LESSON 1: IMAGERY

Class: Year 10 Stage 5 Time: 11am

Pre-service teacher’s Objectives

When teaching during professional practice I hope to improve on my confidence when presenting and
teaching English content since it isn’t my expertise. I also want to improve on my researching skills to
find more innovative lesson ideas to improve student engagement and content understanding.

Outcome/s

EN5-3B- Selects and uses language forms, features and structures of texts appropriate to a range of
purposes, audiences and contexts, describing and explaining their effects on meaning.

Content Point/s
Engage personally with texts

Engage with a range of increasingly complex language forms, features and structures of
texts in meaningful, contextualised and authentic ways.

Materials
*Computer and SmartBoard /Projector
* Whiteboard and Markers
* PowerPoint Presentation (on Edmodo)
* LIGHTS, CAMERA, ACTION! Sheets (on Edmodo)
* 30 Plain A4 Paper

Procedures
Time Organisation Teaching/ learning activities
3 mins Teacher: Ensures that Teacher: Allow students to enter room and greet them.
PowerPoint Video is on
Edmodo and on the Students: Settle down into seats and take out
computer and ready to be laptops/iPads/stationary.
put up on the SmartBoard
prior to students entering
room. Once they enter
greet them and marks roll.

Students: Take their seats

and prepare for the lesson.
3 mins Teacher: Encourages
students to participate in
class discussion about
language techniques.
Also, writes down
answers on whiteboard.
(Takes image of class
definition and add it to
presentation on Edmodo
after lesson)
Students: Participate in
discussion and ask any
questions that need to be
clarified.
12 Teacher: Writes down on
mins whiteboard class beliefs
on what imagery is.
(Takes image of class
definition and add it to
presentation on Edmodo
after lesson).
Walks around the
classroom during DRAW
IT OUT! and discuss with
students their progress in
the activity and clarify if
they understand the
content and their idea for
the activity.
Students: Pays attention
to imagery elements in
the lyrics and draw that
those elements are
representing. Also,
engage with teacher when
they come to them to
discuss the activity and
content.
18 Teacher: Walks around
mins classroom and asks
students if they
understand the activity
and content of the clip.
Students: Watch clip,
attempt the activity and
clarify any
misunderstandings with
the teacher to complete
the task effectively.
Teacher: Starts PowerPoint video and Introduces
Language Techniques:
Introduction to language techniques
-Ask students if they know what language techniques
and an example of what they do.
-Explain what language techniques are.
Students: Take down notes on their devices through
annotating the PowerPoint on Edmodo
Teacher: Introduces Imagery:
- Asks students what they believe imagery is.
-Explains the definition of imagery to students with an
example.
- Shows class Ed Sheeran’s “All of the stars” video as
an example of imagery to lead into their activity.
Teacher: Introduces “DRAW IT OUT!”:
- Display the lyrics on the SmartBoard and ask students
to draw on an A4 paper what the lyrics represented.
- After the activity is done ask the whole class: how did
the lyrics help you draw an image
Students: Watch video and look for elements of
imagery and draw what the lyrics are representing.
Also, engage with classroom discussion about the
activity.
Teacher: Highlights imagery can be used in various
forms through the LIGHTS, CAMERA, ACTION!
Activity:
-Asks students to open up worksheet on Edmodo and to
answer the following questions about the clip from
“How I Met Your Mother”:
- How did Marshall describe the burger?
-How did it impact the way the text/scene was being
conveyed?
- How did it impact your senses?
 Teacher: Writes down
ideas on whiteboard and
takes image of class
definition and add it to
presentation on Edmodo
after lesson.
Teacher: Displays poem
on SmartBoard and
encourages class reading.
Supports students when
participating in the
activity by walking
around the classroom and
ensuring students
understand content.
Students: Participate in
task and ask questions for
clarification if content or
activity is misunderstood.
16 Teacher: Facilitates the
mins planning process amongst
groups.
Students: Collaborate
amongst group members
to create mini-play. If
help is needed the teacher
will be requested to
clarify any
misunderstandings.
5 mins Teacher: Asks if they
need any clarification of
content.
Students: Participate in
the reflection activity.
Also, if clarification is
needed students will ask a
question/s.
Students: Watch the video on the smartboard with their
worksheet open and taking notes to answer the
questions effectively.
Teacher:
-Ask students to share their ideas.
Teacher: Introduces Imagery through poetry through
the class activity based on Christy Ann Martine’s
“Rain”:
After reading poem as a class teacher asks:
• What is the poem about?
• What elements of the poem represents
imagery?
• What sense does it impact?
• How?
Students: Answer questions according to the text and
provide examples.
Teacher: Introduces collaborative learning activity
“CREATE IT!”:
- Asks students to get into groups of five.
- Ask them to create their own role play to represent an
element of imagery and perform it in a creative and
imaginative manner.
Students: Groups start taking part in activity by
planning ideas on devices or on a group member’s A4
sheet from LIGHTS, CAMERA, ACTION! Activity.
Teacher: Introduces Reflection and question time:
-Ask students what they have learned today and write it
up on the whiteboard.
-Ask them to type or write it down.
-Also, ask if they have any questions or anything they
need to clarify with about any content that has been
learned.
Students: Answer the teacher’s question and type/write
answers and their peers answers for future reference
and ask any questions to clarify anything that hasn’t
been understood.
 3mins Teacher: Ask students to Teacher: Ask students to save their work on their
protect their work by device. Pack away their things and leave the classroom
saving their work on their safely when the bell rings
device and prepare to
leave class. Students: Save work on their device. Pack away things
and leave the classroom when the bell rings
Students: Save work and
pack away belongings.

Homework No Homework.

Evaluation/ Extension
The lesson is a foundation lesson where students are revised on language techniques and introduced to
imagery. The lesson meets outcome EN5-3B- Selects and uses language forms, features and structures
of texts appropriate to a range of purposes, audiences and contexts, describing and explaining their
effects on meaning. This is done through presenting a PowerPoint with correlating worksheets and
activities. The activities will allow students to engage with a range of increasingly complex language
forms, features and structures of texts in meaningful, contextualised and authentic ways. The teacher
allows students to engage with various forms and structures of imagery through presenting lyrics, a TV
scene, a poem and a play. To assess if the students have met the outcome is done through formative
assessment which involves giving feedback to students without contributing to their final mark this
allows students to question and clarify misunderstanding of content. However, I did not set a homework
task for this first lesson to allow students to gradually understand how language works and for a more
progressive lesson plan sequence.

In retrospect
In retrospect, the use of pop-culture elements in the lesson kept students engaged as well as
understand the content from a modern perspective. Also, the use of instruction based worksheets
allows students to work at own pace.
Resources
PowerPoint:

Ed Sheeran- All of the stars video link- https://www.youtube.com/watch?v=nkqVm5aiC28

(Start: 0:00 and End 0:45)

How I Met Your Mother video link-

https://www.youtube.com/watch?v=vDnzZXDie1g
(Play All)
LIGHTS, CAMERA, ACTION Worksheet.
LESSON 2: SYMBOLISM

Class: Year 10 Stage 5 Time: 10am

Pre-service teacher’s Objectives

When teaching during professional practice I hope to improve on my confidence when presenting and
teaching English content since it isn’t my expertise. I also want to improve on my researching skills to
find more innovative lesson ideas to improve student engagement and content understanding.

Outcome/s

EN5-3B- Selects and uses language forms, features and structures of texts appropriate to a range of
purposes, audiences and contexts, describing and explaining their effects on meaning.

Content Point/s
Understand and apply knowledge of language forms and features

Evaluate techniques (eg contrast, exaggeration, juxtaposition or changing chronological order) used in
spoken, written and visual texts to, for example, construct plot and create emotional responses.

Materials
*Computer and SmartBoard /Projector
* Whiteboard and Markers
* PowerPoint Presentation (on Edmodo)
*Collaborative Learning Sheets (on Edmodo)

Procedures
Time Organisation
3 mins Teacher: Ensures that PowerPoint
Video is on Edmodo and on the
computer and ready to be put up
on the SmartBoard prior to
students entering room. Once they
enter greet them and marks roll.
Teaching/ learning activities
Teacher: Allow students to enter room
and greet them.
Students: Settle down into seats and take
out laptops/iPads.
12 mins Teacher:
-Class definition of symbolism.
(Take image of class definition and
add it to presentation on Edmodo
after lesson)
Students: Take notes on the
PowerPoint Presentation on their
own devices throughout the lesson.
17 mins Teacher: Walks around the
classroom and discuss with groups
about the activity and if they
understand the content and their
idea for the activity and clarify any
indescrepencies.
Students: Get into groups of five
and attempt activity and allocate a
scribe. The scribe will write up
concepts and ideas the group has
come up with on the whiteboard.
Teacher: Starts the PowerPoint Video. As
a class:
Introduction to Symbolism
- Revise on what language techniques are
by asking students: What are language
techniques?
- Show students the simple definition.
- Show students how they work through
the video from the movie “She’s a man”.
- Explore what the scene represented and
how.
- Explain What Symbolism is.
-Class definition of symbolism. (Take
image of class definition and add it to
presentation on Edmodo after lesson)
Students: Take notes on the PowerPoint
Presentation.
Teacher: Introduces the collaborative
activity:
Collaborative activity
Ask the students to read these instructions
on the worksheet on Edmodo:
The concept of symbolism is the
representation of a concept through
symbols or underlying meanings of
objects or qualities. In a group of 5 look at
this Heinz advertisement as a group and
annotate the symbolic elements of this
image. Please ensure that the image
annotated with detail and has a minimum
of five elements from an advertisers’
perspective.
Teacher: Ask class to get into groups of
five according to where they are seated.
Then the teacher asks group scribes to
come up to the whiteboard and write up
answers and discuss. Then, show the
students the whole advertisement and
explain the connections they made
without the caption.
Students: Get into groups of five by
according to where they are seated. Do the
activity together but type up answers on
their own laptops to keep for future
reference.
15 mins Teacher: Walk around the
classroom to ensure class is on
task. Ask students if they need any
help and if they understand the
activity.
Students: Read the text and
brainstorm elements of symbolism.
10 mins Teacher: Explains homework and
asks students what they have
learned and to type or write it
down. Also, asks if they need any
clarification of content.
Students: Listens to teacher
explain homework and participate
in the reflection activity. Also, if
clarification is needed students
will ask a question/s.
3 mins Teacher: Ask students to protect
their work by saving their work on
their device and prepare to leave
class.
Students: Save work and pack
away belongings.
Homework
Teacher: Introduces a diamond in the
rough activity:
A diamond in the rough activity.
Ask students to read the poem. Then you
ask students to brainstorm element of
symbolism within the poem by and
highlight elements of symbolism and
quoting the section underneath.
Students: Individually read and
brainstorm elements from the text and
type them up and add images to their
created brainstorm on Microsoft word on
own device for future reference.
Teacher:
Explains Homework activity and
reflection session
Homework: Take a picture of an object or
place or a person posing and list the
elements of symbolism shown in the
image and upload it to Edmodo before
next lesson.
Reflection and question time: Ask
students what they have learned today and
write it up on the whiteboard. Ask them to
type or write it down. Also, ask if they
have any questions or anything they need
to clarify with about any content that has
been learned.
Students: Answer the teacher’s question
and type/write answers and their peers
answers for future reference and ask any
questions to clarify anything that hasn’t
been understood.
Teacher: Ask students to save their work
on their device. Pack away their things
and leave the classroom safely when the
bell rings
Students: Save work on their device.
Pack away things and leave the classroom
when the bell rings
Take a picture of an object or place or a
person posing and list the elements of
symbolism shown in the image and upload
it to Edmodo before next lesson.
Evaluation/ Extension
The lesson involves the introduction to symbolism, the lesson meets outcome EN5-3B- Selects and
uses language forms, features and structures of texts appropriate to a range of purposes, audiences and
contexts, describing and explaining their effects on meaning. This is done by the teacher introducing
symbolism through various modes such as film, advertisements/ image and poem. This allows
students to Understand and apply knowledge of language forms and features by evaluating techniques
used in spoken, written and visual texts to, for example, construct plot and create emotional responses.
The students are also asked to take part in a homework task that correlates to the next lesson as a
synoptic assessment to evaluate what they have learned during this lesson and what has transferred to
the next lesson. The task is to take a picture of an object or place or a person posing and list the
elements of symbolism shown in the image and upload it to Edmodo before next lesson.

In retrospect
In retrospect, the use of consistent pop-culture references in the lesson allows students to have
engagement with content and concepts as it is presented to them in a modern mode i.e. PowerPoint.
However, the homework might be more beneficial in the next lesson but the use of it in lesson two
can invoke students to pay extra attention to the lesson three’s content.
Resources
PowerPoint
She’s a man video link – https://www.youtube.com/watch?v=tEddjH-8VEE
Start: 0:20 and End: 0:42
Collaboration Worksheet
LESSON 3: CONNONTATIONS

Class: Year 10 Stage 5 Time: 1 pm

Pre-service teacher’s Objectives

When teaching during professional practice I hope to improve on my confidence when presenting and
teaching English content since it isn’t my expertise. I also want to improve on my researching skills to
find more innovative lesson ideas to improve student engagement and content understanding.

Outcomes

EN5-3B- Selects and uses language forms, features and structures of texts appropriate to a range of
purposes, audiences and contexts, describing and explaining their effects on meaning.

Content Point/s

Understand and apply knowledge of language forms and features

Refine vocabulary choices to discriminate between shades of meaning, with deliberate
attention to the effect on audiences.

Materials
*Computer and SmartBoard /Projector
* Whiteboard and Markers
* PowerPoint Presentation (on Edmodo)
*Ha-Za and Slay It worksheets (on Edmodo)

Procedures
Time Organisation
3 mins Teacher: Ensures that PowerPoint
Video is on Edmodo and on the
computer and ready to be put up on
the SmartBoard prior to students
entering room. Once they enter
greet them and marks roll.
Teaching/ learning activities
Teacher: Allow students to enter room and
greet them.
Students: Settle down into seats and take out
laptops/iPads.
25 Teacher: Take image of class ideas
mins about the “nosey” statement and
add it to the presentation on
Edmodo after class. Walks around
the classroom and ensure students
understand the activity and content.
Students: Open Edmodo
PowerPoint presentation and open
The Slay it worksheet. Work
through the instructions and
express ideas found in the
worksheet. Also, ask for help from
teacher if content isn’t understood.
Lastly, listen to the teacher’s ideas
and taking notes.
15 Teacher: Walks around the
mins classroom and ensure students
understand the content and activity.
Students: Open worksheet on
Edmodo and follow instructions. If
the activity or content is
misunderstood the students can ask
for help from the teacher. Once
done the student must submit their
work to their Edmodo folder.
Teacher: Introduces connotations:
-Show definition
-Ask class to develop examples from: “The
lady at the supermarket was so nosey.”
Introduces “Hold up”- Beyoncé:
-Asks students to watch the video of “Hold
Up”.
-Ask students to open the slay it activity and
work through the instructions: They indicate
that students look at the video and find
connotations associated with the lyrics, the
main character and the setting/location.
-Go through ideas as a class and explore what
may have been found in the music video.
Examples can be the repeated use of yellow in
the video to represent betrayal or in the lyrics
using the line “walked all over lately/I’d
rather be crazy” to represent being taken
advantage of.
Students: Work through all the activity and
share answers in class discussion.
Teacher: Introduces the Ha-Za! Activity:
- Asks students to open the Ha-za worksheet
on Edmodo and follow the instructions. The
instructions indicate:
1. Read the following extract from
Harry Potter and the Half Blood
prince.
2. Look for connotations and underline
them.
3. Create your own short story based on
those connotations in the Australian
Outback.
4. Submit your finished work through
your Edmodo folder with your name
added to the header of this worksheet.
Students: Participate and complete the
worksheet with a submission to Edmodo.
5 mins Teacher: Ensures website and code
for the quiz is on the Smart Board.
Presents the quiz on the Smart
Board. Also, ensures that all
students are participating.
Students: Open web browser and
enter the website and Kahoot quiz
code. Create a nickname to
participate in the quiz.
10 Teacher: Explains homework and
mins asks students what they have
learned and to type or write it
down. Also, asks if they need any
clarification of content.
Students: Listens to teacher
explain homework and participate
in the reflection activity. Also, if
clarification is needed students will
ask a question/s.
2 mins Teacher: Ask students to protect
their work by saving their work on
their device and prepare to leave
class.
Students: Save work and pack
away belongings.
Homework
Teacher: Introduces Kahoot! Quiz
-Asks students to open a web browser and
type this web address: www.kahoot.it and
enter this code: 496869.
-Ask students to type up any nickname within
30 seconds and start the quiz.
Students: Open browser and follow
instructions set by the teacher and enjoy the
quiz.
Teacher:
Explains Homework activity and reflection
session
Homework:
- Tell students to use images found from the
set homework task from last lesson and
complete their list of elements of symbolism
by adding elements of imagery and
connotations to the list.
- From that list students are told to create a
short story with a minimum of 600 words
based on the list and post it on their
homework folder on Edmodo.
Reflection and question time: Ask students
what they have learned today and write it up
on the whiteboard. Ask them to type or write
it down. Also, ask if they have any questions
or anything they need to clarify with about
any content that has been learned.
Students: Answer the teacher’s question and
type/write answers and their peers answers for
future reference and ask any questions to
clarify anything that hasn’t been understood.
Teacher: Ask students to save their work on
their device. Pack away their things and leave
the classroom safely when the bell rings
Students: Save work on their device. Pack
away things and leave the classroom when the
bell rings
Short story with a minimum of 600 words
based on the photo and list of imagery,
symbolism and connotations linked to their
image taken. They must post it in their
homework folder on Edmodo.
Evaluation/ Extension
The lesson is an introduction to connotations and how the elements of imagery, symbolism and
connotations inter-relate when composing a text. The outcome EN5-3B is being met using various
texts such as lyrics, film and literature by students identifying elements of connotations and applying
them to varying contexts. Students also learn to understand and apply knowledge of language
techniques by refining their vocabulary choices to convey different levels of meaning to generate
attention to affect the audience; this is obtained through the homework task that continues from lesson
two. The use of synoptic assessment will allow students to further enhance their new-found
knowledge in a developing an imaginative text and assessment context through their homework task
of developing a list of elements of imagery, symbolism and connotations based on their photo to
create a short story.

In retrospect
In retrospect, the lesson is effective in introducing new concepts and using them to connect to
previous lessons to further develop text development skills. The students are engaged not only based
on pop-culture references but through the inclusion of a competitive and enjoyable quiz at the end of
the lesson.
Resources

PowerPoint
Hold Up Video link: http://www.youtube.com/watch?v=PeonBmeFR8o (Start: 1:20 and End
2:50)
Slay It Worksheet
Ha-Za! Worksheet
Rationale

The focus of all three lessons is the introduction and interrelation of the text concept of imagery,

symbolism and connotations (ISC’s) found in English Textual Concepts resource (Department

of Education, 2017). ISC’s are used in texts to expand meanings of words, statements and

images using figurative and sensory language.

The reason that this English text concept needs to be taught is for students to meet syllabus

outcome 3B for stage 5 and as an educator to meet the Australian Professional Standards.

Outcome 3B relates to students selecting and using language forms, features and structures of

texts appropriate to a range of purposes, audiences and contexts, describing and explaining

their effects on meaning. This outcome enables students to connect with content that helps

them Engage personally with texts and Understand and apply knowledge of language forms

and features (New South Wales Education Standards Authority, 2017). In relation to our

readings in this unit, Boas & Gazis (2016) believe it is important to teach English through

textual concepts because it allows students to transform their learning experiences understand

how meaning is made in and through text. Also, by introducing them to aesthetic elements of

various modes of texts such as poetry, images, film and video in the lesson it improves

students’ visual literacy by adopting the meaning of such texts through ISC’s (Gannon,

Howie & Sawyer, 2010). Additionally, the use of this textual concept allows teachers to

introduce cultural studies in English where it allows students to construct meaning of text

through a poststructuralist, psychoanalytic and feminist theory approach. The approach

allows students to explore texts and create connections to their outside world and the

artist/author’s world, therefore, enabling students to transfer this approach to their creative

writing (Gannon, Howie & Sawyer, 2010).

ISC’s will be taught in three scaffolded and sequential lesson plans created with consideration

to the New South Wales quality teaching model.

Scaffolding lessons from an introductory phase to an application phase is critical so that

students understand basic concepts and their application initially and more challenging

concepts and applications towards the end of sequential lesson plans (Boas & Gazis, 2016).

Hence, the first lesson starting with imagery; imagery uses figurative language to appeal to our

senses which I felt was easy as students have previous knowledge in senses. The adoption of

lyrics, TV scenes and poems that students relate to allowing them to grasp content effectively

allowing for transferability to the next lesson. Lesson two was slightly harder as symbolism

requires more critical thinking skills as students need to draw upon post-structuralism,

feminism, globalisation knowledge to comprehend the texts presented to them such as film,

advertisements, poetry and annotating a self-made stimulus based on what they have learned

that lesson for homework. Lastly, lesson three was more extensive. Therefore, it was presented

at the end as it was used as a lesson that introduces connotations and how a music video analysis

of connotations or any other text concept may involve looking at multiple modes of text such

as the video without music and the lyrics. I used a brain break activity in the middle of the

lesson involving students annotating an extract of a novel to practice annotating skills before

subjecting students to synoptic assessments involving a class quiz and homework short story

task that involves all the elements taught in the three lessons.

The New South Wales Quality Model is a resource that New South Wales teachers use to ensure

that students are receiving quality teaching by incorporating elements of High Intellectual

Quality, Supportive Learning Environment and Significance Beyond the Classroom

(Department of Education New South Wales, 2017). Throughout all lessons, the previously

mentioned elements have been applied to various activities to enhance student learning and to
meet the content points for outcome 3B. For example, lesson one is focused on Imagery to

achieve the High Intellectual Quality element. The element is obtained in the lesson through

deep knowledge by using specific multi-modal resources such as music, film and poetry

creating differentiation to ensure that diverse learners can understand the content being taught

effectively. In lesson three having a supportive learning environment is achieved using student

self-regulation by providing an opportunity for students to take control of their learning by

conducting a collaborative and competitive Kahoot quiz reflecting on content that was learned

so far in outcome 3. Significance beyond the classroom was achieved using narrative to

structure a short story based on a previous homework task about the image using elements of

ISC’s to enrich their understanding that the text concept elements interrelate with each other.

The elements of the New South Wales Quality teaching model are reflected through unit

readings as they discuss the use of differentiation, self-relegation of students, benefits of

collaborative learning and critical learning.

According to Boas & Gazis (2016), the use of differentiation is essential in lessons it allows

students to engage with content with various perceptions regardless of their learning abilities.

Using various elements of media is highly beneficial when teaching ISC’s as it gives students

an opportunity to act, write and debate in each stimulus allowing them to develop critical

thinking skills (Gannon, Howie & Sawyer, 2010).

Also, the use of collaborative or group activities in lessons is also discussed in the readings

Boas & Gazis (2016) believe that fostering collaboration in classrooms sanctions students to

develop strategies to achieve the goals set by the task presented to them. The benefit of

collaborative learning is that students can clarify content through peer-teaching, planning and
investigate through using information, communication technologies (ICT) without being

dominantly dependent on the teacher providing answers or strategies (Gannon, Howie &

Sawyer, 2010).

In retrospect, all three lesson plans focusing on the textual concept of ISC’s were developed

with consideration of what was being taught, why it was being taught and how it was being

taught. Through using the New South Wales English syllabus, Australian Professional

Standards of teaching, the New South Wales quality teaching model and Literature.
References (APA)

Boas, E., & Gazis, S. (2016). The Artful English teacher (1st ed., pp. 1-130). Adelaide:

Australian Association for the Teaching of English.

Department of Education New South Wales. (2017). Elements of Learning and

Achievement | Quality Teaching Framework. Theelements.education.nsw.gov.au.

Retrieved 7 August 2017, from http://www.theelements.education.nsw.gov.au/the-

elements-manual/policy-reforms-and-focus-areas/quality-teaching-framework

Department of Education. (2017). Connotation, imagery and symbolism. English

Conceptual Learning. Retrieved 1 August 2017, from

http://englishtextualconcepts.nsw.edu.au/content/connotation-imagery-and-symbol

Gannon, S., Howie, M., & Sawyer, W. (2010). Charged with meaning (1st ed., pp. 31-38,

97-102, 197-204). Putney, N.S.W.: Phoenix Education.

NSW Education Standards Authority. (2017). English K–10 Syllabus (pp. 26, 138-139).

Sydney: NSW Education Standards Authority.