English assignment 1A- stage 5
Year 10 concept study: ‘REPRESENTATION: Gender roles &
Expectations’
Course text:
· ‘The Yellow Wallpaper’ - Charlotte Perkins Gilman
· Antique- Christina Georgina Rossetti
· Digiorno pizza commercial - https://youtu.be/wwpvs9OCL40
· ‘Little Games’- https://youtu.be/WNr3x1kVVEc
· Julia Gillard’s speech -
https://www.youtube.com/watch?v=SOPsxpMzYw4
Lesson Plan 1
Topic area: ‘REPRESENTATION of gender roles &
expectations’Stage of Learner: 5
Syllabus Pages:4-11
Date: 26/ 04/2017Location Booked:Lesson Number: 1 /14
Time: 60 minutes
Total Number of students25Printing/preparation25- poem10 -
magazine covers
Outcomes
Assessment
Students learn about
Students learn to
Syllabus outcomes
Outcome 1: effectively uses and critically assesses a wide range
of processes, skills, strategies and knowledge for responding to
and composing a wide range of texts in different media and
technologies. Develop and apply contextual knowledge
Outcome 4:
effectively transfers knowledge, skills and understanding of
language concepts into new and different contexts. Understand and
apply knowledge of language forms and features.
Lesson assessment
Representation through language
And analysing different forms of multi media to understand
Representation.
Students learn about covert and overt representations of gender
and gender expectations
Analyse magazine covers and analyse language forms used for
Representation. Students also learn to annotate poetic language
used for Representation by the author of the idea of gender roles
and gender expectations.
Cross Curriculum themes & General capabilities
Explicit subject specific concepts and skills
Quality Teaching Elements (lesson focus) Highlight the
appropriate areas
Intellectual Quality
This refers to pedagogy focused on producing deep understanding
of important, substantive concepts, skills and ideas. Such pedagogy
treats knowledge as something that requires active construction and
requires students to engage in higher-order thinking and to
communicate substantively about what they are learning.
1.1 Deep knowledge
1.2 Deep understanding
1.3 Problematic knowledge
1.4 Higher-order thinking
1.5 Metalanguage
1.6 Substantive communication
Quality Learning Environment
This refers to pedagogy that creates classrooms where students
and teachers work productively in an environment clearly focused on
learning. Such pedagogy sets high and explicit expectations and
develops positive relationships between teacher and students and
among students.
2.1 Explicit quality criteria
2.2 Engagement
2.3 High Expectations
2.4 Social Support
2.5 Students’ self regulation
2.6 Student direction
Significance
This refers to pedagogy that helps make learning more meaningful
and important to students. Such pedagogy draws clear connections
with students’ prior knowledge and identities, with contexts
outside of the classroom, and with multiple ways of knowing all
cultural perspective.
3.1 Background knowledge
3.2 Cultural knowledge
3.3 Knowledge integration
3.4 Inclusivity
3.5 Connectedness
3.6 Narrative
How the quality teaching elements you have identified are
achieved within the lesson.
Teaching element
Indicators of presence in the lesson
1.1
The mind map activity and the analysing of the similarities and
differences between the men’s cover magazine and the women’s cover
magazine will encourage students to demonstrate a deep
understanding of the concept of Representation as it will start to
uncover the hidden subtleties of Representation within different
forms of text.
2.2
Both activities get students up and going in terms of
engagement. The mind mapping on the board activity gets students up
from their seats and participating as a whole class. The analysing
of the GQ covers and the annotating of the language of the poem
also gets students to work effectively in their groups and
encourages high engagement.
3.1
At this stage of learning most students would be exposed to the
ideas of what they can do or can not do in terms of being a male or
female and so having that experience and linking it to a deeper
notion academically where students are made aware of these existing
issues in our everyday lives help them approach the concept more
effectively.
[Type text]
178178191Farisha khan
Time
Teaching and learning actions
Organisation
Centred
T/S
5
Students get ready to settle down and place bags on the floor.
Take attendance of the students.
Write on the white board a checklist that they would be going
through in todays lesson and write the topic representation of
gender and gender roles on the board as well.
Teacher: writes the checklist on the board. Takes attendance.
