Edee330 Assignment 2

Jacqueline Bryson EDEE330 Assignment 2
Rationale
The three lessons detailed below, provide a snapshot of a wider poetry unit of work for a Stage 5,
year 10 English class, taught over a period of six weeks. The unit has been designed for a mixed
ability class in a comprehensive high school in Western Sydney, with a range of gifted and talented
students, low ability students that require differentiation, students with an EAL/D backgrounds and
students from a wide variety of socio-economic, cultural and religious backgrounds.
The poetry unit is taught through the lens of English textual concepts, with the focus on the textual
concept of representation. Representation is the depiction of a thing, a person or an idea, conveyed
through written, visual, performance or spoken language. (Department of Education and English
Teachers Association NSW, 2016). The importance of students’ understanding the concept of
representation is because representation can carry multiple connotations, personal meanings, and
have cultural and social effects from the past, in the present and for the future (Department of
Education and English Teachers Association NSW, 2016). Students will gain insight into how
composers choose language and structure to represent their attitudes, feelings, values and ideas
about the world and students will be given the opportunity to critically and creatively respond and
compose to the different poems and related texts throughout the unit and three lessons shown below
(Australian Curriculum and Reporting Authority (ACARA), 2013).
The texts chosen over the duration of the three lessons, are in the historical context of World War I,
with each text representing ideas, values and perspectives and personal opinions from the authors
about the War. The choice to teach the concept of representing through the context of World War I,
is because students are given the opportunity to deepen their understanding and prior knowledge
about the content they have been learning in Stage 5 history, and demonstrate their critical and
creative thinking by developing skills in inquiry through the transformation of their ideas, shaping
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meaning through reflection, and enrichment of their writing and literacy capabilities (NSW
Education Standards Authority, 2012; Department of Education and Training, Professional Support
and Curriculum Directorate, 2003; Brown, 2004). The purpose of teaching the students of
representations about World War I, allows students to also question historical and political events,
motivations, perspectives, and ideas, but also provides students the opportunity to show and feel
empathy about events of the past (capabilities (NSW Education Standards Authority, 2012;
Department of Education and Training, Professional Support and Curriculum Directorate, 2003).
The texts used to convey representations of World War I, is the poem Dulce et Decorum Est by
Wilfred Owen, a British propaganda poster persuading men to enlist in the war, and a poem called
Perhaps, written in 1916 by Vera Brittain. Each text conveys a different representation and point of
view about the war and the values, attitudes and effects of the war in a historical context. The
decision to teach the propaganda poster first, then Dulce et Decorum Est and lastly Perhaps, was so
that the lessons could build on students’ learning through the stages of the learning cycle in a
systematic and transformative way. The purpose of the propaganda poster is to provide engagement
to students about the topic and how ideas and values can be represented through visuals and images
(Kelly, 2018; Howie, 2005). The poster was then linked to new material with the introduction of
Dulce et Decorum Est, where students moved into the comprehension stage of the cycle, and they
compared and contrasted their prior knowledge about WWI, and the ideas, values and information
being represented between the two texts (Kelly, 2018; Howie, 2005). The second lesson evoked a
combination of the exploration, presentation/performance and reflection stage of the learning cycle
where students were provided with the opportunity to present their inquiry research to their peers,
critically analyse the poem’s language forms and features, perform and act out the events and
