Rationale

Rationale

In the three sequential lessons plans syllabus outcomes, content and requirements

are acknowledged through the study of narrative texts. Narrative is a fundamental

concept that incorporates the way an individual thinks, constructs, and views their

world through human experience. Narrative is used to draw in the audience, through

an array of language forms, in conjunction with a well devised plot. Narrative

purpose is to invite and engage the reader right from the very beginning often

creating emotional and sometimes physical responses. Through the analysation of a

narrative, the audience can gain insight into the authors personal life, behaviours,

motivations, interactions, life experiences, thoughts, feelings, emotions, reactions,

attitudes, beliefs and lastly their imagination. Although narrative may not always be

distinctively obvious in one’s everyday life, it is very much a part of our unconscious

being (NSW Department of Education, 2016). Narrative is transferable and adaptable

conveyed through many means such as communication, representation, messages,

memories and story, which individuals often recount or relay to connect important

information together, transfer a message and create meaning where “human

experience is understood and acknowledged” (Sawyer, Gannon, & Howie, 2009,

p.47).

The three lesson plans are carefully devised and present a combination of

appropriately selected syllabus outcomes and content points. The outcomes and
content points reflect the specific requirements for learning at a Stage 4 level. The

NSW K-10 syllabus outlines the importance for students by the conclusion of Stage 4,

to have the ability to respond critically, imaginatively and interpretably to a variety of

texts as well as accurately, clearly and coherently compose their own texts. Through

lessons one, two and three students are encouraged to extend upon language forms

and features through analysation of Roald Dah’s extract Mrs Pratchett’s Revenge and

the poem Still I Rise by Maya Angelou to understand purpose and therefore uncover

deeper meaning. Although very different texts in relation to form, structure and

literary devices the common underlying concept portrayed in both authors text, is

how their personal life experiences are expressed through narrative through a variety

of literary tropes. The syllabus requires students to understand language forms,

features and structures of texts whilst increasing their awareness about text

purposes and audiences, making connections between texts and transferring

knowledge from one context to another. Both texts allow students to analyse the

authors manipulation of language through a critical lens, paying close attention to

sensory imagery in Dahl’s Mrs Pratchett’s Revenge and emotive language, symbolism

metaphorical language and the use of similes in Angelou’s text Still I rise. The

abundance of language devices presented in the texts fosters students’ abilities to

think profoundly enhancing cognitive thinking abilities, problem solving and reading

and literary skills.

In lesson one students work collaboratively in pairs and additionally in groups to

establish and describe the types of sensory imagery Dahl employs within his text. The

students further use their scanning, reading and interpretation skills to personally
reflect on the effect sensory imagery creates personally on themselves as the

intended audience. Lesson one ensures students are collectively exploring and

engaging personally with texts at a deeper level. Students are able to gain knowledge

about, and how to, recognise, identify and describe language structures, forms and

features within Mrs Pratchett’s Revenge to coherently understand its purpose and

intended audience in meaningful, contextualised and authentic ways. By

understanding the use of these literary features, it allows the students to grasp a

deeper understanding of the text and its proposed meaning.

In lesson two the students are introduced to the concept of memoirs, relative to

Dahl’s memoir Mrs Pratchett’s Revenge. Throughout the activities in lesson two, the

students engage in independent tasks which revisit aspects of their life that they

have distinctively remembered as a memory. Students also assess through class

discussion the reliability of the narrator within a memoir, memoir structure, purpose

and important features. The students are extensively scaffolded and supported

entirely throughout the learning activities in preparation for constructing their own

writing text. The students are scaffolded, guided and supported through teacher

made resources, worksheets and class discussions. Students are presented with the

opportunity at the end of the lesson to compose their own writing piece

incorporating elements of sensory imagery. For homework students are able to peer

mark their classmate’s memoir against a peer feedback from. Through these learning

tasks students are able to appreciate the aesthetic qualities in their own and other

texts by utilising the power of language, exploring ideas, feeling and viewpoints in

conjunction with other literary concepts.

