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Going Gaga

By MelanieSpencer -
Oct 14, 2012

2.2 Content Selection and



This is a 1 hour introductory lesson in an 8 week Year 10 unit of work entitled Eve to
Lady Gaga: Womans Voice in Literature, Film and Song. It is designed for a mixed
ability class of both male and female students in a 1:1 learning environment.
Students have wireless access to the internet and to the College intranet where they
are able to post blogs and to meet virtually outside school hours. They are already
familiar with the Web 2.0 tools used in this lesson.

2.6 Information and Communication Technology (ICT)

Australian Curriculum Links:

ACELA1564 understand how language use can have inclusive and

exclusive social effects, and can empower or disempower people

ACELA1565 understand that peoples evaluations of texts are influenced by

their value systems, the context and the purpose and mode of communication

ACELT1639 compare and evaluate a range of representations of individuals

and groups in different historical, social and cultural contexts
ACELT1640 reflect on, extend, endorse or refute others interpretations of
and responses to literature

ACELY1813 use organisation patterns, voice and langugage conventions to

present a point of view, speaking clearly, coherently and with effect, using
logic, imagery and rhetorical devices to engage audiences

ACELY1752 identify and analyse implicit or explicit values, beliefs and

assumptions in texts and how these are influenced by purposes and likely

4.2 Manage classroom

Lesson activities


Bring up a series of images of recognisable national and international female public

figures, asking students to raise their hands when they agree this person is a person
of influence. Finish with a picture of Lady Gaga. Refer to the 2010 Times article
which lists her as one of the top influential people of
2010. http://tinyurl.com/35w4jp8 Facilitate a discussion on why this may have
been so and whether this is still the case.

3.4 Select and use resources

& 4.2 Manage classroom
Body activities

Students will be asked to move into their collaboration groups. (Collaboration groups
consist of 5 students each of whom is directly responsible for an element of a task
roles may include collecting and adding images for a presentation, writing the
script/voiceover for a presentation, finding and adding the sound/music for a
presentation, managing the editing and sequencing of the presentation tool,
presenting to the class. Students will work in their area of strength) Their task is to
use their devices to discover the controversy surrounding Gagas song Born This
Way. Using one of the following tools (iMovie, Final Cut Pro, Voicethread,
Educreations, Prezi, Glogster, Animoto, Puppet Pals) they have the remainder of the
lesson to develop a 1-2 minute presentation about the controversy

a) speculating how differing responses reveal values systems or worldviews

b) whether these responses might empower or disempower individuals

c) how social, cultural and historical contexts may influence responses to the song

d) delivering the group interpretation and response to the song

3.4 Select and use resources

Students are advised they will have 10 minutes at the beginning of the next lesson
to organise themselves before presenting. They may have an online meeting in the
evening to manage organisation if necessary. They may use the College Intranetor
Facebook to collaborate. Students are also advised that the following viewing is
necessary for the lesson after next.

Assessment: 4.2 Manage classroom activities

Individual contributions to class discussion and collaborative tasks.

Group presentation
3.4 Select and use resources


http://tinyurl.com/9fm28wtAlice Walker Reads Sojourner Truth

http://tinyurl.com/9xm9bhh Helen Reddy sings I am Woman

http://tinyurl.com/8c9y9c2 Tracy Chapman sings Talkin bout a Revolution

http://tinyurl.com/9lzyznr Julia Gillards October 9, 2012 response to the

Oppositions movement to remove Peter Slipper