Rationale

There are numerous modifications that had to be applied to these lessons plans in

order for them to be able to be achieved by a diverse range of students’ abilities,

particularly English as an Additional Language/Dialect (EAL/D) students.

EAL/D students may be unfamiliar with figurative language Applying the use of

everyday metaphors in class and explaining their meaning. This will aid the students

to gain an understanding of how the language device is applied in everyday life. For

example, I could ask the student to be as quiet as mice then ask a student what this

sentence is and means? (SCSA, 2016). This modification has little ramifications

when applied in the mainstream classroom as this highlights students’ prior

knowledge and allows students to hear the meaning from a peer making it easier to

comprehend. Another method of making EAL/D students familiarise themselves with

the concept of poetry is possibly using poetry that is from their own cultural

background. This would mean asking the student before that class if they knew any

poems from their own culture. If so, asking if they would translate those poems and

bring them into class to be used in class (Hertzberg, 2012). There is also the

implementation of songs as example of poetry, which is has been found in research

to assist EAL/D regarding their oral skills of prosody and pronunciation (McCormack,

2017).

Building vocabulary is a vital modification that must be considered for these lessons.

In these modifications, I have altered the lessons with more activities so that the

EAL/D students will have the necessary vocabulary to complete the writing tasks.

One of the barriers of this poetry unit is that it requires the semantic gained in

science class and the science lessons would be closely aligned with these lessons.
Therefore, the EAL/D students may have difficulty applying their semantic knowledge

of space if their knowledge isn’t achieved. This can be overcome through having the

scientific lessons also altered to aid the students in gaining the subject-specific

vocabulary knowledge to aid them in writing class. The students must also

participate in comprehending and practising the figurative language outside the unit.

This would occur through the use of worksheets testing the students’ ability to

construct and highlight figurative language devices. In the reading lessons alongside

these class will also point out the devices in the texts analysed in class e.g. pointing

out where the author has used a figurative language device and its meaning.

Students will build their vocabulary through various activities. They will be provided

with lists of vocabulary they can use when applying this to their lessons. For

example, using word jars, every student will have a word jar in which they will add all

new and/or interesting words and their meaning they come across, encouraging

them to build their vocabulary (Cameron & Dempsey, 2016). This includes taking the

jars to other classes (especially science), is also asked to add at least one new word

and meaning from silent reading time. For homework, as well they will be asked to

find two new words every week and write them in their book with a definition, where

the word comes from, using the word in a sentence and if they would like illustrating

the word to add to their jars. EAL/D students’ vocabulary will also be supported

through them using a bilingual dictionary to aid them if they find a word they cannot

understand and assist them with their vocabulary. These enhance the overall

vocabulary of all students and enhance their writing by having a variety of words to

use.
Another consideration made in these lessons was in regards to the assessment. For

the assignment, the students instead of having an open question will in groups be

allocated a planet of the stars. They will research their planet/stars in groups to gain

some context regarding words and ideas for their poem. They will be only required to

use at least one of the figurative language devices. They will be given a checklist to

self-check their work that the teacher will assist them with. The students will also

exchange their poem with their partner an edit each other’s work using a checklist.

This would have to be explicitly taught to the children and would a system they are

familiar with. The students in the next lesson student will get make changes to their

work based on the comments and the teacher will mark their work using the rubric.

The rubric has been altered for EAL/D students as cannot be expected to have

perfect spelling and editing of their work. The students will also be monitored via the

EAL/D observation sheet. have a conference with the teachers about their work and

revise. The students also will have the opportunity to present their work as a poster,

a digital video, an oral speech or attached to a piece of art. This applies the

multilingual approach giving the students a variety of ways to present their text other

than writing or presenting a speech as students may feel uncomfortable speaking in

public (Freyn, 2017).

 Teaching, learning and assessment cycle

Building the learning context:

The first two lessons asking questions about the prior knowledge of their learning. Reading poems
to the students analyzing the lines and what they mean.
Creating illustrations of the poem to gain ideas of what they are seeing.
In lessons 3-5 the students will do warm up session at the begin portion of lessons to engage the
students as well as building vocabulary for the modelled, shared and guided sessions of the
lessons. Using prior knowledge activities to stimulate students before their modelled writing
sessions e.g. brainstorming what is within an image.

Teacher modelling
Lessons three to five unpack the device and how to construct the text through modelled writing
through think out louds while creating the text and using the vocabulary. Identifying the genre,
relationship with the audience, the language, the structure and features.
Shared writing which calls for suggestions from whole class, recasts suggestions, edits and
reviews on the go, explaining language choices.

Collaboration
Shared writing which when students will call for suggestions in the writing process with the
teacher’s support to continue the poem modelled.
Guided writing projects will be given after the shared writing project for the students to write about
using the vocabulary gained about a similar topic. Providing scaffolds for these lessons.
students are enabled to take an increasing role in the collaborative construction of text and use
what they’ve learnt about the structure and language features of the genre.

