Forward Planning Document Elisa Cogliandro & Samantha Doughty

Term/Weeks: Term 3, Week 3 Year level: 10 Teaching and Learning area: English
Overarching learning goals:
As a result of this module, students will be able to know: As a result of this module, students will understand: As a result of this module, students will be able to:

How to use range of software to create and publish That paragraphs and images can be arranged for Analyse and evaluate how certain language
their own poetry, combining specific digital and media different purposes, audiences and perspectives features within poetry are used to achieve a
content to achieve this goal stylistic effect

Achievement Standard and ICT Capability:

By the end of Year 10, students evaluate how text structures can be used in innovative ways by different authors. They explain how the choice of language features, images and
vocabulary contributes to the development of individual style. They develop and justify their own interpretations of texts.

They evaluate other interpretations, analysing the evidence used to support them. Students show how the selection of language features can achieve precision and stylistic effect.
They develop their own style by experimenting with language features, stylistic devices, text structures and images. Students create a wide range of texts to articulate complex ideas.
They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.

Information and Communication Technology (ICT) Capability is an important component of the English curriculum. Students use ICT when they interpret and create print, visual and
multimodal texts. They use communication technologies when they conduct research online, and collaborate and communicate with others electronically. In particular, they employ ICT
to access, analyse, modify and create multimodal texts, including through digital publishing. As students interpret and create digital texts, they develop their capability in ICT including
word processing, navigating and following research trails and selecting and evaluating information found online.

Curriculum links
Language
ACELA1567: Understand how paragraphs and images can be
arranged for different purposes, audiences, perspectives
and stylistic effects
Tags: Literacy
ACELA1569: Analyse and evaluate the effectiveness of a
wide range of sentence and clause structures as authors
design and craft texts
Tags: Literacy, Critical and Creative Thinking
Literature
ACELT1643: Compare and evaluate how voice as a literary
device can be used in a range of different types of text such
as poetry to evoke particular emotional responses
Tags: Literacy, Critical and Creative Thinking, Personal and
Social Capability
ACELT1774: Analyse and evaluate text structures and
language features of literary texts and make relevant
thematic and intertextual connections with other texts
Tags: Literacy, Critical and Creative Thinking
Literacy
ACELY1756: Create sustained texts, including texts that
combine specific digital or media content for imaginative,
informative or persuasive purposes that reflect upon
challenging and complex issues
Tags: Literacy, ICT Capability, Critical and Creative Thinking
ACELY1776: Use a range of software, including word
processing programs, confidently, flexibly and imaginatively
to create, edit and publish texts, considering the identified
purpose and the characteristics of the user
Tags: Literacy, ICT Capability, Critical and Creative Thinking

General capabilities
Literacy Numeracy ICT Critical and creative Ethical behaviour Personal and social Intercultural
thinking competence understanding


Lesson Curriculum Links Specific Lesson Objectives
1 ACELA1567: At the beginning of this
Understand how lesson students will be able
paragraphs and images to:
can be arranged for
different purposes, 1. Recall prior knowledge
audiences, perspectives of what constitutes
and stylistic effects. poetry;
As a result of this lesson
students will be able to:
ACELT1643:
Compare and evaluate 2. Describe the literary
how voice as a literary features which
device can be used in a characterise poetry;
range of different types
of text such as poetry 3. Compare and contrast
to evoke particular their opinions of what
emotional responses. poetry is with their
peers, drawing on the
content taught within
the lesson.
Assessment Teaching and Learning Experiences Learner Diversity Resources
(G&T, SWD, EALD,
SAER)
Introduction/Motivation
Diagnostic Activity: Class Discussion using Padlet Students with Autism
Assessment Description: Teacher welcomes class and Spectrum Disorder
Padlet Activity asks them what they believe makes poetry, The Padlet online
poetry? collaboration tool can
Students are asked to write their responses be used to support Link to class Padlet here:
on a class Padlet. Teacher then facilitates children who have https://padlet.com/samant
verbal discussion on student responses to communication hadoughty91/igduamdm5c
compare and contrast the opinions posted. difficulties. There is 6m
Key inquiry question: What makes poetry, evidence to suggest
poetry? that online
collaboration tools can
Lesson Body help students
Activity: Teacher shows class Ted Ed Video overcome face-to-face
on What Makes A PoemA Poem? [5:20 communication
minutes]. barriers, increasing the
Description: Students view the Ted-Ed likelihood of an Kovacs, M. (2017, March
Virtual Lesson on features of poetry. After inclusive classroom 20). What Makes A
viewing the video, students complete the environment. PoemA Poem? [Video
online multiple choice quiz (9 questions) in *AITSL Standard 4; file]. Retrieved from
Formative the Think section, to assess their Kelly, 2000. Available: http://ed.ted.com/lessons/
Assessment understanding of the video. Students are http://www.webmail.t what-makes-a-poem-a-
Online then asked to follow the Dig Deeper links eachingld.net/pdf/teac poem-melissa-kovacs
Multiple and choose three interesting points from hing_how-
Choice Quiz the resources to post on the class Padlet. tos/working_with_web
Key inquiry questions: What are some quests.pdf
literary features associated with poetry?
Would you consider rap lyrics to be poetry? Gifted and Talented
Why or why not? Students
Because the last
Conclusion section of the lesson
Activity: Class Discussion using Padlet body is student-driven
Description: Teacher facilitates class discovery of concepts,
discussion on the three interesting points gifted and talented
that each students has inputted on the children can be Link to class Padlet here:
Padlet. extended and https://padlet.com/samant
Formative Key inquiry question: What are three encouraged to hadoughty91/igduamdm5c
Assessment interesting points you discovered about research more 6m
Padlet Activity poetry? complex and
challenging content.
Lesson Curriculum Links Specific Lesson Objectives
2 ACELA1569: At the beginning of this
Analyse and evaluate lesson students will be able
the effectiveness of a to:
wide range of sentence
and clause structures as 1. Recall what they
authors design and learned in the previous
craft texts lesson about the
general features of
poetry;
As a result of this lesson
students will be able to:
ACELT1774:
2. Match the definitions of
Analyse and evaluate
a six figures of speech
text structures and
(hyperbole, simile,
language features of
metaphor,
literary texts and make
personification,
relevant thematic and
sarcasm and
intertextual
alliteration) with
connections with other
appropriate examples;
texts
3. Create a mind map
using the software
bubbl.us, which
demonstrates their
understanding by
logically organising the
content of the lesson.
Assessment Teaching and Learning Experiences Learner Diversity Resources
(including key inquiry questions) (G&T, SWD, EALD,
SAER)
Introduction/Motivation
Diagnostic Activity: Class Discussion on previous lesson Students with ASD
Assessment and introduction to WebQuest. Students with ASD can
Class Description: Teacher welcomes class and often experience
Discussion asks them what they remember from the feelings of information See links below.
previous lesson (What makes a poem, a overload within
poem? Are song lyrics poetry? Etc.) general education
Teacher then load URL onto projector and classrooms.
models what the steps of the WebQuest WebQuests with clear
that they will be doing, and troubleshoots instructions, where
and issues or confusion. content is broken
Key inquiry question: What did we learn down into manageable
about poetry in our last class? tasks and organised in Snap Language. (2016, June
a sequential way, can 9). Figures of Speech
Lesson Body alleviate this anxiety. [Video file]. Retrieved from
Activity: WebQuest Online delivery also https://www.youtube.com/
Description: Students view two YouTube presents content via a watch?v=3P_XeyPh2XY
Formative videos on figures of speech. They then platform students are
Assessment navigate a series of websites on figures of often already familiar Khan, S. (2016, January 4).
Teacher speech, in order to find definitions and with, an important Figures of Speech [Video
monitoring examples of each literary device. consideration for file]. Retrieved from
student Key inquiry questions: What are some students with ASD who https://www.youtube.com/
WebQuest figures of speech? How do we use them? thrive on familiarity watch?v=GSEmSpTTZ3U
activity What is a simile? Can you give an example? within the classroom.
Links from the Examples
Conclusion G&T Students Section of
Activity: Students create a mind map using WebQuests are YourDictionary.com
bubble.us fantastic learning tools http://examples.yourdictio
Description: Students map the definitions for G&T students. They nary.com/
for each figure of speech, writing down a employ self-directed
definition and a couple of examples for each discovery methods of
(one from the web, one made by them). learning which allows
Students are then able to use this map for G&T students to
Formative future study and for the creation of their explore topics they
Assessment Storybird poem. Teacher then explains that find interesting, whilst
Appropriate they will be making their own poem in the the teacher can also
and logical next lesson. give differentiated Students create their own
organisation Key inquiry question: What do I remember instructions to the bubbl.us mind map
of bubbl.us or understand about figures of speech? How learner for more (embedded in Student
mind map might I use this in my own writing? challenging tasks. Website)
Lesson Curriculum Links Specific Lesson Objectives
3 ACELY1756: At the beginning of this
Create sustained texts, lesson students will be able
including texts that to:
combine specific digital
or media content for 1. Recall what they
imaginative, learned in the previous
informative or lesson about figures of
persuasive purposes speech;
that reflect upon
challenging and As a result of this lesson
complex issues. students will be able to:
2. Effectively navigate
websites and web
resources to do with
the creation of poetry
3. Demonstrate their
understanding of
figures of speech by
creating a poem that
ACELY1776: incorporates these
Use a range of software devices.
confidently, flexibly and
imaginatively to create,
edit and publish texts,
considering the
identified purpose and
the characteristics of
the user.
Assessment Teaching and Learning Experiences Learner Diversity Resources
(including key inquiry questions) (G&T, SWD, EALD,
SAER)
Introduction/Motivation
Diagnostic Activity: Class Discussion and Revision Students with motor
Assessment Description: Students are asked to bring up access limitations
Class their bubbl.us mind map. Teacher facilitates Keyboards and other Students use their bubbl.us
Discussion discussion on figures of speech in input methods can be mind map created in
preparation for the lessons activity. used by children who previous lesson to revise
Key inquiry question: What do I remember find handwriting figures of speech
about figures of speech? How can I use difficult.
some of these devices in my own writing?
Lesson Body Students with Autism
Activity: Storybird Poetry Book Creation Spectrum Disorder
Description: Teacher puts up URL for (ASD); Gifted and
Storybird on the projector at the front of Talented Students
class, modelling how to use the site to find a The Storybird software
picture and then create a poem based on provides an accessible Students are asked to
the themes of this picture (for example, interface that can be create an account with
Formative students are asked to choose the Picture differentiated for Storybird, and choose an
Assessment Book format, as opposed to the Poem students of varying image from the options
Teacher format, as it allows more creativity and capabilities. It is listed. Students then create
monitoring word choice). Teacher monitors activity and important to note that a poem based on the image
student encourages students to utilise online students with ASD may they have chosen.
StoryBird resources found in the Help tab. require the teacher to
activity Key inquiry questions: What emotions does further break down the
this picture evoke? How might I use figures activity into
of speech to convey these emotions? manageable steps, and
that gifted and
Conclusion talented students may
Activity: Class Discussion (Q&A) benefit from the
*The Storybird Description: Teacher asks students if they inclusion of extension
Activity final have any questions about the project. resources (for
product will be Students continue to work on Storybird example, encouraging
the over the next few lessons, with the teacher students to explore
summative explaining that the goal of the activity is to synonyms that capture
assessment collate students poems into a class book a mood or feeling
used to Teacher conducts class poll on the option of more accurately, or Straw Poll used to conduct
evaluate publishing the book digitally/hard-copy. exploring poetry with class poll on format of
student Key inquiry question: Are there any parts of more complex publishing. Poll embedded
understanding the project you are confused about? language and themes). in Student Website.