Professional Documents
Culture Documents
Apst 2
Apst 2
By Stephanie Christelow
Part 1
C) Objectives:
- Students will understand and be able to identify how culture is created in different
forms of literature; they will be able to explain how texts position readers to represent
particular groups in society in certain ways.
D) Links to syllabus:
Australian Curriculum
- Understand and explain how combinations of words and images in texts are used to
represent particular groups in society, and how texts position readers in relation to
those groups (ACELT1628).
- Explore the ways that ideas and viewpoints in literary texts drawn from different
historical, social and cultural contexts may reflect and challenge the values of individuals
or groups (ACELT1626).
- Understand how rhetorical devices are used to persuade and how different layers of
meaning are developed through the use of metaphor, irony and parody (ACELA1542)
- Use a range of software, including word processing programs, to create, edit and publish
texts imaginatively (ACELY1738)
- Explore the interconnectedness of Country/Place, People, Identity and Culture in texts
including those by Aboriginal and Torres Strait Islander authors (ACELT1806)
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Stephanie Christelow EDLA538 Assessment Task 2
E) Prior Knowledge:
- Poetic devices (metaphors, similes etc)
- Peel paragraphs
F) Influencing theories/models:
- Luke and Freebody’s – Four Resources
- Multiliteracies
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Stephanie Christelow EDLA538 Assessment Task 2
Part 2
Lesson plan 1
CONCEPT: Explore how Australian poets use language to portray Australia in different ways.
LESSON PROCEDURE
GOALS & METHODS
OF EVALUATION
TEACHER RESPONSES TO
EXPECTED (including specific
STEPS OF THE LESSON STUDENTS
STUDENT informal and/or
TIMING RESOURCES (key activities and key (including consideration
REACTIONS OR formal assessment
questions) of the need to adapt,
RESPONSES links to Australian
reteach or extend)
Curriculum
Descriptors)
Introduction to
concept
5min Whiteboard Have Learning Have one Understand the goals (Marzano, 2007)
Projector objectives projected student read the of today’s lesson.
Notebook on board. Tell learning
Laptops students to write it in objectives out
their book or laptop. then all students
write it their
book or laptop
Main Segment
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Stephanie Christelow EDLA538 Assessment Task 2
those who need it), describe Australia seem like a
one verse at a time. Australia by nice place to live in?
Tell them to Highlight highlighting the What is the
any words which words used. – As comparison? –
describe Australia. – a class identify Explain and describe
Have the poem on the descriptive the language used to
the whiteboard as words used. students who may
well, underline the not understand (EAL
descriptive words as student).
students say them.
15min Whiteboard Have students read Read through Questions: How does Cross- Curriculum
Projector through poem the poem and Hyllus Maris describe Priorities –
Handout ‘Spiritual Song of the recognise the Australia? What Aboriginal and
(Appendix B) Aborigine’ by Hyllus language used to words/techniques Torres Strait
Highlighters Maris out loud (From describe does he use to get his Islander history
OneNote or printed Australia by message across? and culture Commented [SC1]: Use of cross curriculum priorities in
copy for those who highlighting the Explain and describe lesson plan
need it). Tell them to words used. – As the language used to ICT
highlight words a class identify students who may
which describe the descriptive not understand (EAL
Australia. Have the words used. student).
poem on the
whiteboard as well,
underline the
descriptive words as
students say them.
Closure
Revise the learning See progress Make sure learning (Marzano, 2007)
outcomes for today. made through outcomes have been
today’s lesson met
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Stephanie Christelow EDLA538 Assessment Task 2
Lesson plan 2
CONCEPT: Explore the techniques used to portray Australian identity through images.
LESSON PROCEDURE
TEACHER GOALS & METHODS OF
RESPONSES TO EVALUATION
STEPS OF THE LESSON EXPECTED STUDENT STUDENTS (including specific
TIMING RESOURCES (key activities and key REACTIONS OR (including informal and/or formal
questions) RESPONSES consideration of assessment links to
the need to adapt, Australian Curriculum
reteach or extend) Descriptors)
Introduction to
concept
10min Notebook/laptop Students have Write for 5min, Students can ICT
Image (Appendix come straight from read to a partner write on their
D) lunch break – use and volunteers notebook or
Whiteboard writing to calm read to the class. using OneNote.
Projector them down and Calms students
revise last lesson. down after break.
Use a picture for Revising topic of
stimulus (See the unit.
Appendix D) and
have students write
for 5 minutes about
Australian identity.
Then have them
read the stories to a
partner and have
volunteers read to
the class. – Can be
any genre (story,
persuasive, journal
article etc)
5min Whiteboard Have one student Understand the (Marzano, 2007)
Projector Have Learning read the learning goals of today’s
Notebook objectives objectives out then lesson.
Laptops projected on board. all students write
Tell students to it in their book or
write it in their laptop
book or laptop.
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Stephanie Christelow EDLA538 Assessment Task 2
Main Segment
10min laptops Using the word list Students use the Students use ICT
that the students words that they laptops to create
created to have used to the poster.
represent describe their Students who
themselves for identity and didn’t complete
homework. Have portray their homework will
students pass the identity using be doing it now.
list to a partner, the images.
students will then
create a poster
which represents
their classmate
using the words in
the list.
10min Whiteboard Class discussion Using data General Capabilities
Projector As a class discuss displayed from (numeracy) Commented [SC2]: Use of general capabilities in lesson
(Appendix E) how the Australian ABS. How does plan
Bureau of Statistics this represent
represents Australia? How is
Australia through this different
charts and numbers from a picture?
Discuss the
results from the
data.
ICT
15min Worksheet Create deeper Walk around
(Appendix F) In groups of 3 have understanding of room and assist
Laptops students discuss how images create students.
and complete the identity through Explain and
worksheet (have it discussion with describe the
available on peers and language used to
OneNote). Answer answering students who
Figure 1 questions – questions. may not
How to read an Complete for understand (EAL
image. Figure 3 homework. student).
Questions –
Reading Images and
Writing and
responding to texts.
– Unfinished
questions to be
done for
homework.
Closure
Revise the learning See progress made Make sure (Marzano, 2007)
outcomes for through today’s learning
today. lesson outcomes have
been met.
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Stephanie Christelow EDLA538 Assessment Task 2
Lesson plan 3
CONCEPT: Explore the techniques used to portray Australian identity through media.
LESSON PROCEDURE
GOALS & METHODS
TEACHER RESPONSES
OF EVALUATION
TO STUDENTS
STEPS OF THE LESSON EXPECTED STUDENT (including specific
(including
TIMING RESOURCES (key activities and key REACTIONS OR informal and/or formal
consideration of the
questions) RESPONSES assessment links to
need to adapt, reteach
Australian Curriculum
or extend)
Descriptors)
Introduction to
concept
5min Whiteboard Have Learning Have one student Understand the (Marzano, 2007)
Projector objectives projected read the learning goals of today’s
Notebook on board. Tell objectives out then lesson.
Laptops students to write it in all students write it
their book or laptop. in their book or
laptop.
Main Segment
10min Projector Watch Rabbit Proof Class discussion – Questions- What Cross- Curriculum
Whiteboard Fence Trailer understanding how types of settings Priorities –
Class discussion on the setting creates did you see in the Aboriginal and
the setting identity. trailer? What Torres Strait
sounds did you Islander history and
hear? Who was this culture
representing? How
did it make you
feel?
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Stephanie Christelow EDLA538 Assessment Task 2
Watch Paul Hogan Ad
– make a list of the
language, setting,
and techniques used
to create Australian
identity. With
partner Create your
own Australian ad.
Closure
10min Sticky notes Feedback- Each Students reply to Review what has
student receives 2 questions on sticky been learnt and
Pens sticky notes – on one notes. what needs
they write 3 things improvement
that they have learnt
this week. On the
other they write
anything they are
struggling to
understand from this
week.