Independence
Students will be allocated into groups and given a planet/the stars to research, plan (using a
planning framework) and write a draft poem about that planet using one sound device e.g.
personification of themselves as a planet.
They will go through the self-checklist with the teacher making sure they have fulfilled the
requirements of the poetry assignment. The next lesson would be student conferencing on their
poems and discussing ways they can improve the poem. After conferencing the children will type
up the final version on the computer and create art to match their poem.

Monitoring and assessment

The students will be monitored via
The writing sentence using the sound device with a drawing to put onto the go figure wall.
Peer assessments via exchanging and discussing their poems with another group as well
as for the assessment exchange their poem with a peer and filling in a checklist.
Monitoring their how they have achieved in the guided and sentence in a running record
sheet showing their EAL/D progress.
The EAL/D Progress Map to monitor and assess SAE learning progress is specified in the rubric.
Their progress will be discussed with the student in a conference.
Reflection
Conceptually looking at the modifications promoted by the literature I have gained an

understanding that although I may have considered differentiation of learning the first

time I constructed these lessons they were many elements of differentiation that I did

not consider especially in regards to cultural understanding and the linguistic issues

EAL/D students would have encountered when attempting to complete the lessons.

For example, the issue of unpacking certain terms and that figurative language may

be difficult for the student to comprehend. I did not comprehend how this

conceptualising these figurative language devices could possibly be a greater

challenge for EAL/D students.

I have gained a new understanding regarding the importance of students having an

extensive amount of vocabulary to assist them in writing effectively. The activities to

assist EAL/D students highlighted to me the importance of establishing the proper

vocabulary and the importance of building a context. The key concepts I found within

this process were those of supporting EAL/D students. The Gradual Release of

Responsibility Model was of help in modelling the text type, sharing in the

constructions of the text and participating in collaborative practice. Another key

understanding, I gained from was the importance of visuals and how they help assist

in building context as well as helping the student conceptualise ideas to write about. I

also found that there were other specifications I must observe when assessing

EAL/D students e.g. the students’ awareness of form, mode and register and the

students’ ability to recognise the difference between the Standard Australian English

and their home language. I specified that the students' work would have to be

assessed through this framework.

This process I found particularly complex for many reasons. One of the greatest

issues I found in modifying these lessons is not having an actual EAL/D student(s) to

make modifications for. As stated in class these students do not fall into a particular

category and need the modifications made to the lesson to be made based on the

diagnostic testing of where they are currently in their learning progression process. I

feel that these modifications would be more thorough with a student(s) to base them

on, especially in regards to the assessment. I also found that the content of figurative

language is difficult as seen in the EAL/D learning progressions this concept is

acquired in the consolidating levels and that a student at the beginning stages of the

progression map would require a substantial amount more modification. Therefore,

in a practical situation, this would not be issue. I also had an issue regarding how to

modify the assessment present to be better suited for EAL/D students while

maintaining similar content and zone of proximal development. This was overcome

through constructing an assignment in which students will work in groups, thus

assisting the students in the research and planning of their work, before completing

their draft poem. I would also offer extra time and assistance to these students in the

classroom if necessary. I was however limited in knowing how much scaffolding I

would need to give the student as I do not know what stage of the EAL/D map of

development they are at, however, this is added to the curriculum.

Another issue I encountered in modifying my curriculum was that of what additional

activities would need to occur outside of these lessons to support these lessons.

This unit already requires the students to have some vocabulary regarding the

different planets what they look like and contain. However, there would be more

support need in practising constructing the text which would occur during reading
time (e.g. pointing out sound devices and their meaning) as well as activities and

worksheets to assist in teaching the students figurative language.

Despite the changes in pedagogy and extra assistance required there are no real

barriers in regards to implementing these considerations into the mainstream

classroom. I strongly believe as this assignment has demonstrated to me, that all

students can benefit highly from a teacher offering extra support and assistance to

enhance their overall abilities in literacy within the classroom setting.

 Documentation
Checklist for self
Name:

 tick off if
In my poem did I your poem
has
Write a title and my
author’s name

Theme
Incorporate the theme of
the planets and space


Use similes e.g. busy as a 

Figurati bee
ve Use metaphors e.g. my
languag room is a pig sty

e
(Use of at Use personification e.g.
least one the flowers danced in the 
of these)
breeze
Use Imagery e.g. sights, 
sounds, smells
Use my best spelling and
punctuation

Underline words I did not
Editing know how to spell and 
edit my work

Use paragraphs 
Checklist for peer s
Name of the poem:
 tick off
if their
In my peer’s poem, did poem
has
They write a title and the
poets name

Theme They incorporate the
theme of planets and 
space
They use similes e.g. busy
as a bee

Figurativ
They use metaphors e.g.
e
my room is a pig sty

language
(Use of at They use personification
least one of
these)
e.g. the flowers danced in 
the breeze
They use Imagery e.g.
sights, sounds, smells

They use good spelling 
and punctuation
Editing They underline words they
did not know how to spell 
and they edit their work
They use paragraphs
s

Comments
Rubric for Independent poem
Room for
Learning criteria Satisfactory Good Excellent
improvement
The poet The poet clearly
Incorporation of the theme The poem did not use the The poet expressed
expressed the expressed extended
of the planets and space theme at all some of the theme
theme the theme
Use of figurative language
devices No figurative language
Attempts to use Attempts to use Using appropriately
Similes devices were used to
figurative language figurative language one figurative
Metaphors enhance their poem
once more than once language device
Personification
Imagery
There was a title,
There was a title but There was a title,
Was the poem structured There was no paragraphs, poets name and
no name and authors name and
into paragraphs with a title title or poets name effective use of
paragraphs some paragraphs
paragraphs
Interesting and
Interesting and Interesting and
Vocabulary: Using unique vocab found
No interesting or unique unique vocab found unique vocab found
interesting and expressive in class was
vocab used in class was applied in class was applied
words applied to their
to their poem to their poem
poem

Underlined some Underlined most

Displayed no Underlining of Underlined unknown
unknown words and unknown words
Editing unknown words and did not words and checked
did not check for and checked for
check for punctuation for punctuation
punctuation punctuation

EAL/D progress Map Level

Desired attainment
Feedback:
Poetry planning framework

Poetry planning framework

My planet/ the stars:

What will my title be?

Key words to describe the planet

Note students will choose at least one of these worksheets

Imagery: To use figurative language to represent objects, actions, and idea in such a way that it appeals
to our physical senses

Sights

Feelings

Sounds
Similes: The comparison of two items, made explicit by using ‘as’ or ‘like’.
Metaphors: A figure of speech that is used to make a comparison between two things that aren't
alike but do have something in common
Personification: The giving an animal or object qualities or abilities that only a human
can have.

I am the planet …
References:

Annandale, K., Bindon, R., Handley, K., Johnston, A., Lockett, L. & Lynch, P.
(2004). First Steps: Writing resource book (2nd ed.). Melbourne: Rigby
Heinemann. det.wa.edu.au/stepsresources/detcms/navigation/first-steps-
literacy/

Cameron, S., & Dempsey, L. (2015). The writing book. A practical guide for
teachers.
Auckland. NZ: S&L Publishing. 

Cameron, S., & Dempsey, L. (2016).The Oral Language Book: Embedding talk
across the curriculum. Auckland, NZ: S&L Publishing. 

Freyn, A. L. (2017). Effects of a Multimodal Approach on ESL/EFL University

Students' Attitudes towards Poetry. Journal of Education and Practice, 8(8),
80-83.

Hamilton, M., & Driscoll, M. (2003). A childs introduction to poetry with Cd. New
York: Black Dog &
Leventhal.

Hertzberg, M. (2012). Teaching English Language Learners in Mainstream Classes.

Newtown, N.S.W.: Primary English Teaching Association Australia (PETAA) 

McCormack, B. A. (2017). THE DEVELOPMENT OF ORACY IN STUDENTS WITH

ENGLISH AS AN ADDITIONAL LANGUAGE OR DIALECT THROUGH
MUSIC (Doctoral dissertation, Griffith University).

McGough, R., & Moxley, S. (2002). 100 Best poems for children. London: Puffin.

School Curriculum and Standards Authority (2010). Western Australian Curriculum

English http://k10outline.scsa.wa.edu.au/

School Curriculum and Standards Authority (2016). English as an Additional

Language or Dialect: Teacher Resource (EAL/D) 
https://k10outline.scsa.wa.edu.au/media/documents/eald/EALD-Overview-
and-advice.pdf

School Curriculum and Standards Authority (2016). overview and advice

(EAL/D) 
https://k10outline.scsa.wa.edu.au/media/documents/eald/EALD-Overview-
and-advice.pdf

School Curriculum and Standards Authority (2015). EAL/D PROGRESS MAPA guide
to teaching, learning, monitoring and assessment of English as an additional
language/dialect students
http://det.wa.edu.au/curriculumsupport/eald/detcms/navigation/assessment-and-
reporting/eal-d-progress-map/
School Curriculum and Standards Authority (2015). Writing observation guide matrix
for Middle Childhood
http://det.wa.edu.au/curriculumsupport/eald/detcms/navigation/assessment-and-
reporting/eal-d-progress-map/

“Space Poems.” Rainy Day Poems, www.rainydaypoems.com/poems-for-kids/space-

poems.

https://www.yourdictionary.com/metaphor Definition of a metaphor

Images used in class

Simile lesson
Sunlight https://scitechdaily.com/harnessing-the-entire-spectrum-of-sunlight-to-make-solar-
energy-more-efficient/
Marshttps://space-facts.com/mars/
Starshttps://pixabay.com/photos/sky-stars-mountain-top-night-sky-1246033/
Moonhttps://www.piqsels.com/en/search?q=eclipsed&page=19

Imagery lesson
Everest https://www.youtube.com/watch?v=NhBzhi9jPFs
Desert https://www.huffpost.com/entry/if-you-irrigated-its-deserts-could-australia-
quadruple_b_5a2c76d8e4b0d7c3f2622363
View from the moonhttps://moon.nasa.gov/resources/187/apollo-11-mission-image-view-of-
moon-limb-with-earth-on-the-horizon/