imagery of the poem, as well as composing responses to their own representation of the poem as a
reflection (Kelly, 2018; Howie, 2005). Lastly, the learning transformation and
presentation/performance is conveyed in the third lesson plan where students are critically and
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creatively interpreting the poem Perhaps and how voice and gender can show different
representations of an event, and then synthesising that information and concepts into their own
creative poetry piece (Kelly, 2018; Howie, 2005).
The lesson plans show high expectations of the teacher towards his/her students through the use of
formative assessment and learning activities. Formative assessment is conducted throughout each
lesson, in the form of open-ended questioning, exit card strategies, informal marking and feedback
on reflective writing and poetry, and observation of students’ responses, ability to work
collaboratively, take leadership and communicate understanding through verbal communication.
The learning activities that are conducted in each lesson, are designed on evidence based practice,
collaborative and inquiry learning (Baxter, 2009; Brown, 2004). The choice to design the lessons
based on collaborative and inquiry based learning is due to the flexibility that it provides for
teachers to differentiate learning for gifted and talented students, low ability students and EAL/D
students (Vale, 2009). The lesson sequence meets the needs of the diversity of students in the class
as each activity is catered to creating an inclusive learning environment, where all students are
given choice with activities and provided with the opportunity to participate in any task, with
multiple options (Loreman, 2011).
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References
Australian Curriculum and Reporting Authority (ACARA). (2013). General capabilities in the
Australian curriculum. Retrieved from https://www.australiancurriculum.edu.au/f-10-
curriculum/general-capabilities.
Baxter, D. (2009). Small group work. In S. Gannon, M. Howie & W. Sawyer (Eds.), Charged with
Meaning: Re-Viewing English (3rd ed.) (pp.197-204). Sydney, NSW: Phoenix Education.
Brown, H. (2004). Inquiry-based learning transforms the English classroom. The English Journal 94
(2), 43-48. Retrieved from
http://www.jstor.org.ezproxy.uws.edu.au/stable/pdf/4128772.pdf?refreqid=excelsior:cfd509
8fe0e60f77ea15d3491bfdcb03.
Department of Education and Training and the English Teachers Association NSW. (2016). English
textual concepts. Retrieved from http://englishtextualconcepts.nsw.edu.au.
Department of Education and Training, Professional Support and Curriculum Directorate. (2003).
Quality teaching in NSW public schools. Retrieved from http://www.darcymoore.net/wp-
content/uploads/2012/02/qt_EPSColor.pdf
Howie, M. (2005). A transformative model for programming 7-10 English. English in Australia:
Journal of the Australian Association for the Teaching of English, 142, pp. 57-63.
Kelly, S. (2018). EDEE330 topic notes. Topic 8: Stages of the learning cycle. Retrieved from
https://moodle.une.edu.au/mod/book/view.php?id=1319454&chapterid=347001.
Loreman, T. (2011). Inclusive education: Supporting diversity in the classroom. Crows Nest: New
South Wales Australia, Allen & Unwin.
NSW Education Standards Authority (2012). NSW syllabus for the Australian curriculum: English
K-10 syllabus. Retrieved from: http://syllabus.nesa.nsw.edu.au/english/english-k10/content-
and-outcomes/
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Vale, E. (2009). Teaching second language learners in the secondary English classroom. In Gannon,
S., Howie, M., Sawyer, W. (Eds). (2009). Charged with meaning: Reviewing English 3rd
edition (pp. 19-31). Australia, Phoenix Education Pty Ltd.
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EDEE330 ENGLISH LESSON PLAN 1
Title of lesson: Unit Topic: Year/Stage: Key teaching points:
Conflict – World War One Representation– Poetry Year 10  Critically analyse how two texts can
Stage 5 represent different perspectives of an event
What is propaganda and how did Wilfred and issue.
Owen’s poem Dulce et Decorum Est  Demonstrate how visual and language
represent a different perspective of World features can shape meaning and
War One and the British soldier’s experiences perspective.
on the battlefield?
Syllabus outcomes: Syllabus content:

1. EN5-1A • investigate and experiment with the ways irony, sarcasm and
ridicule can be used to expose, denounce and deride, and
2. EN5-2A how these shape responses  
3. EN5-3B • consider how aspects of texts, including characterisation,

setting, situations, issues, ideas, tone and point of view,
can evoke a range of responses, including empathy,
sympathy, antipathy and indifference
• interpret, analyse and evaluate how different perspectives of

issue, event, situation, individuals or groups are
constructed to serve specific purposes in texts
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Resources:
Class set (x30) of Dulce et Decorum Est by Wilfred Owen
Related text – World War One propaganda poster (x30)
IWB/ICT interactive white board
Highlighters
Pens
The roll
Exit cards
Youtube video: Animation of Dulce et Decorum Est – https://www.youtube.com/watch?v=SgQhH67oPgY&feature=youtu.be
Glossary of key terms
Venn Diagram hand out (x30)
Google slides
Google Drive folder
Time Teacher role and strategies Student role and activities Assessment of learning
Teacher invites students into the classroom Students enter the
classroom, unpack their
5 minutes Teacher marks the roll. bags and equipment.
Teacher uses IWB/ICT board accompanied by google slides to inform the Students are organised into
whole class of the learning intentions for the lesson (See Appendix E). their usual seating plan,
with tables allocated into
groups of six.
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Teacher hands out paper copies of the related text (World War One Students work As students are working
propaganda poster) to the students as well as hard copies of the glossary of collaboratively in their together in teams, teacher
terms and definitions to all students (not just EAL/D students) to ensure an groups observes the students by
7 minutes inclusive classroom (see Appendix E). walking around the room,
stopping at tables and
asking students questions
Teacher asks students to collaborate with their groups/tables in a think-pair- to assess whether
share activity to analyse the poster using the 5 W’s (Who? What? Where? students are on task and
When? Why?). understanding the
instructions and purpose
of the activity.
Teacher brings students back to whole class and asks students to share and Students share their Teacher formally
discuss their analysis of the poster. insights and discussion assesses through
with the class. observation and class
Teacher creates a separate word document on the ICT/IWB board to create a discussion of students’
8 minutes table of the 5 W’s and recording students’ answers into the table. Copies down the table into responses, how in-depth
their books. their responses are and
Teacher uses open-ended questioning to get students to develop their more specifically if the
analytical and verbal skills about the poster. Possible questions asked: students understand that
 What do you think this poster tells us about World War One? representation reinforces
 What perspective is the poster sharing and what message is it trying or challenges existing
to convey and to who? values or political
 How does the tone in the slogan “come along boys!” “the moment the agendas.
order came to go forward, there were smiling faces everywhere,”
effect the intentions of the composer?”
 How does this representation convey a biased or unbiased perspective
of the war?
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Teacher plays animation clip of the poem Dulce et Decorum Est on Students watch the short
5 minutes YouTube. animation.
Hand out copies of the poem Dulce et Decorum Est by Wilfred Owen to the Students listen or read Teacher invites students
class. Read the poem aloud to the students, asking them to just read along or along as the teacher reads to showcase their
listen. the poem to the class. drawings to the class and
7 minutes Students actively engage will assess student initial
Read the poem aloud for a second time, asking students to draw an image with the poem by drawing understanding of the
that represents the poem. an image, representing themes and main ideas
main themes or ideas being being represented in the
The teacher asks the class to write down any questions they have about the conveyed in the poem. poem.
poem. Ask students to note if the questions are more focused on
themes/subjects or language features. Students write down any
questions they have about
the poem.
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13 minutes The teacher asks the class to share any of the questions that they wrote down Students contribute to class Teacher formally
about the poem. discussion, share their assesses through
questions and insights. observation and class
Teacher explains the background information about Wilfred Owen and where discussion students’
he served in World War One. Teacher asks students to discuss what the title responses to the open-
of the poem represents “Dulce et Decorum Est” as well as the ending “pro ended questions asked of
patria mori” and how those phrases shape the meaning of the poem and them, how in-depth their
Owen’s attitude towards the war. responses are and more
Teacher evokes class discussion about what irony is and how this technique specifically if the
is being used to denounce the glorified representation of war (the propaganda students understand that
poster). representation reinforces
or challenges existing
Teacher connects the first text (propaganda poster) and the poem together by values or political
asking students to compare and contrast both representations of the war and agendas.
how effective these two texts are in shaping their perspective about it.
Teacher hands out class copies of a Venn Diagram template to students and Students synthesise the
projects the template at the front of the class to record students’ answers and information retained in the
10 minutes
thoughts. Teacher asks students to synthesise the information they have lesson into visual data
learnt in the lesson and list the elements of the similarities and differences collection, sharing
between the two texts. responses as a class and
recording the information
into the diagram.
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Hand out exit cards and ask students to write their name and write a response Students complete the exit Teacher specifically
to card activity and place the assessing students’
1. What did you learn today? Write down one aspect that you have learnt card in the container the critical thinking skills
about in the lesson. teacher is holding on their about how composers
2. So what? Write down one point about the importance about what you have way out of the door. can represent their
5 minutes learnt. perspectives, and
3. Now what? (how does this fit into what you are learning, does it change attitudes through
your thinking?) Write down one point. language forms and the
effect texts can evoke
emotional responses for
respondents.
Adjustments for very capable students Adjustments for EAL/D Adjustments for LD students
students
Personal and social capability task – For For EAL/D learners, have a Instructions and lesson sequence are displayed on the board in
gifted and talented (G&T) students, ask them glossary and definitions and short concise sentences to cater to students who may have anxiety
to investigate/research: Analyse how Wilfred the two texts displayed on the or Autism Spectrum Disorder as well as a timer to ensure smooth
Owen’s experiences on the western front, ICT board (as well as provide transitions through lesson activities.
change the way society viewed the image of a hard copy) for students to (See Appendix D).
war? Did his representation of the war make refer to as well as examples
you feel empathic or angry? Why? Why not? next to the definitions to aid Using a Venn Diagram to compare the similarities and differences
(Have students present their information to understanding. This also helps between the two texts enable students to organise and synthesise
the class as a way of creating a student students who have lower information visually as well as verbally, with the benefit of
learning approach. Students have the choice reading abilities. (See developing their general capabilities in numeracy and critical and
to work in pairs, presenting your information Appendix E) creative thinking.
through a speech, poem, essay, presentation
(google slides), artwork, performance etc. By reading the poem aloud to By reading the poem aloud to the class, followed by a short
(See Appendix D). the class, followed by a short cartoon film animation of the poem, students with learning
cartoon film animation of the difficulties with literacy, and/or visual learners are provided with
poem, EAL/D students and/or an opportunity to gain a deeper understanding of the content and
visual learners are provided main themes and ideas of the poem through visual means and
with an opportunity to gain a enhanced engagement with the topic as well as developing skills
deeper understanding, in listening and interpreting dialogue and speech.
comprehension, facial
expressions and language
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exchanges of the content and Print the glossary and poem for the whole class in large print to
main themes and ideas of the ensure inclusion of all students.
poem through visual means.
Using a Venn Diagram to

compare the similarities and
differences between the two
texts enable students to
organise and synthesise
information visually as well as
verbally, with the benefit of
developing their general
capabilities in numeracy and
critical and creative thinking.
Print the glossary and poem

for the whole class in large
print for to ensure inclusion of
all students.
Evaluation questions Notes for next lesson Where to next?
Was the group work/collaboration effective Provide feedback from Next lesson will focus on a more in depth analysis of Wilfred
and inclusive for all student learning? formative assessment of the Owen’s Dulce Et Decorum Est to develop students’ skills in
exit card/ticket out the door critical analysis of how language features shape meaning of
Was the inquiry based learning effective in activity from previous lesson representation, followed by students composing their own
assisting students with learning difficulties as as well as reflective piece based on the poems main ideas and themes.
well as challenging all students to critically presentation/feedback for
and creatively engage with the content? students who completed the
extension task, to inform their
Did the students participate in group peers of their learning.
discussion as much as I would have liked?
Were students able to see the different

representations of the war through language
forms and features?
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Appendices
Appendix A: Text 1. Related text. World War One propaganda poster.
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Appendix B: Text 2. Poem. Dulce et Decorum Est – Wilfred Owen
Dulce et Decorum Est
Wilfred Owen, 1893 – 1918
Bent double, like old beggars under sacks,
Knock-kneed, coughing like hags, we cursed through sludge,
Till on the haunting flares we turned our backs
And towards our distant rest began to trudge.
Men marched asleep. Many had lost their boots
But limped on, blood-shod. All went lame; all blind;
Drunk with fatigue; deaf even to the hoots
Of tired, outstripped Five-Nines that dropped behind.
Gas! Gas! Quick, boys!—An ecstasy of fumbling,
Fitting the clumsy helmets just in time;
But someone still was yelling out and stumbling
And flound’ring like a man in fire or lime...
Dim, through the misty panes and thick green light,
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As under a green sea, I saw him drowning.
In all my dreams, before my helpless sight,
He plunges at me, guttering, choking, drowning.
If in some smothering dreams you too could pace
Behind the wagon that we flung him in,
And watch the white eyes writhing in his face,
His hanging face, like a devil’s sick of sin;
If you could hear, at every jolt, the blood
Come gargling from the froth-corrupted lungs,
Obscene as cancer, bitter as the cud
Of vile, incurable sores on innocent tongues,—
My friend, you would not tell with such high zest
To children ardent for some desperate glory,
The old Lie: Dulce et decorum est
Pro patria mori.
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Appendix C: Venn Diagram Template
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Appendix D: Extension Activity
Investigate/research the following two questions. You can present your
information to the class and have a choice of working in pairs, presenting your
information through a speech, poem, essay, presentation (google slides), artwork,
performance etc.
Analyse how Wilfred Owen’s experiences on the western front, change the way
society viewed the image of war? Did his representation of the war make you feel
empathic or angry? Why? Why not?
Use this research planning guide and research log to help you plan, find
information, structure and organise your research.
Main Topic _________________________________________________________________________________
Defining: What do I need to do or find out?
Defining: What keywords will I use to begin the research?
Locating: Where will I find the information or the materials I need?
(The Library, The Internet, The Media, Interviewing others)
Selecting: What sources will be useful for this task?
(Primary, Secondary, visual, written, graphs, statistics, electronic)
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
Presenting: How will I present my information?
(Table, report, summary, poster, Web Page, Model, essay, speech)
Evaluating: What did I learn about the research process and about the issue or topic from this task?
Research Log
URL Address Author Details Search Engine Keywords used Reliable and Unreliable or
in the search. useful features unhelpful
of the site. things about
the site
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Appendix E: Google Slides
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Lesson Plan Part A: Feedback
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Reflection
From reading the comprehensive feedback that my peers have given me about my lesson plan, I
have made additional changes to my first lesson plan for this assessment. One of the main points of
feedback that I received was about my extensive word count. I realised after submitting the lesson
plan, that I had gone way over the word limit for the lesson and a lot of the content could be
condensed down and simplified. The feedback I received from my peers was helpful in this regard
because they gave me examples and tips on how I could cut words and statements out, as well as
simplifying the information, which I applied. Another main point of feedback that I received was to
play the short animation clip of the poem Dulce et Decorum Est on YouTube first, before reading
the poem with the class. The consensus of my peers’ feedback was because showing the video first
would aid understanding of the poem and also provide more engagement. My intention to show the
video clip after reading the poem to the class was so that students could make their own
interpretations, ideas and imagination about the poem, before discussing its themes. However,
showing the video before reading the poem, does break up the lesson from reading, writing and
analysing and provides students with an engaging transition into the next activity.
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Representing – Language Representing – Poetry Year 10 Stage 5  Demonstrate how
features visual and language
features can shape
How did Wilfred Owen’s meaning and
poem Dulce et Decorum Est perspective.
represent a different
perspective of World War
One and the British soldier’s
experiences on the battlefield
through language features
and techniques?

