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English 2A Assignment 1

Rationale
Area of Study Equality
Course Text Anthology-
Text one: Advert: Nikes Equality campaign, February 2017. Accessed 13th March 2017.
http://www.dailymail.co.uk/sport/othersports/article-4218116/LeBron-James-Serena-Williams-
appear-new-Equality-film.html
Text two: Poster: The Universal Declaration of Human Rights (Appendix A) Accessed 13th March
2017.
http://zenpencils.com/comic/134-the-universal-declaration-of-human-rights/
Text three: Speech: Gender Equality Speech by Clive Palmer Appendix B)
http://www.wel.org.au/clive_palmer_gender_equality_speech_feb
https://www.youtube.com/watch?v=HNO9P1PTpOI
Text four: Personal Recount: Jonathans Story Right to Play Campaign (Appendix C)
https://social.shorthand.com/RightToPlayIntl/u26suZ9eFc/this-is-jonathans-story-about-gender-
equality
Text five: Song: Dear Mr. President P!nk ft. Indigo Girls (Appendix D)
https://www.youtube.com/watch?v=1f8S5u01E0Y
http://www.azlyrics.com/lyrics/pink/dearmrpresident.html
The following lesson plans and course text anthology have been chosen as part of the Stage 6
Preliminary Standard Area of Study of Equality (NESA, 2012). Equality can be considered a social
construction made up from various themes that give meaning to what equality is. Because of this,
equality is vague and can often have many different aspects a person can investigate to uncover what
it means to be equal. The chosen texts have been collected from various points of view that investigate
inequalities that restrict equality from occurring. It is essential students develop an understanding of
this topic, as it is a concept which is very present in their modern world.
The anthology of texts focus on giving students a broad range of texts displaying various language
features, specific language choices and conduction of text to give meaning of the concept of equality.
These texts are focused on four main aspects which students will investigate throughout the course of
the study.
The four main themes the designed lessons are based around are as follows:
1. Equality through human rights, specifically where you came from and who you are
2. Equality through gender
3. Equality through speaking about the inequalities youve witnessed
4. Equality through addressing the inequality directly.
Equality is a vague concept that can be investigated through various themes. Often an audience may
only see equality when the inequalities are highlighted. This aspect of equality is essential, as equality
only comes when the enjoyment of human rights by all without discrimination based on race, colour,
sex, language, religion, political or other opinion, national or social origin, property, birth or other
status is achieved (Kabasakal Arat, 2015). Focusing on the theme of equal rights through race, the
two texts work together to achieve the need for equality in this aspect and do so by the choice of
language and words. Text one displays the idea of equality through race by encouraging equality on
and off a sporting game. The choice of words such as we help the audience feel the need to be part
of the change for equality. Text two displays the need of equality through race and religion, and
demonstrates equality by including words such as everyone. Students investigating both these texts
will understand how speaking about the inequality can often lead to an attempt of gaining equality,
and using words such as we and everyone can make us feel equal.
Gender inequality is a more spoken about theme in students modern life. With the emergence of new
gender identities its important students have grasped the simpler issues with gender equality. It can be
argued that both genders should be equal, and if here are any circumstances, attitudes, and actions
that interfere with equal opportunity, they should be done away with (Chary, 2017). Text three and
text four aim to highlight the need for equality in this theme. Text three highlights the need for gender
equality. The way its delivered gives the text additional meaning. The words chosen, the manner
which the speaker is presenting, as well as the consideration of who is speaking, being a male, gives
the audience a strong need for equality. Although text four speaks about gender equality, it also
allows the audience to see what occurs when a person speaks out about witnessing an inequality. It
changes the idea that equality is a hard objective to gain, and reinforces that equality is obtainable
regardless of gender.

The final text helps connect the concept of equality, and the previous four texts. As equality is a
broad concept, it is essential that all the text connect to help further develop an understanding of what
it means to be equal. The final texts refers to both race and gender equality and aims to invoke an
emotional response from the audience. The language used in this text makes the matters seem
personal to the author and sympathise with them. The mannerisms they use when delivering the song
makes the audience feel as if they too are addressing the person of interest in the song for the need to
be equal. One of the features that makes this text so relatable and thoughtful is due to music
conveying a broad range of human emotions, including negative emotions (Tsai, Chen & Tsai,
2014). This text, along side the others helps students explore equality as both an achievable objective
as also a concept with many issues that may sometimes limit how equal people can be.

References:
Chary, S.N. (2017). Gender Equality: A View From India. Journal of Management Inquiry, 26(1).
108-111. Doi: 10.1177/1056492616664853
Kabasakal Arat, Z. F. (2015). Feminisms, Womens Rights, and the UN: Would Achieving Gender
Equality Empower Women? American Political Science Association, 109(4). 674-689. Doi:
10.1017/S0003055415000386
NSW Education Standards Authority. (2012). English Stage 6 syllabus. Sydney: Retrieved from NSW
Education Standards Authority,
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/english-syllabus-from2010.pdf
Tsai, C, G., Chen, R, S. & Tsai, T.S. (2014). The arousing and cathartic effects of popular heartbreak
songs as revealed in the physiological responses of listeners. Musicae Scientiae, 18(4). 410-
422. Doi: 10.1177/1029864914542671
Lesson Plan

Topic area: Area of Study: Stage of Learner: Syllabus Pages: 25-27


Equality Stage 6: Preliminary
(Standard)

Date: 13th March 2017 Location Booked: Classroom Lesson Number: 12/30

Time: 60 minutes Total Number of students: 28 Printing/preparation: poster


Worksheet x 28

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment 4. Students learn about the 2. Students learn to identify
2. A student identifies and ways that language forms and describe the
Informal assessment:
describes relationships among students filling out and features, and structures relationships among texts
texts. their worksheets of particular texts, shape by:
meaning and influence
4. A student identifies and 2.1 identifying
responses by:
describes language forms and similarities in and
features and structures of particular differences between
4.2 identifying the
texts that shape meaning and effects of the texts
influence responses. language forms
2.2 identifying and
and features, and describing the
5. A student describes the ways
structures of connections between
different technologies and media of
particular texts texts
production affect the language and
structure of particular texts.
5. Students learn about the
Life Skills outcomes ways different
technologies and media of
production affect the
language and structure of
particular texts by:

5.1 responding to
texts produced in a
range of media

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

Literacy, ICT
Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking


This refers to pedagogy focused on producing deep understanding of important,
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that 1.2 Deep understanding 1.5 Metalanguage
requires active construction and requires students to engage in higher-order thinking and to
communicate substantively about what they are learning. 1.3 Problematic 1.6 Substantive
knowledge communication

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support


This refers to pedagogy that creates classrooms where students and teachers work criteria
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.5 Students self regulation
explicit expectations and develops positive relationships between teacher and students and 2.2 Engagement
among students. 2.6 Student direction
2.3 High Expectations

Significance 3.1 Background 3.4 Inclusivity


This refers to pedagogy that helps make learning more meaningful and important to knowledge
students. Such pedagogy draws clear connections with students prior knowledge and 3.5 Connectedness
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.2 Cultural knowledge
cultural perspective. 3.6 Narrative
3.3 Knowledge
integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson


element

Higher-Order Students must consider how each text helps construct an idea of Equality and the issues
Thinking Equality has in their modern world. The language used in both text allows them to develop
a view and understanding of the concept. The group tasks engage group work and allow for
students to engage in higher order thinking through their peers as well.

Engagement Activities are aimed at student interaction to achieve engagement. The student directed
activities are social so that education can be fun

Knowledge Students learn new aspects of equality which allows them to further develop their
Integration understanding. They integrate new knowledge and build upon old knowledge.
Time Teaching and learning Organisation Centred
actions T/S

5 Students enter room, roll is Teacher: marks students off


marked.
Student: Teacher

Resources: Roll

5-8 Students are asked to discuss what Teacher: Observing, assisting students when needed
issues or assumptions they have
about equality regarding the Student: discussing ideas with fellow students, creating lists
aspect of human rights through and points
different types of media, and what Student
ways they have learnt about these Resources: workbooks
issues (i.e. internet, social media
etc.) with the class. Key ideas and
points are written on the board for
students to copy down. Students
have previously discussed what it
means to be equal and unequal in
general terms in previous lesssons.

12- 33 After a brief discussion of points, Teacher: guiding discussion, instigating thoughts of
students are to watch the Nike ad students, checking students are on task
and discuss whether the ideas they
previously discussed were present. Student: workbooks, engaging in activities
Teacher is to guide students to Teacher/
understand how equality can be Student
spoken about by also indirectly
Resources: Video
speaking about inequality; such as
language used us, we, equals http://www.dailymail.co.uk/sport/othersports/article-
beyond the lines etc. 4218116/LeBron-James-Serena-Williams-appear-
new-Equality-film.html, worksheet
Students are to re-watch the video
and write down in groups of 4 any
language features or forms they
spot that helps the ad create a
need for equality. A few questions
will be provided to help the train
of thought These points will then
be shared to the rest of the class.

33-45 Students spend 2-3 minutes Teacher: calling upon students to give answers and share
sharing the language features used ideas. Brings up possible thoughts to guide class discussion,
to discuss equality and the assisting students with ideas when writing, ensuring
inequality that the video students are on task
emphasized as teacher hands out. Student
The Universal Declaration of Student: sharing ideas and points groups discussed, asks
Human Rights. Students spend 2 questions, engages with teachers questions
minutes reading over it and
discuss briefly its main points as a Resources: The Universal Declaration of Human Rights
class. poster

In their groups, students are to


assess the language and key
features of the poster using the
previous questions and discuss
and demonstrate how equality is
addressed and what it means.
45-60 Students are asked to now Teacher: directs students to the activities, assists any
compare the texts for 5 minutes as students that need help
well as how the two different texts
connect with their groups. They
will begin creating a poster or Student
slide show aimed at trying to Student: engages in the activity with group and self, asks
encourage equality. Students will any necessary questions
combine both texts in a way to
Resources: workbook
show comparison, as well as help
strengthen their choice of words
and features. This poster will be
completed in the next lesson.
students are required to identify
which language features they used
from both texts.

Students spend the remaining 5


minutes completing a self-
reflection which is ongoing, on
whether the connection between
the text, the comparison of the
texts and how the different ways
the texts were presented developed
their understanding of equality.
This must be finalized homework.

Reflection

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

Student directed learning can be beneficial as students are on the same ZPD level. They understand
and develop their ideas on similar cognitive understandings. At the stage students are at, teacher
direction is a way to allow students to develop their own learning and understanding, while the teacher
helps support and guide their knowledge. The activities are designed to help students to investigate
and challenge their own beliefs of what it means to be equal and how equality is a difficult concept to
understand.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

2. A student identifies and Student compares the two texts in a self-reflection in their
describes relationships among workbooks. This helps students keep track of their changing
texts thoughts and ideas on the concept as new materials are
introduced

4. A student identifies and Students fill out the worksheets designed to guide them to
describes language forms and describe the language forms and features that influence what
features and structures of the text are trying to express. It helps inform them of the
particular texts that shape ways language can convey and idea.
meaning and influence responses.

5. A student describes the ways Students discuss how different forms of texts can create
different technologies and media similar or different meanings.
of production affect the language
and structure of particular texts.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson


Standards

2.6 Information Use of video text and poster text. Use of video text allows for the
and students to receive information in another medium and gain
Communication information from it.
Technology
(ICT)

2.2 Content The lesson is set so that students are repeating the exercises with
selection and different texts. This is to help ensure students understand the process
organisation and execute the activities to the best of their abilities

3.4 Select and Students are using two resources to gain ideas from the texts
use resources

3.5 Use effective Students are instructed by the teacher on what the activities are and
classroom how to conduct them
communication

4.1 Support Group activities are designed to encourage student participation


student
participation

4.2 Manage Teacher is always actively assisting students and help guide
classroom conversation. This is so activities are always being completed and
activities assistance is provided when needed

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?
Ensure all bags are placed away from pathways

No obstruction of exits at any time

No scissors to be placed on desk during this activity

References (In APA)

You must list all references that you have used for the content and resources of this lesson in this
space.

Nike Equality Campaign [video] (2017) Assessed 20th March 2017.


http://www.dailymail.co.uk/sport/othersports/article-4218116/LeBron-James-Serena-
Williams-appear-new-Equality-film.html

NSW Education Standards Authority. (2012). English Stage 6 syllabus. Sydney: Retrieved from NSW
Education Standards Authority,
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/english-syllabus-from2010.pdf

The Universal Declaration of Human Rights [Image] (2017). Assessed 20th March 2017, from
http://zenpencils.com/comic/134-the-universal-declaration-of-human-rights/

Resources Attached:

You must list all the resources that you have created or found in this space
Worksheet/Questions
Does the text speak about equality directly? How?
What language are they using? Is it inclusive, exclusive etc.
What features of this text draw the reader in with?
What ideas is the text trying to present to the reader?
As an audience does the information provided by the text influence a response? What is it?
Has this text given you a new perspective on equality?
Has this text given you a new perspective on Inequality?
Appendix A
Lesson 2
The main focus of lesson two is based around the Equality Speech by Clive Palmer and the
personal recount of Jonathans Story Right to Play Campaign. These two texts work
together to help students further develop their understanding of equality. In this lesson
students think about equality in the means of gender and the inequalities certain genders have.
They hear a speech encouraging gender equality and a personal story about gender inequality
which aims to encourage students to see how by speaking about inequality, the idea of
equality is present. This lesson is undertaken assuming students have already explored the
idea of equality in the means of human rights in previous lessons following the above lesson.
This lesson has been created using the following syllabus points. 1. A student demonstrates
an understanding of the relationships between composer, responder, text and context,
focusing on point 1.4 recognising the effects of their own language experiences and culture
on their response to and composition of texts. Syllabus point 2. A student identifies and
describes relationships among texts specifically 2.3 identifying and describing the ways in
which particular texts are influenced by other texts and contexts. Although the outcomes are
similar from the previous lesson, their focus are different and aim at continuously challenging
the ideas students may have on the concept of equality.
The two texts chosen in this lesson are combined to give students a new aspect and
perspective on what it means to be equal. It moves away from the idea that equality is just a
human rights issue to more of a gender issue. Gender is socially constructed, so it also
challenges equality in society. it is essential students grasp the issues surrounding gender
equality as this concept is a reality in their world. The outcome of this lesson hopes that
students understand how different texts can often have the same meaning and outcome
regardless of the platform it was delivered. Students will break down language and the ideas
presented to compare the two texts and find differences and similarities. Both texts discuss
the concept directly but may have slightly different immediate outcomes. Students will also
assess why this is.
The class will receive a transcript of the first text, Clive Palmers Equality speech. Students
will first be given time to read it so that they may develop their own understanding and
opinion of it, and are encouraged to annotate any language features they may find important.
Students will then listen to Clive Palmer deliver the speech. As a class, the main points of the
speech will be discussed, as well as any phrases or words students may not understand.
Students will be asked questions such as how the speaker relates the speech to the audience,
how does the speaker carrier the author through the speech, how the theme of the speech was
significance and how is the balance of logic and emotion achieved. The focus of this activity
is to highlight how the speaker gives meaning and emotion through his deliverance and
choice of words.
Students are handed a copy of Jonathons personal story on gender equality. They will have a
few moments reading time before engaging in the task. With the person next to them,
students will engage in a think, pair, share activity. They will consider the main point of the
story, what the issue is trying to tell the audience, the language features they can identify that
strengthen this and how this story is significant in understanding the concept of gender
equality. They will also share with their partner any instance where they could feel this
inequality in their everyday life. Briefly the class will also discuss any main points they find
important, and any language features they have discussed that help emphasise the main idea.
As a continuing exercise and measurement of assessment, students will continue to create a
reflection journal of what was similar and different to this text, and what was similar and
different to the texts used in the previous lesson plan outlined above. This continuum is
designed for students to look back and see how their understanding of the concept is ever
changing as new text and perspective on the concept are introduced to them. This reflection
journal could potentially be helpful when it comes to assessment. It is important that
throughout this lesson the teacher is assisting any student that may need help and assessing
whether this perspective of the concept will need more lessons to be understood. Teacher will
collected reflection journals at the end of the week to assess further and provide timely
feedback to the students.
Resources
Palmer, C. (2016, February 2). Clive Palmer Gender Equality Speech, House of
Representatives. Retrieved from
http://www.wel.org.au/clive_palmer_gender_equality_speech_feb
Shorthand Social. (2006). Blog. Retrieved from
https://social.shorthand.com/RightToPlayIntl/u26suZ9eFc/this-is-jonathans-story-
about-gender-equality

