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Lesson Plan

Year level Seven Learning Area English


Date/Time 28
th
Aug 2014 Lesson Focus Visual Conventions
Background Information
-The whole class is required to know how to spot the visual conventions of an image. To do this they
need to know about the different visual techniques used when capturing an image eg the visual
codes and conventions
-Students will be expected to take notes so they can use them in reference to their upcoming
assignment
Teaching/Learning Purpose(s)
-Students will be learning how to interpret the meaning behind an image. To do this they will need
to also learn about visual codes and conventions, what a colour could represent, why someone or
something is positioned the way it is, etc
-Students will then use these skills towards their upcoming assignment of annotating and image
from the film Narnia
Preparation
-I will have an image prepared with readymade annotations for students to learn from
-Have questions prepared for asking students what they think something in the image could
represent
Learning Experiences
1. How will I engage the learners
-I will be asking students to point out other visual conventions they can see that I have missed.
Students will then have to elaborate on the conventions by sharing with the class what they think it
means and how they have interpreted it
-Students will be required to take notes during the lesson so they will have an example on how to
use these visual codes and conventions when they have to interpret their own image
2. Student tasks and activities
-Students will be asked to identify visual conventions of an image and share with the class their
interpretation of it
-Students will also be expected to take notes of the visual conventions so they can use these
techniques to interpret any image of their choice
-When the lesson is complete students will then be required to use these visual conventions to
interpret an image from the film Narnia
-Students will begin this task by writing the conventions in dot point form. Once they have found
enough visual conventions they will rewrite their dot points into sentences so they can create three
structured paragraphs about the visual conventions in the image
3. Conclusion
-The learning that was happening between students was all about knowing how to spot visual codes
and conventions in an image
-The learning related to the lesson purpose because the focal point was all about how to annotate
an image which was demonstrated by the class annotating an image together
Assessment and Evaluation
-I believe the lesson went well, the students contributed some great ideas to the class discussion and
we did manage to make some structured paragraphs for the students to follow from
-The lesson wouldve been better if there were fewer interruptions to distract the students
-Overall the year 7s really took a liking to the lesson I gave and it was great seeing them used what I
had taught them in following lessons


Lesson Plan
Year level Ten Learning Area Extended English
Date/Time 29
th
Aug 2014 Lesson Focus Poem Annotations
Background Information
-There will be a group of students that are required to sit through a lesson of poetic annotations.
They will be asked questions about their interpretation of the chosen poem Up the Wall by Bruce
Dawe
-It will be my job to guide students through the annotating process
Teaching/Learning Purpose(s)
-Students will build on their annotating skills so they will know how to interpret the deeper meaning
of a poem
-Students will also refer to poetic techniques in the text and use these as evidence to draw
conclusions about the poems purpose/meaning
Preparation
-I will read the poem Up the Wall by Bruce Dawe prior to the lesson
-I will annotate the poem and demonstrate to the students where and how I concluded that
-Think of and prepare some questions to ask the students about the poem, ask students to find an
example of something in the text
Learning Experiences
1. How will I engage the learners
-I will provide students with a hand out that shows the poem and how I have annotated it. Students
can then use the sheet to follow along with what I am talking about
-Through the annotation I will ask students if they can find or think of a deeper meaning behind
something in the text
-Asking students to add to the discussion will help to keep them further engaged with the task as
they can choose to interpret the text in any way
2. Student tasks and activities
-Students will follow along with the task, listening to the notes Im providing them with while also
taking down their own notes of the poem
-Students will be asked to join the discussion by sharing their own interpretation of the text. When
students share their ideas and receive acknowledgement from both the teacher and other students
they will have more confidence to build on their own ideas
-Students can keep the sheet with annotated notes of the poem Up the Wall as reference to when
they have to annotate poems in class in the future
3. Conclusion
-The learning that was happening between students was all about knowing how to recognise the
type of poem, the poetic techniques and how to annotate poems
-The learning related to the lesson purpose as we as a class thoroughly discussed the poetic
techniques used in the poem Up the Wall by Bruce Dawe. Several techniques used were that the
poem was built up of an octave and sestet which we knew made the poem classify as a sonnet, the
sonnet also featured similes and metaphor, as well as contrasting ideas about a quiet
neighbourhood
Assessment and Evaluation
-I believe the lesson went well, we were able to annotate the poem successfully and I wrote the
students comments up on the board so other students could write it down on the handout provided
to them
-The only thing that could have been better was the timing, I only had time to give a 10 minute
lesson instead of 20 minutes so the work I wanted to go through with the class had to be really
rushed
-Overall the year 10s really took a liking to the lesson I gave and I think they really learned
something from it