Lesson Plan Format
Class: 8J
Key Learning Area: English
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Students have been learning about different poetic techniques, such as: metaphors, rhythm, similes, repetition, symbolism etc.
Syllabus Outcome(s):
(One or two only. Please note the syllabus
reference number AND write out in full).
- EN4-1A: Responds to and composes texts for
understanding, interpretation, critical analysis,
imaginative expression and pleasure.
- EN4-3B: Uses and describes language forms,
features and structures of texts appropriate to a
range of purposes, audiences and contexts.
-EN4-7D: demonstrates understanding of how
texts can express aspects of their broadening
world and their relationships within it.
-EN4-8D: identifies, considers and appreciates
cultural expression in texts
Date: 14 November 2017 Time: Start: 12:30
Finish: 1:10
Lesson Topic: Analysing a Poem
Learning Intentions: Success criteria:
Behaviors that contribute toward achievement of outcome(s). Strategies which will be used to assess
Quote syllabus numbers. Must be clear, specific, observable. learners’ attainment of learning outcomes.
Curriculum Content Strands may be used as headings. Should be linked to each learning intention.
By the end of this lesson, the students will:
- Identify different poetic techniques used in poems. Observe Ss responses to discussion on poem
techniques.
- Identify what the poetic techniques do to the poem and how they
create meaning. - Observe Ss’ group responses to the delegated
poems.
- Interpret what the poems say about Australian culture through the
poems’ poetic techniques. -Observe Ss’ discussion towards poetic
techniques and to Australian culture.
- No formal assessment – T makes anecdotal
records of Ss’ efforts.
Any safety issues to be considered: Resources:
Ensure poems selected for Ss are not offensive Smart Board
and do not create emotional harm to Ss.
White Board
Ensure all wires are clear from obstruction to avoid
White Board marker
a trip hazard.
Computer
Internet connection
A4 blank sheets.
60 Australian Poems by Christopher Cheng
4 different poems from 60 Australian Poems (printed on paper):
- The Circus by CJ Dennis
- Fur and Feathers by Banjo Patterson
- The Australian Slangauge by WT Goodge
- A Snake Yarn by WT Goodge
 Lesson Sequence

Lesson Content (What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Learning Intentions.
Timing Teaching Strategies / Learning Experiences: Resources and Organisation:
(How it is taught)
(mins)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.

INTRODUCTION
T asks Ss to sit down in their seats. Attendance sheet.
5 min T ensures all English books are out on their desks. If a S does
not have it, T to provide them with a blank sheet of paper.
T greets Ss for bringing their work books and following
instructions – Use eye-contact and names if needed.
T marks attendance.

Identifying what are the poetic 5 min

T asks Ss what they remember about poetic techniques.
techniques.
T creates mind map on the board with the name “Poetic
Computer
techniques’ in the middle.
Q/ What are examples of poetic
T asks Ss to write the information on the board in their work Whiteboard
techniques?
books.
A/ Metaphor, simile, onomatopoeia, rhythm,
T asks Ss about what poetic techniques. Whiteboard marker
rhyme, repetition, symbolism and
descriptive language. T reminds Ss to put their hands up.
Student workbooks
T writes down Ss responses on the white board.
Q/ Why are these techniques used in a If there are still poetic techniques missing, T hints out these Blank A4 sheets
poem? techniques to Ss to prompt to answer. If not, T writes down
A/ Assists in creating meaning.
techniques on the board. *ASSESS*
T reminds Ss to copy it down as the information will be rubbed
off.
5 min

Identifying the poetic techniques in a T turns on smartboard.

poem T bring up the poem The Circus by CJ Dennis on the
smartboard. Smartboard
Q/ What are the techniques we see already T and Ss read poem together.
in this poem? Poem: The Circus by CJ Dennis.
T and Ss analyse poem together.
A/
 Onomatopoeia with the word T reminds Ss to put their hands up. Whiteboard
“Hoop-la!” T notes down Ss responses and the poetic techniques on the
 Repetition with the words “Have smartboard. Whiteboard marker
you seen”
 Rhyme and rhythm with the words
“ring” and “swing”
 Repetition with the word “Hoop-
lah!”
 Descriptive language.

Q/ What is the poem saying about circuses?

A/ It gives a positive vibe on the circus as
the repetition of the word “hoop-lah!” and
the repetitive questions gives a sense of
excitement.
DEVELOPMENT
T groups Ss into four groups –T to ensure group are created
equally – Ensure higher achieving students are grouped with
Developing skills in identifying poetic 10 min
the lower grading students.
techniques in a poem.
Sheets of poems given to each
T instructs Ss that each group will be given a poem to analyse
student.
Q/ What are the poetic techniques in Fur together and that they will be presenting their analysis of the -Fur and Feathers by Banjo
and Feathers? poem to the classroom on the smartboard in 10 minutes. Patterson
A/ Ss groups are given a poem each to analyse. -The Australian Slangauge by WT
Goodge
 Rhyme with the words “team, T tells Ss to ask any questions if needed.
dream, scream”. -A Snake Yarn by WT Goodge
T roams around each group providing assistance. – ensure T
 Symbolism in the name Walgett spends equal amount of time in each group. T roves around giving assistance to
Way. As it Walgett means the each group
T remind Ss that they will need to present there analysis to the
meeting place of two rivers and classroom.
symbolizes the match between the
Emus and Kangaroos. T ensures Ss are writing down their points. *ASSESS*
 Simile in “down the ground like fire T alerts Ss that there is one-minute left till presentation.
he fled”.
 Metaphor in “Fierce as the flooded
Bogan flows”.
 Descriptive language
Q/ How does the poem represent Australia
culture?
A/ The poem suggests that there will be
disagreements between the people but in
the end, we are all Australian.

Q/ What are the poetic techniques in The

Australian Slanguage?
A/
 Rhyme and rhythm in the words
“own” and “alone”.
 Alliteration in the words “nark it” and
“nit it”
 Repetition in the word “and” and
“Or”.
  Colloquial language identified in
“little bit muslin”
 Descriptive language.
Q/ How does the poem represent Australian
culture?
A/ It represents culture with its constant
referrals to the Australian slang and that
even though its “awful” it is what
represented Australia, which makes it
amazing.

Q/What are the poetic techniques in A

Snake Yarn?
A/
 Rhyme and rhythm in the words
“bog” and “log”.
 Colloquial language in the words
“not a sign O movin”
 Repetition in the words “a log”
 Simile in the. Words “I shivered like
a frog” and “Just like a log”.
 Descriptive language
Q/ What does this poem say about
Australian culture?
A/ This represents the stereo typical views
of Australia and how Australia has the
reputation of having big snakes but the
“snake” turning out to be a log states that
Australia isn’t as bad as you think.
CLOSURE
10 min T asks groups if they will like to volunteer to go first. – if no Whiteboard
groups volunteer, T to choose groups.
Demonstrating their analysis and Internet connection
knowledge on poetic techniques. Ss groups to present their analysis to class and T.
T takes down notes to present
Q/ What do these poetic techniques do to T provides verbal feedback to Ss groups. feedback SS groups.
the poem.
*ASSESS*
A/ They assist in creating meaning.
T recaps on poetic techniques.
5 min
T gives overall verbal feedback to the class.
Q/ What are the poetic we went over today?
T praises Ss for their efforts.
A/ Metaphor, simile, onomatopoeia, rhythm,
T asks if they have any more questions.
rhyme, repetition, symbolism.
T asks Ss to pack up their desks.
Ss wait for dismissal.
T dismisses class.