Introduces topic of the lesson.
Student: settle in and put their bags away.
Resources: white board, whiteboard marker, attendance sheet
T
10
Brainstorm activity
Draw a mind map bubble on the board with the title gender &
gender roles and get students to come up and write as many things
as they can in relation to the topic: what they think, assume or
know what gender and gender roles are and how they conceive it to
be. Students write one word each as to explain their assumptions
and or knowledge about the lesson topic. After the mind mapping,
have a whole class discussion of the topic and get students to
discuss aspects of the words written and how or why they think a
particular word on the word belongs.
Teacher: facilitates mind map activity by drawing on the board,
facilitates discussion.
Student: write words on the mind map drawn on the board
Resources: white board and white board marker.
S
10
Group work: Critical analysis
Students are given two covers by GQ magazine to analyse in terms
of representations of gender and gender roles.
Students do this activity in their pre- prepared groups. The
teacher has made these groups to accommodate peer mentoring within
the groups. The groups consist of 5 members each.
Students draw up a table in their books and note the
similarities, difference and the reasons why representations are
they way they are. Students reflect back as a whole class on the
activity. These activities are designed so that students can get
thinking of their own assumptions and subtleties in relation to the
lesson topic.
Teacher: hands out two magazine covers each to each group.
Student: discuss in their groups about how the two covers are
similar or different in their Representation
Resources: magazine covers, worksheet for analysis.
S
20
Annotating poem: Language
After the mind mapping activity and the analysis of the magazine
covers that indicates prior knowledge of the students, students are
given a poem to decipher, that is, annotating the poem in terms of
representation of the lesson topic through the language used in the
poem. Since students have studied poetic techniques earlier in the
term, students focus on ways in which Rossetti Represents the
covert and the overt portrayal of gender expectations.
Students do this activity in their pre- prepared groups. The
teacher has made these groups to accommodate peer mentoring within
the groups.
The first stanza of the poem is annotated as a whole class to
further help students complete the task and understand what is
required of them.
As student complete the annotation in their groups, teacher
walks around to check progress and talk to the groups about their
annotations.
Teacher: hands out copies of the poem to each student. Explains
what the task asks them to do. An example is done as a whole class
for the first stanza to provide scaffolding.
Teacher also checks students works as they are completing it in
their groups.
Student: work in their groups to highlight how language
contributes to the concept of Representation. Discuss among their
group to come up with the annotations.
Resources: copies of the poem, first stanza annotated together
as a class for an example.
S
10
Feedback on poem
The annotations are discussed a s a whole class, stanza by
stanza and student exchange ideas of their annotations a s a whole
class discussion. Students write annotations that they might have
missed along the process so everyone has all the annotations of
gender representations through language choice in the text.
Teacher: provides feedback as she walks around the room to check
on work progress.
Student: complete task and ask questions if necessary. Discuss
among group members to complete the task
Resources: poem
S
5
Homework :
Students are told to write a half page response answering the
following question:
How does Rosetti’s poem represent the covert and overt portrayal
of gender roles and expectations?
Explain to students that they nee to submit this task on Google
classroom.
Lesson is wrapped up and students are informed to bring in their
devices for the next lesson as they will be watching two short
videos and doing a task in relation to the topic.
Teacher: concludes the lesson and informs students about their
homework task. Gives specific instructions to the students about
what they need to do and what to do after they have completed the
task.
Student: take instructions and write the response question down
in their books.
Resources: question written on board.
T
Reflection
What have I learned about the teaching and learning process when
preparing this lesson?
It was important to ensure that all students participated in the
activities and that these activities should be able to get the
prior knowledge of the students understanding of the concept.
Determining how much students understood the concept prior to the
start of the lesson was important and so the mind mapping was a
great start. Building on that prior knowledge then becomes much
easier as the basis of the concept is developed from then on.
Having hands on activities that encourages student engagement and
participation as a whole class helps students further develop the
skills of collaborative learning.
How am I measuring the outcomes of this lesson?
Learning Outcome
Method of measurement and recording
Outcome 1
Analyse and explain the ways language forms and features, ideas,
perspectives and originality are used to shape meaning. For example
students analyse how language use in the poem highlights the
concept of Representation.
Outcome 4
After students mind map and analyse the visual text of the
magazine covers, they then transfer that gained knowledge to a more
literary text; the poem and contextualise the concept of
Representation through the choice of language.
Other considerations
Complete the table blow by inserting the AISTL graduate
standards that you are demonstrating and indicates the evidence
from this lesson that should comply with the standard.
Graduate Standards
Evidence within this lesson
1.2
Understanding how students learn by means of mind mapping
activity
1.5
Group activities provide and assist with differentiating as the
groups are allocated to promote peer mentoring. Scaffolding is also
provided for the poem to help students understand the task.
2.1
Lesson begins by drawing out students’ prior knowledge of the
lesson topic and works towards building through that prior
knowledge.
2.2
Activities designed are appropriately chosen to engage learners
of the basics instead of diving in the deep end and loosing
students attention.
4.1
Students were encouraged to participate in giving answers for
the mind map and the group work encouraged peer mentoring and
participation.
WHS
What are the key risk issues that may appear for and need to be
reduced/eliminated in this lesson? Using your syllabus and support
documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?
There were minimal health and safety risk in this lesson apart
from the normal day to day encounters within the classroom
environment. Students’ movement in the classroom can be of risk
hence clear instructions are given as to when to move and how to by
the teacher.
Resources Attached:
Mind mapping activity
The GQ magazine covers
Antique- Christina Georgina Rossetti
It's a weary life, it is, she said: Doubly blank in a
woman's lot: I wish and I wish I were a man: Or, better
then any being, were not:
Were nothing at all in all the world, Not a body and not a
soul: Not so much as a grain of dust Or a drop of water
from pole to pole.
Still the world would wag on the same, Still the seasons go
and come: Blossoms bloom as in days of old, Cherries
ripen and wild bees hum.
None would miss me in all the world, How much less would
care or weep: I should be nothing, while all the
rest Would wake and weary and fall asleep.
REFERENCES:
Rosetti, C. G. (2003, 01 03). Antique. Retrieved 03 05, 2017
from PoemHunter.com:
https://www.poemhunter.com/poem/from-the-antique
https://www.google.com.au/search?biw=1237&bih=576&tbm=isch&sa=1&q=gq+magazine+covers+2017+men+and+women&oq=gq+magazine+covers+2017+men+and+women&gs_l=psy-ab.3...14616.15973.0.16341.4.4.0.0.0.0.188.701.0j4.4.0....0...1.1.64.psy-ab..0.0.0.ZoK6cAOMCJE#imgrc=kkAJQ_tFCvVrsM:
Annotated first stanza example with the whole class:
Lesson Plan 2
Topic area:REPRESENTATION of gender roles &
expectations’Stage of Learner: 5Year 10
Syllabus Pages:6
Date:27/04/2017Location Booked:Lesson Number: 2 /14
Time: 60 minutes
Total Number of students25Printing/preparation25 worksheet10
copies of The Yellow Wallpaper
Outcomes
Assessment
Students learn about
Students learn to
Syllabus outcomes
Outcome 2- effectively uses and critically assesses a wide range
of processes, skills, strategies and knowledge for responding to
and composing a wide range of texts in different media and
technologies
Lesson assessment
Students will build on the knowledge accumulated in the last
lesson to and use the contextual knowledge in applying it to a
different set of multi media texts
The different ways of Representation by means of multi media
Analyse how Representation differs or does not differs from text
to text and different forms of text.
Cross Curriculum themes & General capabilities
Explicit subject specific concepts and skills
Quality Teaching Elements (lesson focus) Highlight the
appropriate areas
Intellectual Quality
This refers to pedagogy focused on producing deep understanding
of important, substantive concepts, skills and ideas. Such pedagogy
treats knowledge as something that requires active construction and
requires students to engage in higher-order thinking and to
communicate substantively about what they are learning.
1.1 Deep knowledge
1.2 Deep understanding
1.3 Problematic knowledge
1.4 Higher-order thinking
1.5 Metalanguage
1.6 Substantive communication
Quality Learning Environment
This refers to pedagogy that creates classrooms where students
and teachers work productively in an environment clearly focused on
learning. Such pedagogy sets high and explicit expectations and
develops positive relationships between teacher and students and
among students.
2.1 Explicit quality criteria
2.2 Engagement
2.3 High Expectations
2.4 Social Support
2.5 Students’ self regulation
2.6 Student direction
Significance
This refers to pedagogy that helps make learning more meaningful
and important to students. Such pedagogy draws clear connections
with students’ prior knowledge and identities, with contexts
outside of the classroom, and with multiple ways of knowing all
cultural perspective.
3.1 Background knowledge
3.2 Cultural knowledge
3.3 Knowledge integration
3.4 Inclusivity
3.5 Connectedness
3.6 Narrative
How the quality teaching elements you have identified are
achieved within the lesson.
Teaching element
Indicators of presence in the lesson
1.4
The researching task of the Julia Gillard speech promotes high
order thinking. This activity also gets students to organise, apply
and evaluate prior and current knowledge and information.
2.5
The research activity also allows students to demonstrate self-
regulation as working by themselves or with the group.
3.4
Tasks enables students of all backgrounds and abilities to work
together to do activities as they are placed in their designated
groups.
Time
Teaching and learning actions
Organisation
Centred
T/S
5
Students settle down and attendance is taken. Students are asked
to get their laptops out to go. Advise students that their homework
task will be checked for submission.
Teacher: takes attendance and advises students to get their
devices out for this lesson.
Student: settle down and get their devices ready for the lesson.
Students also make sure that they have submitted their poem
response to the teacher via Google classroom.
Resources: attendance sheet, laptops
T
15
Worksheet activity
Students are informed about the lesson focus for today. Students
are told that they will be looking at some contemporary
representations of gender roles and expectations through multi
media text. Students are provided with the links of the videos and
are asked to access it.
For this activity students are given a worksheet to record their
responses while watching the videos. Students focus on three
aspects: representation of men, representation of women and
representation of gender expectations. After filling the worksheet
students feedback their responses as a whole class and discussion
is facilitated by the teacher. Further prompt question are asked
along they way as to allow students get deeper insight into the
purposes of the two videos.
Teacher: gives instructions as to what will be happening in
todays lesson. Informs students that they will be watching 3
contemporary videos in relation to different forms of
Representation. Teacher also hands out the printed out worksheet
for students to fill while watching the video. Teacher facilitates
discussion after the activities.
Student: watch video as a whole class and if need be can access
it again on their devices as links are written on the board.
Students fill in worksheet and discuss work with their group
members.
Resources:
Digiorno pizza commercial https://youtu.be/wwpvs9OCL40
Little Games- by Benny. J. Pierce
https://youtu.be/WNr3x1kVVEc
Worksheet print offs
T/S
20
Julia Gillard’s Misogyny Speech
Students watch the first 10 minutes of a second contemporary
video of Julia Gillard’s misogyny speech that gives students
insight on current representations of gender and gender
expectations within our government system. Students use the same
worksheet as the one in the last activity and make dot points as
they are watching the video as a whole class.
Teacher: shows the clip of the first 10 minutes of the video.
Provides link of the video to students if they wish to watch a
particular section again on their devices.
Student: watch video and fill in the worksheet and have a group
discussion. Students participate in a whole class discussion at the
end as well.
Resources:
https://www.youtube.com/watch?v=SOPsxpMzYw4
s
10
Students reflect on what they thought of the video. Teacher
facilitates class discussion and as the teaching of lesson topic is
going beyond the superficial now students’ responses are more
critical of the topic and their assumptions of the covert and overt
Representations. Student’s research relevant information in regards
to the video and what impact it had.
Teacher: facilitates discussion
Student: discusses as a whole class the concept of
Representation and share their ideas with their peers.
Resources: completed worksheet
s
10
Lesson is wrapped up and students are given link to the next
text they will be looking at: The Yellow Wallpaper by Charlotte
Perkins Gilman.
Students who do not have access to devices are given a printed
off version of the text.
Students are to familiarise themselves with the text as they
will be writing an essay response in the next lesson.
Teacher: concludes lesson and hands out the pdf link to access
The Yellow Wallpaper online and has hard copies in case students do
not have online access.
Student: listen to the instructions for the next lesson and take
either the online access link or paper copies of the text to read
as homework for the next lesson.
Resources: The Yellow Wallpaper online link and paper
copies.
T
Reflection
What have I learned about the teaching and learning process when
preparing this lesson?
In preparing this lesson it was important to note that students
now had a sound knowledge of the concept being taught and its
representation through different forms of text (visual and the
literary text). Hence, this lesson aimed at them applying the
knowledge to more contemporary issue and other forms of text for
example, the commercial, song and the speech. The aim was to get
students to be bale to apply that knowledge to a number of texts;
both visual, and literal in order to encompass and fully understand
not the text but the concept within the text and context.
How am I measuring the outcomes of this lesson?
Learning Outcome
Method of measurement and recording
Outcome 2
Students learn to apply conceptual knowledge from previous
lesson to different forms of media and learn how Representation
differs.
Other considerations
Complete the table blow by inserting the AISTL graduate
standards that you are demonstrating and indicates the evidence
from this lesson that should comply with the standard.
Graduate Standards
Evidence within this lesson
1.5
Students are placed in organised groups for group work that
promote peer mentoring and allows equity. Students were also
provided with both paper copies and online access for their
text.
2.6
Students research task allowed them to be able to use devices
for research and also for submitting their responses to the
poem.
3.1
This lesson had a particular aim and that was for students to be
able to apply their conceptual knowledge to contemporary
representations of the topic.
3.2
This lesson and the previous lessons are a build on for students
to be able to critically write about Representation in relation to
a short story as they will be learning in the next lesson.
WHS
What are the key risk issues that may appear for and need to be
reduced/eliminated in this lesson? Using your syllabus and support
documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?
There are minimal health and safety risks in this lesson apart
from the day to day normally encountered in a classroom. Students
are using their devices and as such charging wires can be a trip
hazard. This will be reduced by means of keeping walkways clear off
wires.
References (In APA)
Digiorno. (2011, 04 20). Digiorno. Retrieved 03 05, 2017 from
Youtube:
https://www.yotube.com/watch?v=wwpvs9OCL40&feature=youtu.b
Pierce, B. (2014, 10 25). Little Games. Retrieved 03 05, 2017
from Youtube: https://www.youtube.com/watch?v=WNr3x1kVVEc
10, C. (2012, 10 12). Julia Gillard's Misogyny Speech. Retrieved
8 2, 2017 from Youtube:
https://www.youtube.com/watch?v=SOPsxmMzYw4
Resources Attached:
TEXT
REPRESENTATION OF MEN
REPRESENTATION OF WOMEN
REPRESENATAION OF GENDER EXPECTATIONS
PIZZA COMMERCIAL
LITTLE GAMES
JULIA GILLARD’S SPEECH
Worksheet:
Digiorno pizza commercial https://youtu.be/wwpvs9OCL40
Little Games- by Benny. J. Pierce
https://youtu.be/WNr3x1kVVEc
Julia Gillard’s Misogyny Speech-
https://www.youtube.com/watch?v=SOPsxpMzYw4
The yellow Wallpaper (Short Story)-
https://docs.google.com/file/d/0B6rNi6-mDSzfX0lvMTRzd3QwSkU/edit
* Paper copies available as well.
Lesson Plan 3
Topic area:REPRESENTATION of gender roles &
expectations’Stage of Learner: 5year 10
Syllabus Pages:14-17
Date:28/04/2017Location Booked:Lesson Number: 3 /14
Time: 60 minutes
Total Number of students25Printing/preparation25- active reading
chart
Outcomes
Assessment
Students learn about
Students learn to
Syllabus outcomes
Outcome 6- investigates the relationships between and among
texts Outcome 7- understands and evaluates the diverse ways texts
can represent personal and public worlds
Lesson assessmentwriting task
How the concept of Representation of Gender roles and Gender
expectations occur in The Yellow Wallpaper
Apply their contextual knowledge gained across the three lessons
in order to formulate a formal piece of writing on
Representation.
Cross Curriculum themes & General capabilities
Explicit subject specific concepts and skills
Quality Teaching Elements (lesson focus) Highlight the
appropriate areas
Intellectual Quality
This refers to pedagogy focused on producing deep understanding
of important, substantive concepts, skills and ideas. Such pedagogy
treats knowledge as something that requires active construction and
requires students to engage in higher-order thinking and to
communicate substantively about what they are learning.
1.1 Deep knowledge
1.2 Deep understanding
1.3 Problematic knowledge
1.4 Higher-order thinking
1.5 Metalanguage
1.6 Substantive communication
Quality Learning Environment
This refers to pedagogy that creates classrooms where students
and teachers work productively in an environment clearly focused on
learning. Such pedagogy sets high and explicit expectations and
develops positive relationships between teacher and students and
among students.
2.1 Explicit quality criteria
2.2 Engagement
2.3 High Expectations
2.4 Social Support
2.5 Students’ self regulation
2.6 Student direction
Significance
This refers to pedagogy that helps make learning more meaningful
and important to students. Such pedagogy draws clear connections
with students’ prior knowledge and identities, with contexts
outside of the classroom, and with multiple ways of knowing all
cultural perspective.
3.1 Background knowledge
3.2 Cultural knowledge
3.3 Knowledge integration
3.4 Inclusivity
3.5 Connectedness
3.6 Narrative
How the quality teaching elements you have identified are
achieved within the lesson.
Teaching element
Indicators of presence in the lesson
1.2
The writing task requires students to demonstrate their ability
in deep understanding of the concept and how to apply it to a
formal piece of writing.
2.3
The writing task expects off students a high level of
understanding of the concept and encourages them to explore the
boundaries of the concept while writing; challenging the idea.
3.1
This task will allow students to build from their prior
knowledge to the knowledge that they have gained through these
lessons in order to make links between the old and new knowledge as
they are at some point talking about assumptions of gender
expectations and challenging them.
Time
Teaching and learning actions
Organisation
Centred
T/S
5
Students are asked to settle down and get either their digital
version or the paper version of the text The Yellow Wallpaper
out.
Attendance is marked.
Teacher: teacher marks the attendance and gets students to take
their copies of The Yellow Wallpaper ready for the lesson.
Student: settle down and get their reading materials ready
Resources: attendance sheet, laptops, hard copies of The Yellow
Wallpaper.
T
15
Feedback for response to poem
Students are provided with written feedback on their response to
the poem. Any questions regarding feedback are addressed
individually if need be. Feedback session is accommodated for
students.
Teacher: provide students with written feedback on the poem.
Individually attends to students if they have any queries in
regards to their feedback on the task.
Student: receive their feedback and read through them. If need
be they ask for further clarification.
Resources: feedback paper for task.
T/S
20
Active reading worksheet
Students are given an active reading worksheet to fill as best
as they can since they have read the text as homework. If need be
they can either access their digital or hardcopy of the text in
order to fill the reading chart. Students fill their individual
worksheets however they are to sit in their peer mentoring groups
as previous lesson and can discuss as a group if need be.
While students are doing this activity, teacher walks around the
room assessing the work students are doing and answering any
questions students have along the way and provide feedback on
individual work.
Teacher: hands out an active reading task so students can start
making direct notes from the short story. Makes sure everyone is
seated in their allocated groups. Teacher also walks around the
room to see how students are doing with the task.
Student: try to fill the active reading chart as best they can.
They can also discuss and writ e in their groups to complete the
task.
Resources: active reading chart.
S
20
Writing task
Students are told that they will be writing an analysis of the
text addressing the following topic:
What insights does the text ‘The Yellow Wallpaper’ provide in
terms of the concept of Representation of woman's place and/or
nature? Is this Representation limited to its applicability? How
are some of the other texts studied in this unit similar or
different to this one?
Students can also use texts from the other lessons if need be to
address the question.
Students are to formulate a draft as this task will require one
more lesson to complete.
Teacher: teacher informs students that they will be writing an
analysis task and they are told of the question. Teacher writes the
question on the board and asks students to write them in their
books.
Student: write the question in their books and listens to the
instructions of they are required to do.
Resources: white board and marker.
T
Reflection
What have I learned about the teaching and learning process when
preparing this lesson?
