more
challenging stimulated work. It was thus also essential that I took the time after each
lesson to properly evaluate student data and track what differentiated strategies
resonated the best with the students. For example, in my first week of teaching, I noticed
that differentiation was not simply accomplished through the amount of work taken
away or added, but instead elicit the visual and cognitive capacities of the student
through adjustments of wording, formatting and exemplars. Differentiation was also
seen through inclusive and safe teaching practices. For example, I found that students
responded to well to scaffolded modelling of annotated poems done as a class. This
allowed for students to all receive the same assistance without academically
discriminating any individual student.
Although I have come to the end of my professional practice, I hope to continue

developing my pedagogical strategies. After each lesson, I reflected on my ability as an
educator to create positive and safe learning environments for the students. This entailed
accommodating for diverse learners and becoming a role model through inclusive
dialogue. In accordance with my professional goals of managing classroom behaviour
40
and building student-teacher rapport, I always ensured that the classroom culture was
welcoming, enabling both social and academic excellence to take place.
From your critical reflection, what future professional learning would you Standard 6: Engage in
undertake to improve your teaching practice. professional learning
(6.1.1, 6.2.1, 6.3.1, 6.4.1)
Although Music is my first key learning area, my final professional teaching experience
allowed me the opportunity to develop as a confident English teacher. I do present a
Standard 7: Engage
passion for teaching Music as I have spent most my life within this field, however, with
more experience and willingness to enhance my pedagogical practices, I believe that my
professionally with
classroom organisation and skills as a English teacher will also grow. With the colleagues, parents/carers
commencement of this practical, there are still many innovative teaching strategies and the community
which I did not have the chance to experiment with. In saying this, I now have my whole (7.1.1, 7.2.1, 7.4.1)
teaching career to reach beyond my abilities and strive to enhance both my skills as a
professional teacher and also the learning experience of my future students.
My first step into my professional career will be to join the English Teachers
Association as to connect with more experienced and knowledgeable educators. This
engagement/interaction with the wider teaching community and fellow colleagues is
fundamental as they can provide meaningful advice as to how to close the gaps within
my current educational methods.
Progressing forward, I hope to continue my educational teaching journey by

continuously integrating evidence-based learning strategies into my classrooms that will
broaden the opportunities to both myself and my students. This will include
continuously updating my learning goals yearly and reflecting on how I can meet these
goals utilising the Professional Teaching Standards and Quality Teaching models.
Most importantly, I aim to challenge my own teaching capabilities by contributing to

unit of works, assessments and classroom resources which will aid both my students and
my future colleagues. I hope to inspire students to strove for academic excellence and
become a hard-working role model for them to follow.
41
References:
ACARA. (2020). Bossley Park High School MY Schools. https://www.myschool.edu.au/school/41609
Annelies Raes, & Tammy Schellens. (2015). Unraveling the motivational effects and challenges of web-based
collaborative inquiry learning across different groups of learners. Educational Technology Research
and Development, 63(3), 405-430.
Australian Bureau of Statistics. (2016). 2016 Census QuickStats. Australian Bureau of Statistics:
https://quickstats.censusdata.abs.gov.au/census_services/getproduct/census/2016/quickstat/SSC10515#
:~:text=People%20%E2%80%94%20demographics%20%26%20education&text=In%20the
%202016%20Census%2C%20there,up%200.8%25%20of%20the%20population.&text=The
%20median%20age%20of%20people,State%20Suburbs)%20was%2039%20years.
Bruce, Bertram C, & Casey, Leo. (2012). The Practice of Inquiry: A Pedagogical ‘Sweet Spot’ for Digital
Literacy? Computers in the Schools, 29(1-2), 191-206.
Deemer, S. (2004). USING ACHIEVEMENT GOAL THEORY TO TRANSLATE PSYCHOLOGICAL

PRINCIPLES INTO PRACTICE IN THE SECONDARY CLASSROOM. American Secondary
Education, 32(3), 4-15.
De Nobile, J., Lyons, G., & Arthur-Kelly, M. (2017). Positive learning environments: creating and
maintaining productive classrooms. Cengage AU.
Department of Education and Training. (2017). High Impact Teaching Strategies: Excellence
in Teaching and Learning (pp. 3-28).
Eun, B. (2019). The zone of proximal development as an overarching concept: A framework for synthesizing
Vygotsky’s theories. Educational Philosophy and Theory, 51(1), 18-30.
Fisher, D., Frey, Nancy, & Gale virtual reference library. (2008). Better learning through structured teaching:
A framework for the gradual release of responsibility (Ebook Central). Alexandria, Va.: Association
for Supervision and Curriculum Development.
42
Geelan, D., Christie, P., Mills, M., Keddie, A., Renshaw, P., & Monk, S. (2015). Lessons from Alison: a
narrative study of differentiation in classroom teaching. International Journal of Pedagogies and
Learning, 10(1), 13-23.
Naderi, H., Baezzat, F., & Motaghedifard, M. (2015). Effectiveness of quality education based on
Glasser's choice theory on the student's academic self-efficacy. European Journal of
Psychology & Educational Studies, 2(2), European Journal of Psychology & Educational
Studies, Apr-Jun 2015, Vol.2(2).
Shing, Yee Lee, & Brod, Garvin. (2016). Effects of prior knowledge on memory: Implications for
education. Mind, Brain and Education, 10(3), 153-161.
Soleimani, H., & Kheiri, S. (2016). An Evaluation of TEFL Postgraduates' Testing Classroom Activities and
Assignments Based on Bloom's Revised Taxonomy. Theory and Practice in Language Studies, 6(4),
861-869.
Toit, E. (2012). Constructive feedback as a learning tool to enhance students' self-regulation and performance
in higher education. Perspectives in Education, 30(2), 32-40,96.
Tomlinson, C. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms.
Zins, J., Bloodworth, M., Weissberg, R., & Walberg, H. (2007). The Scientific Base Linking Social and
Emotional Learning to School Success. Journal of Educational and Psychological Consultation, 17(2-
3), 191-210.
43
Supporting
Appendices
Appendix Caregivers’ consent forms:
1
Appendix Pre-Diagnostic Assessment

2  After having a discussion about what poetry is, students were asked to write
one about themselves
STUDENT 1:
44
STUDENT 2:
STUDENT 3:
Appendix Lesson 1 evidence of learning and teaching activities

3  Poetic Sound Devices Booklets & Exit ticket
STUDENT 1:
45
STUDENT 2:
46
STUDENT 3:
47
4  Identify Imagery Techniques activity
 ‘The Raven’ Venn Diagram
 PETAL Paragraphs
STUDENT 1:
48
STUDENT 2:
49
STUDENT 3
50
5  Haiku poem
51
52
Appendix Final Professional Experience Report
6
53
Appendix Professional Experience Time Sheet
7
54
55
56

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WSU Teaching Performance Assessment (WSU_TPA)

School of Education: Master of Teaching (Secondary)

Student Name: Joanne Zeaiter

Name of School: Bossley Park High School  Situational Analysis

Strategies: Date: 18/05/2021

Strategies: Date: 18/05/2021

Strategies: Date: 18/05/2021

Strategies: Date: 18/05/2021

Learning Intention: Outcome(s) Content:

Time Teaching strategies Learning strategies Grouping Space Resources

Utilising modelled scaffolds, effective modification for emerging students is evident.

1) A review of last lesson’s work at the commencement of the lesson, formative

High Impact Teaching Strategies

Adapted from Cambridge Park HS

Agreed focus area(s) Pre-service Teacher Name: Joanne Zeaiter

Post Lesson Discussion 1

Piece of Evidence Reflection & Connections Next Steps and Suggested

High Impact Teaching Strategies Achieved

Setting Goals Structuring Lessons

Learning Intention: Outcome(s) Content:

Time Teaching strategies Learning strategies Grouping Space Resources

Utilising modelled scaffolds, effective modification for emerging students is evident.

1) Higher order thinking and critical thinking

High Impact Teaching Strategies

Piece of Evidence Reflection & Connections Next Steps and Suggested

According to Vygotsky’s (1978) Zone of Proximal Development theory, improving

High Impact Teaching Strategies Achieved

Setting Goals Structuring Lessons

Curriculum: English Class Year 7, Stage 4 Teacher: Joanne Zeaiter

Learning Intention: Outcome(s) Content:

Time Teaching strategies Learning strategies Grouping Space Resources

Modification (student 1) is evident within activity 1 as answers will be discussed as a

Furthermore, activity 3 and 4 requires students to work in collaborative groups. Hence,

1) Lesson structure checklist

High Impact Teaching Strategies

Adapted from Cambridge Park HS

Agreed focus area(s) Pre-service Teacher Name: Joanne Zeaiter

Adapted from Cambridge Park HS

Piece of Evidence Reflection & Connections Next Steps and Suggested

High Impact Teaching Strategies Achieved

Setting Goals Structuring Lessons

Discussion Link to Graduate Teacher

Student 2 demonstrated significant growth throughout these three lessons. At the

In lesson 1 (appendix 3) this student demonstrated excelled level of understanding. He

Although I have come to the end of my professional practice, I hope to continue

Progressing forward, I hope to continue my educational teaching journey by

Most importantly, I aim to challenge my own teaching capabilities by contributing to

ACARA. (2020). Bossley Park High School MY Schools. https://www.myschool.edu.au/school/41609

Deemer, S. (2004). USING ACHIEVEMENT GOAL THEORY TO TRANSLATE PSYCHOLOGICAL

Tomlinson, C. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms.

Appendix Pre-Diagnostic Assessment

Appendix Lesson 1 evidence of learning and teaching activities

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