102098

Contemporary Teacher Leadership

Professional Report
Unit of work evaluation

By
Tran Tuong Vi Nguyen
18075872
Table of Contents

Executive summary ................................................................................................................ 3

Objective ............................................................................................................................ 3

Context ............................................................................................................................... 3

Goals .................................................................................................................................. 3

Background information ........................................................................................................ 4

Comparative table .................................................................................................................. 5

Literacy .............................................................................................................................. 5

Numeracy ........................................................................................................................... 6

Critical and Creative Thinking........................................................................................... 6

Personal and Social Capabilities ........................................................................................ 7

Understanding by Design ................................................................................................... 8

Recommendations ................................................................................................................ 10

Reconstructed Unit............................................................................................................... 13

A. Scope and sequence ................................................................................................. 13

B. Concept map ............................................................................................................ 16

C. Assessment task and marking criteria ...................................................................... 17

D. Redesigned unit outline using UbD ......................................................................... 23

References ............................................................................................................................ 36

Appendices of original documents ....................................................................................... 39

a) Scope and Sequence ................................................................................................. 39

b) Unit of work ............................................................................................................. 40

Executive summary

Objective

The objective of this report is to evaluate the unit of English, aimed at stage 4 unit of work,
the unit of work was not provided by Bonnyrigg High School. A self and critical evaluation
will be made to the unit of work through adjustments and recommendations to achieve
By improving the design and sequence of the unit towards the Understanding by Design
(UbD) framework, it will focus on the key areas of literacy, numeracy, critical and creative
thinking skills and social and personal capabilities. The suggested modification of the unit of
work is aligned with consideration of a range of diverse learners and recent research-based
strategies, along with the school context to improve students learning and outcomes.

Context

The unit of work will focus on the subject ‘Introduction to Analysing Poetry’ in term 4 of
school. It was a mixed ability Year 7 English class, consist of primarily lower socioeconomic
background students, who were on the above average on the spectrum. However, this class
did not consist of any gifted and talented students or low achieving students. There were just
a few disruptive students who have a risk assessment report previously.

Goals

The goals of this report will focus on improving the areas of on the following outcome:

 Incorporate relevant literacy skills for students;

 Incorporate certain aspect of numeracy to enhance their logical thinking skills;
 Promote critical and creative thinking to enrich their problem-based solving skills that
can be used for everyday life;
 Provide a learning environment that facilitates pro-social behaviours by enabling
social and personal capabilities;
 Implementing the UbD framework through the unit of work to better prepare students
for their assessment task further down the unit.
 Background information

Bonnyrigg High School is located in the South

Western Sydney region with a multicultural
community. The school is a partially selective,
comprehensive and co–educational school in
South Western Sydney. The approximately
1592 of student’s enrolment, including 95%
from a non–English speaking background and
34 Aboriginal students.
The school also ensured the learning priorities
such as literacy, numeracy, Gifted and Talented,
vocational education and training programs and
increasing student engagement. The school has
an exemplary student welfare programs with a
focus on quality teaching.
Bonnyrigg High School drives for high
performance with a strong learning culture and
high expectations of students. The school
believe in a caring and supportive environment
that builds learning capacity in a wide range of
academic, sporting, vocational, cultural and co–
curricular experiences.

