Essay on "Gender in Poetry / Literature"

Quoted Instructions for "Gender in Poetry / Literature" Assignment:

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Topic:Lesson Plan and Lesson Sequence (Subject: English)

Part A: Lesson Plan (600 words) Design a detailed one-hour lesson plan which focuses on teaching a poem and one other related text to a Stage 4 or Stage 5 class.

Stages of this assessment

1.Design a lesson plan 2.Submit your lesson plan for assessment

Requirements for the lesson plan

You must design an engaging, coherent lesson using knowledge of the NSW syllabus documents or the syllabus documents of your state. The outcomes you will focus on are 1, 2, and 4 in either Stage 4 or 5; you may select similar outcomes in the syllabus of your state. You must also select syllabus content for the corresponding outcomes. If your lesson is targeted at a Year 8 class, go to page 20 of the syllabus and you will see appropriate content for addressing Outcome 1. Look at the pages for the other outcomes and you will see a range of content and activities from which to choose. You must base your lesson on one poem and one other short related text. Your related text may be song lyrics, a picture book, a short story, a scene from a play, an excerpt from a non-fiction text, a media article, an advertisement, a photograph, a poster, a cartoon, an excerpt from a film or television/radio program or an internet site. Detail all stages (opening, body and conclusion) of the lesson thoroughly and describe the teaching, learning and formative assessment strategies using English language that demonstrates control and confidence. Remember to communicate clear directions to students about learning goals in your lesson and use student group structures as appropriate to address teaching and learning goals. Include with your detailed plan any handouts you would be providing to the students. Compose a one-page rationale in which you describe the class, the needs and abilities of the students to whom this lesson would be given and justify the teaching strategies, learning activities and formative assessment strategies you have chosen for your lesson.

Part B: Lesson plan sequence: Poetry (1350 words) Based on your reading of the curriculum documents of your state, design a short lesson sequence of five one-hour lessons that has its focus the study of poetry suitable for a Stage 4 or Stage 5 English class.

The contextual details for this class are as follows:

mixed ability group of 12 male and 13 female students in an large rural comprehensive high school; the students are from a variety of socio-economic, cultural and religious backgrounds; five are very capable English students; four students are from a non-English speaking background; they are classified as second phase ESL learners; and three students have learning difficulties in literacy. Steps in designing the lesson sequence

Take note of the type of school and class specified in the contextual details above as you must devise specific teaching, learning and assessment strategies for these students. Decide on the stage and year for this sequence of lessons (eg Stage 4 Year 7; Stage 5, Year 10). The sequence of five lessons you are going to design will involve the teaching of specific poems to a class in either Stage 4 or Stage 5. This does not mean that you have to select five different poems, but rather enough to fill up five hours of teaching. Select your poems around a theme, topic or genre. The study of the poetry must be supplemented by other related texts, such as song lyrics, visual or prose texts. The outcomes you will focus on are 1, 2, and 4 in either Stage 4 or 5; you may select similar outcomes in the syllabus of your state. You will find that, inevitably, other outcomes will be implied in your teaching of poetry but these three outcomes will be your focus outcomes and the ones that you will assess. Decide on the focus points of your teaching in these five lessons. The Content section of the Stage 4 and Stage 5 syllabus may assist you here. If you have selected a Year 8 class, go to page 20 of the syllabus and you will see appropriate content for addressing Outcome 1. Look at the pages for the other outcomes and you will see a range of content and activities from which to choose.

You might select poems/songs dealing with the different ways love has been written about down the ages and so you might select a Shakespearean sonnet, the Frank Sinatra song ‘Love and Marriage’ and a contemporary rap song. Your focus might be on the different attitudes to love expressed in these texts and on the different techniques composers use to communicate their ideas. Your focus may be on context and getting students to recognise that different times and cultures hold different values.

Remember that what you decide here will be what you assess.

6. Design a range of stimulating teaching, learning and assessment strategies and select resources and teaching materials relevant for the subject content and the needs and abilities of the diverse group of students. The strategies should address literacy and literature learning. You may also base your content and learning strategies on the creative use of ICT and eLearning.

7. Your sequence of lessons must build the field, introduce the poetry and the related material and include close study of the poems. Use student group structures as appropriate to address teaching and learning goals.

How to do Assignment 2 Part B

Compose a rationale for your poetry lesson sequence in which you include a statement of what you want the students to learn, a statement of the prior knowledge needed by students for this sequence of learning, a justification of your text selection, a justification of your choice of teaching and assessment strategies and an explanation of how your lesson sequence meets the diverse needs, interests and abilities of the targeted class. Design a five lesson teaching sequence using an appropriate lesson format. In each lesson, you must identify the syllabus outcomes and content for each stage of the lesson, describe the teaching and learning strategies in the opening, body and conclusion of each lesson, list resources and teaching materials, describe formative assessment strategies and indicate the timing for each stage of the lesson. You may use the Learning Cycle (Engagement, Exploration, Transformation and Performance) in the sequencing of the lessons. This cycle does not have to be completed in one lesson, but may extend over the lessons. On a separate page, you must include an outline of a summative assessment task based on outcomes 1, 2 and 4 and the focus points of the teaching and learning in the lesson sequence. Design marking criteria for the task and describe what you would expect to see in an excellent answer, a sound answer and a limited answer. Try to think of your lesson sequence as leading to successful student achievement of the assessment criteria you have set.