Sample PLT Log Level K – Narrative Poetry

Student(s) Name(s)/ ARCOTS Code: Level K
Developmental Domain / Progression of Reading Development
Developmental Level & Nutshell Statement / Level K Interpret underlying themes, causes and points of view in the text. Interpret ambiguous text in view of social context
Evidence for this level? (What makes you say this? / ARCOTS testing student ZPD was Level K. 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 parts of text for contribution to an underlying message.
Interpret complex thought process of character, point of view.
Infer author's intent using judgement and weigh up relative importance of information.
Interpret meaning of text by searching through and weighing up confirming evidence. / Students will draw conclusions from pieces of implied information and record these conclusions orally or in writing.
Students will make notes about the social context and analyse how this might contribute to an underlying message (analysis can be oral or written).
Students will record their thoughts regarding the characteristics of the reader and how these might shape a critical analysis. / 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/Investigative
Teacher provides students with sources of information about the social/political context of the original text and assigns students research task, emphasising students are to make notes about significant points relevant to poem’s and Paterson’s context.
Associative/Interrogative
Teacher prompts discussion around the social context and possible influences Banjo Patterson may have been subject to. Are these influences apparent in Waltzing Matilda – what evidence is there? Is the text ambiguous and does information about Paterson’s social/political context help to clear up ambiguities? What are the underlying themes and points of view? Could Waltzing Matilda be a political allegory?
Expositive/Investigative
Teacher provides students with sources of information about the poem’s nomination as Australia’s national anthem.
Teacher provides students with information about a range of national anthems and unofficial national anthems. Teacher directs students to listen to and read the lyrics of a range of official and unofficial anthems.
Associative/Interrogative
Teacher organises students in pairs/groups to discuss topics related to findings from student research, leading students to consider and compare elements of narrative poems/ballads, elements of unofficial anthems, elements of national anthems.
In light of this research, teacher asks students to consider how the underlying themes, causes and points of view in Waltzing Matilda may have influenced public views re its selection as an official anthem.
Interrogative/Individualistic
Teacher prompts students to discuss their personal views as to whether Waltzing Matilda should be reconsidered as a suitable anthem and sets activity wherein students record their thoughts in writing or orally (possibly debate form). / Students will gain some background information regarding the poet, the time and cultural context.
Students complete research and make notes regarding social/political context of the original text.
Students to make notes about Waltzing Matilda’s possible selection as a national anthem.
Students to make notes regarding elements of ballads/ narrative poetry, notes about elements of national anthems, notes about unofficial anthems.
Using the information and having closely read Waltzing Matilda, students discuss its political context, surges of popularity, why it may have been disregarded as a national anthem.
Students give personal response to the question: should Waltzing Matilda be reconsidered as a suitable anthem today – in writing or orally (could be in debate form). / Waltzing Matilda original version.
Waltzing Matilda more commonly known version.
Computer and internet access. Earphones.
http://www.nla.gov.au/exhibitions/waltzing-matilda link to archived collection
Online sources of information related to social/political context of 1890s, nationalism, Australian identity, shearer strike. / Review Date:
Reflection: