Lesson Plan: Week 1

Topic area: Novel Study Stage of Learner: 5 (Year 9) Syllabus Pages: 29, 38, 48

Date: 18/10/2018 Location Booked: P2 Lesson Number: 4

Time: 120 minutes (double Total Number of students: 28 Printing/preparation

period) - Worksheets (90 copies)

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes: Lesson - Responds to and composes - Apply increasing knowledge of
assessment: increasingly sophisticated and language features to understand and
- EN5-1A
sustained texts for understanding, content of texts.
- EN5-8D - Literacy interpretation, critical analysis, - Identify, explain and challenge
challenge imaginative expression and pleasure cultural values, purposes and
- EN5-9E
(writing - Questions, challenges and evaluates assumptions in texts, including
Life Skills Outcomes: exercise) cultural assumptions in texts and representations of gender,
- Groupwork their effects on meaning discrimination, youth, social class
- Composing a - Purposefully reflects on, assesses and - Identify and analyse implicit or
PEEL para adapts their individual and explicit values, beliefs and
collaborative skills with increasing assumptions in texts and how these
independence and effectiveness are influenced by purposes and likely
audiences
Cross Curriculum themes & General Capabilities Explicit subject specific concepts and skills
- ICT - Understanding the message within metaphors
- Literacy - Apply and practice ‘Onomatopoeia, Alliteration
- Critical thinking & Personification’

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive 1.2 Deep understanding 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.3 Problematic knowledge 1.6 Substantive
construction and requires students to engage in higher-order thinking and to communicate communication
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations regulation
explicit expectations and develops positive relationships between teacher and students and 2.6 Student direction
among students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. 3.2 Cultural knowledge 3.5 Connectedness
Such pedagogy draws clear connections with students’ prior knowledge and identities, with 3.3 Knowledge integration 3.6 Narrative
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

How the quality teaching elements you have identified are achieved within the lesson.

Teaching element Indicators of presence in the lesson

1.2 Deep understanding All the assigned activities will deepen the students understanding and enable their
1.4 High-order thinking high order thinking through the student-centred approach.
2.3 High expectation
Students are expectation to do their own research and explore the text in the group
2.5 Students’ self-
work, literacy challenge and the PEEL para.
regulation
3.4 Inclusivity The groupwork activity (Jigsaw) will allow the students to work together as a team
3.5 Connectedness to produce a share understanding of the topic.
Time Teaching and learning actions Organisation Centred
T/S
1. Settle the class and roll call Teacher:
- Mark the roll
2. Present the lesson’s outline - Set up the google slide

and outcomes on the board Student:

5 - Line up in 2 lines T
mins from the google slide
- Settle down in their seating plan

Resources:
- Laptop
- Google slide ppt
3. Close reading for deep Teacher:
- Show the students the modelled response for
comprehension:
question one
 Chapter 3 close reading
 Allow the students 2-3 mins to copy
questions worksheet down that modelled answer
 Literacy challenge  Provide the students with the ‘Chapter 3’
activity: Chapter 3 worksheet (15 mins)
- Provide the students with the ‘Literacy
(POV)
Challenge’ worksheet (10 mins)
25  Present the assess criteria on the google
S
mins slide on the board
 Exam condition
Student:
- Students are able to use their novel
- Individually complete the worksheet

Resources:
- ‘Literacy Challenge’ & ‘Chapter 3’ worksheet
(60x)
- The novel
4. Jigsaw activity Teacher:
- Provide clear instructions about the jigsaw
 Based on 7 mini activity
themes within the 3  Divide the students into 7 groups by
core concepts going around the room and giving the
40 students a number from 1 to 7
S
mins  Each member of the group will be
given a mini theme, they are to
briefly discuss what they know or
think it’s about to the group (allow
10 minutes)
  Now, divide the group again into
their expert group (the assigned
number given at the beginning of the
activity, e.g. all number ones will
form a new group) they’re to research
and gather all the information
regarding their theme (technique, key
ideas, quotes, analysis) (15 mins)
 After, return to their original group,
advise the students to go on google
classroom  the ‘Mini themes
chart’. Everyone will take turn
presenting their own theme while the
rest of the group fill out the charts in
dot point forms (it is a share chart
with the whole class so everyone can
see and access it)  if the ideas
overlap, either fix it up or move on
Student:
- Listen to the instruction and complete the
jigsaw activity
-
Resources:
- Palm cards
- Google classroom  mini themes chart
- The novel

5. PEEL Para Teacher:

- Hand out the PEEL layout worksheet
 On mini theme they have - Advise them this will be graded
learnt today and linking it
20
S
mins back to the main concepts Student:
- Complete the worksheet individually
 Complete in class or at home
Resources:
if time runs out - PEEL worksheets (30x)

Extensions: PEEL Para

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

By reflecting on the previous lesson and implementing new changes based on errors
and ineffective strategies.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Literacy challenge Formative assessment to assess their writing skill and level
through analysing a quote in an exam condition.
Jigsaw  groupwork Informal assessment of the students collaboration skills,
timing and workload.
PEEL paragraph Formative assessment to assess their understanding,
knowledge and interpretation analysis.

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 Standards Evidence within this lesson

2.1 Content and teaching strategies - Student centred structure activities, where
of the teaching area they can build on what they have learnt so
far.
- Demonstrate knowledge and
understanding of the
concepts, substance and
structure of the content and
teaching strategies of the
teaching area.

2.2 Content selection and - Close reading of the novel on chapter 3

organisation and getting the students to analyse a quote.
- Jigsaw
- Organise content into an
effective learning and
teaching sequence.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in
this lesson? Using your syllabus and support documents as well as other WHS policy-
Outline the key WHS considerations that are to be applied in this lesson?

- Noise and disruptive behaviours when setting down and in group work

References (In APA)

You must list all references that you have used for the content and resources of this
lesson in this space.

Resources Attached:
You must list all the resources that you have created or found in this space.