Lesson Plan Prac 2

Day: Tuesday
Date: 17/2/15
Time: Period
Year: 10
Learning Area: English
Topic: Narrative Techniques and Context in Up In
Smoke

Curriculum Content Area:

1. Analyse and explain how text structures, language and visual features of
texts and the context in which texts are experienced may
influence audience response (ACELT1641)
2. Compare and evaluate a range of representations of individuals and groups
in different historical, social and cultural contexts (ACELT1639)

Students Prior Knowledge and Experience:

Students have had explicit instruction defining context and developing
interpretations of texts according to contextual factors. They have had experience
reading other short texts and identifying personal responses as well as writing
techniques.

Learning Purpose:
Students will be exposed to a variety of short texts in order to develop their ability
to identify writing techniques, narrative conventions and contextual factors. They
will be able to apply this to developing an understanding of how context influenced
the creation of the text and their response to it.

Learning Objectives:
By the end of this lesson, students will
be able to:
1. List writing techniques and
narrative conventions in Up In
Smoke.
2. Evaluate how Up In Smoke
uses these techniques to create
meaning and relate them to
gender roles in the text.

Evaluation:

Leading a class discussion will

allow for informal assessment of
the students ability to respond
to narratives and identify
techniques.
Students are to complete a short
written response of how they
perceive the operation of gender
roles in the text, using evidence.

Resources and Preparation:

Up In Smoke Reading
IPads
Whiteboard
Marker
Note paper

Catering for Diversity:

This lesson will be responsive to the respective needs of young men and women by
allowing them to reflect on issues pertaining to gender roles and constructions. The
lesson will aim to scaffold weaker students by providing a structured discussion of the

text aimed at ensuring comprehension.

Timing:
5 mins

10 mins

Learning Sequence:
1. Introduction:
Brainstorm on the board qualities students associate with good
fathers, charting those. Explain the objectives of the lesson, relating
it to the assessment task they will do in week 3. Emphasise that the
reading is a bit more mature and dangerous, in order to spark
student interest.
2. Reading Activity:
Read Up In Smoke to the class. Ask the students what they
associate with the title, what do they think it means? After the first
two paragraphs, have students jot down their expectations for how
the text will proceed.

15-20 minutes

Class Discussion:
Ask students to summarise the plot, checking for understanding.
Guide a discussion of literary techniques (in particular
characterisation, repetition/motifs, symbolism). Chart student
responses on the board. During questioning focus on opinion and
emotional response, attempting to get students to justify their
responses in regards to writing techniques/narrative. What does the
story make you feel, how would you describe the tone? How is the
Dad characterised, how do you feel about him? From whose
perspective is the story written, and what are they feeling? Is
anything repeated in the text, how would you interpret those
instances of repetition?

10 minutes

Individual Writing Activity:

Focus on the paragraphs in the text that have the motif of the
orange circle. What significance does this have for the female
protagonist? Analyse how the author uses this motif to create
meaning, how do you interpret the symbolism of these passages.
Use other techniques to support your argument. This is to be
finished as homework if it is not completed.

3 minutes

3. Conclusion:
Review the objectives and how the learning activities tied in with
them. Ask students for feedback, did they feel the objectives were
met?

Evaluation:

This lesson was only a micro-lesson, as the aim was to assess how well I had responded
to criticisms made of the first lesson. The introduction was better at capturing student
attention and the reading seemed much more engaging. The room had more of a sense of
energy than the first time. I also attempted to use humour to inspire more interest in the
topic. I also had to utilise some strategies in order to keep the class focused and on track.
I felt in control of the classroom. I only had an opportunity for some brief discussion, but
I also made a conscious effort to be more supportive and try different questioning
strategies. On the whole, I would say this was a successful lesson, insofar as I improved
on some areas of weakness. My presence in the classroom and voice still need work,
however.