102086 Designing Teaching & Learning 1H 2017 Lesson Plan Analysis

Contents

Original Lesson Plan..2

Lesson Plan Analysis..6

Modified Lesson Plan.18

Academic Justification..33

Learning Portfolio Web Link36

References....37

KLA: English.

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Original Lesson Plan

Lesson: Teaching Metaphor and Imagery with Billy Collins Litany

Summary:

This lesson allows students to understand imagery and metaphor in relation to someone that they admire. Students use their own
poetry to express imagery and metaphor after looking into Billy Collins Litany.

Australian Curriculum Links:

Year 8 Recognise that vocabulary choices contribute to the specificity, abstraction and style of texts (ACELA1547)
Year 8 Experiment with particular language features drawn from different types of texts, including combinations of language and
visual choices to create new texts (ACELT1768)
Year 8 Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in
short stories, literary essays and plays (ACELT1767)
Year 8 Create literary texts that draw upon text structures and language features of other texts for particular purposes and
effects (ACELT1632)
Year 9 Investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and
symbolism in texts, for example poetry, short films, graphic novels, and plays on similar themes (ACELT1637)
Year 9 Analyse text structures and language features of literary texts, and make relevant comparisons with
other texts (ACELT1772)
Year 9 Identify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness(ACELA1561)

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Lesson Outline:

Introduction (7 mins):

Have students brainstorm individuals they admire or look up to.

Who are they? Why do you look up to them?

What characteristics do they possess?
Body (32 mins):
Before Reading Strategy: Collaborative Group Annotation (10 mins)
1. Group the kids into five groups.
2. Pass out one section of Litany to each group.
3. Have students underline Collins use of metaphor and imagery in their sections.
4. Discuss what/who the metaphors might be discussing.
5. Have each group write a statement about what the purpose of the metaphor is for their section in their group.
6. Share these statements with the class.

During Reading Strategy: Annotation (5 min)

1. Ask students to pay attention to Collins other uses of metaphor while listening to the video of his reading.
2. Ask students to underline metaphors that stand out to them.

After Reading Strategy: Rereading, Annotation, and use of T-chart (10 min)
1. Have students place the metaphors they underlined and create a T-chart with
What it says on the left side and What I think it means on the right side.

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2. Model this with one of the metaphors that one of the students mentions.
3. Have students also discuss the voice and humor of the poem and what kind of person he is describing.

After Reading Strategy: Magazine Images (7 min).

1. Have students look at the magazine images that are provided to each group.
2. Have students select images that could reflect/not reflect the characteristics of
the person they admire that they brainstormed at the beginning of class.

Exit Ticket (Conclusion):

Write a metaphor comparing the person you admire to one of the images you have selected. Then write one to two sentences explaining
why you chose to use that metaphor.

Writing Assignment (to be completed during next class)

Students will write their own Litany poem using the images they selected during the first class period. Have the students make the
poem at least three stanzas long (one concentrating on what the person is; one concentrating on what the person is not; and one
concentrating on what the author is in contrast).

Assessment:

The students ability to recognize metaphors and imagery will be assessed through his or her annotations as well as the exit slip
turned in at the end of the first class.
The students ability to create metaphors will be assessed through the writing assignment to be completed during the second
class period.

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Resources:

Billy Collins Litany Broken into 5 Sections:

Litany Section 1
Litany Section 2
Litany Section 3
Litany Section 4
Litany Section 5

Billy Collins reading of Litany http://www.youtube.com/watch?v=56Iq3PbSWZY

Magazine pictures

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Section 1: Australian Professional Standards for Teachers

Evaluate the lesson plan according to the following Australian Professional Standards for Teachers. Only standards directly addressed in

Designing Teaching & Learning that are relevant to this assignment have been included. However, this does not mean the other

standards are irrelevant to lesson planning and evaluation more generally.