1. EN5-1A • Analyse and explain the ways language forms and
features, ideas, perspectives and originality are used
2. EN5-2A to shape meaning
• investigate and experiment with the ways irony,
3. EN5-3B sarcasm and ridicule can be used to expose,
denounce and deride, and how these shape responses
 
• consider how aspects of texts, including
characterisation, setting, situations, issues, ideas,
tone and point of view, can evoke a range of
responses, including empathy, sympathy, antipathy
and indifference  
• analyse and explain how text structures, language
features and visual features of texts and the context
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in which texts are experienced may influence
audience response  
Resources:
Class set (x30) of Dulce et Decorum Est by Wilfred Owen
Highlighters
Pens
The roll
Glossary of key terms
Class set (x30) of Language Features and Devices Table
COWS (computers on wheels)
Time Teacher role and strategies Student role and activities Assessment of learning
Teacher Students enter the classroom,
5 minutes invites unpack their bags and equipment.
students into
the Students are to sit in a circle
classroom solution space (chairs are
positioned in the formation of a
Teacher large circle with tables pushed to
marks the the back of the room).
roll.
Teacher uses
IWB/ICT
board to
display a
written list,
informing
the whole
class of the
learning
intentions
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for the
lesson.
Teacher will
mark off the
activities
completed
throughout
the lesson.
10 Ask students (G&T) who Students teach their peers about Assess students’ expression and
minutes completed the what they learnt through the responses to the extension activity,
extension/additional task from choice of working in pairs, how in depth and evaluative their
the previous lesson to share with presenting information in speech responses were and how effectively
the class their responses to the form, poem, essay, presentation, they communicated their learning to
inquiry questions (see artwork or performance. their peers and class.
“Adjustments for very capable
students” section in Lesson Plan
1).
10 Ask students to perform/act out Students drama perform and Observe student performance and
minutes sections of the poem Dulce et represent the ideas and events that class participation. Assess how well
Decorum Est while other occur in the poem, also practising students collaborate with others,
students read aloud the poem in their use of voice to convey tone delegate rolls and leadership. Assess
the circle solution space. and mood. students’ use of voice to represent
and convey tone, irony and themes
Ask students to describe certain and ideas in the poem.
words using only actions.
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20- Teacher asks students to access Students arrange tables and chairs Teacher moves to each table,
25minutes the “Literary features and back into usual classroom checking on the groups and if they
Devices Table” in their English arrangement. (tables into groups are on task, and progressing through
folder on google drive and fill of six). the table. Teacher asks groups
out the table in groups of 3. Also questions to assess understanding
provide hard copies. (See and facilitates learning by answering
Appendix F) Students complete task questions or difficulties. Teacher
collaboratively and share will also lead students in analysing
The table is designed to enhance responses with whole class. the poem as a whole class.
student’s understanding about the
connection between visual
features and techniques with
themes and effects.
Teacher instructs students on

what they have to do, to
complete the activity and guides
students through the first two
language features, providing
examples. (See Appendix F and
highlighted sections). Also
provide students with hard copies
of the glossary of terms to aid
their understanding.
Teacher invites class discussion

