ENGLISH LESSON PLANNING

Class: Year 10

Outcome 8
A student:
questions, challenges and evaluates cultural assumptions in texts and their effects on meaning
EN5-8D
Content
identify, explain and challenge cultural values, purposes and assumptions in texts, including representations
of gender, ethnicity, religion, youth, age, disability, sexuality and social class

Materials
First activity images
Second activity images- presented on Sway, PowerPoint or Prezi
Second activity Response Sheet

1 2

3 4

5 6
Procedures
Time Organisation Teaching/ learning activities

0-10 As a class, Images are projected and students are asked questions such as; What do
mins students view 5 you see in this picture? Does anyone see anything different? Are these
images and lines straight? Who thinks they are not? Which circle is bigger?
discuss what they
see.
10-20 Direct, whole Introduce the term perspective- ask students to write down what they
mins class instructions think it means, elicit visual and cognitive definitions
are given.
Students first
work individually
then as a whole
class.
20- 35 Students are Tell students they are about to read some visual texts. Project a series of
mins given direct 6 images and ask them to record on their response sheet the first word
instructions and they think of after reading each visual text.
work individually. Allow students to feedback their ideas to the whole class. The teacher
Students then then leads a class discussion as to why a variety of responses is elicited by
work the same image- different perspectives. Teacher asks students to consider
collaboratively in the question: If perspectives on the same thing can differ, what is it that
the form of a class influences our perspective?
discussion.
35-45 Students are to Drawing on the previous discussion, students work in pairs to create a
mins work in pairs; mind map of the factors that influence perspective. Students record this
however, each in their books.
student will
create a mind
map in their
workbook.
45-55 Students augment The whole class then participates in generating a class mind map on the
mins their individual board or in creating a class Wordle.
mind map with
additional factors
that interest
them.
55-60 Set homework- Students are to consider, between now and the next
mins lesson, how their own perspectives are shaped, influenced and maybe
altered.

Homework Ask students to consider, between now and the next lesson, how their
own perspectives are shaped, influenced and maybe altered.

Evaluation/ Extension
The evaluation of the outcomes being achieved in this lesson are in the form of informal assessment-
teacher observations of participation levels, interest in images, level of insight, questions posed, interaction
between students and their responses to the range of perspectives elicited from the texts and discussion.
During discussion, the teacher can verbally scaffold questions and guide responses that address the
outcomes to ensure students are able to identify cultural values that lead to particular perspectives and to
respect and appreciate the values of others that may differ. The teacher can review students record of
information relating to the outcomes in the form of mind maps in their books to determine emerging levels
of understanding of the concept of perspective and level of insight. The follow up activity will be to
facilitate the sharing of students reflection on how their own perspectives are shaped, influenced and/or
altered.

Class: Year 10
Outcome 8
A student:
questions, challenges and evaluates cultural assumptions in texts and their effects on
meaning EN5-8D

Content
analyse and explain the ways in which particular texts relate to their cultural experiences
and the culture of others

Materials

I Am Australian / We Are Australian Song Lyrics

Written by Bruce Woodley and Dobe Newton

I came from the dream-time, from the dusty red soil plains
I am the ancient heart, the keeper of the flame.
I stood upon the rocky shore, I watched the tall ships come.
For forty thousand years Ive been the first Australian.

We are one, but we are many

And from all the lands on earth we come
We share a dream and sing with one voice:
I am, you are, we are Australian

I came upon the prison ship, bowed down by iron chains.

I cleared the land, endured the lash and waited for the rains.
Im a settler, Im a farmers wife on a dry and barren run
A convict then a free man, I became Australian.

We are one, but we are many

And from all the lands on earth we come
We share a dream and sing with one voice:
I am, you are, we are Australian

Im the daughter of a digger who sought the mother lode

The girl became a woman on the long and dusty road
Im a child of the depression, I saw the good times come
Im a bushy, Im a battler, I am Australian

We are one, but we are many

And from all the lands on earth we come
We share a dream and sing with one voice:
I am, you are, we are Australian

Im a teller of stories, Im a singer of songs

I am Albert Namatjira, I paint the ghostly gums
I am Clancy on his horse, Im Ned Kelly on the run
Im the one who waltzed Matilda, I am Australian
We are one, but we are many
And from all the lands on earth we come
We share a dream and sing with one voice:
I am, you are, we are Australian

Im the hot wind from the desert, Im the black soil of the plains
Im the mountains and the valleys, Im the drought and flooding rains
I am the rock, I am the sky, the rivers when they run
The spirit of this great land, I am Australian

We are one, but we are many

And from all the lands on earth we come
We share a dream and sing with one voice:
I am, you are, we are Australian
I am, you are, we are Australian.

We are one .. We are many .. We are Australian!

Poem Son of Mine by Oodgeroo Noonuccal

A clip of the poet reading the poem can be accessed at:
http://splash.abc.net.au/home#!/media/519449/kath-walker

Son of Mine
By Oodgeroo Noonuccal

My son, your troubled eyes search mine,

Puzzled and hurt by colour line.
Your black skin, soft as velvet, shine;
What can I tell you, son of mine?

I could tell you of heartbreak, of hatred blind,

I could tell of crimes that shame mankind,
Of brutal wrong and deeds malign,
Of rape and murder, son of mine;

But I'll tell instead of brave and fine

When lives of black and white entwine,
And men in brotherhood combine-
This would I tell you, son of mine.

Procedures
Time Organisation Teaching/ learning activities
0-25 Students listen to Issue the lyrics of the song I Am Australian by Bruce Woodley and Dobe
mins the song as they Newton
follow the lyrics on Play a version of the song and ask students to follow the lyrics as they
a handout. listen.
After listening, the teacher poses these questions for students to consider,
Students are discuss with a partner and write answers to:
instructed to What might be the purpose of this song?
complete some What impression of Australia does the composer want to present?
 questions in pairs Support this answer with quotes, words, images from the song.
and some in small Group activity:
groups. What aspect of Australian history, society or geography is
conveyed in each stanza- allocate a stanza to each group of 3
Answers can be students. They formulate an answer to the question and present
shared with the this perspective to the class.
class, depending Individual reflection:
on time. Does your view of Australian society align with this one? Why?
Why not?

25-30 Students follow Issue a copy of the poem Son of Mine by Oodgeroo Noonuccal (maybe
along on their own printed on the back of the previous handout) Read/ play the poem for
copy. the class. A clip of the poet reading the poem can be accessed at:
http://splash.abc.net.au/home#!/media/519449/kath-walker

30-60 Students analyse Exploratory activities:

the poem using Begin by exploring historical context- teacher explains who the poet is and
the questions when and why the poem was written
provided. Ask students what perspectives are presented in each of the three
stanzas.
Compare these with the perspectives conveyed in verse 1 and the
chorus of the text I am Australian from the previous lesson.
Ask students to highlight the emotive language used in each text
How does this language convey different cultural experiences-
PEEL paragraph response

Homework Students convert their discussion notes into a PEEL paragraph response
that is to be submitted next lesson for teacher feedback.

Evaluation/ Extension
A possible extension task would involve grouping students based on their answer to the question, Does
your view of Australian society align with the one conveyed in the song, I am Australian? Students could be
grouped into yes and no. Ask them to generate a list of reasons supporting their side. Stage a short class
debate.

Students ability to analyse and explain the ways in which particular texts relate to their cultural
experiences and the culture of others can be evaluated by sharing/reviewing/ providing feedback on
partner questions, group activity, individual reflection. The more formal composition of the PEEL paragraph
responses to two texts that relate to the history and cultural experience of indigenous and non-indigenous
Australians, will provide the teacher with evidence of engagement and learning.

Class: Year 10

Outcome 8
A student:
questions, challenges and evaluates cultural assumptions in texts and their effects on
 meaning EN5-8D

Content
compare and evaluate a range of representations of individuals and groups in different
historical, social and cultural contexts.

Materials
Please resist me by Luka Lesson
Please resist me
Colonise me, compromise me, conflict me
Please dont risk me
If you see me at the airport
please come and frisk me
Please resist me
Colonise me, compromise me and conflict me
Please dont risk me
Please call me stupid
Because your resistance brings our evolution
Please resist me
Call me a wog
Its brought us so close together I could call me a squad
Please resist me
Lock me in solitary confinement
Ill close my eyes and admire the quality of the silence
Ill write rhymes in my mind honestly and define them
Solidly redefine and memorise them
Until like a diamond
when I come out
Ill be better than when I arrived in
Please resist me
Keep me under the thumb
Keep me down trodden
Keep me under the gun
Keep me working harder under thunder and sun
Son, havent you heard? Im becoming a gun
Please resist me
Because resistance brings evolution
and youve resisted me consistently I thank you for your contribution
Im a happy man
Your stupidity has made me strong
Ive developed wings, a thick skin and this here opposable thumb
It holds my pen which loads my explodable tongue
So without loading a gun Im killing high quotas of unemotional
punks
Sorry you also taught me to speak French
I learnt it when you kept keeping me at arms-length
And then I learnt Italian just to expand my head
And Greek to learn from where my ancestors had fled
And then I learnt some Yanyuwa just to show the people of this land some respect
You see its been your example that has led me to leave you for dead

So dont trust me
Im risky
Insurmountable, unaccountable
Im an undeniable, unreliable, maniacal liability
I fire soliloquies and my liturgies literally leave a literary litany
You see
When I was little
They told me I was illegitimate, illiterate and limited
Little did they know that in a minute Id be killing it
Im vivid like in cinemas so my synonym is vividness
I stick it like Im cinnamon and kill it like a militant
I live it like a citizen you live a life like imprisonment
Besides Indigenous
immigrant might be the most legitimate of citizens
So its better to live a life like us
Isnt it?/

Procedures
Time Organisation Teaching/ learning activities
0-10 Direct instructions Show students a clip of Luka Lessons slam poem Please Resist Me. A
mins are used. Students visual representation of this slam poem is essential to uncover ideas of
view poem as a bias and prejudice towards a range of social groups.
class then work Ask students to Think- Ink- Pair- share their initial responses to the
individually and question: What perspective/s is being presented by this poet?
with a partner to
complete the task.
10-20 Students contribute Make a summary of responses on the board e.g. ideas around prejudice
mins answers to the based on race, gender, socio- economic bias etc
board. Students
write down
responses that
differ to their own.
20-30 Students are given Present a copy of the poem In groups students find and record
mins instructions then examples of at least 3 of the perspectives listed on the board
divided into groups
to complete the
task.
30-40 Students share What cultural bias do you witness as you go about your daily life? Class
mins stories or discussion to draw out students cultural experiences.
experiences if they Teacher may introduce protocols around sharing sensitive views such as
wish with the class. these and respecting all contributions.

Protocols around
respecting each
 others opinion
need to be
established before
setting out

40-60 Students are Written reflection:

mins directed to critically How has your understanding of perspective been influenced by the study
reflect on what of these 3 texts? In your answer consider what influences perspectives,
they have learnt consider some of the perspectives conveyed by the composers of the
throughout the texts, what you have witnessed and how perspectives about culture and
three lessons. people have changed over time
Students complete
the task individually
as this is a personal
reflection.
Homework Complete written reflection and submit for teacher feedback.

Evaluation/ Extension
Possible extension- students compare their written reflection with the activity in the first lesson asking
what perspective is. How has their understanding changed? What do they think are the greatest influences
on their own perspective?

An evaluation of students ability to compare and evaluate a range of representations of individuals and
groups in different historical, social and cultural contexts could be achieved through teacher
observations of student interest in the clips and the poem that represents individuals from different social
and cultural contexts. The level of insight demonstrated in discussion and in written responses and the
questions posed by students in discussion are all rich sources of evaluation, evidence of learning and
students developing understanding of the concept of perspective. Most informative would be the
interaction of student ideas and how students receive and respond to different perspectives from their
classmates.

Rationale

The purpose of these lessons is to give students the skills and knowledge to be able to question,
challenge and evaluate the cultural assumptions that effect the meaning of various texts. The lessons
teach that perspective is a lens though which people view the world, shaping what they see and more
importantly, how they see it. Students are taught that perspective can clarify, magnify or distort what
people see. The lessons focus on how perspective shapes the relationship between composer, text and
responder. This is done through the values both the composer and responder bring to the text. By
teaching students to be aware of their own perspective and the perspective of others, they can identify
the underlying values in texts, which they can accept or challenge. The activities in the lesson are
designed to teach students how to recognise different perspectives, consider how they are shaped in
texts and what influences them. They encouraged students to challenge, confirm or change their own
values. These skills are important to develop critical thinking and foster a depth of insight when
responding to a variety of text types. For students to become insightful responders they must learn to
recognise that all texts have a purpose and are not neutral. Texts, as well as people, operate through
cultural frames that attempt to influence how we view the world. It is important to teach students how
to recognise how perspective can influence them so they can identify it and choose to accept or dismiss
the agenda being portrayed.

These skills are being taught through the range and sequencing of activities students undertake in the
three lessons. The varying forms of texts used in the lessons come from different cultural perspectives
which extends students beyond simply reading different types of texts and allows them to engage on a
deeper level with the sign systems of different cultures. They also aim to use a range of media to
engage and instruct students. The outcome being addressed asks students to question, challenge and
evaluate cultural assumptions in texts and their effects on meaning through their exploration and
response to texts. Through engaging with the signs and systems of different cultures, students analyse
how their background and perspective can lead to the development of culture assumptions in their own
personal worlds. This is evident in the activity in which students are shown 6 imagess and asked to
write down the first thing that comes to their mind. It is adapted from a strategy outlined by Burkhardt
(2003). The activity encourages students to engage in quickwrites allowing them to compose their
true ideas before they sensor themselves. This activity is particularly important when attempting to
convey to students their varying perspectives and how these perspectives differ and are influenced by
their personal context. The next activity shows why students should questions the messages in the texts
they are presented with. Through the exploratory activities students learn to ask whose perspective is
it? Who has constructed it and for what purpose? Whose interest does it serve? Through such an
analysis, the students are able to develop skills in which to assess the validity and value of texts in
their everyday lives and what purpose these text serve. Like Howie & Sawyer (2009) says it is
important to help students to make judgments for themselves and for this reason the major reflection
activity is a personal one to not impose the teachers or any other judgments on them.

Over the scope of the three lessons students are given the opportunity to learn by using language. The
teacher constantly encourages students to use informal, expressive language (Britton, 1970) in their
discussions to facilitate the understanding of new ideas and different interpretations of texts. Therefore,
students are encouraged to talk informally in small groups while working on questions and activities
before reporting in a more formal tone to the whole class during brainstorming activities. Students are
also given the opportunity to learn by using language while writing expressively when taking notes
during small group discussions and initial response tasks such as in the first lesson. This is built on
throughout the three lessons leading to a more formal response in the form of a PEEL paragraph and
personal reflection in the later lessons. By having students reflect on and evaluate how their ideas have
changed helps them elicit what they have learnt from the three lessons. Howie & Sawyer (2009). says all
student activities are less effective when they are not continually reflected on, and evaluated, by both
students and teachers. Student reflection or metacognition (Britton, 1970) is very important because it
is this process that makes students explicitly aware of what they have learnt from particular activities
and how they have learnt it. This can help students develop their self-reflexive understanding of how
they prefer to learn further developing their critical thinking skills.

It is important for students to learn how to read, write and present in many different forms using the
discourses of their culture. Through developing those skills students become masters of and remakers
of their culture (Howie & Sawyer, 2009). The activities in this teaching and learning sequence assists
students to make choices about the way they read and respond to texts in relation to their lives. The
cultural heritage model is widely used throughout the three lessons. The outcome being addressed leads
students to develop an understanding of and to be aware of their cultural history and how this has
influenced and positioned them. The range of texts created by different composers convey the changing
historical and cultural perspectives that were dominate at the time of their composition. It is important
to incorporate a range of non-literary texts such as visual and multimedia. This is important to not only
engage the students but to help them become proficient in working with various visual media. Students are
given the opportunity to develop their skills in analysing how images of society are represented and how
audiences not just themselves relate to and interrogate those representations and cultural assumptions. It is
important to incorporate visual texts into the sequence as it further emphasises the power of perspective in
creating social meaning. The images presented to students in the first lesson call upon students to draw upon
their knowledge of visual codes, genres and intertextual fields. An example of this is the Queensland flood
image. Students view the image and call upon their background and cultural knowledge and can make sense
of the image where as someone with a different cultural background may interpret the image entirely
differently. This is an example of how visual messages have the potential to affect social attitudes and
behaviour.

References
Atwell, Nancie (2015) In the middle, third edition: A lifetime of learning about writing, reading, and
adolescents. Boynton/Cook.
Boas, E & Gazis, S. (2016) The artful English teacher: over a hundred strategies for the English classroom.

Burkhardt, R.M. (2003). Writing for real: Strategies for engaging adolescent writers. Stenhouse.

Downing, D (ed) Changing classroom practices: resources for literary and cultural studies.

Howie, M & Sawyer, W. (2009). Charged with Meaning: Re-Viewing English 3rd Edition

Hoover, L. A. (1994). Reflective writing as a window on preservice teachers' thought processes. Teaching
and Teacher Education, 10(1), 83-93.