Evaluation score 1 (poor) to 5 (excellent)

Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
12345 Comments:

The strengths of students comprehension skills can be recognised however, there is not much teacher

support as the teacher is just providing instructions. These instructions will assist them in the assessment.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
12345 Comments: There is no mention of teaching strategies that are responsive to Indigenous students
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 educational and cultural needs.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
12345 Comments: The group work is a good idea to start with however, teaching activities are not incorporated to

differentiate specific learning needs of students. A strategy could be to divide the students into mixed skilled

categories then this way the high level students can help students with different learning needs, making the

group exercise more student oriented.

1.6 Strategies to support full participation of students with disability
12345 Comments: Not mentioned in the lesson plan. There is scope for this to be implemented within the lesson

plan.

2 Know the content and how to teach it

2.2 Content selection and organisation
12345 Comments: There is an effecting learning and a well teaching sequence. From a brainstorm activity first to

see what the students already know to ending with their own poem with knowledge gained from all the

activities in the lesson plan.

2.3 Curriculum, assessment and reporting

12345 Comments: Links to the Australian curriculum are used with relevance to understanding metaphors. This is

done by experimenting what the metaphor is in the texts and the purpose of the literary text.

2.6 Information and Communication Technology (ICT)

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12345 Comments: One of the resources used is a YouTube video that can be accessed via a computer. However,

this is not a sufficient amount of ICT usage to expand curriculum learning opportunities for students as the

students would only be watching a video and not interacting completely.

3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
12345 Comments:

The assessment section of the lesson plan outlines the abilities the students will be assessed on. Although

these are goals to be achieved, it was not outlined to students they should be focusing on it for the

assessment and this can be positive as students will not be stressing on this fact. The lesson plan links well

to the Australian curriculum links listed on the plan.

3.2 Plan, structure and sequence learning programs
12345 Comments: Structure of the lesson plan is organised that will allow students to draw upon their existing

knowledge and then eventually at the end of the lesson they will have the skills to apply it to the

assessment.

3.3 Use teaching strategies

12345 Comments:

The teaching strategies present are relevant as they will promote critical and creative thinking through

brainstorming and group activities.

3.4 Select and use resources
12345 Comments: Limited use of ICT in body of lesson plan. Most of the lesson involves discussions where pen

and paper would be utilised where limited use of magazines are integrated. Use of magazines can engage

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 learning.

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
12345 Comments: Medium level of student interaction, participation and engagement is present through the lesson

plan and activities are more student centred rather than teacher oriented. Allowing ten minutes for group

work will allow them to stay focused on the task as it is only a ten-minute group activity.

4.2 Manage classroom activities

12345 Comments: There is a structured flow to the lesson plan from background knowledge to building onto new

knowledge however, there should be more student centred activities where the student leads. Directions are

clear in the lesson plan.

4.3 Manage challenging behaviour

12345 Comments: Nothing is mentioned to address challenging behaviour or student expectations.

4.4 Maintain student safety

12345 Comments: The lesson plan does not address safety working within a school environment nor does it

mention legislative requirements.

4.5 Use ICT safely, responsibly and ethically

12345 Comments: There is only one reference to ICT which is for the YouTube video that can be accessed to

watch the reading. Nothing is mentioned to support safe, responsible and ethical use of YouTube.

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5 Assess, provide feedback and report on student learning
5.1 Assess student learning
12345 Comments: Informal assessment is present as students are assessed through their annotations as well as

the one to two sentences that is to be handed back at the end of class. Formal assessment is planned out

for the next class where students will be creating metaphors in a writing assignment. These are summative

assessment strategies to assess student learning.

5.2 Provide feedback to students on their learning

12345 Comments: It is not directly stated teacher feedback in the lesson plan but teacher feedback can be

presented through the group activity where students are sharing statements with the class. It is not

individual feedback the teacher will give back. Teacher should also give feedback after both assessments

both individual and as a class.

Section 2: NSW Quality Teaching Model

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Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

Evaluation score refer to NSW QTM Classroom Practice Guide for each element

Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality
1.1 Deep knowledge
1 2 3 4 5 Comments: Key concept of metaphors and imagery are presented and makes a relationship with key

concepts and the Australian curriculum.

