English 1A- 102087 1

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English 1A
Assessment 1- Professional Task:
Lesson Plan and Sequencing

Concept of Theme
(Self Identity, Cultural Heritage, Social Barriers)
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Rationale:

I have designed three coherent and sequenced lesson plans around the English

concept theme, using Melina Marchetta’s novel Looking for Alibrandi as the focus of my

lessons. By focusing on this text, I am able to teach students how to critically analyse the

main themes of self-identity, cultural heritage and social barriers and how the author

employs these themes to achieve the purpose of the text. The concept ‘theme’ is defined

as the underlying meaning of a story. It is the meaning that the author is conveying within a

story and “themes draw together elements of the text” (English Textual Concept, 2017).

Theme is an essential literary component as it allows the audience and readers to

understand the purpose of the authors writing. I have chosen the concept of theme as the

focus of my three lessons in order to “give students insight to what is valued by a culture

and the extent t which they may identify with, accept or challenge these values” (English

Textual Concept, 2017).

In lesson one, theme was introduced and explained to students through a 20

minutes PowerPoint presentation explaining the significance of theme. The purpose of this

task was to allow students to be aware of what theme is, how it may be found within

literature and its purpose. The PowerPoint presentation was used as a learning material as

it engages with multiple learning styles (Smith, 2017, p.1). The pedagogical strategy of

‘Think, Pair, Share’ activity was implemented at the end of the lesson as it introduces

critical thinking. The purpose of the Think, Pair, Share activity, was to promote student

teamwork and collaboration (Kaddoura, 2013, p.7). Collaboration is important as it allows

students to combine their thoughts and draw “upon the strengths of other students in

order to achieve their goal” (Boas & Gazis, 2016, p.21). By implementing such strategies,

students are able to understand the concept ‘theme’ and how it is found in such literature
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like ‘Looking for Alibrandi’. The outcome of the syllabus EN5-1A was covered throughout

the lesson as language forms and features were used to shape meaning by implementing

theme with the novel. Also, outcome EN5-3B was met throughout the lesson as students

were asked to engage the concept of theme through the subscribed text.

In lesson two, I have implemented a short YouTube clip to my lesson in order to

engage students with different modes rather than just texts. As some students have more

visual learning abilities than others, the purpose of this task was to allow all students to be

able to identify themes and the significant aspects of themes. The outcome of this lesson

was accomplished through this activity as the outcome states, “explain the ways a concept

may be reinterpreted over time through different texts and media” (BOS, 2017). Through

thorough research, it has been found the implementation of technology can improve a

student’s learning abilities by creating the classroom to becoming more dynamic and

student-centered (Thiele, Mai & Post, 2014, p.4. Following from this activity I constructed a

task that consists of children using their iPads. As iPads simplify the gathering and retention

of materials, more importantly it has the capability to actively engage students within the

classroom (Thiele, Mai & Post, 2014, p.89). From this activity the students become more

engaged and interactive, learning the concept ‘theme’. The outcome EN5-6C was met

throughout this lesson, as students were able to analyse the concept of theme through film

and text.

Lesson three allowed students to critically think about their personal experiences

and how they relate to the themes of the text. The way that this was encouraged was

through a diary entry writing task. This task required students to reflect on the character

Josie’s thoughts, feelings and perspectives and how they relate to their own lives. The
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lesson was also differentiated to allow for those students who might feel uncomfortable

with expressing personal experiences to choose their own topic to write about. The process

of differentiating within lessons is a significant teaching strategy as it supports students

with diverse learning capacities to feel involved during the lesson, where the student’s

highest learning ability is achieved (Rowe, 2003, p.30). The learning theory of Blooms

taxonomy was implemented throughout the lesson through the writing task, as it

encourages higher order thinking of students. This is often built from lower-level cognitive

skills (Adams, 2015, p.152). The outcome of the syllabus EN5-8D was met through the

writing activity as it encouraged students to challenge their self-identity, cultural heritage

and social barriers.

I have employed different modes in all three lesson plans. These being: reading,

listening, visualising and writing. Students were asked to read the novel before the concept

theme was implemented to the lesson, listen carefully to what the teacher is explaining,

watch a YouTube clip where students were able to visualise and listen the scene and write a

diary entry, which related to the personal lives of students as well as the English concept

theme. By incorporating these modes to my lesson students are able to become effective

readers where they develop to understand the crucial meaning of theme.

The three coherent and sequenced lesson plans that I have designed around the

English concept theme have allowed stage 5 English students to understand the importance

of theme and its purposes within different modes. The three main themes: self-identity,

cultural heritage and social barriers draw on the authors statement about life through

Melina Marchetta’s Looking for Alibrandi.

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Lesson one of three

Class: Year 10A (stage 5) Time: 11:00am-12:00pm (60 minutes)

Pre-service teacher’s Objectives

To provide students with comprehensive information on the importance of theme and how it
connects with novels/texts.

Outcome:
(EN5-1A) Develop and apply contextual knowledge
 Analyse and explain the ways language forms and features, ideas, perspectives and
originality are used to shape meaning

(EN5-3B) Engage personally with texts

 Engage with a range of increasingly complex language forms, features and structures of
texts in meaningful, contextualised and authentic ways

Materials
PowerPoint presentation, “Finding the Theme” worksheet, Looking for Alibrandi novel

Procedures
Time Mode Teaching/ learning activities
3 T/S Teacher: welcomes students and begins marking the roll.
minutes
Students: takes out their workbooks, ‘Looking for Alibrandi’ novel and any other relevant
materials while waiting for the teacher.

7 T/S Teacher: will start a class discussion questioning students on the content of the novel.
minutes • Who is the protagonist of the novel?
• What is the main message shown in the novel?

Purpose: to recap and refresh student’s memory on ‘Looking for Alibrandi’.

20 T/S Teacher: will put up a PowerPoint presentation (Resource A) on the concept theme. The
minutes significance of theme in a novel will also be explored demonstrating its relevance. PowerPoint
will indicate that:
• Theme is the essential meaning of the story
• Theme demonstrates the key elements of the story, such as character, language, etc.

Students: begin to write down the importance of theme in story and begin to understand
how theme connects with the elements of the text.

Purpose: introducing students to the concept of “theme”

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15 T/S Teacher: provides student with the ‘Finding the theme’ worksheet (Resource B). As the
minutes students have already read the whole novel and analysed the importance of it, they will be
asked and expected to list the three main themes within the novel.
Students can also use the novel to guide them throughout the activity.

Students: will be asked to complete the task within 15 minutes and also be given the
opportunity to use the novel to guide them throughout the activity.

Purpose: identify themes within the novel.

15 T Teacher: will inform students about the think, pair, and share task. Teacher will then allocate
minutes S/ students to pairs, assigning them with other students. As the students have already
Pairs completed the work sheet, they will use their responses to discuss within the group.

Students: will pair up and share their responses with their partner.

Teacher: will then spend the final five minutes informally assesses students by asking them to
reflect on the lesson and writing down the most important thing they learnt throughout the
lesson.

Purpose: The main aim is for students to compare responses and share ideas with peers
allowing them to build communication skills.

Homework Revise the concept of theme and ensure that aspects of theme are understood within the
novel ‘Looking for Alibrandi’.

Evaluation/ Extension
I will evaluate the outcomes of this lesson by pausing my lesson when addressing the importance of
theme, and asking students questions about the content to make sure that all students understand what
is happening. For the last five minutes of the lesson I will ask students to reflect on the lesson and ask
them to write down the most important thing they have learnt.

