Aleksandra Pavlovic

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English 1A lesson plan

Lesson 1

LESSON: Poetry STAGE: 4

Lesson outcome:
Outcome 8: identifies, considers and appreciates cultural expression in texts

Students:
Engage personally with texts

 Consider the ways culture and personal experience position readers and viewers and influence responses to and
composition of texts
 Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may
reflect or challenge the values of individuals and groups

Time Organisation Teaching/learning activities

10 minutes Roll and seating Mark the roll and ensure all students sit in their seats efficiently
Lesson outline Describe the lesson outline and what is expected

 Introduce what the lesson will be about = poetry

 Tell students what will be covered in this lesson = priming > for students who
have learning difficulties/disabilities e.g. students with autism

Differentiation: write on the board the sequence of the lesson (rub out what has been
done as lesson moves forward)

5 minutes Activity 1: brainstorm Brainstorming activity with the class about slam poetry
(formative A pre-test to make a connection to prior learning and have an idea of student
assessment) understanding/knowledge

Differentiation: students who have learning difficulties have a visual understanding

with common themes on poetry
10 minutes YouTube video: Luka Plan A: Luka Lesson – ‘Please Resist Me’ (2 minutes, 51 seconds = allow a few
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Lesson minutes to set up, therefore 3 minutes)

YouTube video: https://www.youtube.com/watch?v=D-HED2UXwbw

Class discussion

Some example questions:

Did you like it?
Did you understand it?
What challenges may some cultures in Australia face?
What is Luka Lesson talking about? /What is Luka Lesson’s message?
What themes were found?
E.g. some themes: power, pain, racial discrimination, discrimination,

Differentiation: replay the video again for students who may need to hear it again

 Allow students to listen to the video on their smart devices, e.g. phone, laptop,
tablet etc. (using headphones) if they have access to one

Plan B: written version of ‘Please Resist Me’ = can be used for students with learning
difficulties, as well to see a visual version

10 minutes Activity 3: paragraph Split class into 5/6 groups depending on class size and how many themes students’
(formative have come up with
assessment)
Students will complete a paragraph with their group and talk about the themes in
Luka Lesson’s ‘Please Resist Me’.

Differentiation: students who have learning difficulties = ask them to write 2-3
sentences about the theme

Each theme will be written on a piece of paper and picked out of a hat = that is the
theme each group will write about
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 Each group will focus on one theme and write one paragraph discussing how
their particular theme is conveyed in ‘Please Resist Me’ by Luka Lesson

15 minutes Activity 4: share with Once all groups complete the paragraph, each group will present to the class what
the class and upload theme they picked and how it is conveyed in the poem
to Google documents
 After each group, students will have time to have a small discussion for further
knowledge about the theme and also have the chance to ask questions to
their fellow peers

After all groups have presented one person from each group is to upload their
paragraph onto a shared Google document with the class = ICT

 This allows all students to have access to the paragraphs each group has
written
 Gives students an idea of themes that are evident in poetry
 Allows students to consider other people’s point of views
 Allows students to reflect on challenges some cultures/individuals/groups may
face

5 minutes Preparation for next Describe the lesson outline for the next lesson = another slam poetry from a different
lesson: describe the point of view
lesson outline
Indigenous culture/point of view

*Allows students who have learning difficulties to prepare and understand for the
next lesson
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5 minutes Debrief: student Ask students to share with the person next to them a few things they have learnt in
feedback todays lesson

End of class  Report back in front of the class what the person next to them has said

Ask students if there are any further questions they would like to ask and answer
them

Allow students to pack belongings

End of lesson
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Lesson 2

LESSON: Poetry STAGE: 4

Lesson outcome:
Outcome 8: identifies, considers and appreciates cultural expression in texts

Students:
Develop and apply contextual knowledge

 Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may
reflect or challenge the values of individuals and groups
 Identify and explain cultural expressions in texts, including those about gender, ethnicity, religion, youth, age, sexuality,
disability and social class

Respond to and compose texts:

 Explore the interconnectedness of Country and Place, People, Identity and Culture in texts significant those by Aboriginal
and Torres Strait Islander authors

