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This is the teacher notes page identifying the outcomes addressed in these lessons. Copy each lesson link and send it to your students. For printable versions of these materials log into the teacher information section of the Department of Education.
Introduction
Introduction
This lesson series continues the study of perspective in war poetry. Perspective is a lens through which we learn to see the world; it shapes what we see and the way we see it. In a text these values are expressed and/or implied through the composer’s language and structure which may position the responder to accept them.
During these lessons, students will explore Iris Claytons’ poem The Black Rat. They will explore the context and form of the poem through a structured annotation process. Student will also reflect on their perspective of the poem and the perspective of others in order to demonstrate their understanding. It will also help students discover the personal enrichment to be gained from a love of English, literature and learning.
During these lessons, students will:
reflect on prior learning
read and listen to a poem for pleasure and meaning
think about context and complete a thinking routine
compare the features of the form of a ballad
demonstrate their understanding of the features of a ballad
analyse the language forms and features authors use to position readers using metalanguage (UnT10)
utilise the Frayer Model for unfamiliar words
explain how these language features affect the meaning of the poem
explore how language form and features can be used to communicate perspectives of war.
These lessons address the following outcomes:
A student:
EN5-1A responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative expression and pleasure
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
EN5-5C thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and arguments to respond to and compose texts in a range of contexts
This lesson is an orientation to the poem to encourage enjoyment of the story and discover the structure and language. The thinking routines ‘See, Think, Wonder’ and ‘I use to think…Now I think…’ will be used to describe visuals and reflect on aspects of the poet’s life, in order to explore the historical context of the poem.
Learning intentions
Students will:
reflect on prior learning
read or listen to a poem for pleasure and meaning
think about context and ideas in texts by using thinking routines
Outcome content
EN5 – 1A: responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative expression and pleasure
S501DA1 analyse and explain the ways language forms and features, ideas, perspectives and originality are used to shape meaning
The coding for this content point comes from the English Textual Concepts and Learning Processes resources for Stage 5 English – Stage 5.
Students will deepen their understanding of the language forms and features of poetry and reflect on their understanding of the context of the poem. They will identify the features of the form of a ballad and how this differs from the form of the traditional ballad. During this activity they will be challenged to write a stanza of a ballad. Students will be supported to complete a guided analysis of the poem. In this lesson they will engage with stanzas one and two. This analysis is supported by sample annotations for each stanza. Students can read or listen these after they complete their own guided analysis.
Learning intentions
Students will:
compare the features of the form of a ballad
demonstrate their understanding of the features of a ballad
analyse the language forms and features authors use to position readers using metalanguage
identify and explain language features used by the composer.
Outcome content
SS503EP1 engage with a range of increasingly complex language forms, features and structures of texts in meaningful, contextualised and authentic ways
S503EP2 analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641)
The coding for this content point comes from the English Textual Concepts and Learning Processes resources for Stage 5 English – Stage 5.
Students will continue their stanza by stanza guided analysis of the poem through engagement with stanza three through to stanza six. Throughout the stanza by stanza analysis they will develop a more complex understanding of the impact of figurative language devices. This analysis is supported by sample annotations for each stanza. Students can read or listen to each after they complete their own guided analysis. This lesson has a literacy base in order to explore the vocabulary in content using the Frayer model to support their reading and vocabulary skills.
At the end of the annotation task students will explain their perspective of the content of the poem. They will reflect on the similarities and differences between their perspective and that of the poet’s.
Learning intentions
Students will:
utilise the Frayer Model for unfamiliar words
explain how these language features affect the meaning of the poem
explore how language form and features can be used to communicate perspectives of war
Outcome content
EN5-5C: thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and arguments to respond to and compose texts in a range of contexts
S505RC6 understand and explain the ways in which composers transform ideas and experience into and within texts, including consideration of their insight, imaginative powers and ingenuity
The coding for this content point comes from the English Textual Concepts and Learning Processes resources for Stage 5 English – Stage 5.
Iris Clayton, (1988). The Black Rat. Reproduced and made available for copying and communication by NSW Department of Education for its educational purposes. This has been made possible as permission has been granted by Narelle Urquhart (the daughter of Iris Clayton). This resource containing the copy of the poem is licensed up until October 2024. We are very grateful for this support and collaboration.
Resource evaluation
Resource evaluation
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