Appendix B

Despite all the gains made in gender equality over the last hundred years in Australian
society, the role of women is still not equal. When we consider the amount of wealth
available to women at retirement in comparison to men, we understand that our sisters and
mothers are still not appreciated, respected and valued as they should be. My three
daughters need to be all they can be. They need to live as Australians and be not just
accepted because of their beauty but valued as citizens because of the content of their
character and how they contribute to our society. We all need role models. In this place, in
the ministry and the cabinet the low numbers of women further dilute their importance and
rob the nation of their talents. Men and women think differently. They approach problems
from different perspectives. Australia deserves to benefit from the wise counsel of all its
people, not just some.

Do we really believe that women are not as talented as men? Do not have as much to offer
as men? Are not as capable of solving a crisis or making a judgement? It is not my view that
any gender is superior to another, but we need a balance. We need to recognise all the
qualities in our society. It has been 114 years since women got the vote and could stand for
parliament. How long does it take114 years, longer than that? for a male-dominated
society to recognise the value of each and every Australian regardless of their gender? The
reduction in the availability of pap smear tests for Australian women shows the Turnbull
government has no commitment to the health of women and does not care about their
special needs. Do we think this decision would have been taken by the Turnbull government
if it was not dominated by men? It is very easy for men who will not face the prospect of
cervical cancer to condemn women to their fate and show them no compassion. It is time
for all of us to demand changes to address this inequality if we want a truly united country.
When society is slow to act and our citizens' rights and opportunities are being suppressed,
it is time for parliament to act.

History has shown us that legislation is an effective tool in achieving social change. We have
seen that in the workforce and in the application of racial discrimination laws. We need to
have a proper gender balance in our cabinet and ministry. Somehow the Canadian
government can achieve a gender balance in its cabinet, but our Prime Minister cannot.
Ministers are a role model for our society. If we have a ministry dominated by one gender,
what sort of message does that send to our people? That one gender is more valuable than
the other? That our daughters are not as valuable as our sons? That women can be treated
differently from men and that somehow they are not as valuable? These are dangerous
undercurrents in our society and are validated by the economic clout that women have in
our society.
Why is it that more women than men receive low-income support and low-income super?
Why is it that women are subject to more than 90 per cent of all domestic violence in this
country? Change starts at the top. We need laws that guarantee that each gender is well
represented in cabinetnot necessarily fifty-fifty, but each gender should be entitled to at
least 40 per cent of all appointments, to send the right message to Australians that our
daughters and our sons are equally important. We cannot wait another 114 years to
recognise the value of all our citizens. If change does not come now it may never come. This
parliament needs to pass laws that require all genders to be properly represented in all
decision-making bodies of the Australian government.

Appendix C
This is Jonathan.
He's 16 years old and lives in Rubavu, a small waterfront town off the shores of Lake
Kivu in Rwanda.
He's real and so is his story.
JONATHAN'S PAST
For years, Jonathan felt alone, unhappy and angry. He didn't know why. All he knew
was that inside his heart, soul and mind he was hurting and he felt confused. But he
refused to talk about it or to let himself cry.
Instead, he lashed out at the other kids in his community.
"I didnt want anyone to get close to me, especially
the girls," affirms Jonathan. "I thought that girls were useless. Whenever a young
child spoke and said things that I thought were wrong, I would slap them.
I didnt want them to talk."

