Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 3 Time: 30mins Date: /5/19 Students’ Prior Knowledge:

Learning Area: English – Creating Literature  Students are aware of the narrative structure
and language conventions.
 They have written their own narratives before
as well as together as a class in shares writing
sessions.
Strand/Topic from the Australian Curriculum
Create imaginative texts based on characters, settings and
events from students’ own and other cultures using visual
features, for example perspective, distance and
angle (ACELT1601)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 Create an imaginative narrative as a class
 Contribute ideas to a shared piece of writing
 Listen to peers’ ideas

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

 Have key questions and expected answers  Ask non-volunteers to share ideas to ensure that
prepared all students contribute
 Back up writing paper in case of technical issues
with Microsoft Word

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

The students were all very attentive and engaged throughout the lesson, particularly as they were given the
opportunity to come up with their own theme, characters, plot etc.

Teacher self-reflection and self-evaluation:

As this was a very on the spot lesson that took place on my first day of prac, there are many elements of the lesson I
would change in order to make it more successful and increase the learning opportunities for students. Next time I
would do a thorough planning process, or at least brainstorm ideas on the board, then put it into a draft. I would also
get the students to go back to their desks and come up with their own ideas. However as a shared writing activity this
was successful and the students were engaged in the structure and language conventions of a narrative.

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[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:

 Prompt prior knowledge by asking students what they remember about

9:45am
writing a narrative.

Is it fact or fiction?
What are the main elements we must include?
How do we split up our ideas?
What kind of WOW words should we be including in our narrative?

Lesson Steps (Lesson content, structure, strategies & Key Questions):

 Ask students to think of an idea we could write our class narrative on.
9:50am Brainstorm on the board the different ideas then vote.

 Begin by typing up the title of the narrative on the document.

Computer/Microsoft
 Line by line, have students contribute to the narrative based on the Word accessibility
chosen theme. If students give simple ideas, ask another student to
expand on this idea or put it into a full sentence.

 As the writing takes place, continue to remind students of the structure of

a narrative and what must be included:

 an appropriate setting, e.g. a forest, an abandoned house, a

dark alley

 at least two characters Whiteboard markers for

brainstorming
 orientation

 complication

 sequence of events

 resolution

 After each paragraph, reread the sentences and have students add more
WOW words such as adjectives and more complex punctuation.
10:10am
 As students complete the shared writing activity, call upon students to
read a line each. Then read all together as a class.
WOW word reference
 Throughout the lesson ensure that discussion takes place to reinforce sheet
students intercultural understanding and ethical behaviour such as the
use of different characters coming together regardless of their ‘obvious’
differences.

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Lesson Closure:(Review lesson objectives with students)

Writing books
10:15am
 Print a copy of the narrative for each student and have them glue it into
their writing book.

Transition: (What needs to happen prior to the next lesson?)

 Students will need to ensure that their work is glued into their writing
books and placed back in their desks ready for Spelling.

Assessment: (Were the lesson objectives met? How will these be judged?)

 Keep anecdotal notes on students that contribute during the shared Student checklist for
writing task anecdotal notes
 Also take note of students who are not actively contributing