SOUTHERN CROSS UNIVERSITY LESSON PLAN

Learning Area: English APST Focus Areas: Date: 14/03/2022

 1.2 – Understand how children Learn Time: 10:30am
Grade/ class: 2-6  3.2 – Plan, structure and sequence learning programs Length: 50 Minutes
 1.5 - Differentiate teaching to meet the specific learning needs of
students across the full range of abilities.

Curriculum Standard / Syllabus Outcome:

STAGE 2 - Identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contexts – ENG2 -7B
 Develop and apply contextual knowledge – understand how characters, actions, and events in imaginative texts can engage the reader or viewer.

STAGE 3 – Composes, edits, presents well-structured and coherent texts – EN3-2A

 Respond to and compose texts- compose imaginative and informative texts that show evidence of develop ideas.
 Understand and apply knowledge of language forms and features.
 Plan draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features,
images and digital resources appropriate to purpose and audience (ACELY1704, ACEL1714)

Cross-curriculum priorities:
 Aboriginal and Torres Strait Islander Histories and Cultures.
General capabilities:
 Literacy
 Creative and Critical Thinking
Learning Intention(s): Success criteria:
 Plan a narrative writing story using the given prompt for the I can:
weekly story (The Year 2050).  Plan a narrative using a prompt
 Effectively identify the three key sections of a narrative structure  Identify three sections of a narrative
(Beginning – Orientation), (Middle- Conflict) and end
(resolution).

Considerations for classroom management and student diversity:

  Seating plans to keep students engaged and productive
 Write learning intentions on the board.
 Provide visual and audio prompts for students.
 Reiterate classroom rules/expectations
Timing Procedure/ Teaching and learning activities Resources and Plans for differentiation Assessment
teaching strategies and feedback
10 INTRODUCTION: WALT – We Are Learning To. Resources:  Create a  Diagnostic
Minute  Once students have come in, books are out and they are  Butchers Paper scaffold that has assessments
s listening, direct their attention to the learning intention which  Markers the different throughout
has been written on the board - ask them what stories they like  Student books. sections of a class discussion
– They do not have to be specifically narratives, all stories are  Examples of narrative narrative to gauge
welcome. Brainstorm responses on whiteboard or butchers’ texts. outlined. students’ prior
paper so students have a visual component to the discussion.  Example of a written Students fill it in knowledge and
narrative. section by capabilities.
 Select two-three students and ask them why they like those section –  Observational
particular stories – this is an opportunity to discuss structure and Teaching Strategies: breaking down and anecdotal
sequence of events with them to get them familiar that there is the process. notetaking.
a process creating a story. Questions such as “Who is in the  Open-ended questions  Using a  Positive
story?” “Where are they?” “what happens next?” “How does it to engage students. computer may reinforcements
end?” are all important questions that will help them to  Positive reinforcements be an option– and
understand that stories have significant elements such as to encourage using speech to appropriate
setting, character, events etc. participation. text to compose feedback to
 Student focused and their narrative. support
 Once they have discussed these, tell students that they will be driven approach.  Students create learning.
focusing on a particular type of storytelling called a narrative.  View students as a Story board
capable and able to narrative,
 Tell them that today they are going to plan a narrative – Explain achieve. verbalise their
that a narrative has a setting, some characters and events.  Reiterate high story and
expectations – aim for teacher writes
 Show students examples of narrative texts. personal best. as student
speaks.
 They will be using the weekly prompt – “The Year 2050.”

 Tell students they have to use their imagination and put their
creative thinking hats on to come up with a story.
30 BODY:  Student workbooks.  Provide  Ongoing
Minute  Show students the example you have written to give guidance.  Narrative example. students with anecdotal and
s  Interactive scaffold, observational
 Point out the different components of the narrative that you whiteboard/whiteboard storyboard or assessments.
have composed – setting, characters, events. Give explicit for writing steps and computer to  Diagnostic
examples of each. sequence. compose their assessment’s as
narrative. students
 Show students that your narrative has a title “The Year 2050.” Teaching Strategies:  Rephrase deepen their
instructions to knowledge and
 Structure the introduction of a narrative with students – Ask  Student guided. be student demonstrate
prompting questions: Write on whiteboard so they can follow  Responding to student friendly where capabilities.
later independently. needs appropriately. necessary.
- What do you think the year 2050 will look like? Let’s find  Explicit delivery of
five adjectives (describing words) to describe what it instructions.
might look/feel like.  Creating positive
- What characters will be in your book? What will they be learning environment.
able to do? (Teleport, fly, swim underwater etc).
- Where are they? (setting)
- What happened to them? (events)

 Once students have identified the context, characters and

events, they can begin to write their introduction and narrative.
If they feel lost, guide them back to your example, the words
you used, the way your structured sentences and introduced the
different components of your story.

 Encourage students to think outside the box, use their

imagination, make their story engaging for the reader. Ask “How
are you going to grab the attention of the reader?”

10 CONCLUSION:  Students stories.  Students share

Minute  Gather students’ attention and ask if anyone would like to share  Narrative sample their story board
s their narrative. Explain the benefits of sharing and peer with the assistance
discussion. of teacher.
 Identify the capabilities in the shared stories and provide Teaching approach:  Students share
 constructive but achievable feedback e.g, “I liked how you had a  Engaged educator. story from
clear introduction for your story but I would like to know what  Student led. computer with
your Beth looks like, can you use some adjectives to describe her  Explicit but valuable and teacher assistance.
to me?” achievable feedback.  Teacher reads out
 As you read the story’s direct students back to what you are story’s for those
looking for– the components of a narrative, adjectives ect. that want to share
but don’t want to
 Redirect students back to the learning intention, ask “did we read.
achieve our goal?”

 As an exit card, ask students what the three components of a

narrative you discussed were.

Signature of mentor teacher: Date: