12/10: Year 9

Period 1 I had year 9, I had established the working environment with the
work and direction on the board. I could have spent more time establishing the
instruction and layout of the lesson. I had begun the lesson with a discussion of
literary and visual techniques though I should have seen where they were up to
regarding techniques, I had to probe discussion and examples and showed them
an example of the tone of a page to model the later activity. They copied the
definitions on the board and I had them then work together with a graphic novel,
opening to a random page and identifying five techniques used, the mood of the
novel and does it tell you anything about what is happening or what is about to
happen? They worked well with this activity and before the end of the lesson I
had them discuss their answers and introduce themselves as I was unfamiliar of
their names. Next time I will move around the room a little bit more and establish
instruction and expectations early on.
12/10: Year 10
I had year 10 period 4 and I began the lesson with them closing their eyes
and putting them in a position where they were displaced and what it would feel
like for them. They didnt know what the exercise was initially for though they did
it and worked well. They made clear links to examples of the definitions to
displacement in society and in action and were able to pick and tell of feelings
and emotions of people who are displaced. They discussed and worked well and I
was very happy with how the lesson turned out. I felt I had a good connection
with the kids and I was respected and could joke and laugh with them. It was
great they were able to make links from last lesson and bring it to todays
content.
13/10: Year 9
First period I had the class read and write about their chosen graphic novel
in relation to the activities we had done last lesson. They spent 5mins reading
and the next 5mins writing anything they can see or have read so far and what
techniques have been used. They worked well with this and then I had shown
them a video on the history of the graphic novel to examine the growth and
evolution of comic books to graphic novels and to what success and purpose that
had. They discussed really well their ideas and input on the fact that it was an
escape and graphic novels cater for a different audience. I had them finish off
the lesson by comparing an old comic book cover from WW2 and a current
Spiderman novel and have them analyse and decipher the way it has changed,
why they think it has and does it work? I could have spent more time with one
more activity as I had about 5mins early where no work was being done.
14/10: Year 10
I used a PowerPoint the entire lesson where I incorporated the colour
coded activities on the projector and wrote the answers with a whiteboard
marker. I would like to start asking more people for discussion points rather than
just the ones that know the answer. They had clear ideas and I used clues to link

back to last lesson which they were able to get the hang of and were able to use
those links throughout the lesson. I would like to have them do more writing
which I hope next lesson I will have them write a creative piece of writing to
demonstrate their understanding of displacement.

14/10: Year 9
I handed the assessment task out to the class and had them think about
techniques used in a graphic novel, I lead the assessment task to the purpose of
this lesson where they were to design their own graphic panel representing their
ideas of social expectations. They were to draw, write and incorporate magazines
to portray their understanding of techniques and messages used. I had them
work in groups and they were to place the techniques used in their section. At
the end of the lesson they organised their panels onto the board in the shape of
a final graphic novel page and each group described the techniques they used
and how they were being used in the panel. I would have liked the panels to
have been more linked with each other, though it did work well in the sense that
the class worked on one panel and focused on how it should look what should be
implemented.
17/10: Year 10
This lesson was directly after recess and the class was very unsettled with their
phones and had a difficulty getting into the work that had to be done. I had to
move around the class quite a bit and talk about getting on task and moderating
the work to get done by all the students. When I got onto the activity worksheet
the students were able to make links and address what techniques are being
used in The Rabbits. It was only a selection of the class that came up with these
things though I did try and point out to the other students who came up with
some ideas. Next lesson I will go along with the same activity next lesson
continuing on with this work and then moving onto The Lost Thing. Within this
lesson I had different students complete different tasks at different levels to
ensure they had some of the work done depending on their needs.
18/10: Year 9
There was a room change due to the HSC exams and the class took some time to
settle down into their routine. Once I had them reading their graphic novels
independently they settled and I was able to mark the roll. We had discussed and
had a look at symbolism and icons and I had them use the PowerPoint to discuss
the symbolism and what connotations are. They engaged with that very quickly
and I was able to move on. They worked in finding symbolism in their graphic
novels I walked around the room and helped those who needed it and they were
able to find at least 2 symbols that were used. They enjoyed looking through
their novels and the aim of this lesson was to give them ideas for their
assignment.
18/10: Year 11

I incorporated ICT in this lesson as the chosen room was in the computer room. It
worked well as they were able to google their definitions and synonyms and write
them in their books. I had them have a look at a snapshot of Australian media
ownership and distribution and had them answer a table in their books. They
were getting the hang of it and asking relevant questions though I didnt
consider the diverse learners. I didnt modify the lesson for the other learning
needs and I need to address for the next lessons.
18/10: Year 10
This period was last for the day and I felt it was a success, I decided to take the
approach of looking at The Lost Thing and have them name whatever is
happening in the picture I then had them think of links that went with these to
then pop into their worksheet. They got the links that were being made and were
able to see what the images and techniques were meaning. They began to make
links to displacement and next lesson I will strengthen these links to look deeper
at displacement. I felt very good with this lesson and I feel I am building a good
rapport with the students and feel very respected in the classroom.
19/10: Year 11
Looked at emotive language this lesson, I focussed on having the class copy a
short text off the board before moving onto the activities on the article. They
focussed quickly and I was able to move around the room and have the
conversation with individual students. I modified the work for other students
where I had them look at emotive words in the article and find synonyms for
those and have them write a sentence about the article itself. For others I just
had them look at the emotive words and the words that stood out to them in the
text and list them in their book.
Year 9
I looked at Silent Night and they answered some review questions of the text.
Next lesson I aim to develop their understanding of health and wellbeing and
focus on the concept and giving them the chance to work on their graphic
novels.
20/10: Year 11
Great lesson looked at bias, had them watch A Current Affair episode about
Welfare Drug Testing. The class had interesting comments to demonstrate bias
and were able to identify emotive words I had used this article as it is an
interesting and emotive topic, that I thought would trigger a debate. I had Adi
jump in and help me teach and directed the following activity where they wrote
their opinion of the issue. They were able to construct a few sentences of their
opinion and share it, where it was noted they had used emotive words to discuss
their ideas. I need to be more aware of different abilities and give them more to
work on, I have to try and push the class multiple times to ensure they are
working and completing the tasks to the best of their abilities.
Year 10

They came in after recess loud and distracted, they were very uneasy to settle
regardless of the work to be done. They had their phones out and I had trouble
keeping their attention, I think they had something happen at recess as that was
the main talk of discussion. They worked when I went up to them and told them
to stop but they then pulled the phones out again when I walked away. It was a
difficult class to manage though overall the minority of the class worked and in
the end everyone had the work finished before they left at the end of the lesson.
21/10: Year 10
Year 10 was in a much better mood than last lesson, they came into class
focused and were able to work on their booklet finishing off The Rabbits they
then moved onto writing about what displacement means to them before looking
through magazines and scrapbooking their ideas. I think it was a successful
lesson though I do need to be clearer in my instructions. The boys were a bit
chatty and didnt take the entire activity seriously though I worked with them
and they had it finished.

Year 11
The class went well I had them work in pairs that I had organised and they
worked great together. However when it came to the individual research activity
they had trouble finding information or knowing what went where. I then did the
activity with them and had them find the information from an article we had
picked together. They spent the last few minutes writing down their thoughts on
online dating and if they agreed on the recent Gable Tostee verdict. I do think I
need to more clear in instructions and focus more on structuring the lesson in a
way that the class understands and a goal that they can work towards.
24/10: Year 9
This lesson went really well, I had structured the lesson to include regular
activities. Since the classrooms are changing due to the usual room being
unavailable, I had the class read their graphic novel for 5mins while I prepared
the white board. I went around the room and they were very unfocused for the
beginning of the lesson, though I found once I used statements like Can I have
your attention for a minute? I redirected the focus onto me and they were
focused and quiet. I had established the instructions for the lesson and had them
work in groups. I had given them all the work at the very beginning though that
tended to distract the class from the task they were doing, next time I think I will
give the work out as they needed it.
25/10: Year 10
The class today were restless and I kept reiterating my expectations in the
classroom, I made sure I stopped before giving an instruction and would move
around the room and tell students quietly if they were doing the wrong thing. I
found that they responded well and immediately when I told them to stop what
they were doing. I focused on the life skills outcomes for a few of the students in

the class and I had them write a sentence and focus on a few smaller activities.
Those who are on life skills in the class worked well and I could see they did it to
the best of their ability. I found they were pushed and worked very well. I had
given them a writing task and they completed the story and it shows they are
beginning to understand the context and can adapt their knowledge as a story. I
have to ensure they complete the task and I made sure they understood the
importance of the task as it is for their yearly exam. I found I worked well with
the students and I can see the relationship I am building them.
26/10: Year 9
I began storyboarding year 9s graphic novels for their assignment. They began
collating and expressing their ideas and techniques they wish to incorporate in
their story. I walked around the room to give them help and express ideas. Many
of the students had already begun drawing out their ideas which was great to
see. Many of the girls were off task and next lesson I would aim to separate and
move them around to stay on task.
Year 11:
This was my best lesson with year 11. I had prepared a presentation to be done
continuing on Donald Trump and the use of emotive words and connotations. It
was interesting to see the class speak about the incident and Dreamworld and I
then went along with that topic, I had them think about whether the ride should
be shut down or not and then one of the boys found a news article that I put onto
the projector for the class to read and come up to the board and underline the
emotive words and what meanings can be taken from the article. They worked
really well and made a great discussion with the issues and the feelings
associated with the event. I was pleased with their behaviour and their
responses, they are developing a knowledge of bias and I am enforcing the
importance of why at the end of their reasons.
Year 10:
I began watching Oasis with the class, it was a shortened lesson and I had them
do homework yesterday. Those who had done it yesterday were able to leave on
time, those who hadnt I had kept in and gave them one more chance to finish it.
The girls were rude and I made them tell me what their story was about and
gave them the expectation to bring the work back in tomorrow for me to see. I
think next time I would give them one more chance to get it finished, but also
focus on the longer lessons.
27/10: Year 9
I had year 9 first period this morning, they came into the room and were settled
very quickly. I was able to continue with yesterdays lesson where I had the class
work on their story boards and I focused more on their ideas. The room was a
better layout today so there wasnt much chance for girls to talk amongst
themselves. I went around the room and discussed with what more they have

developed. Half way through the lesson I had the class shift around one row from
half the class swapped seats with the other half of the room to talk about their
ideas with a new person this was aimed to build and gain more ideas and an idea
for a theme if it hadnt been decided yet. They worked well with this and those
who didnt have an idea had come up with one with the help. I then had them
write a sentence or two on why they chose this issue and I went around and read
and gave them direction and liked what they saw. This was aimed to ensure they
are on the right track. I am happy with this lesson.
28/10: Year 11
It took a little bit of time to settle the class down and link the last lesson to this
one since there was a day in between. It was important to note that there were
extra girls in class who were distracted by their phones I gave the warning to
everyone and had to ask one of the girls twice more before she gave me the
phone. It was a good lesson in the fact that the class were able to find their own
articles and try and link it to the way the journalist code of ethics work follow or
dont follow the expectations when writing their articles. I think that next lesson I
will focus on developing the ideas before continuing with their lesson. I thought
allowing the class to move on individually and circulate the room worked well
and meant I could focus on giving individual feedback to students and assist
them with their learning. We continued looking at Dreamworld which worked
though I think it had lost its hype from the last lesson.
Year 10:
I had organised group work for this lesson on different text types. I think that for
this lesson I should have introduced the concept of group work as an established
activity rather than mix the class up into groups for the first time. The majority of
the class were stubborn and didnt want to share the activities and felt that some
people werent doing the work that they had to. They got a great deal of worked
finished and each of the students participated which in the end worked well. It
didnt run as smoothly as I had hoped because one of the girls left the room. But
asides from that they followed the rules and got the work done with minimal
distraction.
Year 9:
Period 3 I had this class and I had them read their graphic novel and then
comment on what they have read so far and what techniques have been used. I
found it was a successful lesson as the class had developed their ideas and were
able to develop their story, character and settings. I walked around the room and
saw their ideas and critiqued and gave them advice. It was a good lesson where I
was able to establish their stories and assist them with direction. But overall the
behaviour was exceptional although ideally I would choose to spend more time
working on their concepts and working out a theme to choose.
31/10: Year 10

