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ENGLISH CURRICULUM 1A

ASSESSMENT 1: STAGE 4
LESSON PLAN
Layout:
- Lesson plans (resources included directly after each lesson plan)
- Rationale
- References

Western Sydney
University: Masters of
Secondary teaching 1714
Amyleigh Elliott 18606427
Lesson Plan 1

Topic area: Storytelling and Stage of Learner: Stage 4 Syllabus Pages:


the purpose, power and 123-124 / 127-128
perspectives of stories.

Date: 13/8/19 Location Booked: Lesson Number: 1/14


Time: 60 minutes Total Number of students Printing/preparation:
30 Projector screen
5x laptops
15x The Island’ – Armin Greder
30x 3 P’s worksheet

Outcomes Assessment Students learn about Students learn to


Syllabus outcomes Lesson assessment
The form, features and Identify the structures of a
- Diagnostic/formative structures of texts, beginning story.
assessment – The
responds to and composes Mentimetre will assess with analysis of The Island. Identify the different styles of
texts for understanding, the level of Students will also learn about storytelling.
understanding and
metalanguage appropriate to Interpret texts through analysis
interpretation, critical analysis, knowledge students
already possess about narrative and how the author of character perspectives and
imaginative expression and the narrative and shapes meaning through point of view.
pleasure EN4-1A story/storytelling.
- Think, pair, share activity perspective, point of view Draw connections between the
assess how well they can and purpose. outside world and the text.
uses and describes language identify the features of a To begin to critically analyse
narrative.
forms, features and structures - 3 P’s worksheet – assess
the use of images to help shape
of texts appropriate to a range and strengthen students meaning in a text.
of purposes, audiences and understanding of
metalanguage.
contexts EN4-3B - Socratic circle assess
how well students can
describe the language
Life Skills outcomes features of the text and
highlight the purposes of
the text.
ENLS-1A, ENLS-2A, ENLS-3A,
ENLS-4A, ENLS-8A ENLS-10B
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Compare the ways that language and images are used to Analysis of the text using Tier 1 and tier 2
create character, and to influence emotions and language of textual features.
opinions in different types of texts (ACELT1621)
Recognise and analyse the ways that characterisation,
events and settings are combined in narratives, and
Analyse why stories are written and how they
discuss the purposes and appeal of different approaches can convey meaning.
(ACELT1622)
understand how language is used to evaluate texts and Draw connections from the story to the real
how evaluations about a text can be substantiated by world.
reference to the text and other sources (ACELA1782)
Time Teaching and learning actions Organisation Centred
T/S
5-10 Students to be welcomed into class, ask to be seated and to get Teacher: Before inviting the students T
out their device (laptop, iPhone, iPad/tablet). to turn on their devices explain that
the focus of this term is on
Students asked to turn their devices on and to go to the website ‘Storytelling and the purpose, power
www.menti.com and enter the code 34 73 50 (have both clearly and perspectives of stories’. Inform
written on the board). the students the learning intention of
this lesson is for them to explore the
Allow 2 minutes for students to enter their responses. written text to understand the
structures of narrative, as they T
**Laptops to be available for students who are unable to write** eventually will create their own story
and be the storytellers. The success
criteria for this lesson is for them to
be able to analyse and identify the
features of the book The Island and
identify the key elements of the S
story. Instruct the students to start to
think about what they know about
storytelling and stories.

Once the students have logged on


instruct them to provide three
answers to the question “What
makes a GOOD story?”.

Student: Students to enter their


responses on their devices and see
the collective responses of the class.

Resources: Devices, mentimetre,


whiteboard.
10-15 Students to review the word-cloud made as a class and enter into Teacher: Invite the students to T
a class discussion discuss the results with their table
groupings and invite them to share
Students to work collaboratively the top 3 answers which they believe
contribute to a good story. Look for
answers like: Point of view,
perspective, purpose
characterisation, protagonist,
beginning/ orientation, middle, end,
conflict, resolution, conclusion, story
line, plot, imagery, word choices, S
symbolism.