Teacher adjusts
accordingly based on
student’s responses
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Stephanie Christelow EDLA538 Assessment Task 2
Part 3
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Stephanie Christelow EDLA538 Assessment Task 2
Appendix A My Country- Dorothea Mackellar
Strong love of grey-blue distance But then the grey clouds gather,
Brown streams and soft dim skies And we can bless again
The sapphire-misted mountains, All you who have not loved her,
And ferns the warm dark soil. My homing thoughts will fly.
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Stephanie Christelow EDLA538 Assessment Task 2
Appendix B Spiritual Song of the Aborigine – Hyllus Maris
I am this land
I am Australia
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Stephanie Christelow EDLA538 Assessment Task 2
Appendix C Creating Identity Through Poetry
‘My Country’
Q6. In the line ‘Red as the blood that flows through my veins’ What are the
connotations of blood? (What other meanings could it have?)
Q7. What does this suggest about the author’s relationship with the land?
Q8. How does the author use a metaphor to show the connections between Aboriginal
Australians and the land, Australia?
Q9. How does the author position you to feel about ‘men of a different hue’?
Q10. How does this poem represent the values of Indigenous Australians?
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Stephanie Christelow EDLA538 Assessment Task 2
Appendix D
Appendix E
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Stephanie Christelow EDLA538 Assessment Task 2
Appendix F
Questions:
From Figure 1
Ask yourself:
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Stephanie Christelow EDLA538 Assessment Task 2
Appendix G
‘I hope that it becomes another voice in the conversation about what Australia is about. Because,
ultimately, cinema reflects the stories of a people and a country and there are many voices in
Australia and Bran Nue Dae is one of them. (Leslie, Dullard, & Ridgeway-Faye, 2012)’
Film creators use aspects such as costume, composition and props to show the link between
landscape and identity. The designers rely on our prior knowledge and experiences to add more
meaning to the story.
1. Using the picture above put the characters into groups according to their clothing.
3. How does the clothing they wear help us to understand the characters?
4. Create a PEEL paragraph describing how film creators use costume to create identity.
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Stephanie Christelow EDLA538 Assessment Task 2
Bibliography
ACARA. (2016). Curriculum. Retrieved from Australian Curriculum Assessing and Reporting Authority:
http://www.acara.edu.au/curriculum/general-capabilities
Comber, B., & Simpson, A. (2001). Negotiating critical literacies in classrooms. New Jersey: Lawrence
Erlbaum Associates.
De Courcy, M., Dooley, K., Jackson, R., Miller, J., & Rushton, K. (2012). Teaching EAL/D learners in
Australian classrooms. Retrieved from PETAA: Primary English Teaching Association
Australia:
file:///C:/Users/steph/AppData/Local/Packages/Microsoft.MicrosoftEdge_8wekyb3d8bbwe/
TempState/Downloads/183f%20(1).pdf
Derewianka, B. (2012). Teaching Language in Context. South Melbourne: Oxford University Press.
Harrison, N. (2012). Teaching and Learning in Aboriginal Education. South Melbourne: Oxford
University Press.
Joseph, S., Thomas, M., Simonette, G., & Ramsook, L. (2013). The impact of differentiated instruction
in a teacher education setting: Successes and Challenges. International Journal of higher
Education, 2, 28-40.
Kalantzis, M., & Cope, B. (2012). Literacies. Port Melbourne: Cambridge University Press.
Leslie, S., Dullard, K., & Ridgeway-Faye, C. (2012). Oxford Big Ideas 8 English. South Melbourne:
Oxford University Press.
Ludwig, C. (2003, February). Making Sense of Literacy. Newsletter of the Australian literacy educators
association.
Marzano, R. (2007). The Art and Science of Teaching. Alexandria: Association for Supervision and
Curriculum Development.
Scarino, A., & Liddicoat, A. J. (2009). Teaching and Learning Languages: A Guide. Carlton South:
Curriculum Corporation.
Smith, S., & Conti, G. (2016). The Langugage Teacher Toolkit. CreateSpace Independent Publishing
Platform.
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