Lesson three allows students to make connections between and among texts through

comparing and contrasting. Initially, the lesson introduces the poem Still I Rise by

Maya Angelou. The students learn about the background of Angelou and significant

information about the cultural context of the poem. In small groups students engage

in a research tasks where they compare the cultural context of the poem to the

cultural context in today’s society through using an online concept map. This learning

activity incorporates collaborative learning and ICT. Once the students have acquired

some background knowledge they are supported through a teacher led reading of

the poem and an additional oral reading online, where the students are able to

visualise the poem being verbalised by Maya Angelou herself. Students are guided

through a class analysis of the poem with the teacher, before gaining the confidence

to break off into small groups to respond to critical discussion questions on Angelou’s

life experiences, the poems narrative and use of literary devices to create layered

meaning. In groups students are able to acknowledge the similarities and differences

in meaning, language forms, audience and purpose between Mrs Pratchett’s

Revenge and Still I Rise using a comparative table.

It is imperative to adopt specific teaching strategies and pedagogies in lessons, that

allow for differentiated learning for diverse learners. Visual learning, oral learning,

creative learning and social learning just to name a few are all differentiated learning

styles incorporated in an abundance of activities throughout the lessons’ entirety.

Furthermore, think, pair, share tasks and collaborative learning in small groups allows

students to extend upon their inquiry skills and engage in join construction of texts
(Boas & Gazis, 2016). Boas & Gazis (2016), also suggest that group collaboration is

beneficial for students to share their ideas and to work with each other’s strengths in

achieving a common goal through discussion and compromisation.

Activation of prior knowledge is another approach employed in the lessons through

the students being given the chance to bring their personal experiences and interests

into the learning activities. This pedagogical approach is evident within the memories

and memoirs activities where students are given the choice to construct their writing

pieces based off their own free-rein. Activating prior knowledge is further

demonstrated through frontloading. Students are considerably scaffolded and

provided with learning activities which utilise information and knowledge learnt by

the students from the previous activity. Teacher lead readings is also incorporated in

the lesson plans to provide the students with the opportunity for equal access to

comprehension, language and understanding of new texts and concepts (Boas &

Gazis, 2016).

Reference list:

Boas, E., & Gazis, S. (2016). The Artful English Teacher.

New South Wales. Board of Studies. (2012). English K-10 Syllabus: NSW Syllabus for

the Australian Curriculum.

NSW Department of Education. (2016). Narrative. Retrieved from

http://www.englishtextualconcepts.nsw.edu.au/content/narrative

Sawyer, W., Gannon, S., & Howie, M. (2009). Charged with Meaning: Re-viewing

English.

ENGLISH LESSON PLANNING TEMPLATE

Class: Year 7 (Stage 4) Time: 60 minutes

Pre-service teacher’s Objectives

My aim and objectives within this lesson are as follows;

 Through close analysis and reading of extracts from Roald Dahl’s Boy, I hope
to improve my confidence in deconstructing texts and inviting students to
participate in this process.
 I aim to facilitate class discussion on sensory imagery and other literary
features. This will be used to assess levels of student engagement and
understanding.
 In this lesson my aim is for students to recognise and identify language forms,
features and structures of texts aligning with the syllabus outcome EN4-3B.
 In this lesson my aim is for students to engage personally with extracts from
Roald Dah’s Boy, by engaging with the language and structure of his text in a
meaningful, contextualised and authentic way.
 By the conclusion of this lesson students will gain confidence in using and
describing literary tropes.

Outcomes
Lesson 1 Outcome 3: EN4-3B: Uses and describes language forms, features and
structures of texts appropriate to a range of purposes, audiences and contexts

Content
Lesson 1:
Engage personally with texts
 Engage with the language and structures of texts in meaningful,
contextualised and authentic ways.

English textual concepts statement:

Students understand that narrative shapes and is shaped by one’s view of the world.
Students learn that;
 The conventions of narrative are combined to engage the responder
emotionally and intellectually with events and characters depicted in the
story and with ideas and values implied by the story.

Materials
 Bring Your Own Devices (B.Y.O.D) if applicable.
 Whiteboard markers.
 Whiteboard.
 Pens, workbooks and other stationary necessities.
 Copies of the Extract Mrs Pratchett’s Revenge (one per student or one
between two).
  Annotations of sensory imagery in Mrs Pratchett’s Revenge (refer to resources
below).
 “Sensory detail” scaffold handout (refer to resources below).