Student: Think, pair share: Work


collaboratively with table groups to
discuss the class results and to
choose three answers they feel best
answer the question.

Resources: Mentimetre word cloud


15-30 Students divided into groups of 2 Teacher: T
3 P’s worksheet is explained.
Teacher to hand out copies of ‘The Island’ to students’ groups of 3 Introduce the terms of
to share. Purpose = Why has the author
written about this topic? What are
Teacher to also hand out the 3 P’s worksheet to each student. they addressing?
Point of view = who is telling the
story? (Identify type of narration).
Perspective = How the
author/characters feels about certain
situations. S
Do this by inviting some students to
read out the information on the
sheet to the class. Tell the students
to bear these questions and T
attributes in mind as they listen to
the first reading (led by the teacher)
of The Island. S

Student: Get students to work in


pairs, ask each student to pick either S
the ‘stranger’ or the ‘Village people’
to focus on (group members must
pick different characters), ask them
to re-read the text in their pairs and
answer the questions on the
worksheet. (For EALD students have
audio book available to assist with
student lead reading).

Resources: The Island book, 3 P’s


worksheet.
30-35 Students instructed to share answers within pairs. Teacher: Students share their T
responses with their partners explain
this is to enable them to understand
the opposing perspectives.
S
Student: Sharing their answers with
their partner and gaining and
understanding into the different
perspectives presented within the
text.
35-45 Students are invited into a Socratic circle to deepen their Teacher: Socratic Circle: T
understanding of the structures of a story and storytelling. Creates a Socratic circle which
involves every student (for students
who do not feel comfortable
speaking in front of the class, allow
them to be note takers these notes
will be entered into the class google
doc for students to study). Ask 5
open ended questions **see
attached copy of question S
resource** (for question 5 aim to link
to the refugee situation and attitudes
of isolation).

Student: Based on their group work


and understanding of purpose,
perspective and point of view found
within the book, they are invited to
share their answers as a class to
further develop their critical analysis
and understanding of the functions
of storytelling.

Resources: Open ended questions, 3


P’s worksheets (filled out).
45-55 Students are now invited to discuss the book in terms of language Teacher: Final questions are T
and image features. presented to the students which
require the students to consider the
text as a whole (visual and written).
Students are to consider the images
in the text and if they:
1. Aid the narrators voice
2. Aid the purpose of the
story S
3. Alter or change the
perspective of the
character?
4. If the images represent
ideas, emotions or
thoughts, through
symbolism.

Student: A picture speaks a


thousand words:
Students are to copy the four
questions into their books. Students
are to consider the impact that
images have on the manner in which
a story is read or interpreted.

Resources: The Island Book.


Homework is explained, expectations are clearly outlined for the Teacher: Explain the homework task
55-60 students. which is for students to answer the 4
questions about images and how
Students to pack up, before being dismissed. they impact a narrative or story. Ask
them to write three sentences for
each question, as this will be
discussed in tomorrow’s class.

Student: Follow instructions and


understand that they need to write 3
sentences for each question as
homework in preparation for
tomorrow’s lesson.

1 Resource 2: The 3 P’s of


Resource 1: ‘The Island’ –
By: Armin Greder (picture storytelling Worksheet.
book).
2

3 Resource 3: Socratic circle


Reflection LESSON 1
What have I learned about the teaching and learning process when preparing this lesson?

Throughout the preparation of this lesson I have learned the importance of the student-centred
pedagogical approach. This approach is a great teaching and learning process as it allows students
to take a degree of autonomy and choose to complete activities in a manner which compliments
their preferred learning style. I also found it very easy to fall into the trap of teacher lead and
teacher focused as it is the first lesson, I felt as though I had to provide students with lots of
instructions and make expectations explicit.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording


EN4-1A Students are assessed on their knowledge of the structures,
form and features of texts through the menti task, the
results are recorded. Students are also assessed on their
ability to recognise vocabulary choices and how well they
can discuss the point of view and concepts of texts, through
the Socratic circle and 3 p’s worksheet.
EN4-3B The 3 P’s task and the Socratic circle assess and record
student’s ability to identify, discuss and reflect on the key
ideas and information of the books. Analyse the purpose of
the text and discuss this throughout the Socratic circle
activity.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson


Standards
1.1 This is evident through the initial activity which allows the teacher to assess the
students and gauge where they sit in terms of background knowledge of a
narrative and its features.
2.1 The texts and activities have been derived from the curriculum which ensures
the students are engaging with appropriate tasks and are being challenged in
an appropriate manner.
2.2 The initial activities have been designed so they can be added to in the
following lessons, increasing the difficulty slightly to allow higher-order
thinking approaches.
3.5 Communication is central to this lesson, both as a class and in smaller micro
groups. This ensures a child-centred approach is employed.
4.1 Students are supported to contribute, through a range of ways whether verbal,
written or through ICT skills.
5.1 Diagnostic and formative assessment utilised throughout the lesson through
the menti task and the Socratic circle activity.
Lesson Plan 2

Topic area: Images and their Stage of Learner: Stage 4 Syllabus Pages: 125-126/
impact on stories. 129-130/ 131-132

Date: 14/8/19 Location Booked: Lesson Number: 2 /14


Time: 60 minutes Total Number of students Printing/preparation
30 5x The Island
30x Graphics, Images and
meaning worksheet
30x storyboard sheets
Humans of Newtown images
printed
30x Perspective Bank
Worksheets

Outcomes Assessment Students learn about Students learn to


Syllabus outcomes Lesson assessment The process of composing a Think critically about texts,
effectively uses a widening range text and the personal through analysis of the visual
of processes, skills, strategies and - Assess students satisfaction and difficulties features.
knowledge for responding to and understanding of associated with this. Learn to use the visual features
the visual aspects How to identify and discuss to help shape meaning and give
composing texts in different media
of a story through ideas and information in purpose to a text.
and technologies EN4-2A
class discussion. texts. Compose their own stories and
makes effective language choices - Assess student The connection between employ narrative techniques.
to creatively shape meaning with understanding of written text and images in
accuracy, clarity and coherence how images can terms of purpose and
EN4-4B be moulded by perspective.
thinks imaginatively, creatively, the perspectives
interpretively and critically about and purpose
information, ideas and arguments through analysis
of the Island.
to respond to and compose texts
- Assess student’s
EN4-5C
ability to think
Life Skills outcomes
creatively and
ENLS-5A, ENLS-6A, ENLS-7A, ENLS-9A ENLS-
11B ENLS-12C, ENLS-13C their ability to
make effective
language choices
to shape meaning
through the short
story task.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

explore the ways individual interpretations of texts are influenced Analyse a text through the visual. Analyse and
by students' own knowledge, values and cultural assumptions. evaluate how images can make or contribute to the
Critically consider the ways in which meaning is shaped by meaning of a narrative.
context, purpose, form, structure, style, content, language
choices and their own personal perspective. Interpret the perspectives given through the tone of
images.
understand and use conventions of storytelling in a range of
modes and media, e.g. digital storytelling.
Use a visual aid to create their own short story.
discuss aspects of texts, for example their aesthetic and social
value, using relevant and appropriate metalanguage (ACELT1803) Employ language from tier 2 and tier 3 including
protagonist, symbolism, allegory and metaphor.
Time Teaching and learning actions Organisation Centred
T/S
5-10 Teacher is to welcome the students in to class and ask Teacher: Inform the students that the T
them once they are seated to get their homework out. learning intention of the lesson is for
students to be able analyse both visual
Answers from homework to be entered into a google doc. and written elements of texts and how
these features connect to make
**Laptops to be available for students who are unable or meaning.
prefer not to write** The success criteria outline that
students will achieve this through in-
depth analysis of The Island and
Humans of Newtown images, in which S
they will create short stories to
demonstrate their understanding of
written and visual features of
narratives.
Students are invited to share their
responses to the homework, if they
choose to. Some open-ended
questions should be asked about the
homework questions, to check for
clarity in understanding.

