LESSON PLAN: Jasmine Pina 18513064 Page 1

PART A: PREPARATION AND STRATEGIES

Year: 10 Syllabus section: English Stage 5

Lesson 10/10

Unit Name: Social Injustice: Indigenous Perspectives

Aboriginal site: The Australian Museum

Lesson Topic: The Stolen Generation Duration: 60 minutes

This lesson attempts to engage the students in an empathy exercise for the Mothers who
had their children forcibly removed as a result of the stolen generation policy.
Prior knowledge/skills required Resources (Attach classroom ready resources/worksheets students will be using, including
Previously students have relevant pages from textbooks)
completed an in class Bottlebrush
seed planting activity which will  Script for yarning circle exercise (Resource A)
be referred to in this lesson.
 Stolen generation stories and facts (Resource B)
Students have also previously
engaged with a stolen generation  A Bottlebrush plant
inspired poem and also facts and
information about the stolen  Whiteboard and markers
generation, some of which they
have viewed at the Australian
Museum. All this knowledge will
be drawn upon in this lesson.

Quality Teaching Elements (lesson focus) - Highlight relevant items

1. Intellectual Quality 2. Quality Learning Environment 3. Significance
1.1 Deep knowledge 2.1 Explicit quality criteria 3.1 Background knowledge
1.2 Deep understanding 2.2 Engagement 3.2 Cultural knowledge
1.3 Problematic knowledge 2.3 High Expectations 3.3 Knowledge integration
1.4 Higher-order thinking 2.4 Social Support 3.4 Inclusivity
1.5 Metalanguage 2.5 Students’ self regulation 3.5 Connectedness
1.6 Substantive communication 2.6 Student direction 3.6 Narrative
How are Quality Teaching (QT) elements achieved in the lesson?

QT element/s in the lesson Indicators of presence in lesson

1.2 Deep understanding Students will reflect upon the feelings of betrayal and injustice that they are feeling
as a result of the teacher taking away their plant. Through the guidance of the
teacher, students will take their thinking one step further and consider how they
might feel if it was a loved one being taken away from them or how a Mother might
feel if it was her child being taken away from her.
2.4 Social Support The yarning circle is a respectful space where students can feel safe sharing their
thoughts, feelings and experiences in order to gain a deeper understanding.
3.6 Narrative Within the yarning circle the teacher will share stories through texts to strengthen
students understanding of the stolen generation, while students are free to share
stories of their experiences.
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PART B: SEQUENCE OF ACTIVIES IN LESSON

Syllabus outcomes: (number/s and descriptor)

EN5-5C A student thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas
and arguments to respond to and compose texts in a range of contexts

EN5-7D understands and evaluates the diverse ways texts can represent personal and public worlds
Students learn to:
Engage personally with texts
- reflect on personal experience and broadening views of the world by responding to the ideas and arguments of others with
increasingly complex ideas and arguments of their own

Develop and apply contextual knowledge

- understand how language use can have inclusive and exclusive social effects, and can empower or disempower people.
- explore and reflect on personal understanding of the world and significant human experience gained from interpreting
various representations of life matters in texts.

Respond to and compose texts

- respond to and compose a range of sustained imaginative, informative and persuasive texts which are increasingly demanding in
terms of ideas, arguments and linguistic, structural, cognitive, emotional and moral complexity.

Timing Language Mode / Class Students… 8 ways link

Organisation
0-5 Whole class - rearranging
Mins class configuration into
yarning circle.
Teacher – Providing
direction and taking roll
Topic / content/ skills they are
going to develop and the
activities they will do
Students enter classroom and
take their seats. When all the
students are present and settled,
the teacher greets the students’
and asks them to move their
desks against the classroom walls
and position their chairs in a
circle formation.

Students’ are to collect their

seedling cup (planted in the
previous English lesson), their
workbooks and a pen and take
their seats within the circle.

While students are getting

organise the teacher will take the
class roll and then move to take
his/her seat within the yarning
circle.