1.2 Deep understanding

1 2 3 4 5 Comments: Lesson is more teacher oriented except for the ten minutes of group work. Students should be

able to demonstrate a more meaningful understanding of metaphors and imagery through peer interaction.

1.3 Problematic knowledge

1 2 3 4 5 Comments: Students will be juxtaposing the person they chose at the beginning of the lesson with the

images theyve selected and then are instructed to create a metaphor. This will allow critical thinking where

multiple solutions are possible.

1.4 Higher-order thinking

1 2 3 4 5 Comments: Students are engaged to think as a group to develop statements on a metaphor and when they
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 are organising their work using a T chart. The exit ticket of the lesson plan puts will apply the knowledge

learnt.

1.5 Metalanguage
1 2 3 4 5 Comments: Metaphor, Imagery, Statements, Poem, and Explaining are all metalanguage used continuously

throughout the lesson.

1.6 Substantive communication

1 2 3 4 5 Comments: Lesson allows for communication among peers however, it is limited to ten minutes. More class

discussion should be based around the activity as it is the students choice of who they look up to, students

can gain an insight to their peers from more communication. Written communication is present through the

lesson and even in the assessment.

Quality learning environment

2.1 Explicit quality criteria
1 2 3 4 5 Comments: The lesson plan focuses on students to pick their own person to write about hence all students

answers will be different. Nonetheless it should still state an expectation for students to meet. It mentions to

write one or two sentences, not implying what could be right or wrong.

2.2 Engagement
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12345 Comments: Most of the lesson plan seems engaging with magazines however, there can be a potential of

distraction with group work and disengagement during individual activities.

2.3 High expectations

1 2 3 4 5 Comments: Expectations are not mentioned in the lesson plan.

2.4 Social support

1 2 3 4 5 Comments: There seems to be a sense of support for learning through both individual and group activities

among peers and the teacher. As the teacher allows students to choose their own person, the classroom is

free of negative comments.

2.5 Students self-regulation
1 2 3 4 5 Comments: Students are demonstrating autonomy by choosing their own person to create metaphors about.
2.6 Student direction
1 2 3 4 5 Comments: The lesson plan is designed for students to exercise direction over the activities they are

presented with. They are free to answer in their own way.

3 Significance
3.1 Background knowledge
1 2 3 4 5 Comments: The lesson plan allows students to brainstorm individuals they admire, showing they are to draw

upon aspects of their personal life and background. They are to also give a reason why they look up to them

which allows students to think why theyve influenced them.

3.2 Cultural knowledge
1 2 3 4 5 Comments: Students may be choosing the individuals admire based on their diverse social groupings,

however it is not explicitly mentioned in the lesson plan to discuss this with students.

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3.3 Knowledge integration
1 2 3 4 5 Comments: The lesson plan makes a link to the English subject and the learning area of metaphors and

imagery. As the students make an understanding they link the subject of English and why metaphors and

imagery is important.

3.4 Inclusivity
12345 Comments: The lesson allows students to value the participation of students however not in relation to the

social and cultural backgrounds of students in the classroom.

3.5 Connectedness
1 2 3 4 5 Comments: The group task allows students to share their work with the classroom but not anything beyond

the classroom.

3.6 Narrative
12345 Comments: The poems of Billy Collins (Litany), employs narrative accounts that may enrich a students

understanding through the imagery and metaphors utilised in the text.

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for improvement.
APST
1) 2)
2.6 Information and Communication Technology (ICT) 4.3 Manage challenging behaviour

QT model
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1) 2)
3.4 Inclusivity 3.5 Connectedness

Modified Lesson Plan

Topic area: English Stage of Learner: 5 Syllabus Pages: 116-113.

Date: 1st of June 2017. Location Booked: Room EB.1 Lesson Number: 5/6

English Block.

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Time: 60 minutes Total Number of students: 25 Printing/preparation: 10 minutes

Kahoot Quiz on definition of

Metaphors for prior

knowledge review from

previous lessons.

Set up google docs, email

the link to students school

email account

Gather Magazines

Print off the 5 Litany

sections

Coloured printer students

can have access to

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 Outcomes
- effectively uses a widening
range of processes, skills,
strategies and knowledge - - Informative
for responding to and
composing texts in
different media and
technologies EN4-2A
- uses and describes
language forms, features
and structures of texts
appropriate to a range of
purposes, audiences and
contexts EN4-3B
Assessment Students learn about
Lesson assessment
- engage with the
language and structures
assessment: Kahoot of texts in meaningful,
contextualised and
- Informative
authentic ways
assessment: through
the annotations made - identify, discuss and
by students reflect on the ideas and
information in a range of
- - Questioning
texts
throughout the lesson
to make sure students
- Experiment with
are clear on what to do
particular language
and the work they are
features drawn from
presented with.
different types of texts,
Students learn to
- use a range of software,
including word processing
programs, to create, edit and
publish texts imaginatively
(ACELY1728, ACELY1738)
- recognise and practise
responsible and ethical
digital communication
- use comprehension
strategies to interpret and
evaluate texts by reflecting
on the validity of content and
the credibility of sources,
including finding evidence in
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- Informative
assessment: assessing
storyboard groups
made
- Formal assessment:
Writing assessment that will
be completed next lesson.
including combinations
of language and visual
choices
to create new texts (AC
ELT1768)
- Interpret and analyse
language choices,
including sentence patte
rns, dialogue, imagery
and other language
features, in short stories,
literary essays and
plays (ACELT1767)
- Investigate and
experiment with the use
and effect of extended
the text for the author's point
of view (ACELY1723,
ACELY1734)
- Recognise that vocabulary
choices contribute to the
specificity, abstraction and
style of texts (ACELA1547)
- Create literary texts that
draw upon text
structures and language
features of other texts for
particular purposes and
effects (ACELT1632)
- Analyse text
structures and language
features of literary texts, and
make relevant comparisons
18
 metaphor, metonymy, with

allegory, icons, myths other texts (ACELT1772)

and symbolism in texts,

for example poetry, short

films, graphic novels,

and plays on

similar themes (ACELT1

637)

- Identify how vocabulary

choices contribute to

specificity, abstraction

and stylistic

effectiveness

(ACELA1561)

19
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

ICT capability- Kahoot, YouTube, Storyboard, Google Docs.

This lesson allows students to understand imagery and metaphor in

relation to someone that they admire. Students use their own poetry
Literacy Homework activity where students create their own
to express imagery and metaphor after looking into Billy Collins
metaphorical poem in conjunction to culture.
Litany.

Critical thinking and creativity with storyboard Students will learn to utilize ICT equipment during class lessons as

well as how to cooperate in a group.

Students will feel a sense of connectedness to their own culture

within a diverse environment.

Students will be connecting with the school as they share their work

with their peers in the weekly stage 9 assembly.

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 Time Teaching and learning actions Organisation Centred

T/S
Intro Teacher: Mark attendance Teacher

- Mark attendance
- Give a general overview of what activities will be
5 minutes Student: Students settle into the
undertaken
- Expectations: Let the students know what some classroom.

of the content will be reflecting on students on a

personal level. Outline it is important to respectResources:

all students emotions and feelings as it takes

courage for one to express in the first place. Smart board and Kahoot log in screen.
- Outline discipline actions that will be taken

against students who do not show respect.

Body Student

Recap of What is a Metaphor/ Imagery multiple Teacher:

choice quiz Asks students to take out their laptops. Writes up game pin

5 minutes - A metaphor does what? 123456 on the board. Remind class this is testing last
- Is this a metaphor? Her eyes were as blue as
lessons material.
the sky.
- Is this a metaphor? My

teachers steps sounded Student:

like thunder as she entered Takes out laptops and prepares for the quiz by logging in.

the classroom.
- Imagery in poetry appeals
Resources: 21
to the which of the 5

senses?
Reflection

What have I learned about the teaching and learning process when preparing this lesson?