Student: Students can use this time to


share their thoughts, revise or clarify
any questions they have.

10-30 Storyboard sheets of The Island, given to students. (Have Teacher: Images and texts S
hard copies for students if they prefer to look/touch the Go through the storyboard with the
actual text). students let them
label/highlight/colour any parts which
Graphics, Images and Meanings worksheet handed out. they feel is important or stands out in
terms of the graphics of within the
text. Get them while doing this to
think about the importance and
connection the images have to the
written story and why. Instruct them
once they are done to then complete
the Graphics, Images and Meanings
worksheet. This can be done as table
groups.

Student: Label all of the features S


which stand out to in terms of images.
Discuss with groups why they think it
is structured that way and what
impact it has on the story and the
meaning.
Resources: Graphics, Images and
Meaning worksheet, The Island,
Storyboard worksheets.
30-45 The 5 images chosen from Humans of Newtown are to be Teacher: Ask the students to pick one S
placed on the board (should be printed large enough for image which appeals to them and one
students to see) Soft copies will also be available via the perspective they feel suits the image
google doc for students who easier student access. or they are drawn to (highlight the
examples under each perspective are
Perspective bank work sheet to be handed out, once just to aid students who need help
images are revealed. with ideas).
Inform the students that these two
things will help them create their own
short story. They are asked to write a
short story about that person in the
image from the chosen perspective,
this story is to be written in first-
person with emphasis placed on the
use of ‘I’ and ‘me’. For students who
do not feel comfortable writing they
can create a poster/draw pictures or
record a brief narration to tell that
person’s story.

Student: Choose and image and a


perspective and create a short story of
about 15-20 lines/ poster or drawing
written in first person from the
perspective of their character.

Resources: Humans of Newtown


images, Perspective bank worksheet.

45-50 Students to access the ‘Humans of Newtown’ google doc Teacher: Instruct the students to read S
and read the real story given to the image they chose. through the story that was published
with their chosen image, ask them to
think of the perspective and point of
view of the person in the image.

Student: Read through the story the


belongs to their chosen image. View
the real story that belongs to the
person and notice how images can
hold different meanings when paired
with a certain point of view and
perspective.
Resources: Laptops.
50-55 Students are asked to join a Socratic circle. Teacher: Ask the students what did T
they notice about the true story and
the story they created?

Did the real story change the way in


the image was viewed?

Allow students to raise their own S


point of notice and insight.

Student: Discuss as a class their


findings and how they interpret the S
image differently.

55-60 Homework explained Teacher: Explain to students that T


tomorrow they will be authors and
Students pack up before beings dismissed. creating their own stories with visual
attributes. Instruct them to think of a
storyline, characters, the purpose of
their story, character perspective and
their point of view.

Student: Begin to think of the type of


story they want to create, how they
will demonstrate perspectives,
purpose and point of view. Think
creatively.

EXTRA Student to choose a second image or change perspective. Teacher: Allow students to do a S
ACTIVITY second Humans of Newtown story if
they complete the task early.

Student: Students can take on a


second story with a different image or
a different perspective if they finish
early.

1
Resource 1:
Starboard
Resource 2:
Graphics, Images
2 and meaning
worksheet

Resource 3: Humans of Newtown


3 Printed images

Resource 5: Humans
of Newtown original
5 story google doc

https://docs.google.com/doc
4 Resource 4: Perspective ument/d/1jYxAgOi2qsdwD
bank worksheet 00cDNm8poi3qnOwVYuzd
UuP-
DTRu9Q/edit?usp=sharing
Reflection LESSON 2
What have I learned about the teaching and learning process when preparing this lesson?

The planning of lesson two demonstrated to me the importance of planning meaningful and
sequential lesson activities and structures. The planning process enabled me to see how the lessons
and activities had to speak to one another in order for the students to understand what they were
learning and how this process was possible as each activity builds on the last. This lesson also taught
me the importance of letting students have options within their learning, it is easy to offer one
avenue which makes sense to me as the teacher but this may not suit every student.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording


EN4-2A This is measured and assessed through the Humans of
Newtown task as they recognise the various processes of
composing and responding to texts by creating their own
mini-texts.
EN4-4B The three tasks assess and record how students develop
and apply conceptual knowledge. They are also assessed
don how well they can create imaginative, informative and
persuasive texts through the mini-story task.
EN4-5C The perspective bank and Humans of Newtown activities
measure students understanding of how different and
personal perspectives can shape meaning and
interpretation.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson


Standards
1.1 Further formative assessing used in this lesson to further understand the
level of student understanding with the content and to see if they are
responding well to the current activities and structure.
1.5 Differentiation throughout the lesson, evident with the variation of the
activities and the manner in which students complete/ present them.
2.2 The activities chosen increase in difficulty as students understanding grows.
This demonstrates how a thoughtful and sequential approach has been
taken in choosing the activities.
2.6 ICT has been drawn into this lesson as students are asked to access
information which is online. A small form of research.
3.5 Verbal and written communication is evident within this lesson through the
instructions given verbally and written on the worksheets.
4.1 All students are supported to participate through modes of differentiation
which allows them to choose the medium on which they complete their
work (ICT/written/verbal).
Lesson Plan 3

Topic area: Story writing and Stage of Learner: Stage 4 Syllabus Pages:123-128/131-132
composing
Date: 15/8/19 Location Booked: Lesson Number: 3/14
Time: 60 minutes Total Number of students 30 Printing/preparation
30x Attention Authors worksheets
30x Let’s get technical sheets
30x Storyboard sheets
10x Laptops (more will be available
if needed).
5x cameras (more will be available if needed).

Outcomes Assessment Students learn about Students learn to


Syllabus outcomes Lesson assessment The process of writing, Compose their own story and
responds to and composes texts for - Attention Authors illustrating and composing a how to narrate this story using
understanding, interpretation, critical worksheet and story. either third person narration or
analysis, imaginative expression and activities assess level
pleasure EN4-1A of student
Third person narration and first-person narration.
understanding up to first-person narration, the To further identify visual and
effectively uses a widening range of this point. It also differences between them literary techniques and how
processes, skills, strategies and measures how well and impact of them. they enable the production of
knowledge for responding to and students can utilise The importance of choosing meaning.
composing texts in different media and the information
technologies EN4-2A learned in the
effect language which is How to effectively choose
previous lessons to appropriate for the audience. language and language features
make appropriate The connection of language to convey meaning.
uses and describes language forms,
language choices. and visual features.
features and structures of texts appropriate
to a range of purposes, audiences and - Let’s get technical,
contexts EN4-3B sheet and research,
measures students’
ability to understand
thinks imaginatively, creatively, and process the
interpretively and critically about information
information, ideas and arguments to presented to them.
respond to and compose texts EN4-5C
- Storyboard and
creation of their story
Life Skills outcomes measures their ability
to compose texts
which are
ENLS-1A, ENLS-2A, ENLS-3A, ENLS-4A, appropriate for their
ENLS-8A ENLS-5A, ENLS-6A, ENLS-7A, audience and employ
ENLS-9A ENLS-10B ENLS-12C, ENLS-
a range of literary
13C
devices.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