The teacher begins with an

acknowledgement to country.
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5-10 Teacher – leading group
mins thought and discussion
Students – listening and
sharing thoughts
Page 3
The teacher explains to the
students that what they have
created is a yarning circle. Within
this circle participants can share
ideas, knowledge, emotion,
experiences, concerns and
aspirations. No one will be forced
to speak or share if they don’t
feel comfortable doing so but
everyone must listen to what
their fellow classmates have to
share and be respectful of what
each person has to say.
The teacher will begin the circle
discussion by congratulating the
students on their excellent
growing skills. The teacher will
place a mature Bottlebrush plant
in the centre of the circle and ask
the students to imagine this is
their plant in one years’ time.
The teacher invites students to
share some things they might like
to do with their plant given they
are mature and able to take
them home.
After listening to some student
responses, all students are
invited to write in their
workbooks three words that
describe how they are feeling
after seeing their seeds
successfully grow and mature
into a plant. The teacher will give
the class one minute to do this
and when their time is up
students’ will be invited by the
teacher to share their words with
the group.
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10-20 Teacher – leading group
mins thought and discussion
Students – listening and
sharing thoughts
20-30
Mins Teacher- leading thought
process and discussion.
Students- listening and
sharing thoughts
Page 4
The teacher now advises the
students that she/he has decided
they can’t have their plant to
keep and will be taking them
away. The teacher explains to the
students that these plants were
never really theirs, they wouldn’t
know what to do with the plants
or how to care for them properly
and it was only right that she/he
takes them and looks after them.
The teacher removes the
bottlebrush plant from the
centre of the circle and places it
outside the classroom door.
The teacher will return to the
circle and ask the students to
take one minute to write down
three words that best describe
how they are feeling about what
just happened. When the time is
up students are invited to share
with the circle what they wrote.
The teacher will be looking for
words such as: angry, sad,
betrayed, furious, unfair etc.
The teacher will remind the
students about what they learnt
in their previous lesson and from
the The Bayala Nura: Yarning
Country exhibit at the Australian
Museum about the stolen
generation. The teacher reads
out a series of stories and facts
about the stolen generation to
provoke emotion in the students
(See resource B).
The teacher reminds students
that clearly they feel angry, sad,
betrayed etc that something that
clearly belong to them,
something they had looked after
and nurtured, was taken away.
The teacher asks the students to
take a minute to sit quietly for
one minute and reflect on the
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30-35
Mins Teacher- leading thought
process and discussion.
Students- listening and
sharing thoughts
Page 5
way they are feeling now, and
how these feelings would alter if
it was someone they love being
taken away from them.
Teacher writes quote from Alec
Kruger (see resource B) on
whiteboard.
After the one-minute reflection
time has concluded, the teacher
invites the students that are
willing to share what they are
thinking with the circle.
The teacher asks the students to
identify language techniques that
Alec has used to provoke an
emotive response from his
audience?
As the students identify the
language techniques, the teacher
highlights these on the
whiteboard.
The teacher will read to them a
quote from the The Bayala Nura:
Yarning Country exhibit at the
Australian Museum and ask them
to reflect quietly for 30 seconds
on its meaning -“Can we ever
possibly imagine or understand
the absolute despair that
Mothers must have felt when
their children were taken away?”
Teacher writes quote on
whiteboard.
After the 30 seconds of reflection
time has concluded, the teacher
asks the students to identify
language techniques that the
author has used to provoke an
emotive response from his
audience?
As the students identify the
language techniques, the teacher
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highlights these on the
whiteboard.

35-57 Students – Placing room Students are instructed to spend

Mins back into regular the next few minutes placing the
formation. classroom back into the
- Starting to create formation they found it and
individual text for “sorry when they finish doing this they
wall” are to sit at their individual desks
and take the express their
thoughts and feelings on the
stolen generation through one of
the following formats: poster,
letters to their Mother or a
stolen generation Mother or a
poem.

Students are advised that they

will have the rest of this lesson
and homework time to complete
their piece of work. Their finished
product must be handed to the
teacher at the beginning of the
next lesson so she can pin their
work onto the class “sorry wall”
display.

The teacher will hand back the

flowers to the students as they
are completing their work.

57-60 Teacher – summarises The teacher summarises what

Mins lesson and explains next the class has achieved in the
action lesson and advises the student
that if they have not completed
their reflective piece for the
“sorry wall” they are to do so for
homework. All students are
advised to begin packing up in
anticipation of the bell.
60 Lesson concludes
mins Whole class exits the
classroom
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PART C: ANALYSIS AND SELF-REFLECTION

How have outcomes been achieved?
Learning outcome Method of measuring and recording
EN5-5C A student thinks imaginatively, Formative Assessment: assessment of students written responses, their text created
creatively, interpretively and critically for the “sorry wall”
about information and increasingly
complex ideas and arguments to respond
to and compose texts in a range of
contexts
EN5-7D understands and evaluates the Formative Assessment: assessment of students verbal response within the yarning
diverse ways texts can represent personal circle and written responses, their text created for the “sorry wall”
and public worlds

Links to next lesson

Students will hand their text into the teacher at the beginning of the next lesson and the teacher will pin their creation on the
class “Sorry Wall”.
This lesson concluded the unit of work.

