English 2A Assignment 1

Preliminary Area of study Concept: Oppression (Focus on Inequality)

This Area of study is for Standard English

Song and lyrics: Changes by Tupac Shakur (1998), accessed at

https://www.youtube.com/watch?v=uS4CvCGFyqc , lyrics accessed from

http://www.azlyrics.com/lyrics/2pac/changes.html. Lyrics included in Appendix

Film trailer: Freedom Writers, directed by Richard LaGravenese, 2007. Accessed at

https://www.youtube.com/watch?v=JhXMJlm852A

Article: How fat has become a political issue, by Lionel Shriver, 2013. Accessed at

http://www.theglobeandmail.com/life/health-and-fitness/health/how-fat-has-become-a-

political-issue/article12429107/?page=all. Article included in Appendix

Short Film: The old lady and the pigeons (La vielle et les pigeons), directed by Sylvain

Chomet, 1997. Accessed at https://www.shortoftheweek.com/2016/01/02/la-vieille-dame-et-

les-pigeons-the-old-lady-and-the-pigeons/

Poem: An Aboriginal Mother’s lament by Charles Harpur, 1845. Retrieved from

https://www.poetrylibrary.edu.au/poets/harpur-charles/an-aboriginal-mother-s-lament-

0003019. Article included in Appendices.

 Rationale
The above anthology has been gathered in order to enquire into and investigate the concept

of oppression, with these texts having been selected purposively to demonstrate disparate

notions and experiences of the concept in relation to a focus on inequality through texts. The

selection of these texts has been done so that there is a variance in the types of inequality that

are represented, allowing for students to delve into oppression as a multifaceted concept. The

study of oppression will be achieved through texts of varying forms, to ensure that students

consider and engage with the use of language, and other textual features as a means of

conveying inequality (Outcome 1, BOSTES, 2009). This is significant as the texts allow for

students to engage with multiliteracies, being able to understand meaning across a range of

forms, which is integral to students in society to be informed citizens (Green, 2013).

Oppression is varied, and impacts individuals in different ways, with it limiting opportunities

as it does in Changes by Tupac Shakur, or involve perceptions of individuals to be formed

such as in How fat has become a political issue by Lionel Shriver. Perceptions of oppression

and its impacts on groups or individuals are highly dependent on personal, social, cultural,

and historical contexts. Coupled with this, oppression may be prevalent, but only be

noticeable or understood by the individuals that experience the voiceless nature of

oppression. Oppression can arise or be experienced due to a myriad of reasons, with students

engaging with these texts to explore inequalities that arise as a result of gender, race, and

socio-economic status. Students will investigate the positives and negatives of oppression.

This will be accomplished through synthesis of texts to generate understanding of the

concept (Outcome 2, BOSTES, 2009).

Tupac Shakur’s Changes was selected as the first text of study as it explicitly references to

the nature of society for African-Americans in low-socio-economic areas. The song is in the

form of rap, and poetically weaves contextual factors of inequality into the song that are

highly relevant in the contemporary landscape of racial oppression. Changes explicates the

limited avenues that youth face, and students can engage with the ways in which rhythmic
and conversational language can navigate and portray not only experiences of racial

oppressions, but the perceived attitudes that the government holds towards the inequalities

(Outcome 3 & 4, BOSTES, 2009). Students through examination of this text can engage in

analysis of race, and how opportunities, and safety are inseparable from this.

The second text to be selected is the trailer for Freedom Writers, by Richard LaGraveness.

The selection of this text is due to the fact that the clip deals with race, and the impacts it has

on youth. This text builds off of student understandings of the concept built through

Changes, and further allows for students to investigate and uncover the affects that

inequalities have on individuals. The text portrays the oppression of certain races as being

encompassing of all aspects of life, highlighting inequality as being tinged with sadness,

anger, violence, and loss. Through the study of this text students will consider the elements

of film, and the way in which a coalescence of these elements convey meaning (Outcome 4,

BOSTES, 2009). This will allow for students to garner insight into the confronting nature of

inequality trough a range of visual forms.

The article How fat has become a political issue by Lionel Shriver has been selected as the

text deals with disparities between gender, and the affects that this has. Through the study of

this text students will engage with how inequality may involve individuals being given

supposed character traits based off of gender or appearance. The analysis of this text allows

for students to engage with underlying inequalities, which through the text are conveyed

through references and examples in regards to weight and gender in politicians.