 share, reflect on, clarify and evaluate opinions and arguments about Analyse and employ literary techniques to create their
aspects of literary texts
own story.
(critically consider the ways in which meaning is shaped by context, Demonstrate how a text can portray perspective,
purpose, form, structure, style, content, language choices and their own
personal perspective
purpose and point of view.
Explore narrative voices and how they can be used to
 understand and use conventions of storytelling in a range of modes and
shape meaning.
media, e.g. digital storytelling Use language and features from tier 2 and 3 (included
 use imaginative texts as models to replicate or subvert textual on the let’s get technical worksheet)
conventions to create new texts
 create imaginative, informative and persuasive texts that raise issues,
report events and advance opinions, using deliberate language and
textual choices, and including digital elements as appropriate
(ACELY1736)
 plan, draft and publish imaginative, informative and persuasive texts,
selecting aspects
of subject matter and particular language, visual, and audio features to
convey information and ideas
 recognise and use appropriate metalanguage in discussing a range of
language forms, features and structures
Time Teaching and learning actions Organisation Centred
T/S
5-10 Students are welcomed into class and instructed to get their Teacher: The learning intention for this T
material out for the lesson. lesson is for the students to create
their own stories as they employ visual
Answers from the menti (lesson one) to be displayed on the and textual features to shape meaning
board for the whole lesson to help aid students in the in their stories.
narrative process. The success criteria outline that
students need to employ various
Teacher is to go inform the students of what will occur this textual and visual techniques outlined
lesson and in doing so discuss the answers the students came in the worksheets and use one of the
up with for homework. two forms of narration to tell their
story from their chosen characters
perspective.
Reiterate to the students that today
they will begin their journeys as the
authors instead of the audience.
Highlight how they will be given a
couple of lessons to complete this
process.
Discuss the homework questions with
the class and answer any
questions/queries students might have.

Student: Ask any questions, clarify


anything from the last two lessons.

10-15 Allow students time to pick the medium of their story. Teacher: Highlight how this story has T
be employ both visual and
Have a range of options from computers, posters, video written/aural attributes.
cameras. Give students freedom to choose what S
medium they want to compose and
present their story on/through.
**Some students may not feel
comfortable doing this on their own,
allow them to team up if they would
feel more comfortable**.
Instruct the students that their
audience will be there class mates as
they will have an opportunity to
present their story to the class once
completed **if they wish otherwise it
will be just to the teacher**.

Student: Choose how they want to


compose and show their story. Think
about how they will pair the visual and
written/aural attributes of their story
together.

Resources: Devices, paper, colouring


instruments, cameras.
15-25 Attention Authors! Worksheet handed out and explained. Teacher: Teacher to hand out the S
Attention Authors! Worksheet and
explain to the students that this is
where they can begin to come up with
some ideas for their story. Explain to
the students that they can use the
characters from The Island, Humans of
Newtown and one of the perspectives
from the perspective bank activity if
they wish.
Inform the students their narration
style (point of view) must be either
third person like that of The Island or
first person like the Humans of
Newtown.
Ask them to have at least 3 characters,
and to think about a short story not a
novel!

Student: Students to fill out the form


and begin planning their story. Use the
checklist on the sheet as a guide to
making sure their story has all the
parts. ** Students are to use at least
one character from either The Island or
Humans of Newtown**
Resources: Attention Authors!
Worksheet.
25-40 Let’s get technical: Literary and visual techniques worksheet Teacher: Discuss the Let’s get technical S
handed out. worksheet with the students, check for
student understanding and see if they
need any clarification. Highlight how
these techniques can be used in their
stories to help add to its meaning and
appeal. Instruct students that they can
also find other techniques if they wish
to use them in their story. **Give them
access to devices to do research**
Instruct the students to begin to write
their stories, bearing in mind the type
of narration, purpose and perspective
they have chosen.

Student: Use the technique guide to


build their story. Create the storyline
and employ the devices to help make a
meaningful, purposeful story.
Resources: Devices, Let’s get technical
worksheet.
40-55 Storyboard worksheet handed out and explained. Teacher: Give the storyboard S
worksheet out to students to aid them
in the creative process, they can begin
to plan the images that are to go with
their story and begin to utilise some
more visual techniques.

Student: Use the storyboard sheet to


help plan their story, draw the images
they want, decide the colour tone and
theme of the story in terms of its visual
attributes. Plan how the words will be
aided through the images.

Resources: Storyboard worksheet.


55-60 Students are to pack up. Teacher: Ask the students to stop T
where they are and pack up. Tell them
the next lesson they will be continuing
with their authorship. Ask them to go
home for homework and try to find
more techniques they want to use in
their story.

