Annotations

A succinct and thoughtful annotation of why each document demonstrates achievement of the standards is a significant feature of evidence.
Each piece of supporting evidence must be annotated by the teacher to demonstrate achievement of one or more standard descriptors of the
Australian Professional Standards for Teachers at the level of Graduate Teacher (BOSTES, 2015, p. 7).

Note the focus area and standard Note the type of Describe the artefact / document and Describe how the artefact /
descriptor/s the artefact / artefact / document indicate the possible impact or result on document
document reflects teaching and/ or student learning meet the standard descriptors you
have identified.

Standard 2
2.1 Content and teaching
strategies of the teaching
area
Demonstrate knowledge and
understanding of the
concepts, substance and
structure of the content and
teaching strategies of the
teaching area
2.2 Content selection and
organisation
Organise content into an
effective learning and
teaching sequence
2.6 Information and
Communication
Technologies
Implement teaching
The artefact I have This lesson plan is only one in a
chosen is a lesson sequence following in figurative
plan taught to year language, this one being
6 on my second onomatopoeia.
professional I wanted to make sure the student
experience understood this particular term and be
able to use it confidently in their work.
This lesson is in a I used a variety of different strategies
series of english within my lesson to create meaning for
lessons I taught the students and to make sure each
about figurative student was actively participating and
language understanding the content.
As a part of the lesson I incorporated
ICT as they had a particular interest in
it, through a class project using the
laptops and the IWB for the orientation
of my lesson
Participating in this lesson provided
students with a fun way to learn
I had been given the program
for the english unit and
taught a section of it based
on figurative language. From
there I had to create
strategies and organise my
lesson to effectively teach to
my students. (APST: 2.1)
Though this only took up a
fraction of my session I had
to organise a session based
around the unit. Starting with
reorientating student with
prior form of figurative
language that had been
discussed then introducing a
new concept and finally
finishing off with applying it
to ones work. (APST: 2.2)
strategies for using ICT to
expand curriculum learning
opportunities for students
onomatopoeia. The success of this
lesson and the others in the sequence
(smile, metaphor, personification,
idiom, alliteration, etc) was evident in
the students narrative writing which I
asked them to highlight or underline
examples of each they had used in
their stories.
Evidence within the layout
of lesson plan
ICT is a big component within
my class and I wanted to
utilise their talents. I
structured the lesson so once
students finished their poster
of their own example of
onomatopoeia they were to
photograph them. Then The
students worked
collaboratively to create an
Imovie display each of their
works accompanied by the
sound representing their
chosen onomatopoeia.
The introduction of the lesson
also featured the use of ICT
using the IWB. I created a
power point presentation that
accompanied the lesson,
provided examples of the
task required, a video
demonstrating the use of
onomatopoeia and more.
(APST: 2.6)
 Artefact: Lesson Plan Onomatopoeia

Orientation Class discussion about previous figurative language they have learnt and examples of each
Introduce onomatopoeia and ask if anyone know what it is (define it)
Watch a clip of an old batman fight scene to demonstrate onomatopoeia and how it can be
used
Ask students to think of some of their own (to use for later)
Guided Discovery Explain activity (creating own onomatopoeia as an artwork)
Use a high quality example of what Is expected and other examples on a power point slide
Students are then to name an example of onomatopoeia that no one else before them has
mentioned (create list on board)
Students are then to begin the task INDIVIDUALLY
Exploration Once students are finished they are to photograph them using a device and then glue them
into their books with a definition of onomatopoeia (model expectations and layout)
With the photographs student will collaboratively work together and in turns putting together
the images using imovie
 Students will also add sound by recording each student making the sound of their
onomatopoeia and overlaying it to the movie
Reflection Students will then be able to view the movie as a collection of their work and add
onomatopoeia to the figurative language wall