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Lesson 2

Teacher: Joshua Reynolds Class: Year 8 English Date:

Lesson sequence: Narrative Writing Length of lesson: 60 minutes Teaching space: Room 53

Unit Title: Narrative Writing

Evaluation of previous lesson - focus on students’ learning and progress

a) To what degree did all / most / some students achieve the planned learning intentions? (WWW- What went well)

Students were excited about sharing their narratives, this enthusiasm was good, but it took a while to settle them afterwards.
Students enjoyed contributing and writing on the board
Most students completed the tasks allocated
Most students were on task.

b) Which aspects of the planned learning need development in the next lesson? (EBI - Even better if)

Some students tended to get off task and needed reminders to be productive. I spoke with the mentor teacher about this.
A few students were intimidated by the creative writing task. Some loved the prompt, others did not.

Evaluation of previous lesson - focus on your teaching (Annotate evidence of Graduate Teaching Standards)

Which aspects of your teaching helped to progress students’ learning? (WWW)

1.1 Discussion with class teacher/ mentor to determine who needs the learning differentiated in what way.
1.2 Structured class to begin with a hook (creative writing and sharing a few with the class) and then progress to discussion to determine prior
knowledge, then progress to explaining the task, then walk around and help students while they complete the task, then facilitate think, pair and
share to improve engagement and determine who understood the task and concepts.
1.3 Classroom is mostly homogenous except for a student of Indian heritage and a student of African heritage; both have English as their first language.
1.4 None in class
1.5 Gathered information during tasks to determine who needed extra help and used that to determine how to help them.
1.6 One student is diagnosed with a disability, which mostly impacts social interactions, they are well accepted in the class and little differentiation was
needed, but their story was a little unusual, so made sure that the students laughed with him, not at him.
2.1 Used think–pair-share & deconstruction/construction paragraph structure.
2.2 Refer to the lesson plan
2.3 Used all AC and SACE links to content.
2.5 Differentiation – see annotations for lesson 1.
2.6 Students used SEQTA to access task information in combination with what is on board/ projected screen.
3.1 Set high standards of critique of author’s literary choices.
3.3 Used creative writing as an opportunity to use literary skills learned in previous lessons.
3.5 Used a combination or verbal, PowerPoint, writing on whiteboard, discussions, peer sharing and video for teaching literary principles.
3.6 Asked for student feedback- It seems about 80% loved the creative writing task and the teacher given prompt.
3.7 Sent an ‘affirmation’ to the parents of a student who contributed well to class discussion.
4.1 Set clear behavioural standards, although this needs to be developed more. Active participation in discussions is good, quiet work, needs work.
4.2 Planned a quiet task to begin the lesson to manage volume and set the tone for the lesson.
4.3 Follow through on addressing individuals who were disruptive.
5.1 Use informal observations of discussions and inspection of work to determine whether students understand.
5.2 offered students feedback on whether they are doing the tasks correctly
5.4 Used the results of the student’s previous assessment to determine who was most likely to need additional support and discussed this with mentor
5.5 Send an ‘affirmation’ to a student’s parent when they contributed well in class.
6.1 Asked my mentor teacher for feedback to determine areas which I need to work on.
6.2 Attended an optional staff training on ICT upskilling for teachers.
7.1 This annotated lesson plan.
7.3 ‘Affirmation’ sent home to parents.

Which aspects of your teaching require further development and therefore work on this lesson? (EBI)

Classroom management- The students are engaging well, but some groups of girls are talking too much when it is time to work silently. Although my
mentor teacher does not seem too bothered by their noise.
Key Inquiry Question/s (You can use KIQs from the syllabus, or create your own to suit the lesson)

 What is a narrative?
 What are the components of a narrative?
 How do you identify the various parts of a narrative, what are their typical characteristics?

Content (You must use the whole dash point, but you can grey out some sections and change the examples)

 Creative Narrative writing with prompt

 Determine prior knowledge, have students write answers on the whiteboard.
 Task- watch videos and identify narrative components.
 Explicitly teach from PowerPoint
 Transform one of the videos into a written narrative.

Lesson outcomes (Knowledge and understanding / skill)

Understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and
parody (ACELA1542
Analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of
communication (ACELA1543
Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and
substantiation of claims (ACELA1766
Understand how coherence is created in complex texts through devices like lexical cohesion, ellipsis, grammatical theme and text connectives
Understand the use of punctuation conventions, including colons, semicolons, dashes and brackets in formal and informal texts (ACELA1544
Analyse and examine how effective authors control and use a variety of clause structures, including clauses embedded within the structure of a noun
group/phrase or clause (ACELA1545
Recognise that vocabulary choices contribute to the specificity, abstraction and style of texts (ACELA1547
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

Learning across the curriculum

Include this when explicitly teaching cross-curriculum priorities, general capabilities, and/or other learning across the curriculum areas (K-10 PDHPE
syllabus, p. 9).

Comprehending texts through listening, reading and viewing

Learning Continuum
Composing texts through speaking, writing and creating
Learning Continuum
Text knowledge
Learning Continuum
Grammar knowledge
Learning Continuum
Word Knowledge
Learning Continuum
Visual Knowledge

Learning intention

Lesson focus (lesson concept and/or skill): Identifying components in narrative writing. Using this knowledge to write a narrative.

Explain why this is important: To effectively communicate a narrative in writing, using literary conventions to make your text enjoyable to read.
Differentiated learning goals for this lesson
What ALL students NEED to demonstrate by the end of the lesson

A narrative from the start of the lesson

An attempt to convert a video into a written narrative

What MOST students WILL ALSO BE ABLE to demonstrate by the end of the lesson

A narrative from the start of the lesson

A successful attempt to convert a video into a written narrative.

What SOME students COULD ALSO demonstrate by the end of the lesson (high achievers)

A narrative from the start of the lesson

A successful attempt to convert a video into a written narrative, with insightful additions.

What do the How will the students learn? Resources Adjustments

students learn?
(Describe what happens in the lesson)
What teaching strategies are used to teach the content? What resources What will you adjust to support /
will you use respond to the learning strengths and
What are the key questions to develop students’ knowledge and understanding? during each needs of students?
What are the key assessment strategies e.g. assessment for / as / of learning? section of the
What does the teacher do to manage the classroom i.e. organisation?
What does the teacher do to support learning at different levels?
Teaching 10 minutes of silent and creative narrative writing. Teacher will offer a Students need Teacher will offer suggestions to
episode 1 (10 prompt. their pens and help Student-C get started, will help
minutes) their workbook Student-B to settle quickly and not
Use a random number generator to pick a few narratives to read to the get distracted, and will offer
class. Student-A a ‘hard-mode’ challenge.
Teaching Have student volunteer to write on whiteboard answers to “what is a PowerPoint Identify and work closely with
episode 2 narrative?” followed by “what components do they typically contain?” This students who are slower or who do
will determine prior knowledge. not properly understand the task.
Teaching Based on answers, explicitly teach the components of a narrative. PowerPoint
episode 3
Teaching Watch 3 videos, each is a short narrative. Clickview videos
episode 4
Teaching Have students pick a video and write it as a narrative. Workbook Students A, B, & C should be spoken
episode 5 to make sure they understand the
task, followed by asking them to
describe which video they will
choose and to each give a rough
overview of what they will write.

This will make sure they understand

the task and are ready to work

Student A should be encouraged to

go beyond the basic task and to add
an additional element to his
narrative which the video may have
made implicit, he should state it
explicitly as the narrator.