Student: Listen to instructions and


pack up.
1
Resource 1: Attention
Authors worksheet

2 Resource 2: Let’s
get technical
worksheet

3
Resource 3:
Storyboard
worksheet
Reflection LESSON 3
What have I learned about the teaching and learning process when preparing this
lesson?
This being the final lesson in the sequence I discovered a lot about the teaching and
learning process. I aimed to make this lesson as student-centred as possible so the activities
chosen reflect this approach as students have complete creative control. I also learned the
importance of linking all activities to each other to make it meaningful and useful for the
students.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording


EN4-1A This outcome is measured and assessed through the story
creation task, the stories will be finalised in the coming
lesson where the skills learned can be recorded.
EN4-2A The story creation task measures the knowledge students
have gained as students respond and compose their won
texts.
EN4-3B This outcome is assessed through the story creation as it
demonstrates how students can use language to form
meaning.
EN4-5C The ability for students to make effective language
choices to shape meaning will be measured through their
ability to create a story.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.

Graduate Evidence within this lesson


Standards
1.2 Information gathered from the previous two lessons is used to help
shape this lesson and how the students learn, this is evident through the
self-selecting approach to creating the story. Students can work
individually or collaboratively.
1.3 EALD or students with diverse backgrounds are supported through the
story creation activity as they can compose their story via other methods
of they do not feel comfortable writing.
2.2 All of the chosen activities have been supported by the formative tasks in
the previous two lessons, showing connectedness.
2.6 Students are encouraged and able to use ICT skills in the story creation task
if they want to.
3.2 The final task of the story creation has been connected to all of the previous
activities and tasks throughout the 3 lessons.
4.2 Students are given clear parameters for this task to ensure they understand
what is required of them and how they can complete this task.
Rationale:
The above sample lesson plans outlined in this portfolio have been structured and

designed in accordance to the New South Wales (NSW) kindergarten to year 10 English

syllabus (2012). The three lessons are structured in sequential fashion, as each session

is designed to connect with the previous and following lessons. This organisation

enables cohesion and a structured flow, as the task’s require students to build up their

critical understand of texts and employ more higher-order thinking skills (NSW

Department of Education and Training, 2003). The three lessons occur at the beginning

of the unit of work which focuses on the textual structure of a narrative as students,

read, listen to, critique and compose various narrative texts. The activities created for

each lesson aim to equip students with the skills and knowledge required to “respond

to a variety of texts critically, imaginatively and interpretively and compose accurate,

clear and coherent texts” (NSW Board of Studies, 2012, p.21). The lessons and

resources are designed with the student in mind as they aim to be useful, engaging and

equip students with the tools to meet the relevant stage outcomes. Inclusivity is also a

key focus throughout the lessons as various alternatives are available for majority of

the tasks, as a student-centred pedagogical approach has been employed (Tangled,

2018).

Lesson 1:

Lesson one is the first lesson for the new unit, the lesson has been constructed to enable

the students to begin to explore the textual concept of the narrative. The background

knowledge of students is assessed through the ICT ‘menti’ task which is engaging,

collaborative and importantly acts as a formative assessment. The students are required

to begin to explore and comprehend textual features and conventions through a close

analysis of the picture book ‘The Island’ composed by Armin Greder. This text allows

students to derive meaning from both the written and illustrated features and to
understand how the composers use these attributes to shape meaning (Gannon, Howie

and Sawyer, 2009). The 3 P’s worksheet has been designed to give students direction

with their reading and analysis as they are provided with the techniques and structures

to look for and to analyse. The teamwork and collaborative style of the group and

Socratic circle work has been employed to allow for student engagement and to further

enable their learning as they can learn from one another and not just the teacher through

the student-centred pedagogy (Tangled, 2018). The lesson structure has also designed

with purpose, as the students will be able to use the worksheets and information

gathered in the following lessons to move from responder of texts to composer.

