PART A: PREPARATION AND STRATEGIES

Year: 10 Syllabus section:

Stage 5 English
Lesson 9/10

Unit Name: Indigenous Perspectives

Aboriginal site: Australian Museum

Lesson Topic: Apology to Australia’s Indigenous peoples, and the understandings that Duration: 60 minutes
students have about Indigenous peoples and Indigenous culture.

Prior knowledge/skills required
Students require knowledge of
the Apology speech, and of the
history of Indigenous people in
Australia. Students will also be
required to use their knowledge
of poetic techniques and skills in
the transmission of information.
Resources (Attach classroom ready resources/worksheets students will be using, including
relevant pages from textbooks)
http://www.australia.gov.au/about-australia/our-country/our-people/apology-to-australias-
indigenous-peoples
Craft Supplies
SmartBoard
PowerPoint
(All other resources are attached on the following pages)

Quality Teaching Elements (lesson focus) - Highlight relevant items

1. Intellectual Quality 2. Quality Learning Environment 3. Significance
1.1 Deep knowledge 2.1 Explicit quality criteria 3.1 Background knowledge
1.2 Deep understanding 2.2 Engagement 3.2 Cultural knowledge
1.3 Problematic knowledge 2.3 High Expectations 3.3 Knowledge integration
1.4 Higher-order thinking 2.4 Social Support 3.4 Inclusivity
1.5 Metalanguage 2.5 Students’ self-regulation 3.5 Connectedness
1.6 Substantive communication 2.6 Student direction 3.6 Narrative
How are Quality Teaching (QT) elements achieved in the lesson?

QT element/s in the lesson Indicators of presence in lesson

2.2 This lesson has engagement through the fact that the lesson is mostly student-
orientated, and is built around students using creative avenues to build an
understanding. This is an inclusive lesson through the fact that there is a variety of
choice in how students may go about the activities, and there is a scaffold which
assists students. Students may also sit with their friends, providing a source of
social support. Through this lesson building off of background knowledge
developed in other lessons in this unit, meaning the lesson is engaging as it is
connected to previous learning of students.
3.1 This lesson directly builds off of the understandings that are developed through
the other lessons in this unit. The lesson also utilises the experiences of students at
the museum, engaging students through knowledge and understandings that
students already hold.
\
PART B: SEQUENCE OF ACTIVIES IN LESSON
Syllabus outcomes: (number/s and descriptor)
EN5-1A – Responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical
analysis, imaginative expression and pleasure.
EN5-4B – Effectively transfers knowledge, skills and understanding of language concepts into new and different contexts.
Students learn to: Students learn about:
Consolidate understandings throughout the unit through The process of making meaning in a text to show their
creating a blackout poem. understandings and perspectives.

Time Lesson content Teacher Activity Student Activity 8 Ways Link

Do Now Activity
5 Students will use the mind-map
Mins scaffold to jot down ideas and
opinions that they have about
the Apology speech.
Teacher Explanation
10 Teacher will go through the
mins PowerPoint, explaining the task
to students, as well as reminding
students about poetic
techniques, and what a Blackout
poem is. The teacher will go
through the instructions for the
task, noting that students will be
using their understandings that
they have developed throughout
the unit so far to create their
own meaning through the
speech.
The teacher will use the Blackout
poem exemplars to give a visual
guide to students, talking
through the choices made in the
poems.
The teacher will instruct students to
enter the classroom and begin on the
Do Now activity, following the
instructions on the PowerPoint. The
teacher will mark the roll.
The teacher will go through the
PowerPoint to explain the task of the
lesson, and the purpose of the
learning.
The teacher will go through poetry
techniques, reminding students about
the techniques that can be used that
students have learned about earlier
in the year.
The teacher will go through the
exemplars, showing the examples on
the SmartBoard, as well as the
annotated versions of the exemplars.
The teacher will answer any
questions that students may have.
Students enter the classroom,
and begin on the Do Now
activity, using the scaffold to
create a mind-map on the
Apology speech. Students will
also write down the learning
Objectives of the lesson,
following the instructions from
the PowerPoint.
Students will listen to the
teacher whilst going through the
explanation. Students will have
the opportunity to ask any
questions after the teacher has
finished explaining the task.

10 Student planning
mins Students will begin planning the
poem that they will be
developing in the lesson. This will
involve students moving around
the classroom, using their
devices and materials from other
subject areas, or lessons in the
unit.
15 Student Poem Creation
Mins Students will work on the
creation of the poem, working as
a group or individually to build
ideas. Students will individually
create this poem.
Students will use the scaffold to plan Students will move into groups
that they began working on through or work individually as they see
the Do Now activity at the outset of fit. Students will work on the
the lesson. planning of the poem, employing
a collaborative approach, or else
The teacher will go around and working individually to bring
ensure that students understand the together understandings that
task, offering support to students. they have learned throughout
the course of the unit of
The teacher will ensure that students Indigenous people and
are on-task, and that they are able to Aboriginal cultural perspectives.
complete the activity, answering any
questions that individual students
have to the whole class to ensure
that students fully understand what is
required of them.
The teacher will move around the Students will work on the
classroom, offering support to creation of their blackout poem,
students, helping them to consolidate using devices to create this, or
ideas, and reminding students that craft supplies that are provided
they may use the exemplars as in the classroom.
inspiration for the development of
their poems.
The teacher will also make note of
directions and ideas that students
have, which can be use by the
teacher during the class discussion.

Student Presentation
10 Students have the opportunity to
Mins show off their created poems to
the class, and students can look
at each other’s work.
5 Class discussion
Mins The class will move into
discussion that involves justifying
their choices and interpretations
from the film. This will involve
linking the choices back to the
learning from the museum and
the unit as a whole.
5 Consolidation
mins The teacher will link the learning
of the lesson back to the unit,
museum, incorporating the ideas
discussed in the lesson, stating
how the views of the Apology
speech have changed since the
study of the speech at the outset
of the lesson.
Extension task
Students will write a written
justification for their created
blackout poem using the PETAL
scaffold to highlight a poetic
technique that they have used.
PART C: ANALYSIS AND SELF-REFLECTION
How have outcomes been achieved?
Learning outcome
EN5-1A – Responds to and composes
If students finish early, the teacher
can give these students an extension
task, allowing for these students to
be further supported in their
learning.
The teacher will encourage students
to talk about the choices that they
have made in the creation of their
blackout poems. If students are
reluctant to volunteer, the teacher
will raise points that he/she found
interesting whilst observing students,
in order to gain conversation with the
students.
The teacher will ask for students to
justify the responses of their poems,
which will allow for the students to
show how the experiences so far
from the unit and from the museum
have shaped their understandings.
The teacher will try to get students
that have not yet contributed to the
class discussion to join the
conversation.
The teacher will run through the
learning objectives and how we have
gone about achieving them in the
lesson, showing the learning
objectives on the PowerPoint. The
teacher will incorporate the ideas of
the students, linking the learning back
to the previous ideas of the Apology
that students had at the outset of the
unit.
The teacher will provide this
extension task if students complete
the previous tasks of the lesson early.
Students can also be given this as a
homework activity if any students
request so.
The teacher will instruct students to
pack up and leave on the bell.
Method of measuring and recording
This outcome is measured through the use of formative assessment through the
Students have the opportunity
to talk about their choices that
they have made, viewing and
discussing their choices with
other students in the class.
Students will be able to share
their understandings with the
teacher and the rest of the class.
Students will listen and
participate meaningfully in a
class discussion, showing the
learning that they have achieved
through the unit and through the
museum visit.
Students will listen to the
teacher, and join in discussion
where appropriate. Students will
also share opinions with the
teacher whether they believe
that the learning objectives of
the lesson have been met or not.
Students will create a paragraph
using the provided scaffold that
serves as a justification for their
interpretation in their poem.
Students will pack up and leave
the classroom when instructed.
increasingly sophisticated and teacher using direct observation, and using directed questioning to ensure that
sustained texts for understanding, students and engaged and included in the learning. This assessment measure will
interpretation, critical analysis, allow for the teacher to make adjustments through the lesson to ensure that the
imaginative expression and pleasure. desired outcomes are being met, and that the students in the classroom understand
the material, and understand the text so that the activities can be completed.
EN5-4B – Effectively transfers This is measured in the lesson through the teacher utilising direct observation, and
knowledge, skills and understanding using directed questioning. The creation of the blackout poem itself, will serve as a
of language concepts into new and means of assessing the understandings that students have developed, as well as the
different contexts. student’s ability to be able to use English language skills to create meaning through
a text. Furthermore, the discussion at the end of the lesson serves as a formative
measure to discern the depth of understanding that students have acquired through
the learning of the unit.
Links to next lesson
This lesson links into the next English lesson as the next lesson will continue poetic techniques and poetry creation through
analysing poetry by Noonuccal, Oodgeroo.
This lesson links into lesson 10 of the unit outline, as understandings that are developed in this lesson are further developed in
the Drama lesson that follows this. Through the Drama lesson, students will consolidate understandings further.