Figure 1. Screen capture of Bonnyrigg High School

profile from Bonnyrigg High School Annual Report.
 Comparative table

Area of Strengths of the area of Concerns of the area of Suggested Changes to counteract Research support for the changes
consideration consideration consideration concerns suggested.
Literacy is the main component of Although the unit of work is Changes that have been added into The use of multimodal in literacy to
this subject, it is embedded through sequenced and structured based on the unit of work: facilitate a range of diverse learners
Literacy the unit of work. Which is why there the content, there are certain aspects - Understanding poetic devices for better retainment rates, while
are many opportunities for the that require further scaffolding and definitions through different ensuring flexibility and
students to critically analyse and guiding to help navigate the students modes of representation: using differentiation (Gregori-Signes,
evaluate information, such as poetic understanding. Explaining and visual stimulations, videos, 2014; Stafford, 2016).
devices, comprehension worksheets providing the information is merely discussions and the use of
and understanding the structure of a not enough at times for students to writing down the definitions The use of Gradual Release of
PEEL paragraph. obtain the required/ important and examples for students to Responsibility (GBR) model
information. retain the information more involves the teacher direct
effectively. instruction, modelling and student
- Further guidance in responding participate independently (Clark,
to comprehension questions to 2014).
allow a deeper/ critical
understanding of the topic.
- Constantly scaffolding and
guiding steps by steps in
developing the students
understanding of the structure
of a PEEL paragraph (further
scaffolding through the use
TEE structure).
- Modelling response with the
students added.
- Adding prompt questions and
discussions to challenge their
understandings and knowledge.
 While the subject poetry does It is crucial to add in writing Enabling writing workshop in ways
require more abstract thinking and activities or mini-lessons through highlight the engagement with
reading than writing, the use of the whole unit of work for students critical literacy through cultural and
writing is still the main essence of to be able to practice their writing social aspects (Scarbrough & Allen,
Literacy and this unit. As the unit of skills. 2014).
work does not provide any efficient The use of peer reviews, editing and
writing exercises to support the constructive feedbacks was
students writing skills. implemented in the unit of work.
There are implicit mathematical Based on the nature of this subject, An explicit activity was added, The connection between
sequences throughout the unit. By numeracy is not embedded as a core which require students to count and mathematics and poetry is through
Numeracy learning poetry, students are component throughout the unit. It is calculate the words in order to counting while simultaneously
required to demonstrate and only implicit through a few assess the mood of the poem. portraying mathematical images
understand the structures, patterns, activities, which is extremely (Growney, 2017).
rhyme schemes, locating lines and limiting.
poems with mathematical structure As this subject is only the Allowing numeracy to be more
(visual shape poem). introduction to analysing poetry for explicit further down the course of
stage 4, numeracy would not be a the unit of work:
prime focus. - Looking at poems with
mathematical structure
through the chosen number of
stanzas, stanzas have a number
of lines, lines have a number
of syllables.
- Exploring poems with
mathematical imagery when
students have further
developed their critical
thinking.
The unit does provide opportunities The unit of work does allow areas To counter these repetitive ways of The use of multimodal in literacy to
Critical and for students to engage creatively and for critical and creative thinking, delivering information and facilitate a range of diverse learners
Creative critically formulating their abstract while certain ways of presenting - Using alternative ways of for better retainment rates, while
Thinking thinking through: presenting poetics techniques ensuring flexibility and
 - Comprehension activities information are quite repetitive. For such as adding visual differentiation (Gregori-Signes,
- Creating their individual example: stimulations, fostering mind 2014; Stafford, 2016).
rhyming stanza and shape - The method used to explain, maps and discussions.
poem and represent poetic devices is - While worksheet is valuable The development of learning in a
- Reading and interpreting the lacking variety, which may not for critical thinking, other collaborative approach promotes
big concepts and deeper foster enough critical or pedagogical approaches such knowledge development, critical
meaning behind poems creative thinking. as think-pairs share, group thinking skills, social skills and self-
- There is a constant routine of tasks and class discussions satisfaction based on strong
worksheets after each poetic will prompt for effective evidenced research (Davidson &
technique, with minimal critical understanding. Major, 2014; Sumarni, 2016).
interactions with others to help
facilitate their critical
understanding.
The unit uses some different method There should opportunities for Allowing students to explore This approach is about developing
of delivering and assessing: students to explore their own varying of poems to nurture their the student’s self-direction and
- The unit uses an informative creativeness through searching for a creativity will be more suitable regulation, as they are facilitating
assessment of Kahoot (ICT) range of poems, in order to find further down the course of the unit, their own learning for self-
to assess the students critical their own preferences that will allow such as a research task or homework improvement (Houtman, 2015;
understanding of the topic. them to connect more personally task. MacKinnon, 1962).
- Also, using a music video and critically with the unit.
from YouTube to present a
lyrical poem in a creative
approach for a fun and
engaging learning
environment (this is also a
form of differentiation for
visual learners).
The content of the poems allows There is very minimal collaborative Collaborative pedagogical Collaborative learning also
Personal and students to explore and engage with learning for students to interact with approaches such as think-pair encourages the students to take
Social the author, a form of developing an other peers to help facilitate their shares, group tasks and class responsibility for their own learning
Capabilities empathic understanding. social understanding and skills. This discussions were implemented to through emotional intelligence,
may cause a long-term effect on promote social skills and emotional
 their social skills, resulting in anti- intelligence. Through sharing ideas which will enhance learning
social behaviours, especially with and personal opinions, it creates an outcomes and experiences
the 21st century being dependant on authentic interaction of human (Bar-On, Tranel, Denburg &
technology. experiences. Bechara, 2004; Buchs & Butera,
2015; Houtman, 2015; McAllister &
Irvine, 2002; Williams, 2016).
There are extremely minimal Additions of explicit empathy tasks Students need to develop their
activities fostering the student’s include analysing the poem “Sister’ interpersonal and intrapersonal
personal capability in developing and the ‘Character Portrait’, where skills (thinking about the thoughts
their emotional intelligence. The students are to reflect upon the most and emotions of others & reflecting
notion of empathy, being able to significant person in their on and regulating one’s own
understand and relate with the text childhood. These activities aimed to thoughts and emotions (Dvash &
or others is crucial in poetry, which helps the students develop a sense of Shamay-Tsoory, 2014; Rosenberger,
is why it should be implemented in empathy by reflecting and 2014).
the unit of work. connecting to previous experiences.
Students were introduced to poetic The unit needs to implement more The sequence of the unit of work Understanding the use of the UbD
devices at the beginning of the unit, scaffolding and activities for was modified towards the UbD framework is crucial for teacher
Understanding giving an approximate amount of students to practice identifying framework. By introducing students development to improve student
by Design time and opportunity leading up to poetic techniques, exploring the to what they need to know for their success (Yurtseven & Altun, 2017).
the assessment task for students to meaning behind poems and writing formal assessment task at the
practice. PEEL paragraphs, which will be beginning of the unit, not in the
extremely effective and beneficial middle or end.
for the students upcoming formative
assessment task.
The unit did not provide many The additional suggested changes Informative assessment through
informative ways to assess the involve adding in: lessons recaps, pedagogical activities will improve
students learning throughout. This is discussions, active learning tasks, students’ learning achievements,
problematic as the teacher does not kahoot, peer reviews and homework motivations and problem-solving
know what students understand or tasks throughout the unit. These skills (Hwang, Hung & Chen, 2014;
know, in order to prepare them for activities will confirm what students Nielsen, 2014).
the formal assessment task. This know in order to readjust lessons
unit has neglected the standard 1
requirement of ‘know students and content and sequence for the formal
how they learn’ and the quality assessment task.
teaching framework of ‘deep
understanding’ (AITSL, 2017; Gore,
2007).
 Recommendations

The English syllabus has undergone a revision and new implementations of the syllabus content to

accommodate and cater for the 21st-century learning in recent years. With the new changes being

made, it is our duties as a faculty to develop a new unit of work that aligns with the syllabus. The

faculty as a whole did knowledge the need for a more cohesive unit of work to be constructed, as

the faculty currently does not have a model of a unit of work that aligns with the new syllabus

requirements. Currently, only the scope and sequence are developed and provided to demonstrate

the sequence of learning. A staff member had volunteered to provide their first 4 weeks of the unit

of work to be further examined, developed and modified, while also taking the initiative to create a

concept map and formal assessment task to align with the redesigned unit of work. It was agreed

upon the whole faculty to make adjustments and recommendations accordingly to the

Understanding by Design (UbD) framework with the focus of Literacy, Numeracy, Critical and

Creative thinking and Social and Personal capabilities (National Centre on Universal Design for

Learning [NCUDL], 2014; Yurtseven & Altun, 2017).

