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17712170 Professional Task 1 Samuel Linnenbank

Professional Task 1
1: Model Text Annotation... 2 - 4
2: Lesson Plan 1 5 - 7
3: Lesson Plan 2... 8 - 9
4: Lesson Plan 310 -11

17712170 Professional Task 1 Samuel Linnenbank

Model Text Annotation:

Model Text: Dark Souls E3 2011 Official Trailer.

0:08 to 0:50: The trailer starts off with an opening crawl through what looks like a jail or dungeon
with a voice over. This is immediately mysterious as it raises questions as to Who is in jail? Why are
they there? How did they get there? Why are they in jail? The creatures sitting down during the
intro pan through the hallway also pose more questions, Who are they? What are they? and the
voice over that says Yes, indeed, the dark sign brands the undead, and in this land, the undead are
corralled and lead to the north. Where they are locked away to await the end of the world. This is
your fate!

The key points to address the class:

The establishment of an existing world already creates a mysterious atmosphere

The usage of unknown creatures in an existing place.
The colors and the description of the jail and the steel doors.
The juxtaposition of the voice over and the colors.
The mystery of the voice, who is talking? What is she talking about?

SKIP TO 1:00minutes. This section of the video is unnecessary for the unit. It can be used if wanted
but in order to maintain the flow a bit better, this 10 seconds can be removed.

1:01 1:13 There is a montage of different moments from throughout the video game. The
screenshots above are paused on in order to deconstruct the different visual elements that help
create the trailers atmosphere. The voice over here is Well, what do we have here? You must be a
new arrival! Sens fortress is an old proving grounds built by the ancient gods! The Key Points:

Usage of light and contrast between light and dark scenes. How does this add to the
The different animals and creatures cut to in the montage. Why are they there? What are
they doing?
The voice over? Raising questions about what is going on! Lack of context in the story
making us as questions.
The swelling orchestral music and how it helps to create the atmosphere of the trailer.

1:13 1:25: The montage continues! Again the above screenshots are scenes that are paused on in
order to describe what has happened in the last few seconds of the video. Allows the students to
talk about what they saw and how it creates the environment of the trailer. The voice over is Very
well, now thou art a blade of the darkmoon and Dont even consider visiting Anor Londo, not in
your state.

17712170 Professional Task 1 Samuel Linnenbank

Key points:

The juxtaposition between the first scene with the bright orange flame and the creatures
rising from the floor.
The beautiful city that is combined with the voice over of a man telling the audience not to
go to the city.
What are the creatures?
The voice over raises questions! What are the Darkmoons? What is Anor Londo? Why should
we go there?

1:26 1:48 There is a black screen with the words Born in the dark followed by and warmed by
the fire All of this adds to the mystery and the questions surrounding the trailer. The importance of
the flame, and the imagery of the fire, the king holding the fire in his hands and the small creature
finding the fire are all put into context to mean very important. It continues to build the word of the
game that we are seeing a glimpse of and keeps giving us splinters of Voice over: Like a moth
flittering towards a flame. May the flames guide thee? Furthering the importance of the fire and
what it means in the plot of the Key Points:

To point out to the students the perceived importance of the fire.

The continued imagery of light and dark, heat and cold.
That the point of the trailer is to show a glimpse into the atmosphere and the world of the
trailer. The point of the montage is to raise questions and mysteries about the importance of
these large beasts, the importance of the fire and other repeated motif

17712170 Professional Task 1 Samuel Linnenbank

Lesson Plan 1
What is being taught in this lesson?

This lesson is designed to be an introducing into the idea and topic of Atmosphere within literary
texts and how to identify it and how it can change our reading of the text. Its set as an overview of
this idea, which means it does not go into specifics but it is teaching the students how atmosphere is
present within a text, by way of ones they write themselves, and a video-game trailer. This is to set
the ground work for the future lessons on the topic.

Why am I teaching it?

This lesson is designed to address Outcome EN4-1A: Response to and composes texts for
understanding, interpretation, critical analysis, imaginative expression and pleasure (BOS, 2012, p.
116) in particular ACELT1630 identify and evaluate devices that create tone. This then follows
through to a discussion with the teacher, leads them into Outcome EN4-4B Makes effective
language choices to creatively shape meaning with accuracy, clarity and coherence.(BOS, 2012, p.
122) As the teacher and the students discuss the different ways to express atmosphere and what
words can be used. This discussion has the potential to lead to EN4-9E: Uses, reflects on and
assesses their individual and collaborative skills for learning.(BOS, 2012, p. 132) specifically reflect
on and assess their own and others' learning against specific criteria, using reflection strategies, eg
learning logs, blogs and discussions with teachers and peers.