AISTL graduate standards and evidence that this lesson achieves this standard.
AITSL Standard Evidence within this lesson
1.4.1 This is evident through the lesson being built around the use of Yunkaporta’s 8 ways
learning, as well as through the fact that considerations have been given to the
teaching of the Stronger Smarter Institute to ensure that the learning of the lesson
is engaging and inclusive of Indigenous and Torres Strait Islander Students.

2.4.1 This lesson focuses around Indigenous perspectives and Aboriginal cultural
knowledge, with students working on the Apology to Indigenous people which is a
major aspect of the reconciliation between Indigenous and non-Indigenous
Australians. This lesson also builds on understandings from the museum and other
learning in this unit so students understand that reconciliation is an ongoing process
in Australia.

2.1.1 This lesson uses teaching strategies that are developed for the effective teaching of
English, utilising evidence-based practice through activities that are developed to be
cognizant with academic success in English.
WHS considerations
In order to ensure that this lesson has minimal WHS risks, the teacher should ensure that before the lesson, there is no furniture
that is organised in an unsafe manner. Coupled with this, the teacher should ensure that the classroom is organised in a manner
where there is space between desks that is sufficient for safe movement of students, and that there are no cables that are going
across walkways. When students enter and leave the classroom, there is a possible risk through the movement of students, which
can be counteracted through the teacher only allowing a small number of students to leave at a time. Furthermore, if students
are using devices, there is the risk that these students may charge devices across walkways, which can be minimised through the
teacher ensuring that these students are sat near power outlets so that cables do not go across walkways. As well as this, the
teacher will ensure that any students that are using craft supplies to create the blackout poem, are using them in the manner
intended, and that this is safe. This means that the teacher should ensure that students using scissors or glue are sat with room
around them, which will serve to minimise the risk of student injury.

References
AITSL. (2014). Australian Professional Standards for Teachers: Professional Knowledge.

Retrieved from: http://www.aitsl.edu.au/australian-professional-standards-for-

teachers/standards/list

Board of Studies. (2012). English K – 10 Syllabus. Retrieved from

http://syllabus.nesa.nsw.edu.au/english/english-k10

Boas, E., & Gazis, S. (2016). The Artful English Teacher: over 100 practical strategies for

the English Classroom. Australian Association for the Teaching of English

Foley, F. (2008). Quality Teaching Framework in your program- What it looks like?.
Department of Education and Training. Retrieved from:
http://www.det.nsw.edu.au/proflearn/docs/pdf/qtinprog.pdf

Casual teacher Notes:

The casual teacher should ensure that the exemplars that have been provided are discussed with the class, and
that the students know that the provided information is only a guide as to how the students may go about
interpreting the text. The casual teacher should also ensure that the students have access to the exemplars
throughout the lesson whilst working on their own poems, to that they may be used as inspiration. Whilst the
students go about the completion of the task, the teacher should assist students with any problems that may
arise, and make note of the directions that students are taking in the task, as this can be used in the class
discussion to form the basis for reciprocal conversation. The teacher should ensure that the students are
engaged and included in the learning, which can be supported through the teacher ensuring that students
have access to their material from other lessons in this unit. This will allow for students to integrate knowledge
and utilise background knowledge throughout the lesson. Furthermore, the students are allowed to achieve
the creation of this task in a variety of means, so students should be allowed to use their devices (phones,
laptops) throughout the lesson so that further research can be conducted if needed. The teacher should also
ensure that a safe learning space is provided that is concomitant with student belonging and inclusion,
whereby students are able to develop their creativity to form understandings, but doing so in a respectful
manner.
Community Consultation or Protocols to be considered.
Due to the nature of this lesson dealing with the personal histories, and cultural perspectives of Indigenous
people, it is prudent to ensure that the teaching of the lesson is ethical and that the learning is appropriate. In
order to achieve this, it is important to ensure that the local Indigenous groups, and the local community is in
consultation with the school to ensure that the learning is relevant, accurate, and that the learning is
communicated respectfully. Through this consultation with the community, it means that the community can
have input into the lesson through feedback and suggestions, which will allow for the best approach to be
taken for the intended learning in the classroom. This is aligned with the Stronger Smarter Institute, which
notes that community consultation is imperative for the success of the teaching of Indigenous people and of
Aboriginal cultural perspectives. If in the case that the local community cannot be consulted, it is necessary to
ensure that the information is accurate, and that the teaching is aligned with best-practice, and with the policy
statements from the Department of Education and Teaching. Coupled with this, it is important that the
teacher in the classroom clarifies the perceptions and ideologies, noting that the teaching is an understanding
of Indigenous perspectives, and is not in itself an Indigenous perspective. All effort in the classroom will be
taken to ensure that biases are addressed, and that Aboriginal culture is addressed in a way that is in the
present tense, and is not reductive or harmful to Indigenous people. In the lesson, students will be made
aware that the lesson may be confronting, which will be properly approached to ensure that students enter
into the topic of the lesson in a sensitive manner.

Resources to support this Lesson

(all resources are attached on the following pages)

PowerPoint for the lesson

Teacher Exemplars of Blackout poetry (4 Exemplars)
 Do Now Activity / Blackout poem scaffold

Use the questions below, and the mind map to plan out and jot down your ideas on
Indigenous perspectives and history. In completing this, consider your own ideas, opinions
and understandings that you have developed through this unit of work. Think about the
Australian Museum excursion, and also think about the learning in History, Drama, the Elder
visit, and also other English lessons.

Questions / Thinking Points

(Note: You can answer these as short sentences if this helps you, or else you can use these
questions to get you thinking, and put the ideas into the mind map on the next page.
1. What have you learned from the Museum?
2. What have you learned from your lessons in English?
3. What have you learned from your lessons in History?
4. What have you learned from your lessons in Drama?
5. Think about your experiences with the Elder.
6. Think about how your ideas about the Apology have changed since the beginning of the unit
7. Think about the issues that are still present since the speech
8. What about the speech resonates with you?
9. Think about the particular stories and exhibitions of the Museum
10. Think about the perspectives of Indigenous people that you have interacted with

In your Blackout poem, you can use pictures and texts from the Museum, and from other
texts as you may use these if you choose to in the creation of your poster. (There are some
pictures from the Museum in the class Google Drive which you can access)

How to actually create my Blackout poem?

In order to create your Blackout poem, you are best to start with a pencil so that you csn
decide which words you are wanting to use from the Apology speech. If you choose to use a
marker straight away, it means that if you Blackout something you will not be able to get it
back.

You can also use your devices to complete this task.

In the creation of the task, after you have pencilled in which words you want to use, you can
look at fitting in pictures and drawings into the spaces over the text that is not needed.

The Mind-map scaffold is on the next page for you to use in the planning of your Blackout
poem.
 What were
What does it the outcomes
mean to of the
Apology? What does it
Indigenous mean to me?
people?

The Elder
English The Apology visit?

Drama
What have I
learned
through my
The
other
Museum?
subjects?
History
rama
LESSON PLAN: Benedict Stone 17436508 Page 20

Extension Activity

As an extension of your task, you are to create a justification of your choices in your poem. In order to
achieve this, you will write a PETAL paragraph where you will talk about the use of a technique to convey
the meaning that you have created in the poem. A technique that you can talk about in this, is the use of
Blackout poem. You can choose to write the parts of the paragraph separately then put it together afterwards,
or else you can choose to simply write this as a paragraph.

P – Point

E – Example

T – Technique

A – Analysis

L – Link

Further Consideration

In your paragraph, consider the understandings that you have come to through the creation of your poem and
how you have developed these in the creation of your poem.

Remember that if you write the paragraph through using the table for the separate components, you need to
use connectives when placing the paragraph together as a whole.

Why am I doing this?

In English, it is important that you are able to justify the choices that you make in the creation of meaning. Not only does this
allow you to defend your ideas and choices, it also lets me as your teacher understand that you know how meaning is created,
and how you went about creating meaning in your poem.