Time Organisation Teaching/learning activities

10 minutes Roll and seating Mark the roll and ensure all students sit in their seats efficiently
Lesson outline Describe the lesson outline and what is expected

 Introduce what the lesson will be about = poetry = Indigenous point of view
 Tell students what will be covered in this lesson = priming > for students who have
learning difficulties/disabilities e.g. students with autism

Differentiation: write on the board the sequence of the lesson (rub out what has been done
as lesson moves forward) = students with learning difficulties

5 minutes Previous lesson Remind students what was accomplished last lesson:
 Brainstorm for poetry and slam poetry
 Themes found in poetry
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 Cultural challenges
10 minutes YouTube video: Plan A: Introduce another poem called ‘Hate He Said’, performed by Indigenous poet,
Steven Oliver Steven Oliver
https://www.youtube.com/watch?v=xurO_YulJ4c
Activity 1: Brainstorm >
turn to mind map in Using post it notes, students will write down the first things they think of after hearing
categories using post it Steven Oliver’s ‘Hate He Said’.
notes  Students will stick post it notes onto the board so everyone can see what was written
Differentiation: students with learning difficulties will have a visual learning experience

Once post it notes are stuck on the board, place all notes to one side and separate the
board into three columns: theme, technique, cultural references/context
 Ask students where they think each post it note goes into
 Ask, “Why does this go into the theme/literary/poetic device (technique)/cultural
column?”

*Mind map is then used to stick onto classroom wall for any future lessons

Use post it notes as a guide for next activity

Differentiation: replay ‘Hate he Said’ again for students with learning difficulties = this may
even help all students who need a refresh of the poem

 Allow students to listen to the video on their smart devices, e.g. phone, laptop, tablet
etc. (using headphones) if they have access to one

Plan B: written version of ‘Hate He Said’ = can be used for students with learning
difficulties, as well to see a visual version

15 minutes Activity 2: Socratic Explain to students what a Socratic Circle is = engaging students in discussion about
circle (formative Indigenous culture and context
assessment)
 Divide the class into 3 groups of 10
 Each group will made 2 circles, one circle will be the inner circle, the other will be the
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outer circle of the inner circle

 All groups will be answering/responding to the same question that is given
“Identify and explain cultural expression in Steven Oliver’s slam poetry.”
(Write the question on the board, above post it notes)
 Allow a few minutes to warm up if needed
 The inner circle will start the discussion respond first, while the outer circle is
expected to listen without interrupting
 There will be one leader (leader can be a student who has a learning difficulty,
therefore they have already said something, but not initially answer the question if
they are not confident enough to do so) in the inner circle at all times who will initiate
the discussion. The will also be able to discuss ideas.
 The outer circle is allowed to take notes on what the inner circle group have said
 Keep a timer on for each discussion = e.g. 3 minutes each circle = numeracy
 Once time is up, inner circle becomes the outer circle and the outer circle becomes
the inner
 The new inner circle now has a chance to respond while the new outer circle must
listen and take notes

Switches between inner and outer circle can happen as many times as long as students
have shared ideas

The notes that have been taken by each student will help students for the next activity

Differentiation: decrease time if needed for students with learning difficulties to share their
idea = numeracy

Differentiation: strategically split group according to learning difficulties and/or gifted and
talented students = time frame may change for either
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5 minutes Activity 3: Class Discuss with the class what was shared in each group
discussion
Tick off any words that are on the board (post it notes) when mentioned in the class
discussion

10 minutes Activity 4: paragraph Write a response to the Socratic Circle statement (one paragraph)
responding to the “Identify and explain cultural expression in Steven Oliver’s slam poetry.”
question (formative
assessment)  Each student to write one paragraph
 Write about what was said in the Socratic Circle
*Replay ‘Hate He Said’  Students can use the notes they have written
 Write the first part of the first sentence for the class = e.g. Steven Oliver identifies
and explains cultural expression…” or the first sentence “Cultural expression is found
in Steven Oliver’s ‘Hate He Said’ in many different ways.”
 Once students have completed the paragraph, students must share their paragraph
to teacher’s Google documents (only teacher can see) = ICT

Differentiation: gifted and talented students = ask for a second paragraph or give students
another questions e.g. “Explore the interconnectedness of country and place, people,
identity and culture in ‘Hate He Said.”

Differentiation: replay ‘Hate he Said’ again for students with learning difficulties = this may
even help all students who need a refresh of the poem

 Allow students to listen to the video on their smart devices, e.g. phone, laptop, tablet
etc. (using headphones) if they have access to one

Differentiation: students with learning difficulties = pair with another student to help with
transition of activity

*Take off post it notes from the board

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5 minutes Debrief: student Debrief the lesson

feedback
Explain what will be happening next lesson (another form of poetry) = good for students
Exist slips with learning difficulties

End of class Ask students to grab a small piece of paper and write down what they liked and did not like
within the lesson.

 Once it’s been written, students to place piece of paper into the envelope when
exiting the classroom.

Allow students to pack their belongings

End of lesson

Lesson 3

LESSON: Poetry STAGE: 4

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Lesson outcome:
Outcome 8: identifies, considers and appreciates cultural expression in texts

Students:
Develop and apply contextual knowledge

 Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may
reflect or challenge the values of individuals and groups

Develop and apply contextual knowledge

 Investigate texts about cultural experiences from different sources, e.g. texts from Asia and texts by Asian Australians, and
explore different viewpoints

Time Organisation Teaching/learning activities

10 minutes Roll and seating Mark the roll and ensure all students sit in their seats efficiently
Lesson outline Describe the lesson outline and what is expected

 Introduce what the lesson will be about = poetry

 Tell students what will be covered in this lesson = priming > for students who
have learning difficulties/disabilities e.g. students with autism

Differentiation: write on the board the sequence of the lesson (rub out what has
been done as lesson moves forward)

5 minutes Introduction to topic: Brainstorming activity with the class about Asian history in Australia
Asian culture and
Asian Australians = We will be doing a poem today about
context Mention:
Activity 1: brainstorm  Assimilation
 Yellow Peril

15 minutes Activity 1: two poems
written by Yu Ouyang
’13 [they call me the
angry chinese]’ =
students mixed with
gifted and talented but
who do not have
learning difficulties
‘1 [our civilization is too
long and tortuous]’ =
students with learning
difficulties
’76 [he told me that
he’d go back as soon
as he got his
citizenship]’ = students
who are gifted and
talented
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A pre-test to make a connection to prior learning and have an idea of student
understanding/knowledge
Differentiation: students who have learning difficulties have a visual way to learn
about Asian history in Australia
Familiarise students with context for the poems
Hand out a sheet with both poems printed out on them
Differentiation: printed out sheet will help students with learning difficulties to write
on them and to have a visual look of the poem
 Students will be able to hear the poem if they cannot read as well = easier
for students with learning difficulties
Read aloud ’13 [they call me the angry chinese]’ with students
Ask students what they thought about the poem
 First thoughts
 Themes = e.g. isolation
 Unpack the poem = literary/poetic devices, language etc.> e.g. identity,
suffering
 What they think it’s about
 Connect with the brainstorm activity that was made at the start of the lesson
Read aloud 1 [our civilization is too long and tortuous]
Ask students what they thought about the poem
 First thoughts
 Themes = e.g. isolation
 Unpack the poem = literary/poetic devices, language etc. > e.g. identity
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 What they think it’s about

 Connect with the brainstorm activity that was made at the start of the lesson

Read aloud ’76 [he told me that he’d go back as soon as he got his citizenship’

Ask students what they thought about the poem

 First thoughts
 Themes = e.g. isolation, illusion of power
 Unpack the poem = literary/poetic devices, language etc. > e.g. literary
devices
 What they think it’s about
 Connect with the brainstorm activity that was made at the start of the lesson

Plan B: give students the choice of what poem they would like to write about =
student centered approach to learning

10 minutes Activity 2: paragraph Strategically give students a particular poem to write a paragraph
(formative
assessment) Paragraph should roughly be 15 lines and should include:

 Theme
 Literary/poetic devices
 Language
 Tone
 Mood

(Not all has to be included, 2 or more at least)

