Sample PLT Log Level H – Narrative Poetry
Student(s) Name(s)/ ARCOTS Code: Level HDevelopmental Domain / Progression of Reading Development
Developmental Level & Nutshell Statement / Level H Infer author's perspective from what is written and what is implied. Identify how different texts are structured
Evidence for this level? (What makes you say this? / ARCOTS testing student ZPD was Level H. Analysis of work samples against the progression confirmed this.
What is the student ready to learn? / What are the expected outcomes and evidence? / What interventions has the teacher planned? / What worked? What next?
Learning Intention/s
(Specific skill or concept or part thereof to be learned) / Evidence (What the students will be able to do, say, make or write): / Teaching Strategy (What the teacher says, does, makes or writes) / Learning Activity
(Describes what the students are actually going to do) / Resources (People, place or things used in the activity to realise the learning strategy) / Review & Reflection
Analyse how text structures and language features meet text purpose.
Draw conclusions from several pieces of implied information in complex prose.
Interpret relative importance of information in the passage.
Identify tone and foreshadowing. / Students will locate information in texts to combine information from various parts so as to infer writer’s personal beliefs (value systems, prejudices, and or biases).
Students will draw conclusions from pieces of implied information and create a visual representation which demonstrates their conclusions related to author’s perspective.
Infer author's intent and
selecting most likely and eliminating less likely responses using implicit information). / Expositive WHOLE CLASS INTRODUCTION
Teacher will introduce ‘narrative poetry’ and record student responses regarding their existing knowledge of common elements.
Teacher will introduce poet Banjo Paterson and briefly outline the era during which poem was written.
Expositive/Interrogative
Teacher will provide students with original version of Waltzing Matilda and first four verses of The Wild Colonial Boy - Australian version.
Teacher will facilitate a reading conference prompting discussion of similarities between the two different examples of narrative poetry, their structural elements. Teacher asks students to consider how the structures make/enhance meaning and characterisation.
Teacher ‘mocks up’ verses 5, 6 and 7 of The Wild Colonial Boy and presents these along with the actual verses 5, 6 and 7 for the students to explore and select from. Teacher presents them out of order.
Teacher assigns students the task of selecting verses that they believe match the original version of The Wild Colonial Boy.
Associative/Interrogative
Teacher convenes another conference wherein students explain the reasoning behind their decisions related to verse selection and compare with others.
Teacher leads students to then discuss the similarities and differences between the two full texts and infer authors’ (poets’) perspectives.
Individualistic
Teacher assigns students the task of imagining the poets are film directors of new films based on Waltzing Matilda and The Wild Colonial Boy and posters of the films are to be created. Teacher emphasises the point that the students need to focus on creating a film poster which demonstrates poet’s intention, perspective.
Associative
Teacher participates in student discussion around their film posters. / Students will gain some background information regarding the poet, the time and cultural context
Students read Waltzing Matilda and first four verses only of The Wild Colonial Boy and discuss similarities and differences.
Students will compare the two different narrative poems and record their discussions around this.
Students then select verses 5, 6 and 7 for The Wild Colonial Boy and discuss their selections.
Students imagine that the poet of one of the poems is the director of a film version of the poem. Students are to create a film poster showing director’s (author’s) intention. Students discuss their posters and how they reflect author’s perspective. / Waltzing Matilda original text
The Wild Colonial Boy – Australian version (see below).
First four verses as originally presented.
Mock up versions of verses 5, 6 and 7 and original verses 5, 6 and 7.
Sample mock up verses below. / Review Date:
Reflection:
The Wild Colonial Boy- Australian version
Come along my hearties,
We'll roam the mountains high,
Together we will plunder,
Together we will ride.
We'll scar over valleys,
And gallop for the plains,
And scorn to live in
slavery, bound down by iron chains.
It's of a wild Colonial Boy,
Jack Doolan was his name,
Of poor but honest parents,
He was born in Castlemaine.
He was his father's only son,
His mother's pride and joy,
And so dearly did his parents love
The wild Colonial Boy.
When scarcely sixteen years of age,
He left his father's home,
And through Australia's sunny shores
A bushranger did roam.
He'd rob the largest squatters,
Their stock he would destroy,
A terror to Australia was
The wild Colonial Boy.
In sixty-one this daring youth
Commenced his wild career,
With a heart that knew no danger,
No stranger did he fear.
He bailed up the Beechworth roll mail-coach,
And robbed Judge MacEvoy,
Who trembled and gave up his gold to
The wild Colonial Boy.
5 He bade the judge "Good morning,"
And told him to beware,
That he'd never rob a poor man
Who wafted on the square,
Three mounted troopers came in sight,
Kelly, Davis and Fitzroy,
Who thought that they would capture him,
The wild Colonial Boy.
6 "Surrender now, Jack Doolan,
You see we're three to one.
Surrender in the queen's high name,
You daring highwayman."
Jack drew a pistol from his belt,
And waved it like a toy,
"I'll fight, but not surrender,"
Cried the wild Colonial Boy.
7 He fired at Trooper Kelly,
And brought him to the ground,
And in return from Davis,
He received a mortal wound.
All shattered through the jaws he lay,
Still firing at Fitzroy,
And that's the way they captured him –
The wild Colonial Boy.
Sample mock verses
5 Three others then came into sight.
And asked if they could stay
They’d heard about his many crimes
And his reckless way.
Another three came into view
Kelly, Davis and Fitzroy,
They had not admired him,
The wild Colonial Boy.
6 "Surrender now, Jack Doolan,
You are the only one
Bound for imprisonment
You daring highwayman."
Jack was trapped on all sides
He responded with no joy
“The fight is finally over,”
Cried the wild Colonial Boy.
7 “I beg for your mercy
And for your kindness.
I truly regret
My moral blindness.”
Shackled and bound
By Trooper Fitzroy
He later died in captivity
The Wild Colonial Boy.