The UbD framework emphases on backward mapping from the formative assessment task in order

to sequence lessons and activities in the unit of work. The framework ensures the relevant skills to

be taught and develop at the beginning of the unit, in order to effectively prepare students for the

assessment task (NCUDL, 2014). This is a way of ensuring that students understand, practice and

meet the appropriate outcomes of the criteria, while teachers are able to assess student’s

performance along the way to scaffold and adjust future lessons (Yurtseven & Altun, 2017).

Throughout the redesigned unit, the sequence of certain activities has been mortified or added to

suit the UbD framework. While there’s also a variety of informative assessment tasks and activities

that build the student knowledge and understanding as it allows students the opportunity to

constantly practice. In adolescent development, students can only retrieve and obtain up to four

pieces of new information at a time and the constant need for repetition through the ‘use it or lose
it’ principle (Arnett, 2014). This principle indicates how students must constantly practice in order

for it to become automated in their learning (Mellanby & Theobald, 2014).

While literacy is the core nature of this unit, there are still certain aspects that require further

scaffolding and guiding to help navigate the students understanding of the content. Throughout the

redesigned unit, the suggested changes were made to accommodate a diverse range of learners

through using multimodal of representation for a better retainment rate (Gregori-Signes, 2014;

Stafford, 2016). Along with the additional implementation of the Gradual Release of Responsibility

(GBR) model to ensure students fully visualised and understand what is expected of them (Clark,

2014). By implementing these suggested changes to align with the UbD framework, students will

have a higher success rate in their assessment task. This also reflected the Quality Teaching

Framework (QTF) of ‘deep understanding’ and ‘high expectations’ (Gore, 2007).

Although numeracy is not the core component of this unit, it is still a requirement to improve

students’ numeracy skills. The original unit of work did incorporate implicit mathematical structure

within poetry and creatively designing their own visual shape poem which uses mathematical

imagery. In order to further enhance student’s numeracy skills in the redesigned unit, an explicit

activity was added for students to assess the mood of the poem through counting and calculating the

descriptive words (Growney, 2017). With this in mind, this is an introduction unit, hence more

explicit numeracy activities will be added further down the course of the unit. When teachers

believe students have developed an advanced way of critical thinking in order to explore poems

with mathematical imagery.

While the original unit of work provides areas for students to engage creatively and critically

formulating their abstract thinking. It lacks opportunities for students to explore their own

creativeness and regulating their own critical thinking. The redesigned unit move towards

developing the student’s self-direction and regulation, as they are facilitating their own learning for
self-improvement (Houtman, 2015; MacKinnon, 1962). Students are still building and developing

their critical thinking during this early stage of the unit, the teacher will eventually allow students to

explore varying of poems on their own to nurture their creativity, such as a research task or

homework task. In addition, the unit also fostering collaborative learning to promote knowledge

development, critical thinking skills, social skills and self-satisfaction based on strong evidenced

research (Davidson & Major, 2014; Sumarni, 2016).

Implementing collaborative learning also reinforces the personal and social capabilities, as the

redesigned unit enables numerous of collaborative activities that focus on building the students

emotional intelligence such as empathy and prosocial behaviours (Dvash & Shamay-Tsoory, 2014;

Rosenberger, 2014). This includes think-pair-shares, group tasks and class discussions to promote

social skills through sharing ideas and personal opinions to create an authentic interaction of human

experiences (Bar-On, Tranel, Denburg & Bechara, 2004; Buchs & Butera, 2015; Houtman, 2015;

McAllister & Irvine, 2002; Williams, 2016).

In essence, by implementing the UbD framework, teachers will be able introduce and further

explains relevant skills that is needed or required for the formative assessment task, along with

teaching and assessing for learning transfer.The general capabilities skills have been incorporated

into the redesigned unit of work, effectively reflecting the requirement from the Australian

Curriculum, assessment, and reporting authority (ACARA, 2018).

Reconstructed Unit

A. Scope and sequence

(Provided by the School)

Term 1 – 10 weeks 4 days

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11
Common Module: IDENTITY Everyday Texts
9 periods/fortnight 9 periods/fortnight
EN4-1A, EN4-4B, EN4-8D, EN4-9E See next table
In this unit, students will develop an understanding of IDENTITY as a recurring and universal concept. This will See next table
expose students to other individuals they do not know and develop friendships throughout this unit. They will
understand how IDENTITY plays a major role in society and how it can be represented in specific texts.
Type of text: Novel
Assessment task: Reading and Writing
Weighting: 15%
Suggested texts: Hating Alison Ashley, Mahtab's Story, Hitler's Daughter, Nips XI, Frankenstein (abridged play for
lower ability classes), Goodnight Mr Tom

Term 2 – 9 weeks 4 days

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Everyday Texts The Hero’s Journey
9 periods/fortnight See next table
EN4-2A, EN4-4B, EN4-5C, EN4-7D, ENLS-2A, ENLS-3A, ENLS-5A, ENLS-6A, ENLS-9A, See next table
ENLS-17E
Students will develop communication skills by being exposed to a variety of everyday texts that use See next table
different modes of relaying information. A range of learning activities will be designed in order to
allow students to gain a strong understanding of effective communication strategies to deliver
factual and condensed information. Students will then apply these skills to compose their own
everyday text.

Type of text: Media, multimedia, non-fiction

Assessment task: Viewing & Representing
Weighting: 20%
Suggested texts: Newspapers, television shows, radio excerpts, blogs, advertisements, YouTube,
etc.

Term 3– 9 weeks 4 days

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
The Hero’s Journey (Film study) Introduction to Analysing
poetry
9 periods/fortnight See next table
EN4-3B, EN4-6C, EN4-8D, ENLS-4A, ENLS-5A, ENLS-10B, ENLS-12C See next table
Many stories consist of a few common structural elements found universally (in myths, fairy tales, dreams and See next table
movies). The pattern of these common elements is known collectively as the Hero’s Journey, or Monomyth.
Students will learn about the twelve stages of the Hero's Journey, as outlined by Joseph Campbell, and how these
stages align with the film they are studying in class.

Type of text: Film

Assessment task: Speaking & Listening
Weighting: 30%
Suggested texts: Star Wars Episode IV, Shrek, The Lion King, Wall-E, Indiana Jones and the Last Crusade, Big
Hero 6, Inside Out, The Goonies, Frozen, Hercules.

Term 4 – 9 weeks 3 days

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Introduction to Analysing poetry
9 periods/fortnight
EN4-1A, EN4-3B, EN4-8D, EN4-9E, ENLS-6A, ENLS-10B, ENLS-17E
Students will learn how to identify poetic techniques and the effect of these techniques. They will examine, discuss and analyse poems,
looking for deeper meaning and complex understandings.

Text of text: Poetry

Assessment task: Reading and Writing
Weighting: 35%
Suggested texts: Poetry technique booklet (supplied)
B. Concept map
 C. Assessment task and marking criteria

Bonnyrigg High School

Year 7 Assessment Task Notification
Make sure you have signed the Statement of Authenticity and Academic Integrity

Course Year 7 English

Monday 29th October

Date of (7B,7E,7C,7H,7A,7P,7I,7O,7N)
Type of Task Reading & Writing Tuesday 30th October (7S)
Notification
Wednesday 31st October (7M)
Monday 12th November
(7B,7E,7C,7H,7A,7P,7I,7O,7N)
Areas Assessed Poetry Date Due Tuesday 13th November (7S)
Wednesday 14th November (7M)

This task represents 35% of the total assessment marks in this course
Outcomes being assessed:
EN4 1A: responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure
EN4 3B: uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and
contexts
EN4-5C: thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and
compose texts
Assessment
Task You will undertake a 45 minute in-class assessment task based on several UNSEEN poems
Description/In and the poetic techniques that you have studied in class.
structions
There will be a combination of multiple choice and short answer questions.

You will be assessed on both your knowledge of poetic techniques and your ability to
identify, explain and analyse the ways these convey meaning.

If you are absent on the day of the assessment, you will need to bring in
documentation to your teacher on the first day you return to school (not the first
day you have English). Unreasonable justification will result in a 10% penalty per
day.
NAME: _______________________________ CLASS: ____________

YEAR 7: Poetry Assessment Task

Instructions: You will have 45 minutes to complete the following task. Read the poems carefully and respond
to the questions either circling the correct answer or writing neatly on the lines provided. Assessment task
conditions apply – No talking or using mobile phones.

PART A

Correctly identify the definitions of the following poetic techniques.

a) _____________: Words that begin with the same letter or sound, that are close together.
b) _____________: Words that sound like the objects or actions they refer to.
c) _____________: A figure of speech in which objects are given human qualities.
d) _____________: A figure of speech where things are compared stating that one thing is another.
e) _____________: A figure of speech using incredible or extreme exaggeration.
f) _____________: A figure of speech where things are compared to being ‘like’ or ‘as’.
g) _____________: The use of repeated vowel (a, e, i, o, u) sounds to create a sound picture.
h) _____________: The use of words given in poems that sparks off the senses.

Total: ___________/8
PART B

Determine whether each sentence below is an example of a simile OR a metaphor OR personification. Place
an S for Simile, M for Metaphor or P for Personification on the lines provided.

a) The big full moon guided me through the forest. ___________

b) As the Giant ran towards Jack, his steps thundered throughout the castle. ___________

c) Constantly grabbing the cans on the shopping shelves, the arms of the baby was ___________
slippery like an octopus.

d) During class the flashing lights was a flickering sun. ___________

e) The old car groaned as it made its way down the long open road. ___________

f) The leaves raced to the ground as the children ran across the playground. ___________

g) Ted was as nervous as a cat. ___________

h) The wind was a whip that cracked over our heads. ___________

i) The water beckoned invitingly to the hot swimmers. ___________

j) The clock is the keeper of time. ___________

 Total: ___________/10
PART C

Convert the following Similes into Metaphors.

a) Simile: She is cunning as a fox.

Metaphor: ____________________________________________________________________

b) Simile: He is as strong as an Ox.

Metaphor: ____________________________________________________________________

c) Simile: The boxer is as courageous as a lion.

Metaphor: ____________________________________________________________________

d) Simile: He is stubborn as a mule.

Metaphor: ____________________________________________________________________

Total: ________/4

PART D

Poem #1: The Tip by Mike Harding

Across the tip we played,

Where summers ran screaming
On schooldays-end legs
And cogwheels gnawed the path
With hungry teeth of rust. It was there that Vocabulary
Gantries looped their smashed and twisted arms Gnawed: bite at or nibble
And toppled into pools of ebony oil, something persistently
Where cables hissed and slithered in the wind. Gantries: a crane like device
Ebony: a very dark brown colour
All those hot summer days of childhood Boilers: Boiler operators are
responsible for maintaining heating
The tip smelt of oil and rust and grass. systems in large buildings
Great Boilers boomed like stranded whales,
Their skin, a dry, red, crispy powder,
That burst into a flame of copper moths
Beneath the bricks we threw.

Circle the correct answer

1. What poetic technique is used in the lines: “Where summers ran screaming”?
A. Personification C. Metaphor
B. Repetition D. Hyperbole
2. What poetic technique is used in the lines: “That burst into a flame of copper moths”?
 A. Personification C. Metaphor
B. Repetition D. None of the answers
3. What poetic technique is used in the lines: “cables hissed”?
A. Onomatopoeia C. Repetition
B. Personification D. Simile
4. What poetic technique is used in the lines: “Great Boilers boomed like stranded whales”?
A. Simile C. Repetition
B. Stanza D. Hyperbole

Total: ________/4

Poem #2: The Loner by Julie Holder

a) Correctly identify the poetic techniques in the poem below:

The Loner by Julie Holder
He leans against the playground wall,
Smacks his hands against the bricks _______________
And other boredom-beating tricks, ___
Traces patterns with his feet,
Scuffs to make the tarmac squeak,
Back against the wall he stays – _______________
And never plays. ___

The playground's quick with life,

_______________ The beat is strong.
___ Though tough as nails
His fails don’t last.
There is shouting, laughter, song,
And a place at the wall
For those who don't belong.

We pass him running, skipping, walking,

In slow huddled groups, low talking.
Each in our familiar clique
We pass him by and never speak, _______________
His loneliness is his shell and shield ___
And neither he nor we will yield.

He wasn't there at the wall today,

Someone said he moved away
To another school and place
And on the wall where he used to lean
Someone had chalked 'watch this space'. Total: ________/4

Vocabulary
Tarmac: Surface (a road or other outdoor area).
Clique: a small close-knit group of people who do not readily allow others to join them.
Yield: give way to arguments, demands, or pressure.
b) Who is the persona of the poem? (1 mark)
________________________________________________________________________
________________________________________________________________________

c) Describe the image of the loner that is presented at the beginning of the poem. (2 marks)

________________________________________________________________________
________________________________________________________________________

d) What are the differences between the life of the loner and that of the other students? (2
marks)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

e) How has the poem ‘The Loner’ conveyed the experiences of one boy’s isolation in a
school playground? Structure your response using PEEL. (4 marks)

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Year 7: Poetry Assessment Task Marking Criteria

Part A Part B Part C

a) Alliteration a) Personification a) She is a cunning fox

b) Onomatopoeia b) Metaphor b) He is a strong ox
c) Personification c) Simile c) The boxer is a courageous
d) Metaphor d) Metaphor lion
 e) Hyperbole e) Personification d) He is a stubborn mule
f) Simile f) Personification
g) Assonance g) Simile
h) Metaphor
i) Personification
j) Metaphor

Part D
Poem 1 Poem 2 Loner

1. A - Personification a) Alliteration, b) A student looking/observing the

2. C – Metaphor Onomatopoeia, Simile ‘loner’
3. A – Onomatopoeia AND and Metaphor
B - Personification c) Answers must be adjectives:
4. A – Simile frustrated, stress, fed-up, angry,
bored, upset.
They may use some words from
poem to help describe a
characteristic (the boy’s
personality/attitude etc) of the
loner. To get the 2 marks students
must write two sentences.

d) They are in groups (verbs) tease

him/mock him he is alone
(VERBS). For 2 marks students
must contrast the
behaviours/emotions of each.

PART E
 Analyses perceptively how the poem conveys the experiences of the boy’s
isolation, including well-chosen supporting evidence from the text
4 marks  Has used a PEEL structure effectively

 Explains how the poem conveys the experiences of the boy’s isolation,
including supporting evidence from the text
3 marks  Has used PEEL structure adequately

 Describes how the poem conveys the experiences of the boy’s isolation
2 marks  Some evidence of PEEL structure

 Demonstrates limited understanding of how the poem conveys the

1 mark experiences of the boy’s isolation

 Non-Attempt
0
 D. Redesigned unit outline using UbD

Colour coding:
Literacy
Numeracy
Critical and Creative Thinking
Personal and Social Capabilities
Understanding by Design
Removal of original point

Summary Duration
Students will learn how to identify poetic techniques and the effect of these Term 4: 12 Weeks
techniques. They will examine, discuss and analyse poems, looking for Details:
deeper meaning and complex understandings.  9 periods per fortnight = 40 periods
 6 periods per a fortnight

Unit Overview Vocabulary and Language

Text type: Poetry Intended audience, composer and purpose.
Texts set for study: Language techniques: variety of sentences, paragraphs, structure, cohesion
and conjunctions.
 Jabberwocky Poetic devices: Simile, metaphor, personification, alliteration, imagery and
 Sister rhyme, title, stanza, verse and repetition.
 Taking my pen for a walk Meta-language: style, genre, connections, representations, interpretations,
 Vegetarians language choices, viewpoints, ideas, feelings, features and experiences.
 The School Teacher
 The Haircut
Outcomes Assessment Overview
EN4-1A, EN4-3B, EN4-4B, EN4-5C, EN4-5C, EN4-7D, EN4-8D, EN4-9E Assessment task: Reading and Writing
Weighting: 35%
ENLS-6A, ENLS-10B, ENLS-17E
 Weekly Outcomes Teaching, learning and assessment Resources
schedule

Week 1 Lesson 1:

1. Present the lesson’s outline and outcomes on the board from the Google slide
 Google slide
2. Mind map: ‘What is Poetry?’
 Poetic terminology list (x30)
3. Present the Terminology: Structure from the Google Slide (provide an example
 ‘Jabberwocky’ worksheet
or image to identify each definition)
(x30)
 Tile
EN4-3B  List of poetic techniques
 Stanza/ Verse
(x30)
 Repetition
 Worksheet: ‘Poetic Devices
 Rhyme
table’ (x30)
4. Discussion question: Why is the way a poem is structured IMPORTANT?
5. The Structure of Poems: Jabberwocky worksheet
6. Class discussion on the different type of poetries
7. Poetic devices table
 Provide students with a table of poetic devices worksheet that requires
students to fill in the definitions and example over the course of the unit

Lesson 2:  A3 worksheet: ‘I sound like.’

EN4-3B (x7)
1. Present the lesson’s outline and outcomes on the board from the Google slide
EN4-5C  Coloured texters
2. Rhyme activities: Groupwork (3-4)
EN4-9E  Provide each group with the ‘I sound like’ (A3 paper)  Lollies or chocolates
 Present the instruction from the Google slide  ‘Jabberwocky’ worksheet
3. The Structure of Poems: Jabberwocky worksheet (x30)
4. Construct a Short Stanza  Google slide
 Model an example on the board as a class  Markers
 Individually, students are encouraged to write 4-6 lines of a topic that  ‘Art of PEEL’ booklet (x30)
they’re interested in (in their book) 
 Instructions from the Google slide
i. The word at end of every second sentence should rhyme with the
top.
ii. For instance:
Little blue unicorn with a horn,
Wake up and eat your corn.
5. Introduce the students to Limericks from the Google slide
6. Introduce the students to the ‘Art of Peel’
 Provide students with the ‘Art of PEEL’ booklet checklist
 Explain the scaffolded booklet on each element of the PEEL structure
 Advise the students that they need to start familiarising themselves with
the structure
 Lesson 3: (double lesson)  Google slide

1. Present the lesson’s outline and outcomes on the board from the Google slide  ‘Writing limericks’

2. Introduce the students to the poem ‘Sister’ by Lenoa Gom worksheet (x30)

 Read it as a class, and students individually reread it.  Poem: Sister (x30)

3. Understanding the Art of Peel:  ‘Create your own’ template

 Focusing on the first element: Point (x30)

 Present the description, exemplar and question from the Google slide  Library computers

 As a class, construct a thesis (Point) on the following question: What  Kahoot link:
EN4-1A tone does Lenoa Gom uses in the poem? https://play.kahoot.it/#/k/92f8
EN4-3B 4. Continuing on Limericks 2701-a01c-41a5-94fd-
EN4-4B 5b0188238cbc
 In pairs, complete the ‘Writing Limericks’ worksheet
EN4-5C
5. Present the Google slide on ‘Shape Poems’
EN4-9E
 Explain what a shape poem is
 Ask volunteers to list shapes that could be used for a shape poem
 Examples and instructions are going to be listed on the board for the
students as guidance
 Provide the students with the ‘Create your own’ template
6. Instructs the students to head over to the library
7. Game-based learning through Kahoot Quiz for revision
 End of the week revision: 12 questions
 Top 5 winners get chocolates/lollies
8. Free reading time in the library (Mandatory)
Week 2 Lesson 4: (double period)  Google slide

1. Present the lesson’s outline and outcomes on the board from the google slide  Worksheet ‘Simile’ (x30)

 Advise the students to bring in the shape poems next lesson and the top  ‘Metaphor’ worksheet (x30)

three winners will be announced  ‘Understanding Metaphor’

2. Understanding the ‘Art of Peel’ worksheets (x30)

 Focusing on the second element: Elaborate  ‘Taking my pen for a walk’

 Present the description, exemplar and suggested sentence starters from worksheet (x30)

the Google slide

 Students are encouraged to attempt in writing the elaboration on the
EN4-1A
same question (from the previous lesson – present the question on the
EN4-3B
board again)
EN4-5C
2. New technique ‘Simile’
EN4-9E
 Ask the class: What is a simile?
 Present the definition and examples (include images) from the Google
slide
 Allow the students time to copy the definition and examples into their
‘poetic devices table’ worksheet
 Ask students to read out the examples and have a guess of what it
means
 Individually complete the ‘Simile worksheet’
 In pairs, students are to give their partner a topic and the other person
must construct a sentence using the technique ‘simile’
 3. Present the next technique ‘Metaphor’
 Examples and instructions are going to be listed on the board for the
students as guidance
 Class discussion: What is a metaphor and why do we use it?
 Allow students time to copy the definition and examples into their
‘poetic devices table’ worksheet
 Provide the students with the ‘Metaphor’ and ‘Understanding
Metaphor’ worksheets
 Present the instruction from the Google slide and verbally go through it
4. Comprehension activity:
 ‘Taking my pen for a walk’ worksheet

Extension activities:
 ‘Metaphor Practice’ worksheet
 Finish off their shape poems

Homework:
 Finish off the comprehension worksheet: ‘Taking my pen for a walk’

Lesson 5:
EN4-5C
 Google slide
EN4-9E 1. Present the lesson’s outline and outcomes on the board from the Google slide
2. Recap previous lesson
  Revisiting simile and metaphors  ‘Onomatopoeia, Alliteration
3. Present the Google slide on the board on (Onomatopoeia, Alliteration & & Personification’
Personification (one technique at a time) worksheets (120x)
 Examples and instructions are going to be listed on the board  YouTube clip:
 Allow the students time to copy the definitions into their ‘Poetic https://www.youtube.com/wa
techniques table’ tch?v=APEdXRHc_50
 For Alliteration, play the YouTube clip: Peter piper (tongue twister)  Prizes (x3)
i. Ask for volunteers to attempt reading the ‘Peter Piper’ lyrics as
fast as they can
 Hand out the worksheets in the order:
i. Onomatopoeia
ii. Alliteration
iii. Personification (comprehension questions)
4. Announce the 3 winners from the ‘Shape poems’ contest

Lesson 6:
 Google slide
1. Present the lesson’s outline and outcomes on the board from the Google slide  Worksheet: Symbolism
EN4-5C 2. New technique: Symbolism Practice (x30)
EN4-9E o Explain the Google slide: definitions and examples and instructions  Kahoot
o Allow the students time to copy their definition into their ‘Poetic
techniques table’
3. Worksheet: Symbolism Practice
 4. Class discussion questions:
 Why do you think we use symbolism?
 Can you think of anything in your everyday life that uses symbolism?
5. Kahoot (what we learn in this week)

Week 3 Lesson 7:
 Google slide
1. Present the lesson’s outline and outcomes on the board from the Google slide
 Play the link: ‘Firework’
2. Recap previous lesson on ‘Symbolism’
video from the google slide
EN4-3B 3. Watch Katy Perry – Firework
EN4-4B  Provide the ‘Firework
4. Provide students with the ‘Firework lyrics’
EN4-9E ‘Firework lyrics’’ (x30)
 Analysing the lyrics as a class
 Firework; Poetry analysis
 Informative assessment – evaluating the students’ knowledge on current
worksheets (x30)
techniques they have learnt
 Ask for volunteers and come up to the board and match the lyrics to a
technique
5. Provide the comprehension questions on ‘Firework analysis’ worksheet

Lesson 8:
 Google slide
1. Present the lesson’s outline and outcomes on the board from the Google slide
 Kahoot
EN4-9E 2. Present the new techniques:
 Laptops
 Contrast
 Hyperbole
 Rhetorical question
  Assonance
i. Explain the definition including with examples from the Google
slide for each technique
ii. Allow time for students to copy the definition down in their
‘poetic techniques table’ worksheet
3. Kahoot
 Have the laptops ready
 Technique revision (15 questions)

Lesson 9: (double period)

 Google slide
 ‘Types of Imagery’ booklet
1. Present the lesson’s outline and outcomes on the board from the Google slide
(x30)
2. Understanding the ‘Art of Peel’
 Worksheets: ‘Types of
EN4-1A o Focusing on the third element: Evidence
Imagery’ (30x)
EN4-3B o Present the description, exemplar and the structure of TEE (Technique,
 Tee paragraph worksheet
EN4-5C example and effect)
(x30)
EN4-7D o Provide the students with the structure of a TEE paragraph worksheet
EN4-9E i. Students are encouraged to attempt doing the TEE scaffolded
paragraph on the same question (present the question on the
board)
ii. Provide the students with a suggested sentence starter list
3. Introduce the students to ‘Types of Imagery’:
o Visual
 o Auditory
o Olfactory
o Gustatory
o Tactile
o Kinaesthetic
o Organic
4. Provide the students with the ‘Types of Imagery’ booklet
o Explain and allow time to write down the definitions one at a time
o Complete the activity as a class: identifying the types of imagery from
the examples using different colours
i. Worksheets: ‘Types of Imagery’ (30x)

Week 4
Lesson 10: (double period)
 Google slides
 Puzzle technique cards
1. Present the lesson’s outline and outcomes on the board from the Google slide
EN4-1A  Character Portrait worksheets
2. Mini activity: Technique definitions revision
EN4-3B (x30)
o Provide every student with a card (folded)
EN4-5C  Poem: ‘The haircut
o Ask the students to move around and place their hidden card on a
EN4-9E worksheets (x30)
different table and return to their seat
 Poem: ‘The school teacher’
o Students have two minutes to read it
worksheets (x30)
o The first person to put their hands up gets to guess the answer: stating
the definition of their technique with an example
 o Repeat 2-3 times
3. Understanding the ‘Art of Peel’
o Focusing on the last element: Link
o Present the description and exemplar from the Google slide
o Students are encouraged to attempt in writing a linking sentence for the
same question they have been working on.
4. Pre-reading activity: Character Portrait
5. Poem: The Haircut
 Read the poem as a class
 Comprehension: multiple choice questions
 Go through the answers as a class at the end
6. Poem: The School Teacher
 Read the poem as a class
 Comprehension: multiple choice questions
 Provide the students with the answer sheet and self-mark their work
7. Introduce the idea of ‘Descriptive Language’ (Google slide)
 Individually, select a poem and underline as many descriptive words
you can find. After count how many words was either positive or
negative.
 In pairs, compare the results and discuss what how the use of descriptive
words represents the mood of the poem or the persona.
EN4-1A
Lesson 11:
EN4-3B  Google slide
EN4-4B 1. Present the lesson’s outline and outcomes on the board from the Google slide  TEE’ worksheet
2. Applying the ‘Art of Peel’  Markers
a) Using the poem ‘The School Teacher’ to answer the question: Explain
how Liz Allen portrays the school teacher in the poem?
b) Provide the TEE paragraph scaffolded worksheet
c) Model a PEEL paragraph with the class on the board
d) TEE table on the question: Explain how Liz Allen portrays the school
teacher in the poem?

Lesson 12:
 Google slide
1. Present the lesson’s outline and outcomes on the board from the Google slide  PEEL worksheet (x30)
2. PEEL practice  ‘TEE table’ worksheet (x30)
o Provide the PEEL worksheet (question on the worksheet)  ‘PEEL paragraph box’
o Allow students 30 minutes worksheet (x30)
EN4-1A 3. Present a new question on the board
EN4-3B o Provide the students with a TEE table worksheet and complete the TEE
EN4-4B table on the question
EN4-9E
o Transfer the analysis from the TEE table into the PEEL scaffolded
paragraphs box (provided by the teacher)
o After, swap your PEEL paragraph with the person next to you for
comments (peer assessment)

Homework:
4. Rewrite your PEEL paragraph based on the new comments provide by your
peer.
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Appendices of original documents

a) Scope and Sequence

 b) Unit of work

Summary Duration
Students will learn how to identify poetic techniques and the effect of these Term 4: 12 Weeks
techniques. They will examine, discuss and analyse poems, looking for Details:
deeper meaning and complex understandings.  9 periods per fortnight = 40 periods

Unit Overview Vocabulary and Language

Text type: Poetry Intended audience, composer and purpose.
Texts set for study: Language techniques: variety of sentences, paragraphs, structure, cohesion
and conjunctions.
 Jabberwocky Poetic devices: Simile, metaphor, personification, alliteration, imagery and
 Taking my pen for a walk rhyme, title, stanza, verse and repetition.
 Vegetarians Meta-language: style, genre, connections, representations, interpretations,
 The school teacher language choices, viewpoints, ideas, feelings, features and experiences.
 The haircut
Outcomes Assessment Overview
EN4-1A: responds to and composes texts for understanding, interpretation, Assessment task: Reading and Writing
critical analysis, imaginative expression and pleasure.
Weighting: 35%
EN4-3B: uses and describes language forms, features and structures of texts
appropriate to a range of purposes, audiences and contexts.
o Related life skills outcome: ENLS-10B

EN4-8D: identifies, considers and appreciates cultural expression in texts

EN4-9E: uses, reflects on and assesses their individual and collaborative

skills for learning.
 o Related life skills outcome: ENLS-17E

Content Outcomes Teaching, learning and assessment Resources

Week 1 Lesson 1:
 Poetic terminology list (x30)
EN4-3B
1. Ask student ‘What is Poetry?’  List of poetic techniques (x30)
EN4-9E
2. Provide student with the Poetry Terminology: Structure list
List the different type of poetries
3. Provide students with a list of poetic techniques

Lesson 2:  ‘Jabberwocky’ worksheet

(x30)
1. The Structure of Poems: Jabberwocky worksheet
 Google slide
2. Construct a short stanza
 Individually, ask the students to write 5-6 lines of a topic that
EN4-3B they’re interested in.
EN4-9E  Instructions:
i. The word at end of every second sentence should
rhyme with the top.
ii. For instance:
Little blue unicorn with a horn,
Wake up and eat your corn.
3. Introduce the students to Limericks from the google slide
 Lesson 3: (double lesson)  Google slide

1. Continuing on Limericks  ‘Writing limericks’

worksheet (x30)
 Complete the ‘Writing Limericks’ worksheet
2. Present the google slide on the board on ‘Shape Poems’  ‘Create your own’
EN4-1A worksheet (x30)
 Examples and instructions are going to be listed on the board
EN4-3B
for the students as guidance  Library computers
EN4-9E
 Provide the students with the ‘Create your own’ worksheet  Kahoot link:

3. Instructs the students to head over to the library https://play.kahoot.it/#/k/92f

4. Game-based learning through Kahoot Quiz for revision 82701-a01c-41a5-94fd-

5b0188238cbc
 End of the week revision: 12 questions
 Top 5 winners get chocolates
5. Free reading time in the library

Week 2 Lesson 4: (double period)  Google slide

1. New technique ‘Simile’  Worksheet ‘Simile’ (x30)

o Example on the google slide: What is a simile?  ‘Metaphor’ worksheet (x30)

EN4-1A
EN4-3B o Ask students to read out the examples and have a guess of  ‘Understanding Metaphor’

what it means worksheets (x30)

o Individually complete the ‘Simile worksheet’  ‘Taking my pen for a walk’

2. Present the next technique ‘Metaphors’ worksheet (x30)
 o Examples and instructions are going to be listed on the board  ‘Metaphor Practice’
for the students as guidance worksheet
o Provide the students with the ‘Metaphor’ and ‘Understanding
Metaphor’ worksheets
3. Comprehension activity
 ‘Taking my pen for a walk’ worksheet

Lesson 5:
 Google slide
1. Present the google slide on the board on ‘Onomatopoeia, Alliteration
& Personification’  ‘Onomatopoeia, Alliteration
& Personification’
EN4-1A  Hand out the worksheets in the order:
worksheets (120x)
i. Onomatopoeia
ii. Alliteration  Prizes

iii. Personification (comprehension questions)

2. Announce the 3 winners from the ‘Shape poems’ contest

Lesson 6:
 Google slide
EN4-1A
1. Lecture: Symbolism  Worksheet: Symbolism
EN4-3B Practice (x30)
o Explain the google slide: examples and instructions
2. Worksheet: Symbolism Practice  Kahoot
 3. Kahoot (what we learn in this week)

Week 3 Lesson 7:  Google slide

1. Watch Katy Perry – Firework  Play the link: ‘Firework’

EN4-3B video from the google slide
2. Provide students with the ‘Firework lyrics’
EN4-9E  Provide the ‘Firework
o Analysing the lyrics
3. Provide the comprehension questions on ‘Firework’ worksheet ‘Firework lyrics’’ (x30)
 Firework; Poetry analysis
worksheets (x30)

Lesson 8:
 Google slide
1. Present the new techniques:

EN4-3B  Contrast

EN4-9E  Hyperbole
 Rhetorical question
 Assonance
i. Explain the definition including with examples from
the google slide

Lesson 9:
 Google slide
EN4-3B 1. Types of Imagery:
 i. Provide the students with the ‘Types of Imagery’  ‘Types of Imagery’ booklet
booklet (x30)
ii. Worksheets: ‘Types of Imagery’ (30x)  Worksheets: ‘Types of
Imagery’ (30x)
Week 4
Lesson 10: (double period)

1. Mini activity: Technique definitions revision  Puzzle technique cards

o Provide every student with a card (folded)  Poem: ‘The haircut
o Ask the students to move around and place their hidden card worksheets (x30)
on a different table and return to their seat  Poem: ‘The school teacher’
o Students have two minutes to read it worksheets (x30)
EN4-3B o The first person to put their hands up gets to guess the answer:

EN4-9E stating the definition of their technique with an example

o Repeat 2-3 times
2. Poem: The haircut
o Read the poem as a class
o Comprehension: multiple choice questions
o Go through the answers as a class at the end
3. Poem: The school teacher
o Read the poem as a class
o Comprehension: multiple choice questions
 o Go through the answers as a class at the end

Lesson 11:
 Google slide
EN4-1A
1. Applying the ‘Art of Peel’  ‘TEE’ worksheet
EN4-3B
o Provide the TEE paragraph scaffolded worksheet
EN4-4B
o TEE Table on the question: Explain how Liz Allen portrays
the school teacher in the poem?

Lesson 12:
 Google slide
1. PEEL practice  PEEL worksheet (x30)
a. Provide the PEEL worksheet (question on the worksheet)
b. Allow students 30 minutes