In Retrospect
I believe that the first lesson on themes was productive and went really well. The PowerPoint used
guided students in understanding the concept ‘theme’. The strategic element of the lesson was the
‘Think, Pair, Share’ activity. However, students became restless as the activity became monotonous.
Therefore, I took a break between several slides and got students to stretch.
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Lesson two of three

Class: Year 10A (Stage 5) Time: 1:00pm-2:00pm (60 minutes)

Pre-service teacher’s Objectives

Allow students to be responsive about the different ways themes can be shown, through the text and
the film.

Outcome:
(EN5-6C) Develop and apply contextual knowledge
 Investigate, hypothesise and explain the ways a concept may be reinterpreted over
time through different texts and media

Materials
Comparison worksheet, ‘Matching themes in Looking for Alibrandi’ worksheet, iPad, Smart board.

Procedures
Time Mode Teaching/ learning activities

3 minutes T/S Teacher: welcomes students and begins marking the roll.

Students: take out their workbook, ‘Looking for Alibrandi’ novel and waits for the
teacher.

7 minutes T/S Teacher: opens up the class discussion by students answering that they think the three
themes of the novel and provide a segment of the novel where the theme is shown.

Purpose: to recap and refresh student’s memory.

5 minutes T/S Teacher: informs the class that they will be watching a 4 minutes video from the novel
in order for students to visualise the different themes.
(Themes: self-identity, cultural heritage, and social barriers).
YouTube video on social class:
https://www.youtube.com/watch?v=LrmWNo26CMQ

Students: watch the video and write down any relevant notes.

Purpose: allow students to visually identify and understand the themes.

30 T/S Teacher: will provide students with the following questions:

minutes 1. Reflect on the video and list 5 ways in which social barriers may challenge an
individual.
2. How is this scene on social barriers in the film different from the chapter in the
novel?
3. After watching the film, do you believe the concept of theme is more easily
identified through the film than reading the novel?

Teacher: will have an open class discussion and ask some students to say their
responses.

Teacher: gives students time to answer the following empathy question.

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Identify a time of your life where you have experienced social barriers. Once you are
done you will be given some time to share your response with the student beside you.

Purpose: allow students to differentiate theme through different types of literature as

well as reflect on their own personal experiences.

15 T/S Teacher: will provide students with a link to open on their iPad’s in order to complete
minutes the “Matching Themes in Looking for Alibrandi” task (Resource C).
The students are required to drag the quotes from the bottom of the page and place
them under the correct box of themes (these being: self-identity, cultural heritage, and
social class).

Teacher: after completing the task, teacher will open up the worksheet on the smart
board and ask students to come up and drag the quotes where they thought matched
the theme.

Teacher: will end class by discussing the importance of the task.

Purpose: allow students to draw together the elements of a text.

Homework Find a quote for each theme from the novel (self-identity, cultural heritage and social
status) to add under each category.

Evaluation/ Extension
I will evaluate the outcomes of the lesson by informally assessing the students by asking them to
complete a worksheet, which will determine if they have understood the concept that I have been
teaching. Ensuring all students are on track and understand the context is significant for the next lesson,
as students will be asked to connect their personal life with their knowledge of the protagonist, Josie.

In Retrospect
I believe that the video went well as students were interactive after the activity. However, I believe that
the second activity of the students answering questions could have been better instructed.
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Lesson three of three

Class: Year 10A (Stage 5) Time: 9:30am- 10:30am (60 minutes)

Pre-service teacher’s Objectives

Allow students to find links of their personal life with the protagonist experiences of the novel.

Outcome:
(EN5-8D) Develop and apply contextual knowledge
 Identify, explain and challenge cultural values, purposes and assumptions in texts,
including representations of gender, ethnicity, religion, youth, age, disability, sexuality
and social class

Materials
Looking for Alibrandi novel, white board.

Procedures
Time Mode Teaching/ learning activities
3 T/S Teacher: welcomes students and begins marking the roll.
minutes
Students: Takes out their workbooks, ‘Looking for Alibrandi’ novel and waits for teacher.
7 T/S Teacher: will produce a discussion by starting a brainstorm (Resource D) on the white
minutes board and involving all students by asking them questions about the content from the
previous lessons. Teacher will write these questions on the board then begin brainstorm:
 What are the important themes of the novel?
 Why is it important to consider these themes?

Students: will be asked to write down what Is on the board and all students will be asked
to contribute and answer the questions.

Purpose: to recap and refresh student’s memory.

15 T/S Teacher: will instruct students to reflect on the themes of self-identity and cultural
minutes heritage by focusing on their self-identity and personal experiences (for example, whether
they have ever felt like an outsider due to their cultural heritage). Teacher instructs
students to write down 10 or more dot points as a reflection. This will be used in the next
activity.

Students: are given the following questions to guide them in their reflection:
 What is your cultural/social background?
 Have you or someone you know ever experienced hardship due to your
background?
 Does your self-identity connect with your cultural heritage?
 Has your social status affected the way other people view you as an individual?
Purpose: to allow students to self reflect and consider how themes are challenged from
their own perspective.
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30 Teacher: will ask the students to write a one-page diary entry. They may use the novel to
minutes help them as well as use Josie’s life experiences as a guide. Diary entry must follow format.

Students: are to reflect on Josie’s thoughts/feelings/perspectives about struggling to

belong to a particular cultural group in Australia due to her cultural heritage in order to
write their own diary entry.
The following questions will be provided on the board as ideas:
 Reflect on aspects of your own personal identity.
 How does it relate to your cultural heritage?
 What social status would you classify yourself?

Teacher: will walk around the classroom making sure all students are on the right track and
guide students who need support.

Purpose: To implement the concept of themes and apply it to students lives. The activity is
thought provoking and gets students to critically think about their own lives.

5 T Teacher: asks students to finish off what they are doing and ends the lesson asking
minutes students to reflect over the ‘Looking for Alibrandi’ book.

Homework Finish off the empathy task at home ensuring it is the best piece of writing as it will be due
in the next lesson for marking.

Evaluation/ Extension
I have planned to evaluate the outcomes of this lesson by walking around the class in order to make
sure all students are on the right track. I will formatively assess students and their knowledge of
themes by marking their diary entries.

In Retrospect
Implementing the pedagogical strategy of reflective thinking was essential throughout this lesson in
order to complete the activity. The downfall of the lesson was that students did not have enough time
to complete the activity.
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References

Adams, N. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal Of The

Medical Library Association : JMLA, 103(3), 149-161. http://dx.doi.org/10.3163/1536-

5050.103.3.010

Boas, E. and Gazis, S. (2016), The Artful English Teacher: Over 100 Practical Strategies for the

English Classroom, Adelaide: Australian Association for the Teaching of English (eds).

Changing Teaching Practices: using curriculum differentiation to respond to students'

diversity. (2004). UNESCO. Retrieved 2 August 2017, from

http://unesdoc.unesco.org/images/0013/001365/136583e.pdf

Englishlinx.com | Theme Worksheets. (2017). Englishlinx.com. Retrieved 1 August 2017,

from http://englishlinx.com/theme/

Khaddoura, M. (2013). Think Pair Share: A teaching Learning Strategy to Enhance Students'

Critical Thinking. Educational Research Quarterly, 36(4), 1-24.

Looking for Alibrandi - Themes. (2017). TES Resources. Retrieved 2 August 2017, from

https://www.tes.com/teaching-resource/looking-for-alibrandi-themes-11321191

NSW, B. (2017). NSW Syllabus :: Stage 5 outcomes. Syllabus.nesa.nsw.edu.au. Retrieved 1

August 2017, from https://syllabus.nesa.nsw.edu.au/stage-5-outcomes/

Rowe, K. (2003). The Importance of Teacher Quality as a Key Determinant of Students’

Experiences and Outcomes of Schooling. The Importance Of Teacher Quality, 1-44.