The final activity in this lesson plan also addresses Outcome EN4-5C: Thinks imaginatively,
creatively, and interpretively and critically about information and ideas and arguments to respond to
and compose texts (BOS, 2012, p. 124) targeting specific outcome contents like share, reflect on,
clarify and evaluate opinions and arguments about aspects of literary texts and discuss aspects of
texts, for example their aesthetic and social value, using relevant and appropriate metalanguage.

How am I teaching it?

The ways that atmosphere is present within texts and how it can change our reading of the text is
being taught in one main way this lesson. Allowing the students to explore it themselves. The
teacher starts the lesson by just having a brief overall discussion of what Atmosphere and mood and
tone is in creative writing, allowing the students to express themselves and get them thinking
independently about their own perceptions. It allows the students to co-operate and share their
ideas and key representations of what atmosphere is. This helps them prepare for the writing of
their own paragraphs focusing on the atmosphere of the piece.

This is done before any actual learning of topic has happened in order for the teacher to set a
baseline for the future lessons and establish a clear idea of the Zone of Proximal Development is
between the teacher and the student. After the writing activities have finished, the students have
explored their own understanding of atmosphere and mood, the students have shared these
understandings and have learnt from each other, and the teacher knows the gaps of knowledges
that the students have.

It also establishes the thematic thread that will be running throughout the units lessons, the
students own creative writing piece. With the students exploring the aspect of craft throughout the
lesson, and then next lesson, being able to start putting those explorations to practise, along with
other lessons facilitated by the teacher.

17712170 Professional Task 1 Samuel Linnenbank

This lesson follows a constructivist learning theory roadmap. With the lesson being planned around
students constructing their own knowledge of the unit, before the teacher then supplies extra
information to the students to add to their existing schemas. Its also being done as a classroom
wide activity outside of the individual writing tasks to allow for creative expression from both the
teacher and the students. It allows students to work at their own pace during the writing sections of
the lesson, and then follow along with the learning activities that are placed throughout the lesson.

How does it relate to my reading in this unit?

It fits in with the Artful English Teacher (Boas and Gazis, 2016) and their strategy on Workshop
student work with the idea of students writing samples of works based on the idea of the lesson or
previous lesson that are then looked at by the teacher and given feedback for the students to
immediately reflect on and use to enhance and change their text. As the two 5 minute activities
serve this purpose of the students writing, the teachers giving feedback for them to further their
writing skills on the differing types of atmosphere.

It also represents the idea of Topic Conferences (Atwell, 1987) with the students being able, for all
writing tasks in this lesson, as well as the lessons following on from this point, to choose what Topic
they want to do their creative writing piece from a the set model text. The students are to be
inspired by the model text to help them chose a topic and a setting for their creative writing piece.
The lesson itself also follows all of Atwells (1987) rules and expectations for the students and the
teacher during the writing workshop.

Lesson plan 1:
Time Teaching and Learning Activities
0-5 The teacher invites the students into the classroom and tells them to take their seats.
During this time the students sit down and start to unpack their books and pencil cases,
preparing for the lesson ahead. Concurrently, the teacher is marking the roll and making
sure the students are settled.
10 The teacher introduces the topic of Atmosphere. The teacher writes on the board the word
20 Atmosphere and creates a discussion around the idea of what the students preconceived
notions of Atmosphere and what it is within literary texts as well as visual texts. The teacher
writes main words and concepts from the discussion for the students to write down in their
book as key points for potential future learning.
20 After wrapping up the discussion, the teacher then asks the students to spend 5 minutes
25 writing a paragraph of creative writing, or even a recount of their weekend or day, with a
positive atmosphere. While the students write their paragraph, the teacher walks about the
room facilitating the students if needed.
25 - Once the five minutes is up, the teacher stops the activity and then, walks back to the front
30 of the class and on the board, repeats the previous step of writing on the board what points
and key words the students are bringing up in regards to how they wrote their piece with a
positive atmosphere, what words they used and the tone.
30 - The teacher now encourages the students to write another piece, or replicate the same
35 piece that they have previously written with a different, darker and more mysterious

17712170 Professional Task 1 Samuel Linnenbank

35 After the five minutes, the teacher ends the activity and again has a discussion with the
40 class about what words and terms they used to make their piece have a darker and more
mysterious atmosphere. With the teacher writing key points on the board and the students
writing down these, plus any salient points that they feel is important.
40 - Now the teacher introduced the model text to the students, playing the Model text, the
50 Dark Souls 1 E3 Trailer:
After the students finish watching, the teacher then asks them their thoughts. With a brief
discussion of how it created its atmosphere during the short two minute trailer and what
can the students take from it to include in their own texts. There is also potentially extra
time in this block for a second watching.
50- The teacher then moves on to the final activity for the lesson. The students are to write over
60 the course of the next few lessons, a piece set in the world of Dark Souls from what they
know of the trailer, or their own world inspired from it. And to use the last ten minutes of
class to write down story ideas, character ideas and other items to be used during the
writing process, and if they have time, are welcome to start writing their piece until a few
minutes before the bell rings, so they can pack up and be ready to leave at the end of the

17712170 Professional Task 1 Samuel Linnenbank

Lesson Plan 2
What is being taught in this lesson?

In this lesson, the students learn the different literary forms and functions and aspects of literature
that work to create atmosphere within the text. The students start by learning what different words
and adjectives can do to change the atmosphere of a text. This is then followed by a breakdown of
each specific from that the students can discuss and learning about individually from other forms,
with the teacher providing descriptions and definitions as well as examples for the students.

Again, this is followed by the students continuing their own work, progressing at their own time and
using the new information that they have learnt about mysterious atmosphere and add that new
information into their existing works.

Why am I teaching it?

This lesson aims to fulfil the main outcome of EN4-3B: Uses and describes language forms, features
and structures of texts appropriate to a range of purposes, audiences and contexts. Specifically the
content point of interpret and analyse language choices, including sentence patterns, dialogue,
imagery and other language features, in short stories, literary essays and plays (ACELT1767) and
analyse and evaluate the ways that text structures and language features vary according to the
purpose of the text and the ways that referenced sources add authority to a text (BOS, 2012, p 120-

This lesson also aims to address outcomes EN4-4B: Makes effective language choices to creatively
shape meaning with accuracy, clarity and coherence (BOS, 2012, p. 122) and EN4-5C: Thinks
imaginatively, creatively, interpretively and critically about information, ideas and arguments to
respond to and compose texts (BOS, 2012, p.124)

How am I teaching it?

The first activity is designed to engage students and let them participate within the activity, as well
as express their own ideas and share with their friends and peers. It also facilitates recognition by
the students writing it down themselves and the competitive nature of the activity allows for further

This is followed by a discussion of the words and where the students chose to put them down in
their books. This is to expand their understanding of the tone and mood of words and how that
changes the atmosphere of a text. This is supported by the teacher leading the following discussion
on the different specific concepts like metaphors and genre, and how that might affect the
atmosphere within a text. This is done as discussion in order for the students to be able to
participate and engage with the information, rather than a simple copy off the overhead activity
which the students may copy down, but glaze over and not actually understand the work, that they
are doing.

This also continues the trend from last lesson of allowing the students to work on their own ideas
and creative pieces that interests them and will help them to engage with the information and the
syllabus content. I am teaching it this way in order to allow the students to use their newly learned
information in a way that they choose themselves.

17712170 Professional Task 1 Samuel Linnenbank

How does it relate to my reading in this unit?

This lesson plan is based on Atwells (1987) idea of the Mini-Lesson. With the lesson plan primarily
focusing on issues that arose during the previous lesson that the teacher identified and is now filling
at the start of the lesson. Its about sharing personal knowledge of writing with the teacher being
just as involved in the writing process as the students are. While her lessons are much smaller than
the activities within this text, the communal aspect of the writing workshop is still present within the
text. The way this lesson plan is set out also accommodates the inclusion of other Atwells ideas
The Editing Conference (1987) with the template for the lessons being set to swap out the activity
that happens from 25mins to 45mins for any other sort of class-wide conference the teacher wants.

Lesson plan 2
Time Teaching and Learning Activities
0-5 The teacher allows the students to enter the room and take their seats, making sure they
are respectful and taking their seats appropriately. The students take out their pencil cases
and writing books and are preparing for the lesson ahead. During this time, the teacher will
be marking the role.
5-15 The teacher then tells the students to open their book and divide the page into two columns
labelled Positive and Negative. The teacher then writes on the board adjectives and
words that can be used to create a positive and negative atmosphere. The word lists can be
found below at Resource 1. One word at a time appears on the board and the students are
given adequate time to write down the word in whatever columns that they feel that it fits.
After all words are given to the students, the teacher then asks the students what words
they put in what columns and why. The teacher then explains that these words will be
helpful in the writing of their own creative piece/s.
15 Students then in pairs, choose 4-5 words from the list that they have written down, either
25 from the positive column or the negative column and are given the rest of the activity time
to spend writing a small paragraph that is a complete story, setting the atmosphere with the
words that they have chosen.
25 - The teacher now spend the next fifteen minutes talking about other narrative forms and
40 functions that create atmosphere within literature. This is includes concepts like:
- Metaphors and Similies
- Settings
- Vivid Description
- Story and Plot points (ie, withholding of information regarding the story and the
characters creating mystery.)
- Genre

40- The students spend the last twenty minutes of the class working on their creative writing
60 piece, with the teacher providing feedback if wanted, as well as maintaining the positive
classroom atmosphere and behaviour. The students then pack up their belongings and wait
patiently for the bell to ring in the end of the period.

Resource 1:

17712170 Professional Task 1 Samuel Linnenbank

Lesson Plan 3
What is being taught in this lesson?

In this lesson, students will begin to develop the skills to recognise the visual components that
create Atmosphere in a visual text. Students learn how to watch a visual text (in this case a video
game trailer), deconstruct it and pull different forms and features of the text. This is followed by the
students learning about the specific concepts within the visual mediums and how they influence the
atmosphere of visual texts.

Why am I teaching it?

This lesson is aimed at addressing Outcome EN4-2A: Effectively uses a widening range of processes,
skills, strategies and knowledge for responding to and composing texts in different media and
technologies specifically the content point use processes of representation, including the creative
use of symbols, images, icons, clichs, stereotypes, connotations and particular aural, visual and/or
digital techniques (BOS, 2012, p. 118) through its deconstruction of visual media and the way that it
creates atmosphere.

It also aims secondarily for Outcomes EN4-4B: Makes effective language choices to creatively shape
meaning with accuracy, clarity and coherence. (BOS, 2012, p. 122) As well as EN4-9E: Uses, reflects
on and assess their individual and collaborative skills for learning (BOS, 2012, p. 132)

How am I teaching it?

I am teaching the visual forms and functions of texts by first showing a visual text during the class
and the teacher breaking it down scene by scene, and aspect by aspect. This allows the students to
get an understanding of what that form or feature is in the visual text with a respective example
provided concurrently. This is followed up by the teacher explained these individual parts more in
depth and giving a more textbook description and definition for the students to hold onto and

The lesson continues on the independent work started in the first lesson with students continuing to
write their own creative writing piece. Hopefully the students are almost finished their short story
focusing on the atmosphere of the text, for the teacher to informally review and asses their
understanding of the text. The teacher is teaching creating a mysterious atmosphere by providing
all the tools for the students to understand the topic and learn by creating it themselves. This
follows constructivist theory, and each student brings their own ideas and concepts to the units.

How does it relate to my reading in this unit?

This related to Atwell (1987) Chapter Five, Responding to Writers and Writing with the end of the
lesson and the previous three lessons all focusing on the idea of the student independently working
on their creative writing piece, and the teacher conferring about the content. The teacher is,
during the allocated writing time, walking around and talking to the students as wanted or
requested about their writing and helping them with their work. The lessons preceding it also
follow the idea of the Gradual Release of Responsibility (Boas & Gazis, 2016) with the teacher
starting the lesson with direct instruction and modelling, and the lesson ending with the students
participating in the work. Each lesson plan follows this structure as it helps the students to get
involved with their work without just being forced to go straight into it at the start of every lesson.

17712170 Professional Task 1 Samuel Linnenbank

Lesson plan 3:
Time Teaching and Learning Activities
0-5 The teacher allows the students to enter the room and begin taking their seats. The
students respectfully and quietly take their seats and unpack their pencil cases and books
for their lesson. During this time the teacher is marking the roles.
5-15 Students are given time to settle and have 10 minutes to continue working on their creative
writing projects that were started on the last
15- Now the teacher replays the Model Text
30 ( from yesterday for the students to
review. Students are encouraged to watch the video and think of words from the previous
activity that the students can use to describe the mood and atmosphere of the video. The
teacher then, using the provided annotations and their own ideas, the teacher leads the
student through a breakdown of the video pointing out key visual and textual evidences of
atmosphere and the creation of mood and the use of tone.
30- The teacher then, like last lesson, goes through on the board different aspects that can
40 create an atmosphere concepts like:
- Camera movement.
- Juxtaposition
- Combination of visuals and context.
- Genre
- Music

The teacher leads the discussion around these concepts with the students following and
writing down in the books what the teacher tells them to and talks about. This is a relatively
small part of the lesson because it follows on from the examples provided during the
deconstruction of the Model Text. It is up to the teacher to choose what topics to focus on
within this, as it depends on what the teacher thinks their specific class is lacking an
understanding of.
40- The final twenty minutes of the lesson is set for creative writing time. The students can work
60 on their creative writing task, or any other task that they have in the unit and as the teacher
for help and clarification. Teacher is there to provide feedback and assist students if
necessary. The students are expected to be almost finished, or finished their short story by
the end of this lesson.