Jonathan's behaviour didn't win him any new friends and he didn't have any long-
standing friends to lose, either.
He stood alone.
Jonathan was not popular. He had no one to run around with, play soccer against or
even, to crack jokes with. The kids in his community steered clearJonathan had a
horrible temper and he never smiled. All of this left him feeling incredibly lonely and
tired. Deep down inside, Jonathan wanted a happy life. Fortunately, he had the self-
awareness to realize this and that he had the power to change. Yet, he didn't know
how or where to begin.
JONATHAN'S DECISION
One day while walking past his school, Jonathan noticed a group of kids laughing
and playing together. Everyone was smiling and having a good time.
No one was yelling or looked angry and none of the kids turned their backs when
they noticed Jonathan's interest.
"I wanted to join in," says Jonathan. "The other children looked so happy. I couldn't
believe the boys and girls were playing football together."

Members of the Gender Equality and Child Protection club at the Kanembwe School
in
Rubavu, Rwanda, including Jonathan (back row, third from the left),
get ready for a game of soccer.
Taking a deep breath, Jonathan swallowed hard and approached the kids. Fumbling
for his words, he nervously asked who the kids were and why the boys were playing
soccer with the girls.
A girl answered, saying: they were part of the Kanembwe School and Right To Play's
Gender Equality and Child Protection club.
She explained that the group met once a week to learn about inclusion, child rights,
equality and moreall by playing games and making up theatre sketches. She said
the club was fun and that everyone was learning how to expand their acceptance
and understanding of one another. Each week, they met to play a game or two of
soccer to work on building skills like, unity and teamwork.
Something inside Jonathan clicked. This was the opportunity he was looking for.
Before he could lose his nerve, Jonathan asked if he could join the club...and the
soccer game.
All of the kids were listening. They said: yes!
"When I started participating in the games and activities, I felt included," says
Jonathan.
"My loneliness went away.
Right To Play taught me that girls are the same as me. Now when I see a girl, I see
her as my sister.
They are people, too and they are my friends."
JONATHAN, TODAY
Jonathan is happy.
He's outgoing and sweet, funny and sensitive. He smiles all the time and loves
laughing and joking around with his friends. He has a lot of them too, boys and girls,
and treats everyone fairly and with kindness.
With the help of the club's Right To Play Coaches, Jonathan has worked hard on his
social skills, choosing to actively participate with his teachers in school and to get
good grades, as well as be proactive with the other members of the Gender Equality
and Child Protection club.
Last year, the club's Coaches invited Jonathan to be a Junior Leader. He accepted
and now, before and after school he's busy helping others by openly sharing his
story and by acting as a mentor for the kids living in his community.
"I am also helping teach adults and families,"
adds Jonathan.
"Every month, we put on a play for the whole community to watch, so that we can
show them
how to treat girls and boys equally.
We teach about children's rights."

Along with the rest of the kids in the club, Jonathan's driving and creating equality for
girls and for boys at home, in the classroom and on the playground for a game of
soccer.
Jonathan understands the power of change. He never misses an opportunity to
encourage others to attend school, to respect and listen to one another and to make
friends with boys and with girls.
"I want to be a Right To Play Coach
when I grow up," says Jonathan.
"So I can encourage kids like me to improve."
_And when he shared this storyhis storywith us surrounded by a circle of his
friends, Jonathan cried.
They were tears of joy.
Lesson 3
Lesson threes focus in on the song Dear Mr. President by P!nk ft. Indigo Girls. This text is
chosen as it has aspects of the previous four texts and can help students connect the themes
together to further develop the concept of equality. In this lesson, students analyse the lyrics
and develop ideas from it. They then compare and contrast the ideas presented in the song
with the previous four texts. This lesson would be undertaken towards the end of the unit and
connect all aspects of what it means to be equal.
This lesson has been created using the following syllabus points; 2. A student identifies and
describes relationships among texts specifically 2.3 identifying and describing the ways in
which particular texts are influenced by other texts and contexts, syllabus point 3. A student
develops language relevant to the study of English in particularly 3.2 language for making
connections, questioning, affirming, challenging, speculating about and generalising about
texts and A student engages with a wide range of texts to develop a considered and informed
personal response specifically 6.4 discussing and reflecting on the wider issues arising
from their engagement with texts.
The text chosen for this lesson is done so to help students connect all of the related texts in a
meaningful and constructive way. The text encourages deep thinking as to how the theme of
human rights and gender equality make a part of what the concept of equality is. It is
essential that students make the connection about how equality comes in many different
forms, and often times inequality is often present more than equality itself. Students must
also have some understanding of what equality is. This lesson also aims to allow for students
to demonstrate the ways their knowledge on the concept has other been strengthened or
changed, and display it in an engaging and thoughtful way.
This lesson will take place in a computer room. Students will be given a copy of the lyrics to
the song Dear Mr. President by P!nk ft. Indigo Girls. Students will read over the lyrics.
With the person next to them, students will engage in an think-pair-share on what they think
the song was trying to say, and how the song ties into the concept students have been learning
about throughout the unit of work. Following this activity, the teacher will go over students
ideas they shared, as well as having a small lesson on the language features used in the song,
they way it was delivered, as well as how the song creates meaning and ties into the concept
of equality. Students may use previous questions that were used when breaking down the
Clive Palmer speech if it helps them unpack the language features. The way in which this text
links into the previous four texts will also be discussed.
The class will be split into two groups for a debate. One will be for equality, the others will
be against it. Using the reflections students have been writing throughout the unit of study, as
well as research in their groups on the computers, to devise debatable arguments. The debate
will take place the following week with students undertaking their own research throughout
the next weeks lessons. Students will find recent and reliable sources to base their arguments
on. This activity is designed to evaluate whether students have understood the concept, and
pave way for formal assessment.
Teacher must ensure that students are assisted as much as possible. They must constantly
check on students as a form of informal assessment to ensure they understand what is
required of them and remain on task. Teachers must take extra precautions to ensure students
are not researching anything off task.
Resources
P!nk, Ft Indigo Girls. (2011). Retrieved from
http://www.azlyrics.com/lyrics/pink/dearmrpresident.html

Appendix D
Dear Mr. President,
Come take a walk with me.
Let's pretend we're just two people and
You're not better than me.
I'd like to ask you some questions if we can speak honestly.

What do you feel when you see all the homeless on the street?
Who do you pray for at night before you go to sleep?
What do you feel when you look in the mirror?
Are you proud?

How do you sleep while the rest of us cry?


How do you dream when a mother has no chance to say goodbye?
How do you walk with your head held high?
Can you even look me in the eye
And tell me why?

Dear Mr. President,


Were you a lonely boy?
Are you a lonely boy?
Are you a lonely boy?
How can you say
No child is left behind?
We're not dumb and we're not blind.
They're all sitting in your cells
While you pave the road to hell.

What kind of father would take his own daughter's rights away?
And what kind of father might hate his own daughter if she were gay?
I can only imagine what the first lady has to say
You've come a long way from whiskey and cocaine.

How do you sleep while the rest of us cry?


How do you dream when a mother has no chance to say goodbye?
How do you walk with your head held high?
Can you even look me in the eye?

Let me tell you 'bout hard work


Minimum wage with a baby on the way
Let me tell you 'bout hard work
Rebuilding your house after the bombs took them away
Let me tell you 'bout hard work
Building a bed out of a cardboard box
Let me tell you 'bout hard work
Hard work
Hard work
You don't know nothing 'bout hard work
Hard work
Hard work
Oh

How do you sleep at night?


How do you walk with your head held high?
Dear Mr. President,
You'd never take a walk with me.
Would you?