Carys Arnold

SID: 10096097

Part 1

This assignment will focus on Jo*, a student in year 8. She was born in Vietnam and speaks

English as a Second Language (ESL) only. She and her family emigrated to Australia at the

beginning of the school year in 2018. She is quite intelligent but lacks the spoken and

written English communication and literacy skills to excel in her English classes. Her ability to

read English is average for her peers, yet she does not have confidence in her ability – a

common problem with ESL students (Pereira, 2009). She is currently enrolled in a peer-

assisted literacy program held daily to help improve her spoken and written English. She has

difficulty understanding the subtleties of English that her peers are able to easily

comprehend and as such, has great difficulty in completing assignments and in-class

assessments of learning that her peers are able to complete. Jo is often given alternate tasks

by her teacher that none of her peers are doing, thus limiting her ability to collaborate on

her work and have a social learning experience, thus creating an isolated learning

environment that may be detrimental to her education (Gaines, 2015). Jo is shy in class and

is reluctant to express her opinion either when asked directly, or in small groups.

When she understands what is required of her, Jo completes her tasks adequately. She has

good ideas and is able to be quite creative once she understands what is required of her for

an assignment, however, she often requires multiple explanations or more simplified

language when given new tasks, regardless of how simply it was explained to the class. This

seems to stem from her lack of confidence as she will understand when it is explained to her

personally, even if it is in the same wording as when explained to the class. She seems

acutely aware of her limitations and has taken to looking to the teacher for help with each
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new task despite having clear and explicit instructions, so it is essential to her progression

for her to gain some independence or the ability to work with her peers to assist her

learning in the mainstream classroom environment.

The Universal Design for Learning (UDL) framework requires teachers to provide multiple

means of teaching, learning and assessment through the three following areas. There

should be multiple representations of information to allow students a variety of ways to

acquire knowledge, multiple means of expression so that students can show their learning

in the way that suits their abilities best, and multiple forms of engagement so that all

students have opportunities to connect with the learning in a meaningful way (Loreman,

Deppeler & Harvey, 2011). In this respect, Jo is somewhat limited in her ability to participate

in activities without being singled out since her teachers often give her a task to herself

rather than making a variety of tasks available to all students. The lesson plan has a

PowerPoint slideshow that lists a variety of utopian and dystopian features. Although it is

important to improve the vocabulary of students, it is also essential that they grasp the

concept behind utopias and dystopias. As such, a variety of sensory examples will be

included in the PowerPoint, including pictures and sound bites that represent both utopias

and dystopias. This will give students the opportunity to contextualise the sounds and

images through their own connotations (CAST, 2018).

The lesson plan already includes a homework task that offers multiple options for

assessment, however, all of them are strongly writing-based and do not offer an

opportunity to students whose strengths lie outside of the traditional written response. It is

essential that there is more than one type of assessment task in order to adequately assess
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the learning of students known to have difficulty in certain areas – otherwise the

assessment itself will do no more than point out the deficit rather than the learning (Hehir,

2009). The task has been modified to include a design-based alternative. This task will still

assess the learning of the student, but through a completely different medium as laid out in

the UDL (CAST, 2018). If the student does not possess the skills necessary to write a

complete sentence, the task may also be modified to have them add words to a vocabulary

list.

It is essential that ESL students feel supported in the classroom (Ferlazzo & Sypnieski, 2012).

For Jo, this is the most notable impairment to her learning. She appears to have difficulty

understanding tasks and concepts without individual instruction. As there is no opportunity

to have a Student Learning Support Officer (SLSO) in the classroom with her, she needs to

receive that support in another way. For Jo, it may be useful to have a lesson outline at the

beginning of each class and explicit quality criteria for each assessment task (including

informal assessments). Explicitly stating quality criteria has been shown to narrow the

achievement gap between students of different cultural backgrounds (Amosa et al, 2007),

and should make it easier for Jo to complete her tasks without needing to be singled out.

Some examples of this could be to have a scaffold explaining each step of a task, examples

of exceptional work, or showing the marking rubric for assessments. The lesson plan has

been modified to show explicit quality criteria for each of the different assessment tasks.

The quality criteria offer an example of what will be marked the highest for each option.

In terms of building confidence in her English language skills, Jo will benefit from the social

interaction in the classroom since “language learning is thought to be facilitated precisely

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through the talk which takes place between teachers and pupils, or between pupils

themselves” (Coyle, Yanez & Verdu, 2010). In order for ESL students to develop both

scholastically and linguistically, they require many opportunities to practice their secondary

language skills, and should be given the chance to interact with a variety of more

experienced speakers (Coyle, Yanez & Verdu, 2010). Learning is a social act (Smith, 2010,

Moore, 2012), so small group work will assist in increasing student motivation and

performance by encouraging students to consider each person’s opinion equally, and

allowing them a broader range of experiences to learn from (Allen, Ellis & Pearson 2005;

Hall, Goswami & Harrison, 2010). In this respect, Jo’s opinions and experiences will be just

as beneficial to her peers as theirs are to her. Breaking into groups for the utopia and

dystopia tasks in the lesson plan will allow Jo to interact with her peers and give her a

chance to offer her ideas as a valuable part of the activity. All students would have

benefited from the small group activity as they have the opportunity to collaborate for

learning. The activity modified in the lesson plan is when students create their own utopias.