I have found this experience of modifying a lesson plan very valuable. I never knew this is the amount of time and hard work that was

required to build one lesson. I found it very important to incorporate ICT in this lesson plan. Todays kids grow up around technology, by age 1

they know how to unlock an iPhone. Hence, if they are growing up learning such amazing skills at such a young age as teachers we should

encourage students to build their educational skills through resources they are already familiar with, such as ICT.

Managing classroom behaviour is one of the key components of teaching a class. That is why it is important to outline expectations and to

outline the penalties who do not abide by the rules. Students may not be familiar with other students cultural backgrounds. They may

make a comment on one of the images a student has chosen and indirectly insulted a student. This can being down the students self-

esteem and it is important to eliminate any form of discrimination, hence why I made a disclaimer at the beginning of the lesson discussing

respect for peers.

I initially thought this part of the assessment task would not take long and surprisingly it took me the longest. I have gained a better

understanding of what is needed to build a satisfactory lesson plan. Another thing I will take away from this, is that all classes are different

and just because this lesson plan worked with one, it doesnt mean it will work with another. Hence, as a future teacher I will be open to

change.
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From this assessment task, I have also worked closely with the APST and QTM that really allowed me to gain a better understanding of

both models and why teachers should be working closely with it.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

EN4-2A Use of Kahoot, google docs and storyboard

allowed for informal assessment through the use

of technology
EN4-3B Informal formative assessment: Students would

construct a metaphorical poem tailored to suit to

the stage 4 weekly assembly.

Formal assessment: where the students will

come to the next class prepared to write a

cultural based poem.

WHS

What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson? Using your syllabus and support

documents as well as other WHS policy- Outline the key WHS considerations that are to be applied in this lesson?

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Students in high school are generally really active. It is important to set out the
guidelines that there shall be no running or any kind of objects to be thrown
around the room (basketball, pens, books) as it is a Workplace Health and Safety
issue. That is why this modified lesson plan has classroom management skills
implemented in the introduction.

Academic Justification

The lesson plan that was provided was detailed however, there is scope for improvements with relation to the Australian Professional

Standards for Teachers (APST) for Information and Communication Technology (ICT) (2.6) and managing challenging behaviour (4.3). In

relation to the Quality Teaching Model (QTM) there was scope for improvements for inclusivity (3.4) and connectedness (3.5). Sheena

Kumar S Sheena Kumar heena Kumar Sheena Kumar

Students are prone to understand little and lose concentration of classroom instructions when their teachers fail to utilize instructional

schemes that match students learning styles. Differentiated learning can improve or eradicate this disengagement (Morgan, 2014).

Visual activities, group activities, quizzes and hands on activities have been included in the modified lesson plan to respect the different

abilities and preferred learning styles of students. The differentiated instruction approach is created to benefit all students, it requires the

teacher to set aside a significant amount of effort from teachers who are well-informed and has superb organization skills (Morgan,

2014).

Sheena Kumar

24
Teachers that allow students to critically solve problems using their preferred learning style, they are prone to create more successful

learning opportunities for the student (Silver, Strong &Perini, 2000). The modified lesson plan allows students to critically think through

brainstorming and group activities which correlates to the standard of teaching strategies (3.3). To take a more constructive learning

approach to the lesson plan, I will give students a chance to share their written piece at the stage 4 assembly to express their personal

thoughts to the school society, promoting individualism (Hsieh, 2016). This correlates the lesson plan to the QTM element of inclusivity

(3.4) as the task requires students to publicly value the participation of all students across the social and cultural backgrounds in the

class (QTM). This task also allows students to feel a sense of belonging as they present their written piece to an audience beyond their

classroom, which relates to the element of connectedness (3.5) (QTM). This will also allow students to feel a sense of autonomy in their

learning as they share their own opinions to the class and school society. This is important as it allows students to not feel isolated in

their school society (Ullman, 2014) and can be done through autonomous learning.

Brain research has shown that digital resources is more stimulating for students than print format (Herther, 2009). Teachers must

acknowledge that todays students have been exposed to technology since birth hence and learning needs have changed (Hicks, 2011).

