CTL Assessment 1

Hannah Rose - Contemporary Teacher Leadership - 18215452
Hannah Rose
18215452
Reconstruction of Blacktown Girls High School’s unit
‘Thematic Poetry Unit – Looking at Identity’
o Stage 4
o Year 7
o English
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Table of Contents
Executive Summary……………………………………………………………………………………………… 3-4

Background Information……………………………………………………………………………………… 5
Comparative………………………………………………………………………………………………………… 6-8
Evidence based recommendations …………………………………………………………………..... 9-14
Scope and sequence……………………………………………………………………………………………. 15
Concept………………………………………………………………………………………………………………. 16
Assessment task …………………………………………………………………………………………………. 17
Marking criteria ………………………………………………………………………………………………….. 18
Redesigned outline……………………………………………………………………………………………… 19-27
References…………………………………………………………………………………………………………… 28-29
Appendices………………………………………………………………………………………………………….. 30-34
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Executive Summary
During this study, a unit of work was redesigned and an assessment task, marking criteria,
scope and sequence and concept map were created. The objective of this study is to
redesign a unit that aligns with the Understanding by Design (UbD) model to create a
program where all students irrespective of their academic ability can effectively achieve,
and engage with the desired learning, opposed to just covering content and a series of
learning activities (Trapani, 2016). The original teaching unit ‘Thematic Poetry Unit – Looking
at Identity’ was executed during Professional Practice 1 in 2017. This unit was taught to a
stage 4, top year 7 class (not selective) at Blacktown Girls High School (BGHS), located in
Western Sydney. The single-sex class consisted of students from a range of ethnic, cultural
and religious backgrounds, all with high academic achievement abilities. This unit has been
redesigned with the goal of catering for a range of abilities, including lower ability classes,
with an additional focus on students with diverse linguistic, cultural and religious
backgrounds. There will be a sharp focus on greater and more successful differentiation in
all activities, and a range of texts will be selected from a variety of cultures to encourage an
inclusive learning environment and allow students to develop a clear sense of identity. The
recommendations are designed to increase student’s critical and creative thinking, improve
cross-curriculum areas such numeracy and literacy, and improve their personal and social
capabilities. The recommendations for the English poetry unit will be made in alignment
with evidence-based research that support the suggested changes.
It is recommended that:
o The teacher explicitly deconstructs major terms and techniques throughout the unit
and guides students in creating a glossary for major terms and literary technique. This
works as a differentiation strategy and focuses on improving student’s literacy.
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o Students are encouraged to interpret and evaluate the social value of already existing
texts through activities such as ‘think, pair, share’ and ‘feedback carousel’ and create
their own short texts.
o Study a range of multicultural texts by authors from a range of ethnic, cultural and
religious backgrounds.
o Increased group/pair work.
o Complete a project-based assessment.
The goals for the redesign of this unit are namely:
o Make increased and relevant connections to literacy and numeracy.
o Provide effective differentiation through scaffolded teaching and learning activities.
o Ensure that teaching and learning activities are accessible to all students regardless of
their linguistic background.
o Ensure that teaching and learning activities are accessible to all students regardless of
their academic ability.
o Ensure that teaching and learning activities tightly align with the assessment task.
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Background Information
According to the My School website, in 2017 there were 742 enrolments at Blacktown Girls
High School, with 15% of students achieving in the top quarter of students in NSW and 33%
achieving in the bottom quarter, with the remaining students achieving in the middle two
quarters (Australian Curriculum, Assessment and Reporting authority (ACARA), 2017). The
single-sex school has 2% Indigenous students and 83% of students who speak another
language other than English, ‘a large number of whom are refugees’ (ACARA, 2017). The
school ‘embraces and celebrates cultural diversity’ (ACARA, 2017) through the employment
of equity programs that aim to support Refugees, students from a language background
other than English and Indigenous students; as well as offering a selective stream and
comprehensive strands. Therefore, the process of redesigning this unit will utilise the UbD
framework to effectively and efficiently ensure the program aligns with the school’s focus
on the inclusion of all students regardless of their academic ability, linguistic and cultural
background.
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Comparative Table
Area of Strengths of the area Concerns of the area of Suggested changes to counteract
Research support for the changes suggested
consideration of consideration consideration concerns
The unit outlines a clear There is no explicit literacy Students will create: Students develop a deeper understanding of
Literacy Cluster that students strategies or differentiation of o Glossary of major terms. terms and definitions when they generate their
Literacy are to achieve throughout the literacy for low-ability or students o Definition of techniques sheet. own sentences (Csillag, 2016) and glossary.
unit. This ensures students are whose second language is English. o Explicit deconstruction of major Having access to major vocabulary terms provides
achieving a satisfactory level terms by teacher. students with the opportunity for oral practice
of literacy in the areas of and remind students to use these terms when
comprehension, writing and writing. It also assists students whose second
knowledge. language is English with writing in English
(Buttner, 2013) and placing vocabulary terms in
the correct context (Waring, Creider, Box, 2013).
There are no specific links to o Provide/display timeline of the unit Bennison suggests that displaying a timeline in
numeracy throughout the for students. the classroom with major stages/events of a unit
Numeracy program. Therefore, students are allows students to see what their learning leads
unable to consider or understand on from and what they’re currently learning
the importance and relevance of (Bennison, 2015).
numeracy across a range of
contexts.
Students create their own There is not equal time allocated o Create their own poems based on Providing students with the opportunity to create
Critical and small poem and share their to analysing each poem in depth real or imaginary situations. their own texts sparks new insights, novel
Creative thoughts on the poems for students to develop critical and o Write PEEL paragraphs which approaches and fresh perspectives (Khuana,
Thinking studied. Students discuss creative thoughts on the texts. compare, interpret and evaluate Khuana & Santiboon, 2017). It encourages
stereotypes presented in some Students do not discuss their the social value of a text, studied originality, inventiveness and tests the limits of
poems. poems in depth, respond to other through examining biases and their ideas (Moeller, Cutler, Fielder & Weir, 2013).
student’s poems or thoughts and stereotypes in texts. These justify It embeds critical thinking skills into a student’s
responses to texts. intellectual repertoire as they share their
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their opinions and respond to personal responses and preferences to texts,

others. (ACARA, n.d) through discussing certain beliefs as
well as biased and distorted statements (Karlin, as
cited in, McPeck, 2016). D’Angelo (as cited in
McPeck, 2016) highlights that critical thinking
skills are reinforced through evaluation which
leads to interpretation which is necessary for
critical thinking. This occurs in the writing of PEEL
paragraphs which is a way of analysing texts and
extending knowledge (Jackson, 2015).
There are range of texts The school this unit is taught in is o Embedding a range of multicultural Studying texts ‘that represent each student in a
Personal and embedded in this unit of work made up of students from a range texts throughout the unit by classroom is a great way to show them that we
Social that focus on ‘identity.’ The of cultural, ethnic and religious authors from a wide range of are all equal and worthy to be recognized and
Capabilities texts chosen for this unit backgrounds. The texts included in cultures and religions. celebrated’ (Rouse, 2017, p.7). Exposing students
explicitly relate to developing the unit do not cater to all o Group work such as ‘think, pair, to multicultural texts promotes appreciation for
student’s notion of identity. students. The unit has scope for share;’ ‘feedback carousel,’ and diversity and encourages the embracing and
improved text selection that will ‘final word protocol’ will be dynamic understanding of cultural differences
allow all students to develop a incorporated to force students to (Rouse, 2017). It is designed for students to be
sense of ‘social and self- consider how language is central to able to relate to different cultures, gain
awareness’, as well as articulate personal and social identity and confidence and validate their sense of identity.
their own opinions, beliefs and how exploring experiences and Studying these texts through group work will
sense of identity. characters from a range of social provide greater access to learning and deepen
contexts affects their own sense of opportunities to learn content, (Cohen & Lotan,
identity. 2014) ‘allow students to value the opinions and
attitudes of different groups…, compare their
own point of view’ (ACARA, n.d) and become
effective communicators who can articulate their
opinions and beliefs through collaboration
(ACARA, n.d).
The final assessment task for One was not provided with the o The assessment will be changed to Understanding by Design (UbD) has a sharp focus
Understanding this unit is a summative assessment task and therefore, it a project-based assessment. on meaningful performance tasks and focuses on
by Design unseen examination is unclear if the unit was backward o Students will be aware of exactly what students should know by the end of the
mapped and if the teaching and what they are being assessed on to course (Minbiole, 201). Project based
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incorporating aspects learnt learning activities tightly align with provide them with the opportunity assessments are meaningful performance tasks
throughout the unit. the final assessment. to see the bigger picture about which will help students to make learning a life-
learning. long skill and to experience a learning process in
o The overall unit has been line with their own needs; opposed to a
redesigned utilising UbD to ensure standardised test (Yurtseven & Altun, 2017).
it is backward mapped from the
assessment ask.
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Recommendations
Redesigning the original unit ‘thematic poetry unit looking at identity’ has allowed for a
greater focus on Understanding by Design (UbD) framework. UbD is a pedagogical framework
that allows the curriculum to be delivered in a more comprehensive, overarching and
thorough way (Wiggins & Mctighe, 2005 as cited in Davila, 2017), where backward planning
is utilised to ensure our goals and standards are clear; and assessment tasks are designed to
tightly align with the desired results (Mangelsdorf, 2013). The redevelopment of the unit has
included the injection of appropriate literacy and numeracy strategies and a reassessment of
the texts utilised, to better accommodate and differentiate for low ability students, and
students from a range of cultural and religious backgrounds. The use of the UbD is practical,
as students are made aware of the information that is required for their assessment from the
beginning of the unit, and a methodical process is followed through a planned learning
sequence. Redeveloping the unit has also generated a sharp Inquiry Based Learning (IBL)
approach. Teaching and learning strategies have been implemented into the unit outline to
ensure stronger links to Personal and Social Capabilities, Creative and Critical thinking,
literacy and numeracy as well as strengthening the focus on UbD. Developing this unit with
an emphasis on UbD will enrich the student experience as there is an increased emphasis on
student communication, interaction and student driven learning where knowledge and
information is constructed rather than transmitted (Preston, Harvie & Wallace, 2015).
Students are actively involved in constructing understandings and communicating their
opinions through class discussions and written tasks. This process also included the design of
an assessment task, scope and sequence, concept map and marking criteria, which were not
provided with the original unit.
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An important recommendation for the unit outline pertains to literacy. While there is a strong
focus on literacy in the original unit, there is little differentiation, scaffolding or strategies
implemented to support students who are low-ability or speak English as a second language.
It is recommended that creating a class glossary of major terms and literary techniques, as
well as having the teacher explicitly focus on deconstructing difficult terms and techniques,
will improve the experience for low ability and students whose first language is not English.
Students will develop a nuanced understanding of major terms and definitions through
generating their own sentences/definitions (Csillag, 2016). The benefits of this
recommendation include providing students with the opportunity for oral practice, and
reminds students to use these sophisticated terms when writing (Csillag, 2016). It also assists
those students whose second language is English with writing in English (Buttner, 2013) and
learning how to place vocabulary terms in the correct context (Waring, Creider, Box, 2013).
This recommendation has been backward mapped utilising the UbD framework as the use of
literary techniques and language is expected and required in their assessment.
There were no links to numeracy throughout the original unit outline. Therefore, it is
recommended to provide students with a timeline to display in the classroom during the unit.
This numeracy strategy provides students with a sense of organisation as they have a visual
reminder of the major stages/events of the unit and students are able to see what their
learning is leading on from, what they’re currently learning (Bennison, 2015) and what they
are going to learn, reinforcing the use of the UbD backward design (Mangelsdorf, 2013).
Critical and creative thinking was highlighted as one of the major learning focuses in the
original unit outline; however, it became apparent that there was limited scope for ‘creating
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and presenting texts, interacting with others…and discussing the aesthetic or social value of
the text’ (ACARA, n.d). To deepen students learning and to generate new ideas (ACARA, n.d)
it is recommended that students create their own poems based on real or imaginary
situations. Providing students with the opportunity to create their own texts utilising poetic
forms and devices sparks new insights, novel approaches and fresh perspectives (Khuana,
Khuana & Santiboon, 2017). It also encourages originality, inventiveness and tests the limits
of their ideas (Moeller, Cutler, Fielder & Weir, 2013). Additionally, it is recommended that
students compare, interpret and evaluate the social value of texts studied, through
examining biases and stereotypes in texts (Karin, as cited in, McPeck 2016). Students will do
so through the writing of PEEL paragraphs which is a method of analysing texts and extending
knowledge (Jackson, 2015). Writing PEEL paragraphs allows students to ‘develop an
argument, use evidence to support the argument and draw reasoned conclusions’ (ACARA,
n.d) necessary in critical and creative thinking. This strategy is reinforced by D’Angelo (as
cited in, McPeck, 2016) who contends that critical thinking skills are developed through
evaluation and interpretation. This is evidenced in the writing of PEEL paragraphs as students
evaluate and interpret texts by ‘sharing personal responses, expressing preferences for
specific texts, stating and justifying their points of view and responding to the views of others’
(ACARA, 2018, p.1). It is advised that these activities are embedded into the unit, as critical
thinking skills become entrenched into a student’s intellectual repertoire by critically reading
and comparing texts, discussing whether a story is plausible through seeking confirmation of
certain beliefs and selecting biased and distorted statements (Karlin as cited in Mcpeck,
2016). These strategies draw on UbD as it is a learning task that is needed to achieve the
desired result (Mangelsdorf, 2013) in their assessment.
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Personal and social capabilities was an area for concern in the original unit outline as it was
not addressed as an area of learning. Focusing the unit on identity provided a large scope for
‘self-management, self-awareness, social management and social awareness’ (ACARA, 2018,
p.1) required in a personal and social approach. The recommendation for this learning area
is employing multicultural literature and increased group work. Exposing students to
multicultural texts promotes an appreciation for diversity and encourages the embracing and
dynamic understanding of cultural differences (Rouse, 2017), whilst group work provides
greater access to learning tasks and increases student’s opportunities to learn content and a
wider range of academic skills (Cohan & Lotan, 2014). Students will develop a sense of self
and social awareness by articulating their opinions on a range of personal and social
behaviours and perspectives (ACARA, n.d), through group activities such as ‘think, pair,
share.’ This requires students read a text, compare their thoughts through discussion with a
partner and then seek confirmation on their thoughts by sharing with the class. This activity
allows students to articulate their opinion through collaboration and interaction with others
(ACARA, n.d). Engaging students in multicultural literature is designed for students to be able
to relate to different cultures, gain confidence and validate their sense of identity (Rouse,
2017) which in turn encourages students to learn about their own ‘emotions, values,
strengths and capacities’ (ACARA, n.d). Responding to these texts through activities such as
‘final word protocol’ (NSRF, 2015) where each student communicates to their group what
resonated with them from a text, and then collectively deciding on one example from the
group to share with the class; and ‘feedback carousel’ where students respond to a text and
then receive feedback from each peer in their group, (NSRF, 2014) highlights that language
sparks different interpretations and responses in readers (ACARA, n.d). It also encourages
students to value the opinions and attitudes of different groups within society and compare
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their own point of view’ (ACARA, n.d). According to Rouse (2017) providing students with
texts ‘that represents each student in a classroom… shows them that we are all equal and
worthy to be recognized and celebrated’ (Rouse, 2017, p.7). These recommendations are
relevant to the UbD framework as students reflect on their own identity which is a desired
result (Yurtseven & Altun, 2017) for their assessment.
Additionally, it is recommended that UbD is utilised to ensure the assessment tightly aligns
with the teaching and learning activities. The UbD has been utilised through the redesign of
the unit, evidenced in the transformation of pedagogical practice (Trapani, 2016), as all
teaching and learning activities centre on what students should understand by the end of the
course (Minbiole, 2017). Opposed to implementing the original unseen exam, the unit will
include a more specific project-based assessment that directly responds to the learning goals
and outcomes in the unit (Minbiole, 2016). Project based assessments are meaningful
performance tasks which assist students to make learning a life-long skill and to experience
a learning process in line with their own needs (Yurtseven & Altun, 2017). Changing the form
of assessment provides a strong base for backward mapping, as it allows students to
understand the relevance of the activities and they will be aware of the concepts in the unit
required for the assessment (Minbiole, 2016).
The redesign of this unit will provide students with an enhanced learning experience. Utilising
the UbD framework in the design structure of the unit to ensure the teaching and learning
strategies are tightly aligned with the summative assessment task; and sharpening the focus
on the implementation of literacy, numeracy, critical and creative thinking and personal and
social capabilities has allowed for an inquiry based and student focused learning approach to
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develop. With increased scaffolding, differentiation, group and pair activities, and a larger
focus on student’s interpretation and creation of their own texts; it is advised that these
recommendations will enhance students overall experience in the classroom, particularly low
ability students and students from diverse ethnic, cultural and religious background.
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Concept Map
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Assessment Task Notification
Topic: Poetry/Identity Due: 06/09/2018
You are required to complete a project-based assessment which you will submit during
class on the 06/09/2018. For this assessment, you will:
o Create a poem in relation to something that is significant to YOUR sense of
identity. You can write this poem in any form of your choice covered in class (e.g.
song, slam poetry, anthology of haikus or limericks, etc). You must use at least
three literary techniques in your poem which were discussed/deconstructed
during the unit.
o Select ONE poem studied in class and write a two PEEL paragraph comparison
between the two texts. You must discuss how the techniques in each poem assist
in representing/communicating a sense of identity.
Steps - tick off as you go
 Select the form that you are going to write in and make sure you understand the
structure.
 Decide what you are going to represent about yourself. You might like to focus on
one aspect of your life or one experience that has shaped who you are today.
 Convey your ideas clearly with your own language choices.
 Follow the structure of PEEL by starting with a TEE table when writing your
paragraph to ensure your writing is clear and concise.
 Ensure your PEEL paragraph reflects what you have written in your poem and
compares it to your selected poem.
Outcomes being assessed

1. EN4-4B - makes effective language choices to creatively shape meaning with
accuracy, clarity and coherence.
2. EN4-5C - thinks imaginatively, creatively, interpretively and critically about
information, ideas and arguments to respond to and compose texts.
3. EN4-7D - demonstrates understanding of how texts can express aspects of their
broadening world and their relationships within it.
4. EN4-9E – uses, reflects on and assesses their individual and collaborative skills
and learning.
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Marking Criteria
o Makes outstanding choices in their writing using appropriate poetic 16-20

devices and language features that work to engage the audience and
present a sophisticated insight into their sense of identity.
o Presents an exceptional understanding of the PEEL structure that
comprehensively explains how both poems communicate their sense of
identity.
o Makes highly relevant and engaging comparisons between texts using a
range of literary techniques.
o Makes highly developed choices in their writing using suitable poetic 12-16
devices and language features that work to engage the audience and
present a sophisticated insight into their sense of identity.
o Presents a successful understanding of the PEEL structure that
comprehensively explains how their poem communicates their sense of
identity.
o Makes relevant and engaging comparisons between texts using a variety
of literary techniques.
o Makes adequate choices in their writing using acceptable poetic devices 8-12
and language features that work to engage the audience and present a
clear insight into their sense of identity.
o Presents a sound understanding of the PEEL structure that explains how
their poem communicates their sense of identity.
o Makes appropriate comparisons between texts using some literary
techniques.
o Makes limited or misinformed choices in their writing with poetic devices 4-8
and language features that hinder their ability to engage the audience
and/or present a basic insight into their sense of identity.
o Presents a shallow understanding of the PEEL structure that does not
effectively explain how their poem communicates their sense of identity.
o Makes basic comparisons between texts with a literary technique.
o Makes inadequate or incomplete choices in their writing that does not use 1-4
poetic devices or language features to engage the audience or present an
insight into their sense of identity.
o Presents an inadequate understanding of the PEEL structure that does not
explain or communicate their sense of identity.
o Presents incomplete or unsatisfactory comparisons between texts with no
literary techniques.
Teacher’s comments: _________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Student evaluation – List the areas you did well in and the areas that you believe need
improvement: ______________________________________________________________
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Redesigned Unit Outline

KEY:
o Literacy
o Numeracy
o Critical and creative thinking
o Personal and social capabilities
o Understanding by Design
BLACKTOWN GIRLS HIGH SCHOOL ENGLISH PROGRAM: Thematic Poetry Unit-Looking at Identity
YEAR: 7 DURATION: 5 weeks
UNIT DESCRIPTION/SYNOPSIS: Identity and Poetry LEARNING ACROSS THE CURRICULUM:

Students will study the required skills needed to analyse a poem that relate to the theme of ‘Identity.’ o Literacy o Numeracy
o Critical and o Intercultural
The main focus of this unit is to have a deep understanding of the notion of identity and how it can
creative o Understanding
be an important aspect of society and individuals. In this unit students will also improve their thinking Aboriginal and
knowledge of poetic techniques and look at how these play a part in expressing a perspective of o Personal and Torres Strait
identity through poetry and songs. Students will be expected to write a poetic analytical response in social Islander Histories
class in preparation for their project based assessment. capabilities and Cultures
OUTCOMES: Literacy Continuum (cluster 13 – end of year 7)

Comprehension (L.C.C.)
o 3B Uses and describes language forms, features and structures of texts appropriate to a range of
L.C.C Applies comprehension strategies and skills including predicting,
purposes, audiences and contexts. visualising, summarising, monitoring, questioning and making connections, to
o 4B Makes effective language choices to creatively shape meaning with accuracy, clarity and make meaning in subject contexts.
coherence. L.C.C Explores analyses and responds to ideas in imaginative, informative
o 5C thinks imaginatively, creatively, interpretively and critically about information, ideas and and persuasive texts.
L.C.C Judges the value or effectiveness of texts according to their purpose
arguments to respond to and compose texts. and subject matter.
o 7D - demonstrates understanding of how texts can express aspects of their broadening world and L.C.C Interprets and responds to points of view in texts with an awareness of
their relationships within it. underlying social, cultural and/or historical values.
o 9E Uses, reflects on and assesses their individual and collaborative skills for learning. L.C.C Identifies different interpretations of and perspectives in texts.
L.C.C Identifies and infers the meaning of imagery and symbolism in spoken,
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written, visual and multimodal texts.

ASSESSMENT: Formal assessment in exam, term 4. L.C.C Analyses and evaluates the impact of visual images on the meaning
• Students will create their own poem on their identity and select a of texts.
Writing (L.C.W.)
poem that they have studied together in class to write a comparative L.C.W Creates well structured and sequenced texts for imaginative and
analysis. In two PEEL paragraphs students will write a comparative persuasive purposes.
L.C.W Creates and develops ideas to explore a concept or theme.
analysis on how the techniques in each text work to portray a sense of L.C.W Uses paragraphing to structure information and partition events and
ideas.
identity. L.C.W Intentionally constructs a variety of sentence types including complex
METALANGUAGE: personification, speaker, Imagery sentences for effect.
L.C.W Self-regulates spelling and applies spelling knowledge and strategies
simile, imagery, mood, to spell complex, subject specific vocabulary.
metaphor, tone, theme L.C.W Uses correct and appropriate punctuation to support meaning.
L.C.W Uses a range of editing strategies to improve clarity and consistency of
extended alliteration, audience style.
Knowledge (L.C.V.)
metaphor, onomatopoeia, L.C.V Applies knowledge of root words and word origins to understand the
meaning of new subject specific words.
L.C.V Uses technical vocabulary to explain a complex concept or
phenomenon.
L.C.V Selects appropriate vocabulary in response to context, purpose and
audience.
L.C.V Uses a combination of effective strategies to work out the meaning of
unknown words.
LESSON CONTENT OUTCOMES RESOURCES
Week 1- Introduction to Identity 3B Uses and describes language forms, o PowerPoint: Identity
features and structures of texts
o Teacher provides students with a copy of the timeline for appropriate to a range of purposes, o Bio poem ‘formula’ and
the unit and displays a large copy in the classroom for audiences and contexts. models/examples
students to refer to. o A Mix of Many Things - by
5C thinks imaginatively, creatively,
o Do Now: How would you define your identity and what interpretively and critically about
Alyssa Murray
does it mean to you? information, ideas and arguments to o List of techniques
o Powerpoint - Teacher to Introduce the topic of Identity respond to and compose texts.
with an overview on the different levels of identity, such
7D demonstrates understanding of how
as personal or individuality, texts can express aspects of their
community/culture/relationships, multiple layers of broadening world and their relationships
identity, loss/search for/confusion about identity.
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o Students have a group discussion on what resonated within it.

with them regarding identity and write down two points.
o Teacher explicitly explains the concept of identity and
students write the term in their glossary to refer to.
o Students create a digital collage of pictures that
connect to their identity. Students then create a bio
poem using the ‘formula’ to compose their own personal
bio poem (a poem that describes themselves in 11 lines).
Option to share poems with class, discuss etc (teacher
provides scaffold/example for students).
o Extension/differentiation: Students compose a Biopoem
for a fictional character, pet, mythological character
etc.
o A Mix of Many Things: Teacher provides students with a
cut up version of the poem - In groups students recreate
the poem. What is the composer telling us about
identity?
o Read correct version of the poem.
o Group discussion- Compare by discussing first and
second interpretation of the poem. How does your
interpretation differ to someone in your group?
o ‘Think, pair, share’ - students compare their interpretation
of the poem and write how their opinion about identity
may have changed after reading the poem/discussing
the poem with a pair.
o Techniques – provide a list of techniques with definitions.
Students to identify and match terms in poem.
o Explore the techniques in the poem, identify the main
ones that will be considered this unit: Simile, metaphor,
rhetorical question, tone, persona, rhyme, alliteration,
personification.
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o Create class glossary of the techniques explored so far.

o Scaffold how to answer questions about poetry. (ie, using
evidence, how to read poetry and find the main idea)
Powerpoint can be used to support this.
o Explore – Teacher poses the question ‘does this text
enhance your sense of self-worth and personal identity?’
Students write their answers independently.
o Students answer question.
Week 2 and 3 – Exploring Poetry and Personal Identity
5C Thinks imaginatively, creatively,
o Teacher directs students to where they are on the interpretively and critically about o ‘I Am Proud’ – Oddgeroo
timeline – highlight what they have learnt. information, ideas and arguments to Noonuccal
o Oddgeroo Noonuccal’s ‘I Am Proud’ given to students respond to and compose texts. o Post-it notes (either in colours
as a cloze passage. Students fill what they believe to be 7D - demonstrates understanding of how
for teams or use team-colour
the missing words. In groups discuss the meaning of the texts can express aspects of their markers when writing on
poem. broadening world and their relationships them)
within it.
o Read correct version of ‘I Am Proud’1964 – Oddgeroo
Noonuccal.
o Unpack/explain major terms in the poem.
o As a class calculate old this poem is and discuss how
and why the message is still relevant in 2018.
o In groups - Discuss/brainstorm issues related to identity
raised in the poem.
1. What does this poem say about identity?
2. How does it relate to your own sense of identity?
3. How has Noonuccal used language to
communicate their personal and social identity?
o ‘Think pair share’ - In pairs students share their personal
response, justify their P.O.V and respond to the view of
their pair.
o Students label structural features on their poem.
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o ‘Pin the technique on the poem’ game Post-it notes

activity
o In groups - challenged to correctly identify techniques
and features annotate A3 team copy of the poem
within time limit.
o Evaluation of results – discussion – Deconstruct terms
students struggled with.
o Provide model/scaffold of an annotated poem.
o Model/scaffold a TEE table – explore how to fill in a TEE
table. Explicitly teach, focus on providing detail in the
effect column (eg. Repetition emphasises that the poet
is changing her ideas about love, rather than just 3B Uses and describes language forms,
repetition emphasises an idea) features and structures of texts
appropriate to a range of purposes,
o Model a PEEL paragraph. audiences and contexts
o Students write a PEEL paragraph on their interpretation
of Noonuccal’s ‘I Am Proud’ and how it represents 4B Makes effective language choices to
creatively shape meaning with
Noonuccal’s sense of identity. accuracy, clarity and coherence.
o Students conduct feedback carousel and then rewrite
their PEEL taking into consideration their peers
feedback and interpretations.
Week 4 – Exploring Cultural Identity o ‘Inclusion and Diversity’ -
o Teacher – draws student’s attention to where they are commercial
on the timeline – reminds students what they have o ‘It’s a 10 hair care’ -
learnt and what they are still to learn in the next three commercial
weeks.
o Students provided with transcripts from both
commercials. Students draw the most important
image from each commercial that comes to mind
when they read it.
23
2. Watch - Apple’s commercial on ‘Inclusion and

Diversity’ and ‘It’s a 10 hair care’ (Super Bowl
Commercial 2017). 9E Uses, reflects on and assesses their
o Independently – write down your interpretation. individual and collaborative skills for
learning.
1. What Resonated with you from the two 7D Demonstrates understanding of how
commercials? Did it change when you watched Vs. texts can express aspects of their
read the commercial? broadening world and their relationships
within it.
2. Do you believe they accurately conveyed a sense of
cultural identity without the use of stereotypes? Or do
they embrace stereotypes?
o Students ‘think, pair, share’ – compare their responses
and share with class.
o Scaffold/Differentiation - Teacher deconstructs the term
‘stereotype’ and any other terms in the commercial
that students do not understand – students add this
term to their glossary.
o Evaluate/interpret - Students – write an analysis (100 3B Uses and describes language forms,
words) on how one of the commercials represents features and structures of texts
cultural identity. Explore the use of stereotypes to appropriate to a range of purposes,
audiences and contexts.
present cultural identity, and how it embraces or breaks
stereotypes. 5C thinks imaginatively, creatively,
o Feedback Carousel – in groups students conduct interpretively and critically about
feedback carousel on student’s analysis. information, ideas and arguments to
respond to and compose texts.
o Annotate commercials with techniques.
o Students use their information from their analysis and
combine with techniques to create a TEE table and
PEEL paragraph.
Week 5 – Slam poetry (social, person and cultural identity) o ‘Imagine’ – Zohab Khan
o Teacher – draws student’s attention to where they are o ‘Here I am’ – Hani Abdile
on the timeline – reminds students what they have o Scaffold for slam poem
24
learnt and what they are still to learn in the next two
weeks.
o Teacher provides students with the titles of the poems.
Students write two sentences predicting what each is
going to be about/focus on. 7D Demonstrates understanding of how
o Watch/Listen – Imagine ‘Zohab Khan’ texts can express aspects of their
https://www.youtube.com/watch?v=MEgPTuH1MUg broadening world and their relationships
within it.
o Watch/Listen – ‘Here I am’ Hani Abdile
https://www.youtube.com/watch?v=sLkWpuj9Vqo
o Students write down their immediate reaction to the
poem (write or draw) – and the three most important
points in the poem. Students conduct final word
protocol and decide on the most important section of
the poem that represents the intersection of social,
personal and cultural identity. Students then share with 9E Uses, reflects on and assesses their
individual and collaborative skills for
class and compare answers with other groups. learning.
o Read transcript – A as a class and identify techniques
used.
o Teacher deconstructs major/difficult terms used
(students add to glossary).
o ‘Think, pair share’ – select one of the above texts. After
thorough analysis: 3B Uses and describes language forms,
5. How it has challenged/reinforced your perception features and structures of texts
on how ones social and cultural experiences shape appropriate to a range of purposes,
audiences and contexts.
their identity?
6. Two techniques that add to the message 4B Makes effective language choices to
embedded in the text. creatively shape meaning with
o Teacher provides a scaffold for students to follow to accuracy, clarity and coherence.
create their own short slam poem. 5C thinks imaginatively, creatively,