about the table and student
responses. Teacher displays table
on ICT board, writing in
responses as class provides
discussion.
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10-15 Instruct students to compose a Students complete reflective task Teacher collects reflective pieces (if
minutes reflective piece of minimum one individually, and hand to the written by hand) or have students
paragraph, and maximum one teacher when lesson is over. share their google document to
page, to the following question teacher on the drive, for informal
(displayed on ICT board with marking. Teacher assessing students’
interactive timer). Students are to literacy, reflective statements and
write using the CEEL (concept, understanding of how language
example, explain, link) structure. features shape meaning and
representation of texts and ideas.
How does Owen use language
features/techniques to represent
his point of view about World
War I and his experiences? How
did those language features and
techniques make you feel? (e.g.
empathy, sympathy, indifference,
anger etc.).
Adjustments for very capable Adjustments for EAL/D Adjustments for LD students
students students
Students that are G & T are encouraged to - Using google drive as a way for The table is scaffolded with
write a minimum of one page response to the students to collaborate and share questions in the “Effects” column to
reflection question (written above) to extend their knowledge whilst also prompt students to analyse “what”
their response and evaluation of the textual having their own table to keep the feature is and “how” this shapes
concept. Students are to then share their and refer to. meaning. Have a glossary and
responses with others to peer mark and definitions and the text displayed on
review their reflections for grammar, Have a glossary and definitions the ICT board (as well as provide a
spelling, expression and CEEL structure. and the text displayed on the ICT hard copy) for students to refer to as
board (as well as provide a hard well as examples next to the
copy) for students to refer to as definitions to aid understanding in
well as examples next to the the literature and analysis table. This
definitions to aid understanding in also helps students who have lower
the literature and analysis table. reading abilities. (See Appendix F
This also helps students who have and G).
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lower reading abilities. (See Instructions and lesson sequence are
Appendix F and G) displayed on the board in short
concise sentences to cater to students
Print the glossary and poem for who may have anxiety or Autism
the whole class in large print to Spectrum Disorder as well as a timer
ensure inclusion of all students. to ensure smooth transitions through
lesson activities.
CEEL paragraph structure is CEEL paragraph structure is
provided. provided.
Did I allocate enough time for students to Provide feedback from formative The next lesson will introduce a new
complete the table and write an adequate assessment of the reflective poem written by a woman,
reflection? pieces from previous lesson. conveying another representation of
World War I and students will be
Would the students be settled during the 10 composing and creating their own
minute presentation activity? poem.
Should I have scaffolded this lesson more

with the whole class before asking them to
respond to the table activity?
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Appendices
Appendix F: Dulce et Decorum Est Language Features Table
Language Feature Effect:
What language features/techniques did Owen use and how How do the language features shape meaning about Owens
do they represent his perspective in the poem? perspective and how they are represented in the poem?
Onomatopoeia Example response:
Evidence from the poem: These examples of Onomatopoeia describe the terrible suffering that
the soldier’s experienced and emphasizes the horror of the war.
“Guttering, choking, drowning”
“Deaf even to the hoots”
“trudge”
“gargling”
Simile Example response:
Evidence from the poem: “Like old beggars under sacks” The composer uses similes to shape meaning about the representation
of war by conveying that the battle has prematurely aged the soldiers;
Evidence: “coughing like hags, we curse through the they are physically and mentally ill from the internal, environmental
sludge” and societal conflicts they have had to face so far.
“And flound’ring like a man in fire or lime.”
“As under a green sea, I saw him drowning”
“His hanging face, like a devil’s sick of sin;”
“Obscene as cancer, bitter as the cud.”
Metaphor The use of metaphors in the poem emphasizes…
Evidence: “Drunk with fatigue”
“bitter as the cud”
Assonance The use of assonance in this line gives the effect…
Evidence: “White eyes writhing in his face”
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Alliteration
Evidence: “And watch the white eyes writhing his face,”
“Knock-kneed”
Evidence:
Tone (is the author’s attitude towards a subject

conveyed through word choice and sentence structure)
Evidence:
Mood (is how we are made to feel as readers) What is the overall emotional atmosphere created in the poem?
Evidence:
Imagery The composer uses imagery in the poem to…
Evidence: “He plunges at me, guttering, choking,

drowning”.
Personification
Evidence: “clumsy helmets”
Irony The composer uses irony to express…
Evidence: “Dulce Et Decorum Est”
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Appendix G: Glossary of key terms and devices
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Representing – Gender Representing – Year 10 Stage 5  Critically and creatively engage with poetry through
and voice Poetry responding and composing to shape meaning.
How does gender and

voice influence
representations of World
War One?
1. EN5-1A  appreciate, explain and
respond to the aesthetic
2. EN5-2A qualities and the power of
language in an increasingly
3. EN5-3B
sophisticated range of texts
 evaluate their own processes of

composition and response and
reflect on ways of developing
their strengths, addressing their
weaknesses and consolidating
and broadening their
preferences as composers and
responders  
 engage with a range of

increasingly complex language
forms, features and structures
of texts in meaningful,
38
contextualised and authentic
ways  
Resources:
Highlighters
Pens
The roll
Class set of the poem Perhaps by Vera Brittain (x30).
Do Now activity (Appendix H)
COWS (computers on wheels).
Time Teacher role and Student role and Assessment of learning
strategies activities
Teacher invites students Students enter the classroom,
into the classroom unpack their bags and
5 equipment.
minutes Teacher marks the roll.
Students are organised into
Teacher uses IWB/ICT their usual seating plan, with
board to display a written tables allocated into groups
list, informing the whole of six.
class of the learning
intentions for the lesson.
Teacher will mark off the
activities completed
throughout the lesson.
39
10 Do Now Activity: Students record their Assessing students’ free flow of ideas, social interaction and verbal
minutes descriptions into their books, and written communication skills
Teacher displays four then share with a friend next
images on the ICT/IWB to them.
board. Teacher instructs
students to record in their
books, as many words
and phrases that describe
the pictures that they can,
choosing only one image.
(See Appendix H).
Think-pair-share:
Teacher asks students to
share their ideas with the
person next to them
about the image they
chose, before sharing
with the whole class.
Teacher explains that the

purpose of the activity
was to evoke creativity,
ideas and imagination as
students will be
composing their own
poetry as well as
demonstrating how
meaning of a text can be
represented in multiple
ways by people.
40
15 Teacher transitions into Students participate in whole Teacher formally assesses through observation and class discussion
minutes next activity by handing class discussion, marking the students’ responses to the open-ended questions asked of them, how
out hard copies to hard copy of the poem with in-depth their responses are and more specifically if the students
students as well as antidotes and understand that representation reinforces or challenges existing values
displaying the poem questions/responses. about events in the past, and the experiences of women in the war.
Perhaps by Vera Brittain
on the ICT board.
Read the poem aloud to

the students, asking them
to just read along or
listen.
The teacher asks the

class to write down any
questions they have
about the poem. Ask
students to note if the
questions are more
focused on
themes/subjects or
language features.
Teacher evokes class

discussion about what the
poem is about, the author
and the context to why
and to who, Vera wrote
the poem. Teacher asks
students a series of open-
ended and closed ended
questions about the
representation of WWI
from a woman’s
41
perspective on the home
front and how is her
personal experience of
the loss of her husband
conveyed through
literary devices in the
poem. Teacher asks
students to think about
how gender can influence
voice in poetry as well as
representation of ideas
and values?
25 Teacher instructs Students begin planning, Teacher moves to each table, checking on the students and if they are
minutes students that they will be creating and composing their on task, and progressing through the activity. Teacher asks groups
composing their own poems. questions to assess understanding and facilitates learning by
piece of poetry. Students answering questions or difficulties.
are given the choice of
creating a poem,
representing WWI from
any point of view that
they choose (soldier,
wife, child, prime
minister, the enemy etc),
or they can create a poem
based on their own
representation of a thing,
a person or an idea.
Teacher instructs
students to create a
concept map of their
ideas first, to assist them
with their creativity and
to research examples of
42
poems for ideas. More
capable students can
progress further to the
writing stage.
5 Hand out exit cards and Students complete the exit Assessing students on their ability to be self-reflexive, and access
minutes ask students to write their card activity and place the their thoughts and feelings about poetry, their strengths and what they
name and write a card in the container the can improve on. Teacher will use these exit cards to create class
response to: teacher is holding on their learning goals.
1. What was the way out of the door.
most interesting
thing you learnt
today in class?
2. What did you find
the most difficult
about creating
your own poem?
3. What do you
enjoy the most
about poetry?
Adjustments for very capable Adjustments for EAL/D Adjustments for LD students
students students
Students that are G & T are Think-pair-share activity and Instructions and lesson sequence are displayed on the board in short
encouraged to advance through the peer collaboration of ideas concise sentences to cater to students who may have anxiety or
poetry composition activity, with for each activity. Autism Spectrum Disorder as well as a timer to ensure smooth
choice to create a poem based on transitions through lesson activities.
their own representation of a thing,
43
person or idea if they do not want to Scaffolding composing of Think-pair-share activity and peer collaboration of ideas for each
create a poem about WWI. poem in steps through activity.
Extension activity: Imagine if roles researching poetry, and
were reversed and you are a female creating visual concept Scaffolding composing of poem in steps through researching poetry,
soldier in WWI, while your husband maps. Students are given the and creating visual concept maps. Students are given the option of
was at home. Write a diary entry, option of drawing a visual drawing a visual representation, with short explanation in bullet
describing your experience of living representation, with short points.
in the trenches and being on the explanation in bullet points.
front line.

