Scribd
Upload
63 views3 pages

Lesson 10

This 50-minute lesson introduces 5th grade students to assessment tasks that require them to create an in-depth character profile and plan a narrative centered around the character. The teacher will review what was learned about characterisation and setting in prior lessons. Students will then work on crafting a character profile using a template and planning the character's introduction in their narrative using scaffolding tools. The lesson differentiates instruction for various learners and the teacher will assess students through questioning, participation observation, conferences, and reviewing character profiles.

Uploaded by

api-515067011
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
63 views3 pages

Lesson 10

This 50-minute lesson introduces 5th grade students to assessment tasks that require them to create an in-depth character profile and plan a narrative centered around the character. The teacher will review what was learned about characterisation and setting in prior lessons. Students will then work on crafting a character profile using a template and planning the character's introduction in their narrative using scaffolding tools. The lesson differentiates instruction for various learners and the teacher will assess students through questioning, participation observation, conferences, and reviewing character profiles.

Uploaded by

api-515067011
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Lesson title: Assessment introduction (Lesson 10)

Year level: 5 Lesson length: 50 minutes

CURRICULUM LINKS
CONTENT DESCRIPTORS: ENGLISH
LITERACY
 Identify and explain characteristic structures and language features used in imaginative, informative and
persuasive texts to meet the purpose of the text (ACELY1701)
LITERATURE
 Create literary texts using realistic and fantasy settings and characters that draw on the worlds
represented in texts students have experienced (ACELT1612)
 Identify aspects of literary texts that convey details or information about particular social, cultural and
historical contexts (ACELT1608)

GENERAL CAPABILITIES CROSS-CURRICULUM PRIORITIES


 Literacy  Aboriginal and Torres Strait Islander
 Numeracy Histories and Cultures
 ICT Competence  Asia and Australian’s engagement with
 Critical and creative thinking Asia
 Ethical understanding  Sustainability
 Personal and social competence
 Intercultural understanding

CONTEXT AND Prior to engagement in this lesson, students would have compared and contrasted the two
BROAD GOALS texts of Mulan and Rainbow Serpent. This lesson will see students collate all that they
have learnt throughout the duration of the unit, in order to complete their assessment
tasks.

ACARA links:
 Identify and explain characteristic structures and language features used in
imaginative, informative and persuasive texts to meet the purpose of the text
(ACELY1701)
 Create literary texts using realistic and fantasy settings and characters that draw
on the worlds represented in texts students have experienced (ACELT1612)
SPECIFIC Students will:
LEARNING  To create an in-depth character profile
OUTCOMES  To plan a narrative that is centred around character developed
DESCRIPTION OF TEACHER LEARNER RESOURCES TIME
THE LESSON Introduction/Engagement: Students will respond to - PowerPoint 5
SEQUENCES the questions posed. presentation minutes
To review the content of the They will be given the with
lesson, teacher will pose: opportunity to think-pair- questions
 What does characterisation share
mean?
 Why is characterisation After hearing the learning
important? intention, the students
 What does setting mean? will co-construct the
 Why is knowing the setting success criteria for the
in a narrative important? lesson.
 How does characterisation For example:
and setting work together in  I can create an in-depth
character profile
a narrative?  I can plan use a planning
template to develop a
The teacher will present the character
learning intention to the students

Body of the Lesson:


The teacher will hand out the 20
Students will identify the minutes
assessment and explicitly go
types of things that have - Alinta’s
through the expectations
been identified. It is character
Teacher will show student hoped students will profile
example of how to create an comment on: (Erin’s
in-depth character profile to - appearance example)
base their narrative around. - personality - Character
- qualities profile
Teacher to use Alinta’s
template
character profile (Erin’s (appendix
example). one)
Teacher to provide students
with a character profile
template. Teacher to instruct Students to use the in-
that students will have 10 depth character profile to
minutes to create an in-depth construct a character that
character profile that they can can be adapted in their
use in their narrative. narratives

Teacher to ask students to


share their in-depth character
profile with a partner to gain Think-pair-share
some feedback. character profile with
partner. 20
The teacher will discuss the minutes
importance of the planning
process.
Teacher to provide three
different narrative planner
scaffolds to cater to students Students to complete the
needs. Teacher to orientation planning of
communicate that by the end their narrative.
- Three
of the lesson, students would different
have needed to completed at narrative
least the orientation of their planner
narrative. templates
(appendix 2,
3, 4)
Conclusion:
Teacher to ask students to
think-pair-share their
orientation planning.
Students to think-pair-
share their orientation
planning with a partner. 5 mins
Students to provide some
verbal feedback.
DIFFERENTIATI Visual learners:
ON A PowerPoint will be used so that students can follow the directions outlined by the
teacher.

Cognitive learning needs:


The lesson will be structured so that students are using their time wisely.

Hearing impairment:
Teacher to wear FM system. Teacher to stand in a place where their face is visible to
each student.

**The dyslexic student will be allowed to use their laptop (chrome book) to assist them
in the planning process. Rather than writing, they will be able to use voice dictation to
record their ideas into the planning template.
ASSESSMENT The teacher will:
- use strategic whole class or individual questioning
- observe student participation during learning activities
- conference with students
- collect and review students character profiles
PREPARATION/ - assessment task sheet
EQUIPMENT - differentiated narrative planners – appendix 2, 3, 4 (3 levels)
- in-depth character profile

You might also like