AISTL graduate standards and evidence that this lesson achieves this standard.
AITSL Standard Evidence within this lesson
1.4 Strategies for teaching Aboriginal and This lesson takes students on a journey through which they explore not only the loss
Torres Strait Islander students of relationships, experienced by those affected by the stolen generation policy, but
also the loss of culture. They will come to understand the importance of culture in
the creation of one’s identity. This is achieved through the reflective yearning circle
exercise.
2.4 Understand and respect Aboriginal The yearning circle and “sorry wall” exercise encourage students to not only
and Torres Strait Islander people to understand the policy of the stolen generation but also show empathy for those
promote reconciliation between affected by these policies.
Indigenous and non-Indigenous
Australians
WHS considerations

Consider the safe movement of furniture while students are arranging the classroom to create the yarning circle. Be sure students
are moving desks and chairs in a safe manner so as not to injure themselves or others.

Be sensitive to the fact that the stolen generation may be an emotional top for some students, especially those that have family
members affected by this policy.

Be sensitive to students that might also be separated from their Mother or Father due to a range of reasons including but not
limited to: adoption/ fostering, death, parent separation.

References

Australian Institute for Teaching and School Leadership. (2014). Australian professional standards for teachers. Melbourne,
Australia: Author.

Board of Studies NSW. (2012). English K-10 syllabus. Sydney: Board of Studies NSW.

Board of Studies, NSW. (2008). Working with Aboriginal communities: A guide to community consultation and protocols (Rev
ed.). Sydney, Australia: Author.

8 ways: Aboriginal pedagogy from Western NSW. (2012). Dubbo, NSW: RAET, Dept. of Education and Communities.

Quality Teaching in NSW public schools, A classroom practice guide. (n.d.). Retrieved from
http://mscplc.weebly.com/uploads/4/8/0/8/4808031/quality_teaching_guide.pdf
LESSON PLAN: Jasmine Pina 18513064 Page 8
The Stolen Generations. (n.d.). Retrieved from https://www.australianstogether.org.au/discover/australian-history/stolen-
generations

Casual teacher Notes:

Script for yarning circle has been provided by absent teacher. Please feel free to add to the script depending on the reaction and
engagement of the students.

Bottlebrush plant has been left on absent teacher’s desk ready for lesson.

Community Consultation or Protocols to be considered.

The following principals and protocols must be considered in the successful implementation of this lesson:

 respect for cultural expressions of Indigenous Australian Peoples

 the rights of Indigenous Australian Peoples to self-determination
 ongoing consultation with the Indigenous Australian community and Elders
 commitment to a long-term partnership between Indigenous Australian communities and education
providers
 engagement with the Indigenous Australian community to ensure cultural safety

(Working with Aboriginal communities, 2008)

Resources to support this Lesson

 Script for yarning circle exercise (Resource A)

 Stolen generation stories and facts (Resource B)
 A Bottlebrush plant
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Resource A:

Yarning Circle Script

Teacher:
I would like to begin today’s lesson by I acknowledging the Traditional Custodians of the land on which we
are working today, and recognise their continuing connection to land, water and community. I pay respect
to Elders past, present and emerging.

I would like to acknowledge that this lesson is being held on the traditional lands of the Darug people (If
school is not in Penrith area change), I pay respect to Elders past, present and emerging.

The circle that you have all created today is called a yarning circle. Within this circle participants can share
ideas, knowledge, emotion, experiences, concerns and aspirations. No one will be forced to speak or share
if they don’t feel comfortable doing so, but everyone must listen to what their fellow classmates have to
share and be respectful of what each person has to say.

I would like to begin our discussion today by congratulating you all on the excellent way you have cared for
your seedlings.

You will see in the centre of the circle I have placed a mature Bottlebrush plant. I would like you to imagine
this is your plant in twelve months’ time. Share with me and the rest of the circle some things you might
like to do with their plant when you are able to it home.

Students: Share responses

Teacher: Now please open your workbooks, find a blank page and write three words that describe how you
are feeling after seeing your seeds successfully grow and mature into a plant. (Students given one minute to
write response).

What are some of the words that describe what you are feeling?

Students: Share responses

Teacher: I would not like to advise you all that I have decided that I will be taking your plants now they
have matured. I will be taking them away from you. These plants were never really yours. You wouldn’t
know what to do with the plants or how to care for them properly. It is only right that I take the plants and
look after them.

