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TERM/WEEKS: 3/4 YEAR LEVEL: 8 LEARNING AREA/TOPIC: ENGLISH

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT (X) Critical and creative Ethical Behaviour Personal and social Intercultural
(X) thinking (X) Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
(X)

Notes about device access in the classroom: Students require internet connection so they can browse for poems and use WordArt.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Identify and 1) List five language Formative

Introduction Geebung Polo Match
WK4 evaluate Begin the lesson by opening the floor to discussion on the subject
2013
(1) devices that features occurring in the Teacher will of poetry – the unit for the next three weeks. What is your
create tone, for favourite poem? Is poetry still relevant today? YouTube Video
poem ‘Geebung Polo assess each
example Show students YouTube video about 2013 Polo Match. https://www.youtub
humour, Club’ and another poem students e.com/watch?v=d9o3
Body
wordplay,
selected by the student. Word Cloud, -Give students a handout of A.B. Paterson’s The Geebung Polo - OzCNaDQ
innuendo and
parody in 2) Create a Word Cloud and question Club, and read as a class.
-Use question and answer format to discuss what language
poetry, WordArt
using WordArt that them as to features appear in the poem.
humorous -Write up on the board a list of language features. https://wordart.com
prose, drama conveys the meaning of a why they -Ask students to list five language features for The Geebung Polo /
or visual texts poem. chose the Club as well as their favourite poem or a poem of their choice.
(ACELT1630) -Students are then directed to WordArt to create a Word Cloud of
3) Explain how the poem and a poem of their choice. Laptops
design of the created how they Projector
Conclusion
Handout – The
Word Cloud conveyed the communicated Teacher selects three Word Clouds to display to class and
encourages students to find a favourite poem for homework. Geebung Polo Club
poem’s meaning. its meaning.
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TERM/WEEKS: 3/4 YEAR LEVEL: 8 LEARNING AREA/TOPIC: ENGLISH

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy (X) Numeracy ICT (X) Critical and creative Ethical Behaviour (X) Personal and social Intercultural
thinking (X) Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability (X)

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Create literary Introduction Dulce et Decorum Est

WK4 1) Analyse three poems, Formative
texts that draw Start the lesson by enquiring as to if anyone discovered any new
- Poem
(2) upon text noting down common and Teacher will poems that they liked?
structures and Show students YouTube video of Dulce et Decorum Est. Why do we YouTube Video
different language call students
language write poetry? What does this poem say? https://www.youtub
features of features. up randomly e.com/watch?v=Qts3
Body
other texts for
2) Evaluate each poem in pairs to - Direct students to the three poems that will be compared. May K3KznN4
particular
purposes and and their target audience present their choose to include some liberality as to what poems are chosen, for
example, by allowing the students to choose one of their own as
effects Popplet
and themes. evaluations of one of the three poems.
(ACELT1632) - Discuss briefly some language features that were previously http://popplet.com/a
3) Rank each poem in the poems discussed that are in some of the poems. pp/#/demo
terms of preference. and discuss - Students can work collaboratively, but must produce their own
notes.
Give reasons. their rankings. - Gradually call students up in random pairs to check their work. Laptops
4) Plan a poem that - After this, direct students to Popplet, where they can brainstorm Projector
ideas for a poem of their own. What kind of poem would you
might be constructed for write? What would your poem be about? What themes?
a particular purpose Conclusion
using Popplet. Teacher encourages students to think about a poem they would
like to write, and continue to brainstorm ideas.
 AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT (X) Critical and creative Ethical Behaviour Personal and social Intercultural
(X) thinking Competence (X) Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: Students require their laptops and internet connection, as they will be using a number of ICT tools during this lesson including
Google Docs and iMovie. iMovie is on Apple Devices, and students have Mac Laptops in this case.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Create literary 1) List ten famous Formative

Introduction Man from Snowy
WK4 texts that draw Begin lesson by discussing people’s favourite stories or movies. Do
River - Trailer
(3) upon text poems in GoogleDocs. Teacher will any of these have a link to poetry? Often poetry can express a lot
structures and in a few words, not unlike pictures. Has poetry influenced any texts YouTube Video
2) Identify at least have access to
language you know of? https://www.youtub
features of three texts that have the Google e.com/watch?v=Nqlz6
Body
other texts for
been directly influenced Docs page and - Students will grow in familiarity with poems by looking and listing lOLtIQ
particular
purposes and by a poem. observe the famous poems. They will do this in a group GoogleDocs page,
which can be monitored by the teacher.
effects GoogleDocs
3) Investigate the poem groups list - In this same page, the groups will research and then identify at
(ACELT1632) least three texts that have been directly influenced by a poem. docs.google.com/
‘Man from Snowy River’ and monitor - At this stage, show the class the trailer for Man from Snowy
and link it to a movie. their planning River, and then give them a link to the poem.
Laptops
- With this as an example, students are to select a poem from their
4) Create an iMovie progress. list of famous poems, and develop this into a trailer for a movie. Projector
trailer about a On their GoogleDocs page, students should roughly sketch the
main parts of this theoretical film.
iMovie
theoretical movie that
Conclusion
could be produced from a Students will display their iMovie trailer to the class.
poem.