Procedures
 Introduction – Provides prior knowledge and extends on background
knowledge.
 Reading and role play- Every student has the same accessibility of the short
story
 Sensory detail scaffold- providing students with knowledge about sensory
imagery and its purpose.
 Independent task- transfer the knowledge from the sensory detail scaffold to
the worksheet.
 Pair task- transfer and connect sensory detail knowledge with the text they
have just read (close analysis).
 Class Discussion- students to think deeper about the types of sensory imagery
and its purpose.
 Re-pair- students to extend on their own knowledge findings and
understanding by collaborating with others.
 Homework- students to take the idea of sensory imagery and apply it to one
of their own memories in relation to the narrative Mrs Pratchett’s Revenge.

Time Organisation Teaching/ learning activities

Lesson 1
 Students to enter the
(5 Mins) classroom, find their seat and
settle in taking out their books
and needed Stationary.
 Teacher to introduce to
students what they are going
to be doing today in relation to
Roald Dahl’s Boy and the
extract Mrs Pratchett’s
Revenge.
 Teacher to ask students about
their background knowledge
to the author Roald Dahl.
Introduction to author and Mrs Pratchett’s Revenge
 Students are informed by the teacher that they
will be engaging in a class reading of the
extract Mrs Pratchett’s Revenge from Roald
Dahl’s book Boy.
 Teacher to discuss Dahl as an author and
provide students with some facts in relation to
his life that relate to Boy. E.g. Roald Dahl’s
father and sister had died so his mother sent
Dahl to boarding school for better educational
outcomes (context for the students).
 Teacher to then ask the students if they are or
have been familiar with any of Roald Dahl’s
books, short stories or even stories that were
transformed into films. Teacher to make
reference to the books and films below to build
on familiarisation and relatedness.
- Charlie and The Chocolate Factory
- Matilda
- The Witches
- The Twits
- James and the Giant Peach
- The BFG (Big Friendly Giant)
  Teacher to call on volunteers
(20 Mins) or chose students to play the 5
roles within the story.
 Teacher explains the student’s
roles in the story.
 Teacher reads the extract
aloud for access to all
students.
 Teacher encourages, and
praises role play participants.
(25 Mins)  Teacher to distribute handout
to the students.
 Teacher led reading of
handout, also teacher may ask
for volunteers to contribute to
reading if they feel
comfortable doing so.
 Students to complete small
activity on handout.
 Teacher to navigate room and
offer assistance when
required.
(10 mins)
 Teacher to write class
discussion question on the
board.
 Students to form pairs and
complete sensory analysis
highlighting sensory imagery in
the extract Mrs Pratchett’s
Revenge.
 Teacher to discuss and ask for
contributions in relation to the
examples the students found
about sensory language in the
text.
Teacher led reading and small role play of Mrs
Pratchett’s Revenge
 Teacher led reading of Mrs Pratchett’s
Revenge- An extract from Roald Dahl’s Boy.
 Teacher to ask for volunteers or allocate
students roles in the narrative. When dialogue
from the character appears, the students will
have the opportunity to read that section of
the text. Students will be given the opportunity
to take on different character identities
throughout (the voice of the text).
 Mrs Pratchett
 Roald Dahl Himself
 Thwaites
 Mr Combs
 Mother
 Teacher further encourages students to role
play and get into character with each other
taking on different voices and expressions etc.
Sensory detail scaffold handout
 Distribute sensory detail handout to students.
As a class teacher and students will read
through the handout.
Small independent task- Sensory detail
handout
 Students to highlight sensory description on
the handout. This experience will allow
students to strengthen their understanding
about how sensory details creates an effective
reading experience for the audience (see
resource attached below).
Class discussion questions:
- Part a) What sensory description does Dahl
employ to recreate this memory for the
audience? (teacher to go through teacher
annotations- see below) What sensory detail
could Dahl use more of?
- Part b) What effect does the sensory
description have personally on yourself as the
reader? How does Dahl create meaning using
sensory imagery?
Think, pair and share
  Class discussion about the
discussion questions. Teacher
to ask for pairs to contribute
what they came up with.
 Students are note taking and
extending upon their own
examples and responses.
 Students to pair up and highlight some
examples of sensory imagery (see resource
attached).
 Think pair and share the discussion questions
Re-Think, re-pair and re-share
 Pairs to link together with another pair and
share their examples, answers to the
discussion and extend upon their own
annotations.

 Teacher and students collaboratively discuss

examples and discussion questions as a class.

 Teacher to further discuss the use of sensory

language evident in the story with the
students, paying close attention to different
types of sensory description (sight, smell,
touch, sound, taste). Teacher to listen to
student examples and responses and allude to
the fact that Dahl uses sensory imagery to
create deeper meaning (See annotated story in
resources).

Homework Memory task

 Students to complete homework task which
requires the students to write a small writing
piece about a time they got in trouble either at
school or at home using sensory description
and imagery throughout (what they have
learnt about today).

Evaluation/ Extension

Evaluation:
 When checking homework, the teacher will assess how many students have
incorporated sensory detail into their responses.
 Teacher will be able to assess understanding through descriptive sensory
language, diction and syntax.
 When checking homework, the teacher will assess how often they described
their memory with sensory detail and what type of sensory detail they used
(taste, touch, smell, sight, sound).
  Teacher will be able to evaluate whether the students have achieved the
objectives set out at the beginning of the lesson through student
engagement, participation and understanding. This will include student
responses in relation to the discussion questions, story annotation examples
and evidence of higher order thinking.
Extension:
 The learning in the lesson may be extended through asking students to revisit
the text and to identify other literary tropes (similes, metaphors, symbolism,
dialogue, characterisation).
 To extend on the learning for everybody and promote inclusion, students
could write their own version of a transcript of the conversation between Mrs
Dahl and Mr Coombes using their imagination and creativity.
 The learning could be extended on by reading another extract within Roald
Dahl’s Boy and analysing the sensory imagery used within that particular
story.
 Learning can be further extended through comparing and contrasting the
language in another Roald Dahl extract to Mrs Pratchett’s Revenge.

In retrospect
 Have students volunteer to participate rather than choose students.
 Choose students to participate rather than asking for volunteers.
 Teacher to reflect and evaluate lesson in relation to their own professional
development, taking note of what went well and also what improvements
could be made e.g. instructions were clear.
 Asking students if they understand and if the instructions that are given are
clear using questioning. “Do we know what we are looking for?”,” Do we
understand what we have to do”, “Does anyone need me to repeat what we
are doing?”. This can also be done with the teacher navigating around the
classroom offering and providing assistance.
 Allow for more time on the lesson activities for deeper understanding.
 Teacher to assess if differentiation was adequate and take into consideration
if improvements are needed for next lesson.
Resources

Sensory Detail Scaffold

Sensory imagery teacher’s annotations- Mrs Pratchett’s Revenge
ENGLISH LESSON PLANNING TEMPLATE

Class: Year 7 (Stage 4) Time: 60 minutes

Pre-service teacher’s Objectives

My aim and objectives for this lesson are as follows;
 To encourage students to use language forms and features of memoirs with
precision, originality and flare to shape meaning and influence responses.
 For students to reflect upon their understanding of descriptive writing learnt
through Roald Dahl’s Memoir Mrs Pratchett’s Revenge in their own
compositions.
 For students to understand that a narrative can be expressed through a
memory of an individual’s life and may take many forms.
 For students to use their own creative expression and imagination engaging
with their own text.
 For students to gains some insight and understanding about the features
within a memoir.
 To promote student creativity and imagination by allowing students to
develop and represent their ideas through the craft of writing, engaging in
their own personal narrative in the form of a memoir.
 Students to respond to and appreciate their own and others text through
using and analysing sensory imagery and its purpose on the audience.

Outcomes
Lesson 2 Outcome 1 EN4-1A: Responds to and composes texts for understanding,
interpretation, critical analysis, imaginative expression and pleasure.

Content
Lesson 2:
Engage personally with text
 Explore and appreciate the aesthetic qualities in their own and other texts
and the power of language to communicate information, ideas, feeling and
viewpoints.
Respond to and compose
 Respond to and compose imaginative, informative and persuasive texts for
different audiences, purposes and context for understanding, interpretation,
critical analysis, imaginative expression and pleasure.

English textual concepts statement:

Students understand that narrative shapes and is shaped by one’s view of the world.
Students learn that;
 Their own experience and culture influence their responses to stories
Materials
 Bring Your Own Devices (B.Y.O.D) if applicable.
 Whiteboard markers.
 Whiteboard.
 Pens, workbooks and other stationary necessities.
 Example of a memoir (teacher to provide).
 Double sided “My Memories” and “Memoirs” worksheet (refer to resources
below).
 Pizza analogy visual (refer to resources below).
 “Peer editing form” (refer to resources below).

Procedures
 Introduction- revisit last lesson and introduce the text type of memoirs for
the students to make connections between the lessons and purpose of the
homework task.
 Class Discussion- for students to self-assess if they think that a memoir has a
reliable narrator.
 Pizza Analogy- for students to gain insight into a real life example that is
relatable to the age group in order for them to grasp the concept and
meaning of a memoir. Visual analysis to assist different types of learners.
 My memories worksheet- is a scaffold used to prepare the students for the
following task of writing their own memoirs.
 Memoirs worksheet on opposite side- provides students with ideas on what
to incorporate in their memoirs (next task) and the structure, with some
starting points as support to enhance creative flow.
 Memoir example- teacher to provide memoir example to allow students to
see a different type of memoir first hand other than Mrs Pratchett’s Revenge.
Allows students to mimic structure and pay attention to sensory imagery.
 Memoir writing- allows students to use imagination and creativity to
compose their own texts with purpose and intent using literary devices in
particular sensory imagery. The activity ties in all the previous activities into
one. The previous provided worksheets and scaffolds will support and assist
this process.
 Homework task- to assess and evaluate their peers work for the purpose of a
better understanding about their own memoir writing piece.
Time Organisation
Lesson 2
(15 mins)  Students to enter the
classroom and re-visit their
homework task from the
previous lesson.
 Teacher to ask some
students who are confident
and wish to share their
writing pieces.
 Teacher to guide students
listening to the sensory
description in the responses.
 Teacher to write the
Discussion questions on the
board.
 Students to work in pairs to
think about and answer the
discussion questions on the
board.
 Students to share their
responses with class.
 Teacher to write definition of
memoir onto the board for
students to copy out.
 Teacher to verbally explain
the Pizza analogy for
students to gain relatable
insight about what a memoir
is.
Teaching/ learning activities
Introduction and Recap
 Teacher to ask students share their writing pieces
from their homework task to introduce the text
type of Memoirs.
Class Discussion
 Do you think your memory is an accurate
interpretation of the event?
 Do you think that if the memory was a long time
ago that we can remember all happenings
correctly?
 Do you think if someone was there at the time of
the memory (hypothetically or not) would they
see and describe the memory the same way as
you did?
 Teacher to discuss bias, point of view and the
duration of time- how long ago the memory
occurred.
 Teacher to ask students to think about these
questions in relation to Roald Dahl’s extract of
Mrs Pratchett’s Revenge.
 In Pairs students to share responses with each
other.
 Student lead class discussion to take place.
Introducing Memoirs
 Provide students with a definition of a memoir
which they are encouraged to copy down from
the board into their books.
 Teacher to use an analogy to explain to the
students further about a memoir and the
difference between a memoir and an
autobiography.
Pizza analogy with visuals
 Teacher to use the Pizza analogy “An
autobiography is like having a hole pizza to
yourself whereas a Memoir is just taking one slice
of the pizza and eating it, focusing and enjoying
only that one slice and what it has to offer out of
the many slices. What we are doing is choosing
one slice of Roald Dah’s Pizza and picking all the
toppings off that one slice” (refer to resources
below).
 Teacher to compare this analogy to the Novel Boy
and the Chapter Mrs Pratchett’s revenge stating
that the novel Boy is the whole Pizza where Mrs

(15 mins)  Teacher to explain task
instructions in relation to the
“My Memories” worksheet.
 Students to fill out the
handout.
 Teacher to circulate class,
offering assistance and
prompting questioning
through one on one
discussion.
(15 Mins)  Teacher to inform students
that they will be having an
attempt at writing their very
own memoir.
 Teacher to read to the
students the other side of
the “My Memories”
Handout which has
information about how to
write a Memoir.
 Teacher to reinstate
important information about
how to write a memoir and
its features.
 Teacher to hand out and
display on the whiteboard an
example of a memoir either
their own or another
example.
(15 mins)  Students to write their own
Memoir in their workbooks.
 Teacher to circulate
classroom, offering
assistance and prompting
discussion with students.
Pratchett’s Revenge is just one slice out of many
other slices.
Independent student task- “My Memories worksheet”
 Students to fill out “My memories worksheet”
(refer to resources below).
 Teacher to allow students the opportunity to
share one of their memories from their worksheet
with the class.
Features and Example of a Memoir
 Refer students to prompts on “Memoirs” handout
on the opposite side of the “My Memories”
worksheet (refer to resources below).
 Students to write a memoir extending upon one
of the memories identified in their previous table.
 Before students begin teacher to discuss the
following features of a memoir (Refer students to
handout to assist discussion about first person
etc).
 Teacher to give students and display on the
whiteboard an example of a short memoir or their
very own personal memoir they devised prior to
lesson.
Independent writing task
 Allow students 15 minutes to write their memoirs.
Homework Peer editing task
 Students to swap books with another student and
complete a peer feedback form. The feedback
from makes suggestions to the inclusion,
emotional response and effect on the reader in
relation to incorporating sensory detail.
 Teacher to hand out peer feedback form (see
resources).

Evaluation/ Extension

Evaluation
 By gaging student confidence levels through class discussion, worksheet
analysis, think, pair and share responses and memoir writing the teacher can
evaluate how well students have understood the form and features of writing
a memoir.
 Through the student’s construction of their very own memoir the teacher can
understand the student’s knowledge about language forms that have been
incorporated in their own composed text.
 Through students devising a memoir the teacher can informally assess how
well students met the content in the syllabus in relation to responding and
composing texts for understanding, interpretation, critical analysis,
imaginative expression and pleasure.
 Through class discussion and responses teacher can evaluate students’
interpretations of texts and their personal responses to the texts and further
through their peers’ texts.
 Through the peer editing task as homework the teacher can observe how well
the students have understood the concepts and how sensory description
provides reading pleasure for the intended reader.

Extension
 Revising and annotating their own memoirs and identifying sensory imagery.
 Editing and marking their own memoirs against the peer editing and feedback
sheet.
 Student’s to revise their use of dialogue tags and adjust if required e.g. She
said vs. She screamed.
 Students to annotate the teacher’s example of a memoir paying close
attention to sensory description, making suggestions and contributions.
 Students to mark and edit the teacher’s memoir against the peer feedback
sheet.
 Students to analyse a memoir without sensory description and compare the
differences.
  Students to remove the sensory description from the memoir and answer
some extended discussion questions about this change and the impact it
makes on the audience.
 Students to add another language trope within their memoir such as a
metaphor, simile, symbolism etc. to challenge thinking.
 To extend on the learning for everybody and promote inclusion students to
draw illustrations to accommodate their memoirs.

In retrospect
 Have students volunteer to participate rather than choose students.
 Choose students to participate rather than asking for volunteers.
 Teacher to reflect and evaluate lesson in relation to their own professional
development, taking note of what went well and also what improvements
could be made e.g. instructions were clear.
 Asking students if they understand and if the instructions that are given are
clear using questioning. “Do we know what we are looking for?”,” Do we
understand what we have to do”, “Does anyone need me to repeat what we
are doing?”. This can also be done with the teacher navigating around the
classroom offering and providing assistance.
 Allow for more time on the lesson activities for deeper understanding.
 Teacher to assess if differentiation was adequate and take into consideration
if improvements are needed for next lesson.
 Incorporate a research task which requires students to look up their own
definition of a memoir to incorporate an ICT element.
 Students to watch a short video about what is a memoir and its purpose to
gain understanding through a visual medium (I personally could not find an
appropriate and engaging video to be able to do this).
 Set out the information about constructing a memoir on a slide show on the
whiteboard instead of on a paper worksheet.
Resources

My Memories and Memoirs Scaffold

Memoirs worksheet on the back of My Memories scaffold
Pizza analogy visual
Peer editing form
ENGLISH LESSON PLANNING TEMPLATE

Class: Year 7 (Stage 4) Time: 60 minutes

Pre-service teacher’s Objectives

My aim and objectives for this lesson are as follows;

 To help students draw connections between forms, features and ideas within
different texts.
 Through analysis and deconstruction of Maya Angelou’s poem Still I Rise,
students to strengthen their understanding of the various way’s different
narratives, aspects of life, or experience can be conveyed through texts.
 For students to have a deeper understanding of the similarities and
differences between Angelou’s text and Dahl’s text.
 For students to compare and contrast Dahl’s and Angelou’s life experiences
and understand these distinctions.
 For students to develop skills in comparative analysis.
 For students to recognise, identify and describe language forms and features
within texts.
 For students to understand that texts can be conveyed differently for a range
of purposes and appeal to different audiences.
 For students to understand that different forms of text incorporate different
language features.

Outcomes
Lesson 3 Outcome 6 EN4-6C: Identifies and explains connections between and
among texts

Content
Lesson 3:

Develop and apply contextual knowledge

 Explain the similarities and differences in meaning and language between text
created for different purposes or audiences.

Responds to and compose texts

 Identify and explain the links between the ideas, information, perspectives
and points of view presented in a range of different text.

English textual concepts statement:

Students understand that narrative shapes and is shaped by one’s view of the world.
Students learn that;

 Conventions of narrative are adapted to different modes and media to

achieve these effects
 Materials
 Bring Your Own Devices (B.Y.O.D)
 Whiteboard markers.
 Whiteboard.
 Pens, workbooks and other stationary necessities.
 “Cultural Context” handout (refer to below resources).
 Annotated Poem Still I Rise (teacher resource refer to below resources).
 “Comparative analysis table” (refer to below resources).

Procedures

 Cultural Context worksheet- Teacher lead reading provides access to

understanding for all students providing background knowledge about what
cultural context is and the life of the poet Maya Angelou.
 Concept map and research tasks- allows students to conduct their own
research into cultural context to gain further understanding whilst also
incorporating creative expression through an online concept map using ICT.
 Reading and analysis of the poem - provides students to have an input
demonstrating their ability to analyse a text, while also allowing all students
access to the content being taught.
 Think, pair and share discussion questions- allows students to understand
how narrative can be conveyed through the from of a poem while also
collectively combining two minds for extended analysis and sharing of ideas.
 Comparative analysis- allows students to take the information they have
acquired from lessons one and two, as well as todays learnt knowledge and
compare and contrast the two texts they have studied over this duration. This
Group activity allows students to work together to present fresh and creative
ideas that they can share with the class and their teacher demonstrating their
understanding and the content.

Time Organisation Teaching/ learning activities

Lesson 3
(15  Teacher to distribute “Cultural Context” handout
mins) once students have entered classroom, are
prepared and are settled.
 Teacher to read Cultural Context handout.
 Teacher to advise on tasks instructions.
 Students to form groups.
 Students to turn of laptops or devices.
 Students to engage in research task researching
information in relation to Cultural Context.
 Students to visit the website Popplet and create
their own concept map in groups.
http://popplet.com/
What is Cultural context?
 Teacher to provide “Cultural
Context” handout notes to
students (refer to resources).
 Teacher led reading of “Cultural
Context” handout.
 Reading volunteers welcomed
and encouraged if comfortable.
 Teacher to further discuss the
brief history of the author Maya
Angelou, and the cultural context
of the poem Still I Rise.
  Teacher to navigate classroom and offer assistance
to the groups.
 Students to share concept map on shared
classroom forum such as google classroom.
(25  Teacher to hand out to students their own copy of
mins) the poem.
 Teacher to play reading of the poem on
whiteboard.
https://www.youtube.com/watch?v=JqOqo50LSZ0
 Teacher to prompt verbal discussion in relation to
the discussion question reading vs. listening.
 Teacher and student collaborative analyse of poem
on whiteboard.
 Students to form pairs and discuss the following
think, pair and share discussion questions together
and come up with responses collaboratively.
 Pairs to share their responses with another pair
and then collectively as a whole class.
 Teacher to discuss responses further adding any
additional elements of important information.
Cultural context research task and
concept map
 In groups students to visit the
website Popplet and create their
very own concept mind map.
 Students are encouraged to
engage in deeper research on the
internet in relation to Cultural
Context for a deeper
understanding.
 Teacher advises that each group
member is to make at least one
contribution to the concept map
regarding one piece of
information about today’s society
and cultural context.
 Teacher to advise the mind map to
be in relation to the focus question
“What are the
similarities/differences between
our culture and those people from
different cultural contexts?”
 Teacher to prompt ideas such as
referring to “What is happening
during this day and age?” e.g.
racism, terrorism, gender, etc.
Poem Reading of Still I Rise by Maya
Angelou
 Teacher to introduce the new text
Still I Rise by Maya Angelou.
 Teacher to play a visual reading of
Still I Rise by Maya Angelou on
whiteboard.
Class Discussion
 “What are the Different effects of
reading the poem compared to
listening to it on the audience?”
 Teacher to encourage student
verbal responses.
Analysis of poem
 Teacher to begin class analysis of
the poem identifying literary
tropes (refer to resources below).
 Teacher to offer students the
opportunity to contribute their
ideas identifying poetic
techniques throughout.

(20  Students to stay in their group of 4.
mins)  Students to conduct comparative analysis
together.
 Teacher to give students comparative table for
analysis.
 Students to represent findings in the table.
 Teacher to navigate around the classroom offering
assistance throughout activity.
 Teacher and students to engage in class discussion
about findings.
Class Discussion
 After completing poetic analysis,
the teacher and the class discuss
the narrative of the poem.
Think, pair and share discussion
questions
 In pairs write a description of the
narrative that unfolds in the
poem, what is actually happening
in the poem?
 “What aspect or experience of
her life is Angelous sharing with
the audience and how does she
share this?”
 As the reader how do you
personally feel about Angelou’s
life experiences?
 How does Angelou use literary
devices to create meaning?
Re-think, re-pair and re-share
 Following completion of group
discussion questions, students to
re-group with another set of pairs
and share ideas adding to their
own notes and responses.
Comparative analysis table
 Students to conduct comparative
analysis of Roald Dahl’s Extract
Mrs Pratchett’s Revenge and
Maya Angelou’s poem Still I rise.
 Students in groups to compare
the similarities and differences
between how Dahl reveal aspects
of their life with their audiences
 Students to pay close attention to
language forms and features,
structure and purpose.
 Students findings are to be
documented in a table format
(see resources below).
 Groups to join another group and
present their findings to the class.
 Group discussion on how the
 narrative of life experiences can
be represented in different texts.
E.g. poem, short story, film,
articles, visual forms,
photographs, songs.
Homework Reconstruction of text
Students to return to their original
memoir from previous lesson and
reconstruct the memoir into the form of
a short poem.

Evaluation/ Extension

Evaluation:
 Through student responses, pair, group and class discussions and analysis the
teacher will be able asses and reflect on how well the students can articulate
the different ways that life experience can be represented through text.
 Through the group comparative analysis table, the teacher will be able to
understand how well the students can understand the different forms of
narrative and its purpose on the intended reader through analysing literary
devices, form and structure (how they are similar and how they differ).
 Through comparative table and group tasks the teacher will be able to
informally asses the students understanding in relation to the links between
the ideas, information, perspectives and points of view presented the two
texts.
 Through homework task teacher will be able to gain insight into how much
transferable knowledge the students have gained between the three
sequential lessons and create new meaning through constructing something
new.

Extension:

 Students to annotate their own poems.

 Students to complete an imaginative recreation of the poem in the form of a
diary entry from the perspective of Maya Angelou.

In retrospect
 Teacher to reflect and evaluate lesson in relation to their own professional
development, taking note of what went well and also what improvements
could be made e.g. instructions were clear.
 Asking students if they understand and if the instructions that are given are
clear using questioning. “Do we know what we are looking for?”,” Do we
understand what we have to do”, “Does anyone need me to repeat what we
are doing?”. This can also be done with the teacher navigating around the
classroom offering and providing assistance.
 Allow for more time on the lesson activities for deeper understanding.
  Teacher to assess if differentiation was adequate and take into consideration
if improvements are needed for next lesson.
 Students to analyse another text from a different mode such as a short film,
advertisement, picture book etc.
 Students to conduct an innocent analysis of the poem Still I rise instead of a
class collective analysis.
 Students to represent information in their own slideshow instead of
comparative table one slide show representing similarities and the second
slide the differences and group to give short presentation.

Resources

Still I Rise Teacher Analysis

Cultural context worksheet
Comparative Table