The teacher removes the bottlebrush plant from the centre of the circle and places it outside the classroom
door.

Please take one minute to write down three words in your workbooks that best describe how you are
feeling about what I just said. (Students given one minute to write response).

What are some of the words that describe what you are feeling?

Students: Share responses

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Teacher: I would like you all to think about what we have learnt in our previous lessons and our trip to the
Australian Museum about the experiences of those affect by the stolen generation policy.

Teacher reads out a series of stories and facts about the stolen generation to provoke emotion in the
students (See resource B).

Teacher: Clearly you all feel angry, sad and betrayed by what I just said and did. I took something that
clearly belongs to you, something you had looked after and nurtured. I made you feel powerless and
worthless.

I would like you all to take a minute to sit quietly reflect on the way they are feeling now, and how these
feelings would alter if it was someone you loved being taken away from you.

(After the one minute reflection time has concluded read following quote) I would like you all to take
another 30 seconds to sit quietly and think about the following quote from the The Bayala Nura: Yarning
Country exhibit at the Australian Museum- “Can we ever possibly imagine or understand the absolute
despair that Mothers must have felt when their children were taken away?”

Teacher: Now I would like you to have a look at this quote on the whiteboard. Can you identify any
language techniques that the author of this quote has used to provoke an emotive response from the
audience?

(As the students identify the language techniques, the teacher highlights these on the quote and clarifies
the effect for the students. Look for emotive language, rhetorical question, collective noun of “we”, etc.)

Teacher: I would like you to consider these techniques in your own work when attempting to provoke
emotion from your reader.

Reflection concludes
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Resource B:

Stolen generation Stories and Facts

The following stories and facts were retrieved from: The Australian Museum, Sydney: The Bayala Nura: Yarning Country exhibit.

The greatest assault on Indigenous cultural and family life was the ‘taking away’ of Indigenous children
from their families. This happened in every Australian state from the late 1800s until 1969, when the
practice was officially ended. During this time as many as, 100,000 children may have been taken from
their families.

Alec Kruger, Elder Alice Springs, Northern Territory

Between two Worlds, R MacDonald, 1995

They just came down and say, “we taking these kids’. They just take you out of your mother’s arms. That’s
what they done to me. I was still at my mother’s breast when they took me.

The following stories and facts were retrieved from: Australian Together,
https://www.australianstogether.org.au/discover/australian-history/stolen-generations

Ruth's story

When Ruth was 4 years old, she was separated from her mother on Cherbourng mission in Queensland.
Ruth was 6 months old when she first arrived at Cherbourg. Times were tough; it was during the
Depression, and Ruth’s mother had gone to Cherbourg seeking help for her ageing parents.

But once she arrived at the mission, Ruth's mum was prevented from leaving. What was intended as a
temporary visit became years of separation and control. “People would say it was for your own good, but
my own good was to stay with my mum,” says Ruth.

At first Ruth was allowed to stay with her mum in the women’s dormitory. But eventually every child was
removed to a separate dormitory. Ruth was 4 when she was taken from her Mum. “Once you were taken
from your parents, you had no more connection with them,” she explains.

For a short time, Ruth still saw her Mum from a distance. But when Ruth was 5, her mother was sent away
from Cherbourg and forced to leave her daughter behind.

Impact of forcible removal on Indigenous children

 Many of the Stolen Generations were psychologically, physically, and sexually abused while living in
state care or with their adoptive families.
 Efforts to make stolen children reject their culture often caused them to feel ashamed of their
Indigenous heritage.
 Many children were wrongly told that their parents had died or abandoned them, and many never
knew where they had been taken from or who their biological families were.
 Living conditions in the institutions were highly controlled, and children were frequently punished
harshly, were cold and hungry and received minimal if any affection.
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 The children generally received a very low level of education, as they were expected to work as manual
labourers and domestic servants (see Unfinished Business).
 Medical experts have noted a high incidence of depression, anxiety, post-traumatic stress and suicide
among the Stolen Generations

Impact on Indigenous families

 Many parents never recovered from the grief of having their children removed.
 Some parents could not go on living without their children, while others turned to alcohol as a coping
mechanism.
 The removal of several generations of children severely disrupted Indigenous oral culture, and
consequently much cultural knowledge was lost.
 Many of the Stolen Generations never experienced living in a healthy family situation, and never
learned parenting skills. In some instances, this has resulted in generations of children raised in
state care.