In the original lesson, Jo sat silently, out of place until the teacher went to her and explained

what to do. She was given a more simplified task that did not really address the ideas

behind utopian societies. The new lesson plan has students collaborating in small groups to

create a utopian society based on all of their desires, rather than one student listing a few of

their favourite things. Guidelines for discussion are set out at the start as this assists in both

keeping the students on topic and encourages them to build collaborative relationships

(Prince, Snowden & Matthews, 2010). This not only encourages them to deepen their

understanding of the task, it is much closer to the ideals behind a utopia serving all people

rather than just one. This activity would have given all student a better grasp of the concept.
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Since student engagement is so important in the classroom, the use of games and humour

to assist in learning can be a useful tool in ensuring that ESL students are engaged through

strategies that draw on skills outside of language to encourage growth and learning

(Ferlazzo & Sypnieski, 2012). It can also help the ESL student to build on their language skills

through learning in an informal environment (Ferlazzo & Sypnieski, 2012). Evidence suggests

that students are more likely to remember new information when they are enjoying

themselves whilst learning it (Willis, 2006), so the ESL student should have more success in

the classroom if they are enjoying themselves (as will their peers). For Jo, this will allow her

an opportunity to build her English language skills whilst participating fully in the lesson

alongside her peers. This leads directly back into the UDL framework for teaching – a

strategy that will assist all students in their learning. Games and humour have the ability to

produce not just laughter and enjoyment, but set off a “chain reaction by increasing the

learner's stimulus and confidence level, which creates a positive classroom atmosphere for

the smooth acquisition of English language” (Sam, 2017). It follows that the use of games

should be especially useful to Jo in building her language skills.

Research has found that short writing tasks of between three and ten minutes can be just as

beneficial as long writing tasks in increasing proficiency in English (Ferlazzo, 2018). In the

context of the UDL framework, this micro-writing can be used to assist all students in

understanding the complexities of English language, particularly in relation to teaching the

context, empathy and engaging personally as is required as part of the syllabus. Some tasks

that are particularly well suited to micro writing is to have students rewrite a text in a new

style, for example; taking a traditional poem or an act in a Shakespearian play and rewriting

it as a haiku. The haiku is well noted for its ability to help students to engage with the
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content and use critical thinking in order to make meaning (Lewis, 2017). As a simple literary

tool, the haiku promotes intensity of meaning and “directness of expression” (Academy of

American Poets, 2016) and encourages its authors to extract the main ideas and focus of a

text (Lewis, 2017). Since Jo lacks the confidence to express herself, having the entire class

write a type of poem that does not adhere to any strict language forms may present her

with an opportunity to interact with her peers and share in a small group setting when she

finds that most poems lack the basic English language structure. The micro writing task has

been added to the lesson plan in the form of a short descriptive paragraph about each

group’s utopia, in their own words.

* Student name has been changed to protect privacy.

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Part 2

Changes highlighted.

Lesson Plan
Class: 8 Time: 1 hour

Procedures
Time Activities Teacher activities Student Activities.

5 Roll call, hand out worksheets Ready the PASTE WORKSHEET

mins PowerPoint and IN BOOKS.
reading

7 What is a novel? Hand out sheets. Take notes on

mins Ask the class, handout sheet.
How long has the novel been
write answers on
around? Ask class to expand
board /
on the definition in
PowerPoint
everyday terms.
slides.

8 What elements do all Slideshow should Take notes on

mins narratives need? (plot, not just list words, handout sheet.
characters, setting, beginning but show examples
and end) of each in both text
and pictorial form.
What are some useful
narrative devices? (dialogue,
exciting language, narration,
suspense, romance etc)

5 Utopia examples and analysis. Discuss why these Write on worksheet

mins are utopias
Slideshow of utopia definition
and examples including pictures.
Include an audio file of utopian
sounds

5 Dystopia examples and Slideshow of Write on worksheet

mins analysis. Include multiple dystopia
sensory examples. definition and
examples
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30 15 Design your own utopia. Guidelines: What Each student should

mins Students to create their own will work best for write a short
version of a utopia. List three everyone? paragraph describing
features of the utopia. their utopia.
Everybody must
contribute a
In this section, students should
feature.
separate into small groups to
collaborate on a utopia design.

15 Students should remain in Game. At the end Students to swap

mins their groups to discuss the students will vote their utopia with
utopia they have been given on which utopia is another group and
and talk about where it could the most the new group
successful.
go wrong. writes down how
they think the
utopia may fail.

Worksheet: Utopias and dystopias

What elements do all narratives need?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

What are some useful narrative devices?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

What is a utopia?
___________________________________________________________________________

What is a dystopia?
___________________________________________________________________________
 Carys Arnold
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HOMEWORK
Choose ONE of the following activities: 100 words minimum.