Differentiation: students with learning difficulties can write up to 10 lines

Differentiation: students who are gifted and talented can start the second paragraph
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15 minutes Activity 3: Essay Students will now have time to write an essay about the difference in perspective of
(summative each form of poetry
assessment)
Essay question: Using Luka Lesson’s, Steven Oliver’s and Yu Ouyang’s poems,
Students to use compare and contrast their ideas and viewpoints of being an Australian
paragraphs/responses
from previous lessons Students must include:
to make up a few of  The perspectives of Luka Lesson, Steven Oliver and Yu Ouyang
the paragraphs in the  Literary/poetic devices
essay
 Themes

A very brief discussion on essay structure = what is an introduction, body,

conclusion? > Students should have prior knowledge of this from previous lessons

Differentiation: Write examples of the first sentence of an introduction on the board

for students who have difficulty to start = this may even help students who do not
have a learning difficulty

*Prior paragraphs written in other lessons can be used in this essay

*Replay Luka Lesson’s ‘Please Resist Me’ and Steven Oliver’s ‘Hate He Said’

Differentiation: allow students with learning difficulties to listen to the video on their
smart devices, e.g. phone, laptop, tablet etc. (using headphones) if they have
access to one = this may even help students who do not have learning difficulties

Students will most likely not finish this essay therefore it can be sent to teacher via
Google documents by the end of the school week = ICT
5 minutes Debrief: student Explain what will be happening in the next lesson
feedback
Ask students what are some key words/concepts that were covered in todays
End of class lesson and discuss them
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Allow students to pack their belongings

End of lesson

Appendix/Resources

Lesson 1:
YouTube video: Luka Lesson – ‘Please Resist Me’

https://www.youtube.com/watch?v=D-HED2UXwbw
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Written version sheet:

Luka Lesson – Please Resist Me

Please resist me
Colonise me, compromise me, conflict me
Please don’t risk me
If you see me at the airport
please come and frisk me
Please resist me
Colonise me, compromise me and conflict me
Please don’t risk me
Please call me stupid
Because your resistance brings our evolution
Please resist me
Call me a ‘wog’
It’s brought us so close together I could call me a squad
Please resist me
Lock me in solitary confinement
I’ll close my eyes and admire the quality of the silence
I’ll write rhymes in my mind honestly and define them
Solidly redefine and memorise them
Until like a diamond
when I come out
I’ll be better than when I arrived in
Please resist me
Keep me under the thumb
Keep me down trodden
Keep me under the gun
Keep me working harder under thunder and sun
Son, haven’t you heard? I’m becoming a gun
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Please resist me
Because resistance brings evolution
and you’ve resisted me consistently I thank you for your contribution
I’m a happy man
Your stupidity has made me strong
I’ve developed wings, a thick skin and this here opposable thumb
It holds my pen which loads my explodable tongue
So without loading a gun I’m killing high quotas of unemotional…
punks
Sorry – you also taught me to speak French
I learnt it when you kept keeping me at arms-length
And then I learnt Italian just to expand my head
And Greek to learn from where my ancestors had fled
And then I learnt some Yanyuwa just to show the people of this land some respect
You see it’s been your example that has led me to leave you for dead
So don’t trust me
I’m risky
Insurmountable, unaccountable
I’m an undeniable, unreliable, maniacal liability
I fire soliloquies and my liturgies literally leave a literary litany
You see
When I was little
They told me I was illegitimate, illiterate and limited
Little did they know that in a minute I’d be killing it
I’m vivid like in cinemas so my synonym is vividness
I stick it like I’m cinnamon and kill it like a militant
I live it like a citizen – you live a life like imprisonment
Besides Indigenous
immigrant might be the most legitimate of citizens
So it’s better to live a life like us…
Isn’t it?
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Lesson 2:
YouTube video: Steven Oliver – ‘Hate He Said’

https://www.youtube.com/watch?v=xurO_YulJ4c

Written version sheet:

Hate, he said was in my heart

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Hate, he said tore us apart

Hate, he said to let it go
Hate, he said but he did not know
That what I had inside of me
Was a sadness born of empathy
That because I did not celebrate
It did not mean I was full of hate
I asked him to just try and see
Through my eyes the tragedy
Of dispossession, of pain, of hurt
Of the red of blood that stained this earth
I mourn for all the lives that were lost
I mourn for what this country cost
I mourn for how we came to be
For the end does not justify the means
It’s in the past he said, move on
Why mourn for something so long gone?
I looked at him and came to say,
Do you think we should forget about ANZAC day?
It’s not the same was his retort
I said wait a minute, give it some thought
People died while fighting for their land
Defending it from a foreign hand
Make no mistake there was a war
That had been fought on these very shores
A war that didn’t always discriminate
Where the elderly or infants could meet the same fate
As those who fought to protect them so
And that’s why we should never let go
Never forget what price was paid
For us to live as we do today
He looked at me quite seriously
Said he celebrates because we’re free
He celebrates our democracy
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And everything great in this country

I said, that’s fine, I get that, it’s clear
Just please don’t forget how we got here
Just take a moment to think it through
What price was paid for me and you
To live in this country as we do
Don’t take for granted the sacrifice
Both of land and of life
We need to remember those who died
Not let their legacy be swept aside
You got an apology, he said
It talked about loss and mentioned the dead
What more do you want? He asked of me,
And so I replied in the hope he would see
We have a day for Australia, the Queen
For New Years and Christmas and all those between
Like Labour and Easter, the ANZAC Parade
And just what the hell is Boxing Day?
There’s even a day that we have for the Shows
But nothing that speaks of my people’s woes
A national day to acknowledge the cause
To acknowledge all that has happened before
And I don’t mean NAIDOC I mean something more
Where the whole nation stops, like it does for a horse!
A day, is that too much to ask?
To remind us, don’t ignore the past
He processed my words and looked at the ground
We both sat in silence, then there was a sound
A sound that seemed like heaven to me
A sound of two words that said, I agree!
We talked some more as the day came to end
And despite our differences I’d made a new friend
He understood as the day came to night
That I needed some things in this country made right
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And because I did not celebrate

It did not mean I was full of hate.

Post it notes

Exit slip:

Lesson 3:
Sheet of the 3 Yu Ouyang poems

13 [they call me the angry chinese]

https://www.poetrylibrary.edu.au/poets/ouyang-yu/13-they-call-me-the-angry-chinese-0651014
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1 [our civilization is too long and tortuous]

https://www.poetrylibrary.edu.au/poets/ouyang-yu/1-our-civilization-is-too-long-and-tortuous-0651002
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76 [he told me that he’d go back as soon as he got his citizenship]

https://www.poetrylibrary.edu.au/poets/ouyang-yu/76-he-told-me-that-he-d-go-back-as-soon-as-he-got-his-citizenship-0651077
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Rationale

The three lessons were designed for a class, which included students with different learning abilities. The lessons are based half

way through the poetry unit and focuses on poetry from different perspectives of Australian poets. The three lessons connect with

the English Syllabus because it allows students to explore ideas and viewpoints from historical, social and cultural contexts, which

may reflect or challenge the values of individuals and groups. This is achieved by how the poems are expressed by the poet. The

lessons include a range of activities to help those who are gifted and talented, as well as those who have learning difficulties. The

lessons are structured in this way because teachers must organise their lessons in accordance to a students’ learning style and

“acknowledge individual differences” (Dunn et al., 2010).

At the start of each lesson, an outline of how the lesson will pan out is described to the class, but also written on the board. This is

an example of priming. Priming is used for students who have learning difficulties, such as autism. Most students who have autism

have structure in their day, which means they have specific times for specific activities. To help structure lessons, priming is

needed. According to the Texas Statewide Leadership For Autism (2013) priming “is most effective when it is built into the student’s

routine”. Therefore each lesson has a “visual schedule” of the lesson sequence (Texas Statewide Leadership For Autism, 2013).

In all lessons, a brainstorming pre-test activity is included. Within the classroom, brainstorming ideas and key concepts with

students stimulates their thinking about a particular topic. The purpose of brainstorming is to “generate many ideas without any

attempt to evaluate quality” (Cooper, 1978). This type of activity allows all students to have the opportunity to say something
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without having a right or wrong answer. Students all have different experiences and connections with topics that may be taught in

the classroom, which is why the basic rule for effective brainstorming is that “criticism is ruled out” (Cooper, 1978). This allows the

teacher to examine students’ prior knowledge and understanding; therefore a brainstorming activity acts as a pre-test assessment

for the teacher. A pre-test will allow the teacher to structure their lesson effectively and if needed, can make small changes during

the lesson to cover any concepts that may need to be covered. As a result, it is a way to provide feedback to the teacher and has

the “purpose of learning and encouragement, not for the sae of rating a student’s performance” (Mueller-Joseph, 2007).

In lesson two, the use of a Socratic Circle comes in place to discuss Indigenous culture that is expressed in Steven Oliver’s ‘Hate

He Said’ poem. The use of a Socratic Circle is a student based learning activity where the teacher is “an observer, a helper, guide

but not the purveyor of knowledge” (Delić & Bećirović, 2016). This type of teaching allows students to “regulate their thought” and

“force students’ reasoning and the logical relationship of their existing knowledge and experience” (Delić & Bećirović, 2016). Within

this method there is a role of a discussion leader who starts the discussion with the question. To accommodate to all learning

needs, the lesson plan outlines that the student who has a learning difficulty may be that person due to the lack of confidence they

may experience in answering the topic question. This method of pedagogy was used to have a guided discussion by one question

on Indigenous context, by using the poem as an activator. According to Delić & Bećirović (2016) it also helps students to “critically

reflect on their understanding of a particular issue”.

Another form of differentiation is evident in lesson three. This lesson focuses on a Chinese poet’s perspective on living in Australia.

The teacher provides three different poems to the class and assigns each poem to three different groups. However each poem was
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assigned to specific groups because not all students have the same learning abilities to apply to the notion of the poem. A research

conducted by Lin et al., (2014) suggest that “personalise materials for learners with different personal traits can enhance their

overall ability to solve problems”. Having three different poems, at three different learning levels allows students to achieve the

outcome of the lesson through their own learning style. However, this activity also includes student autonomy to allow students to

choose what poem they fell comfortable in writing about. This gave students the opportunity to gain motivation and “enhance

student involvement” (McCabe & O’Connor, 2013).

During all lessons, a formative assessment is conducted to allow students to gradually move onto the summative assessment. By

allowing students to complete the formative tasks, teachers are able to identify “where the students are in relation to that learning

goal, and what can be done to improve subsequent performance” (Black & Wiliam, & Sadler, as cited in Dixson & Worrel, 2016).

Therefore having the three paragraphs written within each lesson supports the teacher to see how students’ formative assessment

results are organised and identified in the summative assessment. Hence the third lesson is a summative assessment to “capture

what a student has learned” and to be used as a “final assessment of how much learning has taken place” (Dixson & Worrel, 2016).

By the end of lesson three, students should have the body of their essay.

The three lessons plans that are presented in detail to allow any teacher with any key learning area to teach it. It shows different

activities for different learning abilities to see progress from every student. The lessons are sequenced this way to allow students to

gradually get to the end of the outcome sufficiently.

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References

Cooper, S. (1978). Methods of teaching--revisited: Brainstorming. Journal of

Continuing Education in Nursing, 9(6), 16-18.

Delić, H. & Bećirović, S. (2016). Socratic Method as an Approach to Teaching.

Evropejskij Issledovatelʹ, 111(10), 511-517.

Dixson, D., & Worrell, F. (2016). Formative and Summative Assessment in the

Classroom. Theory Into Practice, 55(2), 0-14.

Dunn, R., Craig, M., Favre, L., Markus, D., Pedota, P., Sookdeo, G. & Terry,

B. (2010). No Light at the End of Tunnel Vision: Steps for Improving Lesson Plans. The Clearing House: A Journal of

Educational Strategies, Issues and Ideas, 83(5), 194-206.

Lin, C., Hung, Y., Chang, R., & Hung, S. (2014). Developing a problem

solving learning system to assess the effects of different materials on learning performance and attitudes. Computers &

Education, 77, 50-66.

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McCabe, A., & O'Connor, U. (2013). Student-centred learning: The role

and responsibility of the lecturer. Teaching in Higher Education, 19(4), 1-10.

Mueller-Joseph, L. (2007). Classroom Assessment. Journal of Security

Education, 2(4), 47-53.

Texas Statewide Leadership for Autism. (2013). Retrieved from

https://www.unl.edu/asdnetwork/uploads/featured-articles/Priming.pdf