I have learnt while preparing this lesson that for students to
be able to make the links between the lessons and between the texts
that they have been exposed to, students will be required to do a
bit of research on their own as well. Students have been taught how
Representation works in different modes of text and how they differ
from person to person. If through this task students start to
challenge the Representations and their own assumptions about it
then this lesson will be a successful one. This lesson however is
still incomplete as I feel a few more lessons on this topic would
surely foreground for the students the concept of
Representation.
How am I measuring the outcomes of this lesson?
Learning Outcome
Method of measurement and recording
Outcome 6
Within this writing task students are not only looking at the
short story but also they are to make links or connections of the
concept between the texts they have learnt over all three
lesson.
Outcome 7
Students engage with the text given and while attempting to
write a draft would be able to challenge their own assumptions and
the assumptions they explore in the text.
Other considerations
Complete the table blow by inserting the AISTL graduate
standards that you are demonstrating and indicates the evidence
from this lesson that should comply with the standard.
Graduate Standards
Evidence within this lesson
1.5
Students are allocated in their peer mentoring groups as to
allow them the safe space to discuss and learn from other students.
This provides them with equitable learning and helps them to
collaborate with each other to accomplish end goals.
3.5
As students are doing their task the teacher is walking around
the classroom to ensure everyone is engaging with the task and that
they are participating. The teacher also is helping out where
necessary.
WHS
What are the key risk issues that may appear for and need to be
reduced/eliminated in this lesson? Using your syllabus and support
documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?
There are minimal health and safety risks in this lesson apart
from the day to day normally encountered in a classroom. Students
are using their devices and as such charging wires can be a trip
hazard. This will be reduced by means of keeping walkways clear off
wires
References (In APA)
EDSITEment. (2017, 08 4). EDSITEment!: The best of The
Humanities on the Web. Retrieved 08 4, 2017 from National Endowment
for the Humanities:
https://edsitement.neh.gov/sites/edaitement.neh.gov/files/worksheets/Charlotte%Perkins%20Gilman%27s20%The%20Yellow%20Wall-paper%20-%20Writing%20Women%20-Active%20Reading%20Chart%20.pdf
Resources Attached:
Active reading chart
Writing task question:
What insights does the text ‘The Yellow Wallpaper’ provide in
terms of the concept of Representation of woman's place and/or
nature? Is this Representation limited to its applicability? How
are some of the other texts studied in this unit similar or
different to this one?
Rationale
For this assignment the unifying element that is chosen is
teaching the textual concept of Representation. Representation is a
textual concept that depicts a thing, a person or an idea in either
of the following ways: written, visual, performed or spoken
language (English Textual concepts, 2016). This level of teaching
is aimed at a stage 5 learner and to be more specific a year 10
cohort. The syllabus states that by stage 5, learners should be
able to respond to and compose a comprehensive range of
imaginative, factual and critical texts by means of different modes
and that the focus should be on analysing meaning making,
perspectives, cultural assumption, ideologies and language. (NESA
Syllabus K-10, 2015). The concept of Representation is chosen as it
correlates closely with the K-10 syllabus in terms of criteria. At
this stage of learners, students should be able to respond to
individual texts and generalise about views of the world and
strategically communicate these views and sustain them in order to
reflect on their own and others’ learning and adapt their
knowledge, understanding and skills to new contexts. (NESA Syllabus
K-10, 2015).
The two texts at the core of this study are Christina Rosetti’s
poem ‘The Antique’ and Charlotte Gilman’s short story ‘The Yellow
Wallpaper’. These texts have been chosen because of its rich
language and literary value. Not to say that the other texts used
are of no use, they do however help students understand and break
the barriers of how Representation differs in different forms or
how they are similar regardless of which mode it takes. The idea
behind this concept is that it the texts should reflect the concept
of Representation and that that Representation will differ from one
individual to the next as Representation does not happen on its
own; it is a mirror that an individual looks through given their
own personal journeys, experiences and their own assumptions and so
texts become a discourse for deconstructing and reconstructing
writing (Thomson, 2009, pg.10). With Rosetti’s poem for example,
students read dead on that the poem is about a miserable life of a
woman, however it is the choice of language use that alleviates the
poem to be so enriched in terms of its literary value. Students
specifically look at the language of the poem to reflect on how the
idea of Gender roles and expectations play through the text and
they reflect upon how it is Represented in terms of language use.
