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.