The use of ICT (standard 2.6 and 4.5) has been a key modification to the lesson plan. BOSTES (2016) mentions ICT is a common skill

and in the modern society we live in, ICT integration into education has shown positive results among students literacy (Singh, 2014).

The use of Kahoot, Google Docs, StoryBoard, Youtube and Edmodo will create a student centered environment allowing more of

educational success as peers also guide each other (Ilomki, & Rantanen, 2007) with the use of ICT. In addition to the ICT changes

made to the lesson plan, I have allowed students to print off pictures from the internet for their metaphorical collages. This will allow the
25
students to become more familiar with hardware technology. S Sheena Kumar Sheena Kumar Sheena Kumar Sheena a Kumar Sheena

Kumar

Standard 4.3 discusses the management of challenging behavior and how behavior issues can be a concern when teaching

adolescence hence, It is important to outline the expectations to the class. Management of classroom behavior is crucial to allow for a

smooth and steady lesson (Jones, et al.,2013). It is important to outline the expectations and disciplinary actions that will be taken

against unfollowed expectation (Martella, et al., 2012). In saying that, teachers must give more attention to well-mannered behavior in

contract to negative classroom behavior (Crawford, 2006). Jones, et al. (2013) discusses that teachers should share management skills

among one another. This ties into the standard 4.3 at a highly accomplished level as teachers are developing and sharing behavior

management strategies.

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Learning Portfolio Weebly Link

https://17999319.weebly.com/

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28
References

Australian Professional Teaching Standards. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-

teachers/standards/list

BOSTES. (2016). New NSW Syllabus Learning Across the Curriculum. Retrieved from
syllabus.bostes.nsw.edu.au/assets/englishk10/downloads/englishk10_full.pdf

Crawford, F. (2006). Managing classroom behaviour. Learning Links News, (3), 1-2.

Herther, N. (2009). Digital Natives and Immigrants: What Brain Research Tells Us. Online, 33(6), 15-21.

Hicks, S. (2011). Technology in Today's Classroom: Are You a Tech-Savvy Teacher? The Clearing House: A Journal of Educational
Strategies, Issues and Ideas,84(5), 188-191.

Hsieh, K. (2016). Preservice Art Teachers' Attitudes: Toward Addressing LGBTQ Issues in Their Future Classrooms. Studies in Art
Education, 57(2), 120-138.

Ilomki, L., & Rantanen, P. (2007). Intensive use of ICT in school: Developing differences in students ICT expertise. Computers &
Education, 48(1), 119-136. http://dx.doi.org/10.1016/j.compedu.2005.01.003

Jones, D., Monsen, J., & Franey, J. (2013). Using the Staff Sharing Scheme to support school staff in managing challenging behaviour
more effectively. Educational Psychology in Practice, 1-20.

Martella, R., Nelson, J. Ron, Marchand-Martella, Nancy E, O'Reilly, Mark, & Ebrary, Inc. (2012). Comprehensive behavior management :
Individualized, classroom, and schoolwide approaches (2nd ed.). Thousand Oaks, Calif.: Sage Publications.

Morgan, H. (2014). Maximizing Student Success with Differentiated Learning. The Clearing House: A Journal of Educational Strategies,
Issues and Ideas, 87(1), 34-38.

Silver, H., Strong, Richard W., & Perini, Matthew J. (2000). So each may learn : Integrating learning styles and multiple intelligences.
Alexandria, Va.: Association for Supervision and Curriculum Development.
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Singh, A. (2014). ROLE OF ICT IN EDUCATION. Indian Streams Research Journal, 4(11), 1-3.

Ullman, J. (2014). Ladylike/butch, sporty/dapper: exploring gender climate with Australian LGBTQ students using stageenvironment fit
theory. Sex Education, 14(4), 430-443. http://dx.doi.org/10.1080/14681811.2014.919912

Quality Teaching Model (2017). Retreived from http://www.theelements.education.nsw.gov.au/the-elements-manual/policy-reforms-and-

focus-areas/quality-teaching-framework

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