Lesson 2:

The second lesson plan has been created with a strong link to the first through the

opening activity, this created connectedness and narrative within student learning, a

core theory of the Quality Teaching Model. This allows students to learn and

understand the textual concepts of the unit through a simplified manner as they begin

with just the one text (Boas and Gazis, 2018). The lesson, further emphasises the

importance of purpose, point of view, perspective and visuals with the Humans of

Newtown activity. The analysis of the same features from both the texts allows students

to see a comparison and further explore the concept of how visual and written features

shape meaning. This activity requires the students to use the tools scaffolded in lesson

one to make appropriate language choices to form a short story. Students are again

guided in this activity which acts as a vital “formative assessment” (Boas and Gazis,

2018, p.130) to assess student understanding and ability to achieve the stage outcomes

and to provide students with feedback in an informal way. This lesson has also been

designed with the implementation of some ICT elements to differentiate for individuals

and to present an engaging multi-modal lesson focus.

Lesson 3:
The final lesson is designed to enable the students to compose their own narrative using

the skills they have developed and textual features they have analysed in the past two

lessons. This lesson has been designed through student-centred pedagogy to give

students the freedom of choice and complete creative licence which increases student

enjoyment and engagement (Tanglen, 2018). The task of composing their own story

aims to assess how well students can use the formative tasks to manipulate and create

meaning within their own written texts as they draw upon the higher-order skill of

creation. Students are able to choose how they want to present their story and through

which medium, this is a “democratic approach” (Staley and Freeman, 2017, np) as there

is no limits placed on how a student completed this task, except they must use one

character from the previous two lessons. The lesson gives students building blocks to

compose their story to enable them to achieve a high standard of work which is aided

through the storyboard, attention authors and let’s get technical resources. This lesson

emphasises the role a composer and responder have in the interpretation and purpose

of a narrative. Students are also able to identify how form and language choices can

allow for meaning to be created within their texts as they inform the reader about a

certain perspective of topic.

The designing and teaching processes for the three lesson plans have been driven

by the importance of differentiation and multi-modal aspects to suit and enable every

learner. The ability for students to choose the manner in which they complete each task

demonstrates an inclusive approach to each lesson as there are preparations for all levels

and abilities of students (Boas and Gazis, 2018). Technology and ICT supports students

through their study of narratives and enables them to take control over how they learn

(Stanley & Freeman, 2017). Overall the three-lesson developed for the unit of work

correspond with one another and follow a structured, scaffolded process of initially

engaging students with the form and features of narratives, developing those skills
before showcasing them as they compose their own texts appropriate for their audience,

perspective and purpose.


References

Australian Institute for Teaching and School Leadership. (2018). The Australian

Professional Standards for Teachers.

Boas, E., and Gazis, S. (2018). The Artful English Teacher. Adelaide, SA: Australian

Association for the Teaching of English.

Gannon, S., Howie, M., and Sawyer, W. (2009). Charged with Meaning Re-viewing

English (3rd ed.). Melbourne, VIC: Phoenix Education.

NSW Board of Studies. (2012). English K-10 Syllabus. NSW Syllabus for the

Australian Curriculum. Sydney, NSW.

NSW Department of Education and Training. (2003). Quality Teaching in NSW

Public Schools: A Classroom Practice Guide. Retrieved from

http://web1.muirfield-

h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%2

0Guide.pdf

NSW Department of Education and Training. (2013). Work Health and Safety (WHS)

Policy. Reference number: PD/2013/0454/V01.

Retrieved from https://education.nsw.gov.au/policy-library/policies/work-

health-and-safety-whs-policy

Stanley, B. and Freeman, L. (2017). Digital Storytelling as a Student-centred Pedagogy:

Empowering High School Students to Frame Their Futures. Research and

Practice in Technology Enhanced Learning, 12(21). Retrieved from

https://telrp.springeropen.com/articles/10.1186/s41039-017-0061-9

Tangled, R. L. (2018). Pedagogy. Western American Literature, 53(1), 55-58.

Retrieved from https://muse-jhu-edu.ezproxy.uws.edu.au/article/696117/pdf