Lesson Plan

Day: Wednesday Date: 29/03/2016 Time: Period 1 Year: 8 Enrichment stream.

Learning Area: Language and Conventions. Topic: Persuasive Texts.

Curriculum content description: (from ACARA)

Analyse how the text structures and language features of persuasive texts, including media texts,
vary according to the medium and mode of communication (ACELA1543)

Analyse and evaluate the ways that text structures and language features vary according to the
purpose of the text and the ways that referenced sources add authority to a text (ACELY1732)

Apply increasing knowledge of vocabulary, text structures and language features to understand
the content of texts (ACELY1733)

Investigate how visual and multimodal texts allude to or draw on other texts or images to
enhance and layer meaning (ACELA1548)

Students prior knowledge and experience:

(Outline what the students already know about this topic)

In previous lesson students have reinforced their understanding of the definitions of persuasive
devices. They have reinforced recognising them within different text and have begun analysing
the effect each device hason the text. They have been introduced to the idea that persuasive texts
are created with a purpose.
Learning purpose: (May refer to the Elaborations of the curriculum content description here)
To continue bringing students to a higher understanding of persuasive texts and the devices
commonly used in them. For the class to be able to analyse the effects of persuasive devices.
Then test their knowledge with a summative assessment.
Learning objectives: Evaluation:
On completion of this lesson, students will (Explain how you will know that lesson
be able to: objective have been achieved / monitor student
(What will students know and be able to do at learning)
the completion of the lesson specific, concise 1. Students will demonstrate
and attainable objectives) understanding by completing their
1. Recognise that persuasive texts have image comprehension activities and
purpose and intent behind them/begin going through them as class.
critically analysing persuasive texts. 2/3. Summative evaluation. Class given
2. Recognise and define persuasive test paper to complete that I will mark.
devices in a new text type. If students pass lesson objectives of the
3. Define the effects of different last four lessons have been achieved.
persuasive devices in a different text
type.
Preparation and Resources:
(Detail what resources will be used and what other preparation of the learning environment will
be required)

Image comprehension activities that were started last week.

16X reading comprehension activity.
Spare handouts,
Spare pens.
Whiteboard markers.
iPad to use as timer.
Catering for diversity (detail any adjustments considerations for educational/resource
adjustments)

Group discussion while completing worksheet to include all students and identify common
issues.

Low level literacy and dyslexic students within class. Worksheet/test will be well spaced, written
in large font and printed on light blue paper. Passages of writing will be kept short and simple to
assist dyslexic/low literacy students without isolating them.

Content to be provided in a number of ways, spoken word and written word. Multiple
opportunities for success during discussions/completion of activities.
Timing: Learning Experiences:

5mins Queue to begin.

Inform that we will be completing a test in second half of period and must work
quickly.

20mins: Disseminate incomplete image comprehension activity. Ask to work on the voting
image and complete section by section, working through as class on board when each
column/sections is completed.

5mins: Collect sheets as they are (completed or not), arrange class for test conditions and
disseminate reading comprehension test.
30mins:
Class completes test, marking off times on the whiteboard.

6 mins:
Collect tests, thank class, sum up previous lessons, dismiss for drink break.

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

I am finding using a cue to begin and non-verbal/verbal behavioural cues far more natural and
comfortable. My ability to remain calm and approachable is also improving. I am finding it
easier to paraphrase and guide students responses and am maintaining the environment of
praise/positive discussion that I strive for. I am far more confident moving around the room and
taking control of the class when they lose focus.

My time management was also a lot better this week. With only half the period to finish a left
over activity from last week I was far more explicit with the time ascribed to each stage of the
activity. As a result students managed to complete what they could with enough time to go
through the activity as a group, reinforcing areas they didnt get to/understand. This in turn
helped prepare them for the summative assessment in the second half of the lesson.

I learnt a lot about managing a summative assessment. Students were supposed to be allowed a
definition sheet, however many had lost theirs from previous lessons. I did not check the sleeve
of spare sheets I brought to the class and when I went to hand out new definition sheets I
realised I had the wrong one. As a result I only had three spare definition sheets and an
abundance of useless spare activities from previous lessons. I could not allow some students the
advantage of definition sheets and as a result they all had to complete the test without them. This
limited their chances for success and made the scope of the test wider than my intentions. I
learnt that to effectively conduct a summative assessment you must be extremely prepared
because your errors can influence students ability to complete the assessment and detract from
the accuracy/worth of the test as a means of measuring comprehension.

When first disseminating the assessment I accidentally placed some face up. However I noticed
my mistake and flipped them over before students had a chance to properly see the assessment.
This experience helped make me aware of the simple mistakes a teacher can make when
delivering a test and taught me to prepare extensively so I can be confident not to make these
mistakes.

Another mistake I made was not including explicit written instructions in the test. As I had
modelled this assessment around the activities completed in previous lessons I assumed students
would understand the task. As a result I was bombarded with questions and had to orally dictate
instructions in the first five minute of the assessment. This detracted from the time students
could have spent completing the test and disrupted the test condition environment. I learnt the
importance of making assessments as clear as possible, to minimise student confusion and
increase opportunities for success.

The final mistake I made was leaving notes from the previous activity on the whiteboard. While
none of the information pertained to the test students still copied it word for word as answers.
These answers were inevitably wrong. I should have removed the notes from the whiteboard
completely, before starting the test, to avoid confusing/distracting students.

However I managed to maintain silent test conditions and provide assistance to students
relatively well and my lesson conclusion remained strong from last week.