Did I allocate enough time for Follow up on feedback with Students continue with composing their poems and further analysis of
students to construct ideas/a poem reflection questions and Perhaps.
in 25 minutes while still being conduct whole class
creative? discussion about responding
and composing in a
Are the lesson activities catering for reflection.
the diverse needs of all the students?
44
Appendices: Appendix H:
45
46
Appendix I:
Perhaps (To Roland Aubrey Leighton) – by Vera Brittain, 1916

Perhaps some day the sun will shine again,
And I shall see that still the skies are blue,
And feel once more I do not live in vain,
Although bereft of You.
Perhaps the golden meadows at my feet

Will make the sunny hours of spring seem gay,
And I shall find the white May-blossoms sweet,
Though You have passed away.
Perhaps the summer woods will shimmer bright,

And crimson roses once again be fair,
And autumn harvest fields a rich delight,
Although You are not there.
Perhaps some day I shall not shrink in pain

To see the passing of the dying year,
And listen to Christmas songs again,
Although You cannot hear.'
But though kind Time may many joys renew,

There is one greatest joy I shall not know
Again, because my heart for loss of You
Was broken, long ago.
47

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students from a wide variety of socio-economic, cultural and religious backgrounds.

concept of representation. Representation is the depiction of a thing, a person or an idea, conveyed

(Australian Curriculum and Reporting Authority (ACARA), 2013).

creative poetry piece (Kelly, 2018; Howie, 2005).

collaboratively, take leadership and communicate understanding through verbal communication.

multiple options (Loreman, 2011).

Australian curriculum. Retrieved from https://www.australiancurriculum.edu.au/f-10-

(2), 43-48. Retrieved from

textual concepts. Retrieved from http://englishtextualconcepts.nsw.edu.au.

Quality teaching in NSW public schools. Retrieved from http://www.darcymoore.net/wp-

South Wales Australia, Allen & Unwin.

K-10 syllabus. Retrieved from: http://syllabus.nesa.nsw.edu.au/english/english-k10/content-

edition (pp. 19-31). Australia, Phoenix Education Pty Ltd.

Syllabus outcomes: Syllabus content:

3. EN5-3B • consider how aspects of texts, including characterisation,

• interpret, analyse and evaluate how different perspectives of

Using a Venn Diagram to

Print the glossary and poem

Were students able to see the different

Appendix A: Text 1. Related text. World War One propaganda poster.

Dulce et Decorum Est

Wilfred Owen, 1893 – 1918

Bent double, like old beggars under sacks,

Knock-kneed, coughing like hags, we cursed through sludge,

Till on the haunting flares we turned our backs

And towards our distant rest began to trudge.

Men marched asleep. Many had lost their boots

But limped on, blood-shod. All went lame; all blind;

Drunk with fatigue; deaf even to the hoots

Of tired, outstripped Five-Nines that dropped behind.

Gas! Gas! Quick, boys!—An ecstasy of fumbling,

Fitting the clumsy helmets just in time;

But someone still was yelling out and stumbling

And flound’ring like a man in fire or lime...

Dim, through the misty panes and thick green light,

In all my dreams, before my helpless sight,

He plunges at me, guttering, choking, drowning.

If in some smothering dreams you too could pace

Behind the wagon that we flung him in,

And watch the white eyes writhing in his face,

His hanging face, like a devil’s sick of sin;

If you could hear, at every jolt, the blood

Come gargling from the froth-corrupted lungs,

Obscene as cancer, bitter as the cud

Of vile, incurable sores on innocent tongues,—

My friend, you would not tell with such high zest

To children ardent for some desperate glory,

The old Lie: Dulce et decorum est

Pro patria mori.

Appendix D: Extension Activity

Investigate/research the following two questions. You can present your

information through a speech, poem, essay, presentation (google slides), artwork,

Main Topic _________________________________________________________________________________

Defining: What do I need to do or find out?

Defining: What keywords will I use to begin the research?

Locating: Where will I find the information or the materials I need?

(The Library, The Internet, The Media, Interviewing others)

Selecting: What sources will be useful for this task?

(Primary, Secondary, visual, written, graphs, statistics, electronic)

Presenting: How will I present my information?

(Table, report, summary, poster, Web Page, Model, essay, speech)

Syllabus outcomes: Syllabus content: