Lesson Plan

Day: M T W T F Date: 05/02/16

Learning Area: English

Time: 20 minutes

Year: 10.1

Topic: The Breadwinner by Leslie Halward- Short Story

Curriculum content description: (from ACARA)

Compare and evaluate a range of representations of individuals and groups in different
historical, social and cultural contexts (ACELT1639)

Students prior knowledge and experience:

(Outline what the students already know about this topic)

Learning purpose: (May refer to the Elaborations of the curriculum content description here)
Investigate the role of gender in a cultural, social, historical context.

Learning objectives:

Evaluation:

On completion of this lesson, students will be (Explain how you will know that lesson objective have
been achieved / monitor student learning)
able to:
In class completion of s short answer in groups
(What will students know and be able to do at the
then read to the whole class for discussion.
completion of the lesson specific, concise and
attainable objectives)

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be required)

Printing of the pre-question handout

Whiteboard makers

Catering for diversity (detail any adjustments considerations for educational/resource adjustments)

Timing: Learning Experiences:

1.

Introduction:

(How will I engage the learners?)

Introduce myself
Tell students that we will be looking at a pre-reading sheet relating to the
Breadwinner by Leslie Halward
2.

Sequence of learning experiences: (What will you do to help the students achieve the
learning objectives? What tasks and activities will the students be involved in to help achieve
the learning objectives?)

Handout the Pre-reading sheet with instructions to keep it face down on the table.
Put the students in groups of four according to table seating
Assign each group a number.
1

Explain that as a group they are to write a short answer to their numbered question
They have a minute or two to think individually on the question then to work as a
group to write an answer.

Call on each group (or as many as time will allow) to read out their answer and
discuss as a group.
3.

Lesson conclusion: (How will you summarise the learning and relate it to the lesson
objectives?)

Have the students look at other questions and make dot points for further discussion
in next lesson.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

Because this pre-reading questionnaire deals with potentially upsetting subject

matter it needs to be introduced prior to the lesson, this was not done and one
student was upset and needed to leave the class. I didnt notice as I was focused
on the lesson, luckily I had the backup of MT who assisted the student.
I also had technical problems where the department photocopier was not working
so the handout could not be printed and then the in class projector would not
recognise my laptop. MT wrote the pre-reading questions on the board for the
students to copy down while I dictated them from the laptop. This was disruptive
and took up valuable class time. I feel if they had been a less tolerant group or if it
had been at the end of the day this could have completely derailed the lesson; as
it was, they took it in their stride and worked well in their groups and produced
some good answers.