Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION
LESSON ORGANISATION
Year Level:
10
Time: 10.00am Date: 17/03/15
Learning Area: English
Strand/Topic from the Australian Curriculum
Students’ Prior Knowledge:
 Students have an understanding of poetry as a
type of creative writing.
 Students have a sufficient literacy and
analytical skills to understand and dissect
certain poetry.

Use comprehension strategies to compare and contrast
information within and between texts, identifying and
analysing embedded perspectives, and evaluating
supporting evidence (ACELY1754)
General Capabilities (that may potentially be covered in the lesson)
Numeracy
Critical and
Literacy
ICT
competence
creative thinking
Students have technical skills sufficient to
navigate a WebQuest and post work on the
class blog.
Ethical
behaviour
Personal and
Social
competence
Intercultural
understanding
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander
histories and cultures
Proficiencies:(Mathematics only)
Asia and Australia’s engagement with Asia
Sustainability
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
 Create a Slide.ly presentation and learn to embed the presentation into a blog post
 Recognise various types of poetry - sonnets, haikus and free verse
 Analyse the meaning behind a chosen poem and provide a visual representation of that poem
Teacher’s Prior Preparation/Organisation:
 Create Lesson One task instructions and post on
Weebly
 Add resources to the Weebly page to direct student
research
 Embed introductory video into Weebly
 Check sound and connectivity of all computers in
the classroom
 Set up pages in the class blog for students to post
in
Provision for students at educational risk:
Focus on students struggling with the lesson content or
ICT tools when monitoring the room during student
work time.
For gifted and talented students, there is an openended extension activity for them to complete if they
finish the other lesson activities early.
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:
Teacher self-reflection and self-evaluation:
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:
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LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Time
10.00
10.10
10.15
10.20
10.30
10.40
10.50
10.55
Motivation and Introduction:
 Welcome students and tell them that we will be studying poetry
for the next couple of weeks. Give a quick introduction to
poetry as a writing style.
 Tell students that this week we will be completing our lessons
through a WebQuest that will be accessed each lesson by
each student. Reveal the home page of the Weebly site to
students and go over the objectives of the next four lessons.
 Show video, “Why do we read and write poetry?” a scene from
Dead Poets Society, and ask students to identify key words in
the video. Ask students for some of the key words they came
up with and any other key words they associate with poetry.
Reiterate to students that poetry is an expression of self, an
attention-seeking device and an emotional response to
something.
Resources/References
Align these with the segment
where they will be introduced.
http://excitingenglishexperience
.weebly.com
http://www.youtube.com/
watch?v=aS1esgRV4Rc
Lesson Steps (Lesson content, structure, strategies & Key Questions):
 Instruct students to access the Weebly site – tell them the intro
blurb and video are on the Lesson 1 page of the Weebly for
them to refer to if they need to.
 Alert students to the first task on Lesson 1 – students will
choose one of the four famous poets pictured (William
Shakespeare, Matsuo Bashō, Robert Frost and Maya
Angleou), read the blurb on the poet and then use the links in
the Resources page to choose a famous poem written by their
chosen poet and familiarise themselves with the meaning of
the poem.
 Allow students 10 minutes for this part of the activity,
monitoring the class and answering student questions.
 Get students attention and tell them they should be moving on
to the next part of the task, which is to make a Slide.ly to
visually represent the poem using images that represent lines
or phrases of the poem and show the progression of the poem.
Students will also need to choose music to reflect the tone of
the poem.
 Instruct students to move on to part three of the task embedding their Slide.ly into the class blog and include a copy
of the poem in their post for other students to see and the
teacher to assess.
 Students that finish early can complete the extension exercise
on the Weebly page - researching and writing a short
biography on their chosen poet in the extension section of the
class blog.
Lesson Closure:(Review lesson objectives with students)
 Get students to view another student’s blog post on a poet
different from the one they chose. They should then give peer
feedback commenting on their Slide.ly with one positive
comment and one place where they could improve.
 Tell students that they will be focusing on sonnets and haikus
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in the next lesson
Transition: (What needs to happen prior to the next lesson?)
 Students need to finish and post their Slide.ly into the blog for
the next lesson if they haven’t already done so
Assessment: (Were the lesson objectives met? How will these be
judged?)
 Assess students’ ability to identify poetry types by questioning
individual students during their work time.
 Assess the Slide.ly posted by students to the class blog.
Examine their understanding of the themes and meaning
behind the poem in students’ Slide.ly visual representation of
the poem.
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