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Smith, K. (2017). Effective Use of PowerPoint - UCF Faculty Center for Teaching and

Learning. Fctl.ucf.edu. Retrieved 1 August 2017, from

http://www.fctl.ucf.edu/teachingandlearningresources/technology/powerpoint/index

.php

Theme. (2016). English Conceptual Learning. Retrieved 1 August 2017, from

http://englishtextualconcepts.nsw.edu.au/content/theme

Thiele, A., Mai, J., & Post, S. (2014). The Student-Centered Classroom of the 21st Century:

Integrating Web 2.0 Applications and Other Technology to Actively Engage Students.

Journal Of Physical Therapy Education, 28(1), 80-93.

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Resources:
Resource A

• The theme of a text if the important message

the author is trying to allowing the audience to
understand and recognise.
• It is the underlying message that is trying to be
conveyed.

• The purpose of theme within Literature, is that

the author creates important ideas and the
reality of life in order for the audience to see.
• Theme promotions a question about the
meaning of human experience.

• Texts, films, poems and films can contain more

• Self-identity • Betrayal
than one theme. • Belonging • Power
• There can be multiple themes within a text. • Discovery • Alienation
• Social status • Cultural heritage

Resource B
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Themes in ‘Looking for Alibrandi’

Theme is the underlying message that the author is trying to convey.

Directions: after reading the novel, write down the main themes that were conveyed below.

Theme:

Directions: fill in the boxes below with a description of the themes and how they are
conveyed throughout the novel.

Theme one:

Theme two:

Theme three:

References:

Englishlinx.com | Theme Worksheets. (2017). Englishlinx.com. Retrieved 1 August 2017,

from http://englishlinx.com/theme/

(Worksheet was influenced from this website, however was altered in order to suit the
lesson)

Resource C
Themes in ‘Looking for Alibrandi’

Self-identity Cultural heritage Social barriers

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Put the following quotes into the correct boxes above:

 I’ve figured out that it doesn’t matter whether I’m Josephine Andretti who was
never an Alibrandi, who should have been a Sandford and who may never be a
Coote (p.261).
 Like all tomato days we had spaghetti that night. Made by our own hands. A
tradition that we’ll never let go. A tradition that I probably will never let go of either
simply because like religion, culture is nailed into you so deep you can’t escape it.
No matter how far you run (p.175).
 One day came. Because finally I understood (p.261).
 My mother was born here so as far as the Italians were concerned we weren’t
completely one of them. Yet because my grandparents were born in Italy we
weren’t completely Australian (p.7).
 I’m changing Mum, I’m growing up. I’m finally seeing the light (110).
 You would think we have a completely different lifestyle like the Amish or something
(p.37).
 We live in the same country, but we’re different. What’s taboo for Italians isn’t
taboo for Australians. People just task and if it doesn’t hurt you it hurts your mother
or grandmother or someone you care about (p.152).
 It makes me feel I will be a part of their society and I hate that because I’m just as
smart as they are (p.8).
 I’m an Italian. I’m of Italian descent. When an Italian or another person of European
descent calls me a wog it’s done in good warm humour. When the word “wog”
comes out of the mouth of an Australian it’s not done in good humour unless
they’re a good friend. It makes me feel pathetic and it makes me remember that I
live in a small-minded world and that makes me so furious (p. 88).

Reference:
Looking for Alibrandi - Themes. (2017). TES Resources. Retrieved 2 August 2017, from
https://www.tes.com/teaching-resource/looking-for-alibrandi-themes-11321191
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(Worksheet was influenced from this website, however was altered in order to suit the
lesson)

Resource D
Brainstorm

Cultural Heritage
Self-identity

THEMES
Looking for Alibrandi

It is important to consider the

themes of the novel
Social as it often
Barriers
stimulates and identifies the
meaning of the novel.