interpretively and critically about
information, ideas and arguments to
25
o Students create their own short 30 second slam poem respond to and compose texts.
introducing themselves (their languages, where they
were born, their religion and family).
Week 6 – Writing About Poetry 3B Uses and describes language forms,
o Teacher – draws student’s attention to where they are appropriate to a range of purposes,
on the timeline – reminds students what they have audiences and context
learnt and what they are still to learn in the next week
o Students are presented with the two first lines of
Macklemore’s ‘Same Love’ and discuss in pairs:
1. What it is saying about identity in general
2. How it relates to their sense of identity 7D Demonstrates understanding of how
texts can express aspects of their
3. How their interpretations differ broadening world and their relationships
4. Present their thoughts to the class within it.
o Listen to Macklemore’s ‘Same Love’
o Read as a class and highlight any techniques. In pairs
select two techniques and discuss how they help to
reinforce Macklemore’s beliefs and sense of identity.
o How does this song reinforce or challenge your sense of
identity? Students answer independently.
o Model and guide the way that poems are written
about and explored.
o Include a scaffold of a TEE table and PEEL
o Students write their own PEEL paragraph on
Macklemore’s ‘Same Love.’ Students then conduct a
Feedback Carousel to gain feedback on their writing 4B Makes effective language choices to
from their peers before editing and rewriting taking on creatively shape meaning with
the feedback from their peers. accuracy, clarity and coherence.
o Extension: Students writing their own poem,- using a
5C thinks imaginatively, creatively,
poem studied as a model and adapting the words to fit interpretively and critically about
their own ideas. Poem should focus on the idea of information, ideas and arguments to
identity.
26
respond to and compose texts.
Extension 4B Makes effective language choices to Two examples of Haiku and two
Teacher draws student’s attention to the timeline – They accuracy, clarity and coherence of Tanka; both exploring the
have now completed each section and what follows is theme of identity.
extension work for those students who are interested in 3B Uses and describes language forms,
furthering their poetry. appropriate to a range of purposes,
Japanese poetry – Tanka and Haiku audiences and contexts.
o Read poems
Students compose their own Haiku - reflecting on the theme
of identity using the structure of Tanka or Haiku.
o Students incorporate at least two literary devices, such
as alliteration, onomatopoeia, simile, metaphor,
personification, imagery etc.
Note: number of stanzas is flexible as teacher sees fit.
27
Reference
Australian Curriculum, Assessment and Reporting Authority. (2017). Blacktown Girls High
School. My School. Retrieved from https://www.myschool.edu.au/school-
search?FormPosted=True&SchoolSearchQuery=blacktown+girls+high+school.
Australian Curriculum, Assessment and Reporting Authority. (n.d). Critical and Creative
Thinking. Australian Curriculum. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/general-
capabilities/critical-and-creative-thinking/.
Australian Curriculum, Assessment and Reporting Authority. (n.d). Personal and Social
Capability. Australian Curriculum. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/general-
capabilities/personal-and-social-capability/ .
Bennison, A. (2015). Supporting teachers to embed numeracy across the curriculum: a

sociocultural approach. ZDM Mathematic Education, 47, 561-573. doi:
10.1007/s11858-015-0706-3
Buttner, A. (2013). Activities, games assessment strategies and rubrics for the foreign
language classroom. Eye on Education, Routledge, NY USA.
Cohen, E., & Lotan, R. (2014). Designing Groupwork: Strategies for the Heterogeneous
Classroom Third Edition. New York and London, Teacher’s College Press.
Csillag, J. (2016). Differentiation Reading Instruction: Strategies and Technology Tools to

Help All Students Improve, Routledge, New York and London.
Davila, A. (2017). Wiggins, G., & McTighe, J. (2005) Understanding by design (2nd ed.).
Alexandria, VA: Association for Supervision and Curriculum Development ASCD.
Colomb. Appl. Linguist. J., 19(1), pp. 140-142.
Jackson T. (2015). English teaching and learning: a mult-theoretical approach? The STeP
Journal Student and Teacher Perspectives, 2(4), 38,46.
Khuana, K., Khuana, T., & Santiboon, T. (2017). An instructional design model for cultivating
research-based learning strategies for fostering teacher student’s creative thinking
abilities. Educational Research Reviews, 12(15), 712-724. doi:
10.5897/ERR2017.3239.
Mangelsdorf, N. (2013). Understanding by Design, TLN Journal, 20(1), 38-39.
McPeck, J. (2013). Critical Thinking and Education. Routledge, London and New York.
28
Minbiole, J. (2017). Improving Course Coherence and Assessment Rigor: ‘Understanding by

Design’ in a Nonmajor Biology Course. National American Biology Teacher, 78(6),
463-470.
Moeller, M. Cutler, K., Fielder, D., & Weier, L. (2013). Visual thinking strategies = creative
and critical thinking. Kappan Magazine, 95(3), 56-65. doi:
10.1177003172171309500312.
National School Reform Faculty (NSRF). (2014). The Feedback Carousel. Harmony Education
Centre. Retrieved 01/09/18 https://www.nsrfharmony.org/wp-
content/uploads/2017/10/FeedbackCarousel-N.pdf.
National School Reform Faculty (NSRF). (2015). Save the Last Word for Me. Harmony
Education Centre. Retrieved 01/09/18 https://www.nsrfharmony.org/wp-
content/uploads/2017/10/FeedbackCarousel-N.pdf.
NSW Education Standards Authority (NESA). (2017). English Sample Stage 4 Scope and
Sequence. Retrieved from
https://syllabus.nesa.nsw.edu.au/assets/global/files/english_s4_sampless1.pdf
Preston, L., Harvie, K., & Wallace, H. (2015). Inquiry-based Learning in Teacher Education: A
Primary Humanities Example. Australian Journal of Teacher Education, 40(12), 73-
85.
Rouse, B. (2017). Improving Student Engagement and Acceptance Using Multicultural Texts.
Rowan University, ProQuest Dissertation Publishing, 1-56.
Tripani, B. (2016) Efficacy of Understanding by Design implementation plan: Evaluated

through teacher perceptions and practices. St John’s University (New York), School
of Education and Human Services, ProQuest Dissertations Publishing, 1-181.
Waring, Z, H., Creider, C, S., & Box, D, C. (2013). Explaining Vocabulary in the second
language classroom: A conversation analytic account. Learning, Culture and Social
Interation, 2(2013), 249-2.
Yurtseven, N & Altun, S. (2017). Understanding by Design (UbD) in EFL teaching: Teacher’s
professional Development and Student’s achievement. Education Sciences: Theory
and Practice, (17)2, 437-461.
29
Appendices
The assessment task, marking rubric and concept map outline above have been designed for the purpose of this task and were not provided in
the teaching of this unit and therefore are absent from the appendix.
BLACKTOWN GIRLS HIGH SCHOOL ENGLISH PROGRAM: Thematic Poetry Unit-Looking at Identity
YEAR: 7 DURATION: 5 weeks
UNIT DESCRIPTION/SYNOPSIS: Identity and Poetry LEARNING ACROSS THE

Students will study the required skills needed to analyse a poems that relate to the theme of ‘Identity’. CURRICULUM:
The main focus of this unit is to have a deep understanding of the notion of identity and how it can o Literacy
be an important aspect of society and individuals. In this unit students will also improve their o Critical and Creative Thinking
knowledge of poetic techniques and look at how these play a part in expressing a perspective of o Intercultural
o Understanding Aboriginal & Torres
identity through poetry and songs. Students will be expected to write a poetic analytical response in Strait Islanders
class in preparation for their exams. o Histories & cultures
Literacy Continuum (cluster 13 – end of year 7)
OUTCOMES: Comprehension (L.C.C.)
3B Uses and describes language forms, features and structures of texts appropriate to a range of L.C.C Applies comprehension strategies and skills including predicting,
purposes, audiences and contexts visualising, summarising, monitoring, questioning and making connections, to
make meaning in subject contexts.
L.C.C Explores analyses and responds to ideas in imaginative, informative
4B Makes effective language choices to creatively shape meaning with accuracy, clarity and and persuasive texts.
coherence. L.C.C Judges the value or effectiveness of texts according to their purpose
and subject matter.
9E Uses, reflects on and assesses their individual and collaborative skills for learning L.C.C Interprets and responds to points of view in texts with an awareness of
underlying social, cultural and/or historical values.
L.C.C Identifies different interpretations of and perspectives in texts.
ASSESSMENT: Formal assessment in exam, term 4. L.C.C Identifies and infers the meaning of imagery and symbolism in spoken,
written, visual and multimodal texts.
• Short answer questions responding to an unseen poem: My Identity – L.C.C Analyses and evaluates the impact of visual images on the meaning
of texts.
Helen Bell
• Students complete a TEE table of two techniques for a poem they Writing (L.C.W.)
L.C.W Creates well structured and sequenced texts for imaginative and
have studied in class. Students compose a PEEL paragraph: ‘How has persuasive purposes.
the composer of the poem communicated their interpretation of L.C.W Creates and develops ideas to explore a concept or theme.
L.C.W Uses paragraphing to structure information and partition events and
identity?’ ideas.
30
L.C.W Intentionally constructs a variety of sentence types including complex

sentences for effect.
L.C.W Self-regulates spelling and applies spelling knowledge and strategies
to spell complex, subject specific vocabulary.
L.C.W Uses correct and appropriate punctuation to support meaning.
L.C.W Uses a range of editing strategies to improve clarity and consistency of
style.
Knowledge (L.C.V.)
L.C.V Applies knowledge of root words and word origins to understand the
meaning of new subject specific words.
L.C.V Uses technical vocabulary to explain a complex concept or
phenomenon.
METALANGUAGE: personification, speaker, Imagery L.C.V Selects appropriate vocabulary in response to context, purpose and
simile, imagery, mood, audience.
L.C.V Uses a combination of effective strategies to work out the meaning of
metaphor, tone, theme unknown words.
extended alliteration, audience
metaphor, onomatopoeia,
LESSON CONTENT OUTCOMES RESOURCES
Week 1- Introduction to Identity PowerPoint: Identity (resource 1)

3B Uses and describes language forms,
o Do Now: How would you define your identity and what appropriate to a range of purposes,
does it mean to you? audiences and contexts
o Powerpoint - Teacher to Introduce the topic of Identity
with an overview on the different levels of identity, such
as personal or individuality,
community/culture/relationships, multiple layers of
identity, loss/search for/confusion about identity
o Students can complete activities from the
PowerPoint and take notes from it.
o Bio poem: composing. Students follow the ‘formula’
to compose their own personal bio poem (a poem
that describes themselves in 11 lines). Option to share
poems with class, discuss etc.
31
o Extension: Students compose a Biopoem for a fictional Bio poem ‘formula’ and
character, pet, mythological character etc. models/examples
3B Uses and describes language forms,
o Explore the techniques in the poem, identify the main features and structures of texts
A Mix of Many Things
ones that will be considered this unit: Simile, metaphor, appropriate to a range of purposes, by Alyssa Murray
rhetorical question, tone, persona, rhyme, alliteration, audiences and contexts
personification.
o Model how to answer questions about poetry. (ie,
using evidence, how to read poetry and find the main
idea) Powerpoint can be used to support this.
Week 2 and 3 – Exploring Poetry and Personal Identity Miss Independent

9E Uses, reflects on and assesses
5. Miss Independent By Kelly Clarkson
their individual and collaborative
a. Do Now: Listen to the song. Complete a listening skills for learning
log on the song. Discuss: what does this song say
about identity?
b. Read the lyrics as a class.
c. Students label structural features on their lyrics.
d. .
e. ‘Pin the technique on the lyrics’ game Post-it
notes activity
f. In teams (teams issued post-it notes) challenged Post-it notes (either in colours for
to correctly identify techniques and features teams or use team-colour
annotate A3 team copy of song lyrics within time markers when writing on them)
limit.
g. Evaluation of results – discussion A3 copies of Miss Independent
h. Model an annotation of the song. lyrics (1 per team)
i. Model a TEE table – explore how to fill in a TEE
table. Explicitly teach, focus on providing detail in
the effect column (eg. Repetition emphasises
that the poet is changing her ideas about love,
rather than just repetition emphasises an idea)
32
j. Model a PEEL paragraph.

k. Copy correct annotations onto their smaller
version of lyrics pasted into their books.
Week 4 – Exploring Cultural Identity .
6. Watch I Believe (Fosters Advert from the 2000 Olympics 3B Uses and describes language forms,
I Believe – words and questions.
(stop video before it mentions the beer – only in the last features and structures of texts
line of the video). appropriate to a range of purposes,
audiences and contexts
a. Annotate poem. Fallen Star
b. Guided TEE table and PEEL paragraph. (this may By Ian Seraillier
be done as a cloze – teacher discretion about
how to approach) TEE table: cloze of 6 techniques
7. Choose another poem, and explore the ideas about Son of mine
identity presented there. Suggestions could include Son By Oodgeroo Noonuccal
of Mine, My Heart’s in the highlands, In Summer Heat
My Heart’s in the Highlands
By Robert Burns
In Summer Heat
By Anne Stewart Galwey
Week 5 – Writing About Poetry

o Choose a poem appropriate to the class ability (it may 3B Uses and describes language forms,
be one already completed, or a new poem) features and structures of texts
o Model and guide the way that poems are written about appropriate to a range of purposes,
audiences and contexts
and explored.
o Include TEE tables and PEEL paragraphs, as well as short 4B Makes effective language choices to
answer questions. creatively shape meaning with
accuracy, clarity and coherence
33
Extension 4B Makes effective language choices to Two examples of Haiku and two
Japanese poetry – Tanka and Haiku accuracy, clarity and coherence of Tanka; both exploring the
o Read poems theme of identity.
Students compose their own extended metaphor poem (3
stanzas) reflecting on the theme of identity using the
structure of Tanka or Haiku.
o Students incorporate at least two literary devices, such
as alliteration, onomatopoeia, simile, metaphor,
personification, imagery etc.
Note: number of stanzas is flexible as teacher sees fit.
34

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Hannah Rose - Contemporary Teacher Leadership - 18215452

Reconstruction of Blacktown Girls High School’s unit

‘Thematic Poetry Unit – Looking at Identity’

Executive Summary……………………………………………………………………………………………… 3-4

with evidence-based research that support the suggested changes.

works as a differentiation strategy and focuses on improving student’s literacy.

their own short texts.

o Increased group/pair work.

o Complete a project-based assessment.

The goals for the redesign of this unit are namely:

o Make increased and relevant connections to literacy and numeracy.

o Provide effective differentiation through scaffolded teaching and learning activities.

their linguistic background.

their academic ability.

their opinions and respond to personal responses and preferences to texts,

greater focus on Understanding by Design (UbD) framework. UbD is a pedagogical framework

that allows the curriculum to be delivered in a more comprehensive, overarching and

Students are actively involved in constructing understandings and communicating their

provided with the original unit.

generating their own sentences/definitions (Csillag, 2016). The benefits of this

literary techniques and language is expected and required in their assessment.

knowledge (Jackson, 2015). Writing PEEL paragraphs allows students to ‘develop an

desired result (Mangelsdorf, 2013) in their assessment.

‘self-management, self-awareness, social management and social awareness’ (ACARA, 2018,

is employing multicultural literature and increased group work. Exposing students to

result (Yurtseven & Altun, 2017) for their assessment.

of assessment provides a strong base for backward mapping, as it allows students to

required for the assessment (Minbiole, 2016).

Assessment Task Notification

Topic: Poetry/Identity Due: 06/09/2018

Steps - tick off as you go

Outcomes being assessed

o Makes outstanding choices in their writing using appropriate poetic 16-20

Redesigned Unit Outline

YEAR: 7 DURATION: 5 weeks

UNIT DESCRIPTION/SYNOPSIS: Identity and Poetry LEARNING ACROSS THE CURRICULUM:

OUTCOMES: Literacy Continuum (cluster 13 – end of year 7)

written, visual and multimodal texts.

LESSON CONTENT OUTCOMES RESOURCES

o Students have a group discussion on what resonated within it.

o Create class glossary of the techniques explored so far.

o ‘Pin the technique on the poem’ game Post-it notes

2. Watch - Apple’s commercial on ‘Inclusion and

create their own short slam poem. 5C thinks imaginatively, creatively,

respond to and compose texts.

Bennison, A. (2015). Supporting teachers to embed numeracy across the curriculum: a

Csillag, J. (2016). Differentiation Reading Instruction: Strategies and Technology Tools to

Mangelsdorf, N. (2013). Understanding by Design, TLN Journal, 20(1), 38-39.

Minbiole, J. (2017). Improving Course Coherence and Assessment Rigor: ‘Understanding by

Tripani, B. (2016) Efficacy of Understanding by Design implementation plan: Evaluated

YEAR: 7 DURATION: 5 weeks

UNIT DESCRIPTION/SYNOPSIS: Identity and Poetry LEARNING ACROSS THE

L.C.W Intentionally constructs a variety of sentence types including complex

LESSON CONTENT OUTCOMES RESOURCES

Week 1- Introduction to Identity PowerPoint: Identity (resource 1)

Week 2 and 3 – Exploring Poetry and Personal Identity Miss Independent

j. Model a PEEL paragraph.

Week 5 – Writing About Poetry

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