1. Create a slogan or motto for the inhabitants of the utopia or dystopia you created in
class (or create a new one). Explain the meaning and significance of the motto.
2. Write a review of the best book you ever read. Talk about the story and characters
and why you like it so much.
3. What elements of our society remind you of a utopia and what reminds you of a
dystopia?
4. Design a flag for your utopia or dystopia that represents its values. Explain the
meaning and significance of the flag.

This homework assignment will be assessed by the following:

1. Come up with a motto or slogan that is succinct (gets to the point) and has a real
meaning behind it. A well thought out motto and a good explanation for the words
chosen will be marked highest.
2. Write a book review that refers to (talks about) the plot of the book without giving
away the ending, talks about how the characters are interesting, and why it is
enjoyable. Reviews that use emotive words (words that create a feeling for the
audience) will be marked highest.
3. This option should have complete sentences explaining why each element reminds
you of a utopia or dystopia. Work that offers examples of each element from our
society and links it back to a utopian or dystopian element will be marked highest.
4. A well-designed flag that shows a good representation of values will be marked
higher than just a pretty picture. A good explanation of the representation of the flag
will be marked highest.
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References

Allan, J., Ellis, S., & Pearson, C., (2005). Literature Circles, Gender and Reading for Enjoyment.
Report for the Scottish Executive Education Department. Retrieved from
https://strathprints.strath.ac.uk/3385/1/strathprints003385.pdf

Amosa, W., Ladwig, J., Griffiths, T., & Gore, J. (2007). Equity effects of Quality Teaching:
Closing the gap. Retrieved from
https://s3.amazonaws.com/academia.edu.documents/3623458/amo07284.pdf?AWSA
ccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1526610187&Signature=nEvIr7I0hNk
Fg1VKO9t6%2FhyJmEw%3D&response-content-
disposition=inline%3B%20filename%3DEquity_effects_of_Quality_Teaching_Closi.pdf

CAST (2018). Universal Design for Learning Guidelines. Retrieved from

http://udlguidelines.cast.org/

Coyle, Y., Yañez, L., & Verdúa, M. (2010). The Impact of the Interactive Whiteboard on the
Teacher and Children’s Language Use in an ESL Immersion Classroom. Science Direct
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com.ezproxy.uws.edu.au/science/article/pii/S0346251X1000117X

Ferlazzo, L. (2018). Micro-Writing for English Learners. Educational Leadership, 75(7), 48–49.
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Ferlazzo, L., & Sypnieski, K. H. (2012). The ESL/ELL Teacher's Survival Guide: Ready-to-Use
Strategies, Tools, and Activities for Teaching English Language Learners of all Levels.
Retrieved from https://ebookcentral.proquest.com

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Hall, K., Goswami, U., & Harrison, C. (Eds.). (2010). Interdisciplinary perspectives on learning
to read: culture, cognition and pedagogy. Retrieved from
https://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=496283#

Hehir, T. (2009). Policy Foundations of Universal Design for Learning. In D. T. Gordon, J. W.

Gravel & L. A. Schifter (Eds.), A Policy Reader in Universal Design for Learning (pp. 35-
45). Cambridge, MA: Harvard Education Press. Retrieved from
http://www.udlcenter.org/sites/udlcenter.org/files/Hehir_Policy_Foundations_of_Uni
versal%20Design_for_Learning_0.pdf
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Hehir, T., & Katzman, L. I. (2013). Effective Inclusive Schools : Designing Successful
Schoolwide Programs. Retrieved from https://ebookcentral.proquest.com

Hudson, Z. (2013). Haiku in the Classroom: More Than Counting Syllables. The English
Journal, 102(6), 54-57. Retrieved from
http://www.jstor.org.ezproxy.uws.edu.au/stable/24484126

Jenkins, M. (2018). National Announcement on behalf of the Department of Education.

Retrieved from https://slideplayer.com/slide/12981406/

Lewis, H. A. (2018). Haiku to Enhance Student Learning: Experiences From a Pathophysiology

Classroom. Nurse Education Today 60(1) 98-100. Retrieved from https://www-
clinicalkey-com-au.ezproxy.uws.edu.au/nursing/#!/content/playContent/1-s2.0-
S0260691717302290?returnurl=null&referrer=null

Loreman, T., Deppeler, J., & Harvey, D. (2011). Inclusive Education: Supporting Diversity in
the Classroom. Crows Nest: Allen and Unwin.

Pereira, d. S. (2009). Students' Expectations and Attitudes Towards Nonnative-English-

Speaking Teachers in ESL and EFL Settings: Teachers' and Students' Own Perspectives.
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Prince, T., Snowden, E. & Matthews, B. (2010). Utilising Peer Coaching as a Tool to Improve
Student-Teacher Confidence and Support the Development of Classroom Practice
Literacy. Information and Computer Education Journal 1(1). Retrieved from
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development-of-classroom-practice1.pdf

Sam, D. P. (2017). Using Humor as a Supplementary Tool in the ESL Classroom. IUP Journal
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Willis, M. J. (2006). Research-Based Strategies to Ignite Student Learning: Insights from a

Neurologist and Classroom Teacher. Retrieved from
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