For The Yellow Wallpaper, students are encouraged and tempted to
explore the hidden representation of gender roles and expectations
through the narrator’s mental state. This not only allows students
to make meaning through text but also challenge what they are
Represented with through the text.
The core of teaching English is how meaning is made and the aim
through the curriculum is not to teach student’s explicit texts and
the details of the text but teach students textual concepts instead
so that that knowledge is transferable to a many other texts in the
learning process and as stated these are the ‘big ideas’ implied by
content within the syllabus that can be applied to texts in all
modes in order to explain how meaning is made (Gold & Greene,
2016, pg. 2). The three lessons are sequenced in a way that will
help students move from cultural knowledge to deep understanding to
higher order thinking. For example, the first lesson students
brainstorm words that can associate with gender roles and
expectations and how they would represent them. Students come up
with words and write on the board. What this activity does for
students is bring out what they have as assumptions and place them
in writing as to see how their representation of the topic defers
from the rest of their classmates. This activity not only breaks
down the overt assumptions they have but gets them to question why
every persons representation is different to their own. Having the
teacher facilitate a class discussion than helps students think
further and deeper about how Representations work. The magazine
cover activity also helps with deep understanding of how
Representation works however, this time round students are much
more critical as to the concept of Representation in the visual
text they have. This works in alignment with what is at the core of
English of what is it that the readers are bringing to a particular
text that influences how the readers interpret, respond or
construct the text at hand (Thomson, 2009, pg.10).
Similarly with the poem, students then move towards a more
literary text and are asked to state how Representation of gender
roles and expectations are at play through the use of language and
as it is, this analysis through the lens of Representation will
either reinstate or challenge the existing values of the students
and the way they think or reshape them (Gold & Greene, 2016,
pg. 16).
The second lesson gets students to see two videos; one is a song
written about a teenager’s life and the other is a speech by the
former Prime minister of Australia about misogyny. Both texts types
are engaging and are a media oriented. This allows students to see
a different text type but still be able to transfer their gained
knowledge on the concept of Representation. Not only is this lesson
an engaging one as students are working with media instead of books
but I goes on to show them that learning a textual concept is what
has been the aim as they would be able to transfer that knowledge
from one text to the next.
In the last lesson students use the conceptual knowledge of how
texts Represent aspects of life, things, values and assumptions by
writing a critical analysis piece on how ‘The Yellow Wallpaper’ is
Representational of a woman place and nature within the text and
society. Young states that literature has the ability to represent
aspects of real life within the texts and ‘The Yellow Wallpaper’ is
rich in its representation of gender roles and expectations and
students can and should be able to pick out the overt as well as
the covert representations throughout the text and or discuss
Representation through different modes that they have studied in
the three lesson (2011, pg. 133).
In retrospect, the activities are designed around a textual
concept and the address specific syllabus outcomes. These
activities enable year 10 students to move from deep understanding
of a textual concept to higher order of thinking in relation to a
Representation through a variety of text types which is also a big
part of the English curriculum: getting students to learn literary
texts as well as other forms of text types.
REFERENCES:
Association, E. T. (2016, 08 12). English Textual Concepts.
Retrieved 08 6, 2017 from State of NSW: Department of Education:
englishtextualconcepts.nsw.edu.au/content/literary-value
Gold , E., & Greene, P. (2016). chapter 1: Teaching English
Through Textual Concepts. In E. Boas, & S. Gazis, The Artful
English Teacher (pp. 1-20). South Australia: The Australian
Association for the Teaching of English.
NESA. (2015, 1 12). English K- 10 Syllabus. Retrieved 08 06,
2017 from NSW Education Standards Authority:
syllabus.nesa.nsw.edu.au/english/english-k10/stage-statements/
Thomson, J. (2010). Post- Dartmouth Developments in English
Teaching in Australia. In S. Gannon, M. Howie, & W. Sawyer,
Charged with Meaning: Re- viewing English (pp. 5- 17). Putney:
Phoenix Education.
Young, J. O. (2011). Representation in Literature. Literature
and Aesthetics , 9, 127- 143.