I had this class for period 3 and they took their time to settle down and were
distracted with their phones. I had them begin the lesson writing out a diary
entry to focus their creative writing. They had trouble making links from the last
story they wrote. They continued writing and I wasnt going to move onto
watching OASIS until they had finished. Next time I will focus on ensuring I am
stricter with their behaviour and taking their phones off them when I have given
them the warning.
1/11: Year 9
The class continued working on their graphic novels, their assignments are
coming along very well and I was able to focus my attention onto some of the
students to see what they had come up with and give them advice on where it
was going. The majority of the class are almost finished, though some are still
stuck on their ideas and dont know where to go with them.
Year 11:
The class is quite distracted and were difficult to settle down. I had written the
instructions on the board and explained it to them though they werent able to
get into it and they needed constant individual instruction. I was having them
find the emotive words and change the words in the heading to show the change
in the emotion and have them write about the article. Next lesson I want them to
have a look at terrorism in the media and have them write about what their
opinion on it is and if their opinion changes between the articles. I want to them
to see the way the media changes our perception and is entirely emotive. Is this
done on purpose? Hopefully they will be better next lesson and I can have them
writing more than what they are at the moment.
Year 10:
These guys were quite unsettled though once OASIS was played they settled in
and got the work they needed to get done. I started the lesson with some
activities so they can wind down and settle into the routine. It is aimed to give
the class a chance to prepare and revise for their exam. They came up with some
great ideas and the lesson worked well considering it was the last period of the
day.

2/11: Year 11:

great discussion about their views and perspectives and were able to relate it
back to the content that we were looking at.
Year 9:
This lesson was once again successful as I was able to walk around the room and
give advice and see where students were up to. Their graphic novels were
coming together very well and it is a good method of informal summative
assessment as I can process their progress and see the work they are getting
done leading to the final product. I reminded them again about their exam and
their assignments as it was a quick lesson they have a little bit of work to
complete at home.
3/11: Year 11
Today we recapped on the last lesson. We had a look at the Project video from
last lesson and they were to have a look deeper into it. They were quite well to
work with and worked well. There was a technical difficulty and next lesson I
would aim to ensure some more work is backed up when that happens. I did
have questions on the powerpoint but there was a bit of a stuff up but it worked
well and we were able to get on with the lesson quickly. Some of the students
were hard to engage and get them working.
Year 10:
The class worked very well this lesson, we finished watching Oasis documentary
and the class were able to write down notes and many of the students who have
trouble writing notes down were able to get it done and had a substantial
amount of work completed. Next lesson we will go in and revise for their exam of
next week. I was very happy with the work the class did and I was able to have a
one on one conversation with one of the boys who had worked very well and
where he was going to next with schooling as he is one of the boys who has an
apprenticeship and has had trouble settling into lessons quite regularly.
4/11: Year 10
I thought this was a good lesson though they were distracted and become quite
unsettled. They found it difficult to make the connections between previous work
they had done and I think looking back on it I should have structured it a little
better to make the connections clearer. The purpose of this lesson was to
practice for the exam and to work on strengthening their ideas to be able to work
well in the exam. The class has been very well behaved but whether it is
because I am leaving or it is the end of the week that they are becoming
unsettled. I gave them homework for over the weekend as extra revision.

Year 11:
I had this lesson in the library where I had hired out laptops for the lesson, the
class was distracted as it was an open room and they were scattered throughout

and it was difficult to engage them. I should have given them a modelled
expectation of what I needed them to do though I thought it would be best to get
them start and I come around to give them a hand individually. The laptops were
also very slow and many students were only able to find one article with great
difficulty because it was so slow.
7/11: Year 9
This lesson went really well they worked very quickly through the activities as we
had a look at some revision for their yearly test. I had them read through the
work themselves and give them time to answer the questions on their own, they
worked quickly and effectively and many were able to move forward and
complete the other work. After a certain amount of time I had them discuss their
answers and have them come up to the board and answer the questions. The
most amount of time was the creative response which many of the kids had
trouble answering and I had to go around the room and give them some
direction. Overall they are a hard working bunch of kids and do not have a lot of
difficulty in working independently.
8/11: Year 10
The class were so disrupted for the first period of the day, I had to take phones
away and move a few students though they just wouldnt settle, it was a hard
class to teach as they were not focussing and engaging in the revision for their
test, I had to stop and start though I thought on my feet and gave them help in
answering the question they can work very hard under pressure though they just
were lazy and not concentrating this time around. I gave the 2 warnings and then
I take the phone and even when I had given the argument they still wanted to
disagree and argue with me. They settled down by the end of the lesson though
it was hard to get them to link the work they had previously done.
1/11 Year 11:
I had modified this lesson for the purpose of ensuring that all of my students had
a good opportunity in this learning environment. For one of my life skills students
I gave him his own worksheet to be able to complete on his own computer in his
own time. I gave him three activities that I had prepared and summarised what
the rest of the class was doing. It ensured he could get on with the work at his
own pace and other modifications for the rest of the class were adjusted as I
passed through the room.