The old lady and the pigeons, by Sylvain Chamet highlights socio-economic oppression.

Students through engagement with this text are required to consider the way in which

humanity factors in with inequality. Through analysis of this film students will understand

the ‘unseen’ nature of oppression, and how through the film the starving man is ignored

despite his situation. The selection of this text is due to the fact that visual modes are an

effective medium of conveying meaning (McCallum, 2012). This will means “students will
have to consider image, movement, and sequences as a key element of filmic language. They

will explore how codes and conventions of film work together to create meaning” (Gannon,

Howie, & Sawyer, 2009, p. 180). This is evident through this text through the lack of spoken

word apart from in the opening and closing sequence. Students through interaction with this

text will engage with extended visual metaphors of hunger, and of animals being better fed

than humans, as a vehicle for conveying economic and social oppression and inequality.

References for rationale

Board of Studies Teaching and Educational Standards. (2009). English Stage 6 Syllabus.

Retrieved from:

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/english-syllabus-

from2010.pdf

Green, A. (2013). A Practical Guide to Teaching English in the Secondary School. New

York, Ny: Routledge.

Gannon, S., Sawyer, W., & Howie, M. (2009). Charged with meaning (3rd ed.). Melbourne:
Phoenix Education.

McCallum, A. (2012). Creativity and Learning in Secondary English. Teaching for the

Creative Classroom. Abingdon: Routledge.

 Lesson Plan
Topic area: Stage of Learner: Syllabus Pages: 22-27
Area of Study: Inequality Stage 6
Date: Location Booked: AB1 Lesson Number: 1 /30
1/3/2017
Time: 60 minutes Total Number of students 30 Printing/preparation
As per resources

Outcomes Assessment Students learn about Students learn to

Formative assessment
through direct
Syllabus outcomes observation of
1.1, 2.1, 2.2 4.1, 4.3 students engaging in
activities, coupled with
directed questioning in
Life Skills outcomes the discussion
Cross Curriculum themes & General capabilities
Critical and creative thinking, literacy skills,
personal and social capabilities.
1. Students learn about the Students learn to identify and
relationships between describe the relationships
composer, responder, text among texts by:
and context by: 2.1 identifying similarities in
1.1 identifying and describing and differences between texts
the contexts of responding to 2.2 identifying and describing
and composing particular the connections between texts
texts
4. Students learn about the
ways that language forms
and features, and structures
of particular texts, shape
meaning and influence
responses by:
4.1 Identifying and describing
a variety of language forms
and features, and structures
of particular texts.
4.3 Using various language
forms and features and
structures of the text.
Explicit subject specific concepts and skills
Responding to and composing a range of
texts
Effective communication
Individual and collaborative learning
How concepts are linked through texts

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

1.1 Deep knowledge 1.4 Higher-order thinking
Intellectual Quality 1.2 Deep understanding 1.5 Metalanguage
This refers to pedagogy focused on producing deep understanding of important, 1.3 Problematic 1.6 Substantive
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something knowledge communication
that requires active construction and requires students to engage in higher-order
thinking and to communicate substantively about what they are learning.
2.1 Explicit quality criteria 2.4 Social Support
Quality Learning Environment 2.2 Engagement 2.5 Students’ self regulation
This refers to pedagogy that creates classrooms where students and teachers work 2.3 High Expectations 2.6 Student direction
productively in an environment clearly focused on learning. Such pedagogy sets high and
explicit expectations and develops positive relationships between teacher and students
and among students.
3.1 Background 3.4 Inclusivity
Significance knowledge 3.5 Connectedness
This refers to pedagogy that helps make learning more meaningful and important to 3.2 Cultural knowledge 3.6 Narrative
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.3 Knowledge
identities, with contexts outside of the classroom, and with multiple ways of knowing all integration
cultural perspective.
How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.2 Prevalent through think-pair-share, group, and probing questions

2.2 Scaffolding, inclusivity, group activities

2.3 Work samples, expectations at outset of lesson
3.3 Connections between each learning activity
3.4 Think-pair-share

In order to ensure the presence of the Quality Teaching elements in a meaningful

way, Foley (2008) was utilised to ensure effective presence of these in the lessons
Time Teaching and learning actions Organisation Centred
T/S
5 Students have read the texts Changes as well as watched Teacher: Teacher will explain the T
Freedom Writers clip and will have written preliminary reason for the text choices, utilising the
understandings they hold from the text PowerPoint

Student: Student will listen and ensure

Teacher will run through PowerPoint, giving explanation of they have notes out from their
the two texts including why they are relevant to the study of interaction with the texts.
oppression as a concept.
Resources: student notes they have on
the texts
Teacher will display slides with the expectations of learning -Changes song and lyrics
for the lesson. Trussel (2008) note the efficacy of conveying -Freedom Writers clip
expectations at the start of the lesson. -Teacher PowerPoint
-IWB
15 Teacher will run through the breakdown of concepts in the Teacher: Teacher will run through an T
text, providing an exemplar of a point from both Changes exemplar of how to breakdown a point
and from Freedom Writers on oppression from each text

The use of an example response by the teacher is a means of
allowing for students to garner a guided insight as to how the
texts may be explorer, supporting student engagement and
learning (Beardwood, 2012).
25 Students will use the scaffold to breakdown the two texts
Whilst this task is occurring the teacher should monitor
student engagement ensuring that students are able to do
the task.
Scaffolding helps ensure inclusivity and student engagement,
and the scaffolded approach to this task has been developed
using Vygotsky’s zone of proximal scaffolding. (Fani, &
Ghaemi, 2011).
The use of direct observation is an effective measure of
student learning as a formative assessment means (Marsh,
Clarke, & Pittaway, 2014).
40 Think-ink-pair-share exercise where students share their
understandings with one another, 6 mins for the pair, 6 mins
for sharing. This allows for collaboration, whilst students still
write down ideas.
The choice of think-pair-share is due to the fact that such an
exercise is beneficial to students as it allows for collaborative
problem solving, and is an effective strategy to enhance
critical thinking (Kaddoura, 2013).
45 Teacher gets students to finish group task, and remain in
groups but face the front. The teacher should act as a guide
probing students based off of observations during the
previous activity to engage the group as a whole.
Questions for this: 1) What were some interesting points that
your group raised? 2) The rest of these questions will be
built off of the student responses in groups utilising Bloom’s
Taxonomy.
Student: Students will listen to teacher
and watch as the teacher goes through
an example response.
Resources: IWB, PowerPoint, slides on
the exemplar of scaffolded answer
Teacher: Direct observation of S
students to ensure that they are able
to complete the tasks.
Student: Students use the scaffold to
breakdown the texts, finding at least 5
examples of inequality in each
Resources:
Scaffold
Student notes on texts
PowerPoint
Teacher: Direct observation, and S
monitoring of students engaging in the
activity, the teacher should make note
if interesting ideas raised to use for the
discussion
Student: Students share and convey
understandings with peers and then in
smaller groups of 6 students.
Resources: Student Notes
Teacher: Engage students in discussion, S/T
utilising Bloom’s Taxonomy to range
the possible questions from lower to
higher-order. The initial comments
should be from the teacher to start the
discussion by mentioning students that
raised interesting points asking them to
explain or discuss why they believed
that from the text.

Student: Students and teacher engage

Gore (2007) Notes the efficacy of reciprocal interactions in meaningful discussion with the
 between teacher and students to consolidate student
knowledge as well as promote engagement.
Meaden, & Monda-Amaya (2008) further note that a
collaborative process is beneficial in promoting social
competence through the classroom.
group on the two texts and what they
reveal about the concept of inequality.
Resources: Teacher prepared questions
and insights into the two texts as
discussion points for conversation with
students.

55 For the last 5 minutes, students will engage in a timed Teacher: Teacher Provides question S
exercise writing their responses to the provided question on
the board. This serves as a means of consolidating student Student: Students write as much
learning and allows for the teacher to assess whether possible to consolidate knowledge at
students are grasping the concepts of the unit. the end of the lesson in response to
the question provided.
Question: Discuss the insights gained into racial oppression
through the study of Changes and Freedom Writers. Resources: PowerPoint

60 End of class Teacher:

Student:

Resources: nil

Reflection
What have I learned about the teaching and learning process when preparing this lesson?

Through the preparation of this lesson it has experientially highlighted to me the limited
timing of lessons and how constricted it is to achieve analysis of the two texts. It was also
challenging to ensure that the lesson was adequately student-centred which is necessary to
the engagement of students through the lesson (Ford, 2015). Furthermore, it was a
challenge in providing a lesson that sufficiently met the outcomes of learning, and covered
the concept within the allotted time of the lesson. This was especially difficult considering
the fact that the lesson period had to have students engaging with 2 texts.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

1.1 Formative assessment through direct-observation
2.1 Measures through monitoring of engagement in tasks and
whether students complete the work.
2.2 Measures through monitoring of engagement in tasks and
whether students complete the work.
4.1 Direct observation and directed questioning as a formative
assessment means
4.3 Direct observation and directed questioning as a formative
assessment means

Other considerations

Complete the table below by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
Graduate Evidence within this lesson
Standards
1.1 Piaget (2013) utilised to ensure tasks appropriate for development level.
2.1 Use of technical pedagogies specific to English teaching
2.2 Content and sequence of texts chosen to maximise student
understandings.
3.1 Challenging learning goals conveyed at the outset of the lesson
3.3 A range of teaching strategies have been used through the lesson
5.1 Assessment means have been considered in the lesson.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the
key WHS considerations that are to be applied in this lesson?

As this is a class-based lesson there are minimal health and safety risks. Even so, the teacher should
ensure that before the lesson there are no furniture or other classroom objects positioned in an
unsafe manner. Coupled with this, the teacher should ensure adequate access to exits of the
classroom. There is a potential risk of injury in the lesson whilst students are transitioning into the
sharing activity. In order to minimise this risk, the teacher should ensure students move into these
groups in a calm manner and limit student movement. Upon entering and exiting the classroom there
are potential risks, which the teacher can control by asking students to be seated as soon as they
enter the classroom and monitoring students when exiting.

References (In APA)

Beardwood, R. (2010). Literature for Senior Students. Elsternwick, Victoria. Insight

Publications

Board Of Studies Teaching and Educational Standards. (2009). English Standard Syllabus

Stage 6. Retrieved from: http://www.boardofstudies.nsw.edu.au/ayllabus-

hsc/english-std-adv.html

Fani, T., & Ghaemi, F. (2011). Implications of Vygotsky’s zone of proximal development

(ZPD) in teacher education: ZPTD and self-scaffolding. Procedia- Social and

Behavioral Sciences, 29, 1549-1554. doi: 10.1016/j.sbspro.2011.11.396

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

Gore, J. (2007). Improving pedagogy. In J. Butcher & L. McDonald (Eds.), Making a

difference: Challenges for teachers, teaching, and teacher education (pp. 15-33).

Rotterdam, Netherlands: Sense Publishers

Kaddoura, M. (2013). Think pair share: A teaching learning strategy to enhance

students’ critical thinking. Educational Research Quarterly, 36(4), 3-24.

doi:1372123014

Marsh, C., Clarke, M., & Pittaway, S. (2014). Marsh’s becoming a teacher (6th ed.). Frenchs

Forest, Australia: Pearson.

Meaden, H., Monda-Amaya, L. (2008). Collaboration to promote social competence for

students with mild disabilities in the general classroom: A structure for

providing social support. Intervention in school and clinic, 43(3), pp. 158-167.

Retrieved from:

http://search.proquest.com.ezproxy.uws.edu.au/docview/211752227?accounti

d=36155

Trussel, R. (2008). Classroom Universals to Prevent Problem Behaviors. Intervention in

School and Clinic, 43(3), 179-185.

Resources Attached:
Resources are on the following pages
Resources for Lesson 1


 Scaffold for Text analysis
Changes by Tupac Freedom Writers by Insights in both
Shakur Richard LaGravenese
Authors Context

Textual examples of
how oppression is
represented

How does this text

discuss the individual
experience of
oppression

How does this text

discuss racial
oppression

How does this text

show the impacts of
oppression

 2Pac – Changes Breakdown of text

 Lesson Two

Lesson two is focused on the texts How fat has become a political issue as well as The old

lady and the pigeons. These two texts will move on from racial oppression that was

explorer in the first two texts in the previous lesson, instead drawing focus on gender

and socio-economic oppression. The primary focus of outcome achievement in this

lesson will be outcomes 1.1, 1.2, 2.1, 2.2, and 4.1 (BOSTES, 2009). Outcome 1.1 and 1.2

will be attained through the lesson through utilising a scaffold in student the student

activities. This will serve to ensure that students breakdown the way in which

oppression is conveyed through language features. Outcomes 2.1 and 2.2 will be

accomplished. Outcomes 2.1, and 2.2 will be accomplished through this lesson through

students working together to analyse the ways the texts create an understanding of

inequality. Throughout the lesson, the teacher will employ use of informal assessment

measures as a formative tool to assess student progress.

The outset of the lesson will be begin with conveyance of clear expectations of learning,

with the whole class then engaging in a mind-mapping exercise to reaffirm and

consolidate the learning of the previous lesson (Edwards, & Cooper, 2010). Students

will then transition into utilising the scaffold for the lesson to analyse how inequality

and meaning of the concept of inequality is conveyed through the texts. This strategy is

built upon Zepke (2013) that is designed to provide learning that is supportive to

enable students to achieve the outcomes. Coupled with this, Vygotsky’s zone of

proximal development is utilised, evident through the provision of a scaffold for the

analysis exercise (Fani, & Ghaemi, 2011). After this students will consolidate

understandings further through a jigsaw groups exercise, which will run for 15 minutes
of the lesson. This is a beneficial strategy that is cognizant with students being able to

understand and interact with disparate perspectives (Kaddoura, 2013).

At the summation of this task, students will convey the group-understandings with the

rest of the class. This serves as a means of discerning student understanding, with the

teacher able to probe the depth of knowledge with directed open-ended questioning

(Marsh, Clarke, & Pittaway, 2014). Students will in the last 5 minutes of the lesson

spend 5 minutes conveying understandings in response to the question ‘Discuss the

way in which the use of language forms and features through the 4 texts you have

analysed, convey inequality’. The open-ended questions, as well as the writing response

question for use in the class have been developed according to Bloom’s Taxonomy

(Ursani, Memon, & Chowdhry, 2014).

By the end of this lesson, students should be able to understand the ways in which the

meaning of inequality is conveyed through texts, and be able to understand the ways

that the text shape perceptions of oppression.

 References for Lesson 2



Board Of Studies Teaching and Educational Standards. (2009). English Standard Syllabus

Stage 6. Retrieved from: http://www.boardofstudies.nsw.edu.au/ayllabus-

hsc/english-std-adv.html

Edwards, S., Cooper, N. (2010). Mind mapping as a teaching resource. Doi: 10.1111/j.1743-
498X.2010.00395.x

Fani, T., & Ghaemi, F. (2011). Implications of Vygotsky’s zone of proximal development

(ZPD) in teacher education: ZPTD and self-scaffolding. Procedia- Social and

Behavioral Sciences, 29, 1549-1554. doi: 10.1016/j.sbspro.2011.11.396

Kaddoura, M. (2013). Think pair share: A teaching learning strategy to enhance

students’ critical thinking. Educational Research Quarterly, 36(4), 3-24.

doi:1372123014

Marsh, C., Clarke, M., & Pittaway, S. (2014). Marsh’s becoming a teacher (6th ed.). Frenchs

Forest, Australia: Pearson.

Ursani, A., Memon, A., & Chowdhry, B. (2014). Bloom’s Taxonomy as a pedagogical model

for signals and systems. International Journal of Electrical Engineering Education,

51(2), 162-173. doi: 10.7227/ijeee.51.2.7

Zepke, N. (2013). Student engagement: A complex business supporting the first year

experience in tertiary education. The International Journal of the First Year in Higher

Education, 4(2). doi: 10.5204/intjfyhe.v4i2.183

Resources for Lesson 2





































































































Scaffold for Text Analysis

How fat has become a The old Lady and the Insights in both
political issue by Pigeons by Sylvain
Lionel Shriver Chomet
Authors Context

Textual examples of
how Oppression is
represented

How does this text

discuss the individual
experience of
oppression

How does this text

discuss oppression

How does this text

show the impacts of
Oppression

 Lesson 3

Lesson three involves students investigating the text, An Aboriginal Mother’s Lament by

Charles Harpur. The examination of this text will allow for students to investigate

oppression as being a cultural experience. Through the study of the text, students will

be required to consider the contexts of the poem, and how this creates or allows for

more meaning to be uncovered from the text. Through this lesson, students are

expected to achieve the following outcomes, being outcome 1.1, 1.2, 1.4, 2.1, 2.2

(BOSTES, 2009). The assessment of whether these outcomes are being met will be

measured through formative assessment measures employed through direct

observation and open-ended questioning (Marsh, Clarke, & Pittaway, 2014).

The teaching of this lesson, as with the subsequent lessons operates on the notion that

students have already read the text and made preliminary notes on it. The lesson will

begin with the teacher conveying expectations of learning on the interactive white

board, which is an effective strategy in fostering student engagement and is effective in

the provision of high expectations during the lesson (Foley, 2008). Following this, the

teacher will go through the poem, highlighting contextual factors of the poem, allowing

for students to then investigate the text. This use of guidance of the reading of the text is

an effective means of facilitating critical literacy within students (Green, 2013).

Students after this will use the scaffold to breakdown the text, which should be a 10-

minute individual activity. Students will then engage in think-pair-share, which will

allow for students to consolidate understandings, and further explore understandings of

oppression. The pairing task itself will be scaffolded through the provision of questions

on a PowerPoint slide, as a means of scaffolding the activity to ensure students

understand what is required. After this, the teacher will spend 5 minutes reviewing

interesting points raised by students during the previous exercise, as well as

referencing key aspects of oppression in the texts.

Students will spend the remainder of the lesson responding to the question Appraise

the idea of oppression being varied and experienced in different ways. In student

responses, synthesis of texts and how they reveal the concept of oppression is required.

Outcomes 1.1, and 1.2 will be assessed through direct observation of the engagement of

students with the concept of oppression, as well as through monitoring student

participation during the think-share-pair activity, The BOSTES outcome 1.4 will be

measured through observation of student perspectives on the meaning of the texts,

raising this as a significant attribute of consideration through the discussion (Michaels,

& Gold, 2006). The responses students write will be collected at the summation of the

lesson and will be used by the teacher to evaluate the attainment of outcomes 2.1, and

2.1 (BOSTES, 2009). This in-class task is not a formal means of assessment, but is aimed

to be transformative as it in itself contributes to the learning process, being an

opportunity for students to frame their understandings (Popham, 2008).

Through the provision of scaffolded exercises and social support through group-work

tasks, students of EALD background or with learning difficulties are supported through

the learning process through the strategies in teaching the content listed above (Pearce,

Grey, & Campbell-Evans, 2009).

 Reference list for Lesson 3

Board Of Studies Teaching and Educational Standards. (2009). English Standard Syllabus

Stage 6. Retrieved from: http://www.boardofstudies.nsw.edu.au/ayllabus-hsc/english-

std-adv.html

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

Green, A. (2013). A Practical Guide to Teaching English: Teaching for the Creative Classroom.

Abington: Routledge.

Harpur, C. (1842). An Aboriginal Mother’s Lament. Retrieved from:

https://www.poetrylibrary.edu.au/poets/harpur-charles/an-aboriginal-mother-s-

lament-0003019

Marsh, C., Clarke, M., & Pittaway, S. (2014). Marsh's becoming a teacher (6th ed.). Frenchs Forest,

Australia: Pearson.

Michaels, W., & Gold, E. (2006). As time goes by. Sydney: Australia. METAphor Committee

Pearce, M., Gray, J., Campbell-Evans, G. (2009). The inclusive secondary teacher: The leaders’

perspective. Australian Journal of Teacher Education, 34(6). Doi:

dx.doi.org/10.14221/ajte.2009v34n6.7

Popham, W. J. (2008). Transformative Assessment. Alexandria: ASLD. Retrieved from:

http://www.ebookcentral.proquest.com/lib/uwsau/detail.action?docID=741601

 Resources for Lesson 3

Text Analysis Scaffold

An Aboriginal Comparison/Contrast Insights across all of
Mother’s Lament by between the poem the texts
Charles Harpur and other texts
representations
Authors Context

Textual examples of
how Oppression is
represented

How does this text

discuss the individual
experience of
Oppression

How does this text

discuss racial
oppression

How does this text

show the impacts of
Oppression

 Essay Writing Scaffold

When analysing points…
P- Point
R- Relevance
L- What other points does this link into
E- examples in the text


When writing…
SEXI Paragraphing scaffold

Thesis Statement

Example

Explanation

Importance?

Essay Writing Scaffold
(Copy and paste more body paragraph scaffolds as required for tasks)
Introduction

General statement….


Thesis statement…


Point/layout of argument…


Scope…


Body Paragraphs


Thesis statement…


Example…


Explanation…


Importance/link…

Conclusion

Points…

Thesis Statement…

General statements…

Discussion…




 Appendix A: Tupac Shakur- Changes

Come on come on
I see no changes wake up in the morning and I ask myself
Is life worth living should I blast myself?
I'm tired of bein' poor and even worse I'm black
My stomach hurts so I'm lookin' for a purse to snatch
Cops give a damn about a negro
Pull the trigger kill a nigga he's a hero
Give the crack to the kids who the hell cares
One less hungry mouth on the welfare
First ship 'em dope and let 'em deal the brothers
Give 'em guns step back watch 'em kill each other
It's time to fight back that's what Huey said
Two shots in the dark now Huey's dead
I got love for my brother but we can never go nowhere
Unless we share with each other
We gotta start makin' changes
Learn to see me as a brother instead of two distant strangers
And that's how it's supposed to be
How can the Devil take a brother if he's close to me?
I'd love to go back to when we played as kids
But things changed, and that's the way it is

That's just the way it is

Things will never be the same
That's just the way it is
Aww yeah

That's just the way it is

Things will never be the same
That's just the way it is
Aww yeah

I see no changes all I see is racist faces

Misplaced hate makes disgrace to races
We under I wonder what it takes to make this
One better place, let's erase the wasted
Take the evil out the people they'll be acting right
'Cause both black and white is smokin' crack tonight
And only time we chill is when we kill each other
It takes skill to be real, time to heal each other
And although it seems heaven sent
We ain't ready, to see a black President, uhh
It ain't a secret don't conceal the fact
The penitentiary's packed, and it's filled with blacks
But some things will never change
Try to show another way but you stayin' in the dope game
Now tell me what's a mother to do
Bein' real don't appeal to the brother in you
You gotta operate the easy way
"I made a G today" But you made it in a sleazy way
Sellin' crack to the kid. " I gotta get paid,"
Well hey, well that's the way it is

That's just the way it is

Things will never be the same
That's just the way it is
Aww yeah

That's just the way it is

Things will never be the same
That's just the way it is
Aww yeah

We gotta make a change

It's time for us as a people to start makin' some changes.
Let's change the way we eat, let's change the way we live
And let's change the way we treat each other.
You see the old way wasn't working so it's on us to do
What we gotta do, to survive.

And still I see no changes can't a brother get a little peace

It's war on the streets and the war in the Middle East
Instead of war on poverty they got a war on drugs
So the police can bother me
And I ain't never did a crime I ain't have to do
But now I'm back with the blacks givin' it back to you
Don't let 'em jack you up, back you up,
Crack you up and pimp smack you up
You gotta learn to hold ya own
They get jealous when they see ya with ya mobile phone
But tell the cops they can't touch this
I don't trust this when they try to rush I bust this
That's the sound of my tool you say it ain't cool
My mama didn't raise no fool
And as long as I stay black I gotta stay strapped
And I never get to lay back
'Cause I always got to worry 'bout the pay backs
Some buck that I roughed up way back
Comin' back after all these years
Rat-a-tat-tat-tat-tat that's the way it is uhh

That's just the way it is

Things will never be the same
That's just the way it is
Aww yeah

That's just the way it is

Things will never be the same
That's just the way it is
Aww yeah

Some things will never change

Appendix A: An Aboriginal Mother’s Lament – Charles Harpur

STILL farther would I fly, my child,

To make thee safer yet
From the usparing white man,
With his dread hand murder-wet!
I ’ll bear thee on as I have borne 5
With stealthy steps wind-fleet,
But the dark night shrouds the forest,
And thorns are in my feet.

O moan not! I would give this braid—

Thy father’s gift to me— 10
But for a single palmful
Of water now for thee.

Ah, spring not to his name—no more

To glad us may he come—
He is smouldering into ashes 15
Beneath the blasted gum;
All charred and blasted by the fire
The white man kindled there,
And fed with our slaughtered kindred
Till heaven-high went its glare! 20

And but for thee, I would their fire

Had eaten me as fast!
Hark! Hark! I hear his death-cry
Yet lengthening up the blast!
But no—when his bound hands had signed 25
The way that we should fly,
On the roaring pyre flung bleeding—
I saw thy father die!

No more shall his loud tomahawk

Be plied to win our cheer, 30
Or the shining fish pools darken
Beneath his shadowing spear;
The fading tracks of his fleet foot
Shall guide not as before,
And the mountain-spirits mimic 35
His hunting call no more!

O moan not! I would give this braid—

Thy father’s gift to me—
For but a single palmful
Of water now for thee. 40