Student Name: Ryan Hall

Curriculum Area
Learning objective
(from Unit
Overview) for this
particular lesson
Essential questions
for this lesson
Lesson
number(s)from unit
plan sequence
Suggested content
or outline of lesson

Check for
understanding
i.e. exit card
Visual, verbal,
tactile and
technological
supports
Instructional
approaches
i.e teacher directed,
strategy instruction
Resources or
supplementary
materials
Classroom
environment
what have you had
to change to meet
student needs
Lesson reflections
(to be done on
completion of lesson in
professional exp.)

St ID: 2045296

Lesson Plan
ENGLISH-Narrative Voice

Year Level 10

Create literary texts with a sustained voice, selecting and adapting

appropriate text structures, literary devices, language, auditory and
visual structures and features for a specific purpose and
intended audience (ACELT1815)

How do writers develop a well written product?

Why does a writer choose a particular form of writing?
Lesson 6 0f 6
(Double)

Length of lesson 100mins

whole class:
Summary of what has been learnt during the Unit in regard
to how writers use different narrative techniques based on
audience and purpose of the narrative.

activity, introduce the RAFT

NA (Understanding will come from assessment piece students

are completing)

Teacher instruction on how the RAFT works and the purpose of

the RAFT assessment
NA
No changes

What worked? What didnt? Why/Why not? What could I change

next time?

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Student Name: Ryan Hall

St ID: 2045296
Differentiated RAFT (linked to Ass 1 content)

RAFT topic: Narrative Voice

Curriculum Area: English

Year Level 10

Lesson no(s): 6 of 6

This RAFT will fit within this Narrative Voice unit as a summative assessment
and be used at the end. This will help student show their understanding of how good writers use a
repertoire of strategies that enables them to vary form and style, in order to write for different
purposes, audiences and contexts.
Pre-Assessment- The pre-assessment used in this unit will give the teacher an indicator of students
previous knowledge of the subject and also the levels of literacy of the students. This information will
be used as a guide to students readiness at the start of the unit; however this may change as we
move throughout the unit.
Brief description/Rationale:

Learning Objectives: As a result of completing the RAFT activity

students will:
Understand that (concepts, principles, ideas)

This RAFT is differentiated by (Mark all that apply):

Readiness
Interest

Good writers use a repertoire of strategies that enables

them to vary form and style, in order to write for
different purposes, audiences, and contexts. A writer
selects a form based on audience and purpose.
Know (facts, vocabulary, dates, information)

Key narrative techniques and how these are used to

create different forms of narrative

Learning Profile
When and how this RAFT will be used in the context of the
lesson and/or unit:

This RAFT will be used as a summative assessment

piece for the unit of work.
Assessment criteria (How will you know that the students have
achieved the objectives through their completion of the RAFT?) Can
use a rubric or checklist.

Be able to do (skills, processes)

Write coherently, use certain narrative techniques with a

purpose and audience in mind. Build on previous
Literacy skills.

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Student Name: Ryan Hall

St ID: 2045296

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Student Name: Ryan Hall

St ID: 2045296

RAFT Title: NARRATIVE VOICE

GROUP 1 (Higher readiness)

ROLE

AUDIENCE

FORMAT

TOPIC

ACTIVIST

MEMBERS OF PARLIMENT

PERSUASIVE ESSAY

POLLUTION IN LOCAL AREA

POET

LITITARY CRITIC

POEM

WAR AND SOCIETY

STUDENTS CHOICE
(To be negotiated with
teacher)

STUDENTS CHOICE
(To be negotiated with
teacher)

STUDENTS CHOICE
(To be negotiated with
teacher)

STUDENTS CHOICE
(To be negotiated with
teacher)

GROUP 2 (Lower readiness)

ROLE

AUDIENCE

FORMAT

TOPIC

TRAVEL GUIDE

NEWPAPER/MAGAIZINE
READERS

STORY

THE DANGERS OF TRAVEL

STUDENT

TEACHER

POSTER

PRESERVATION OF
ENDANGERED SPECIES

COACH

SPORTS TEAM

COMIC STRIP

DRUGS IN SPORT

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Student Name: Ryan Hall

St ID: 2045296

Once completed, explain briefly how you used specific Narrative technique to cater for
your intended audience.

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Student Name: Ryan Hall

St ID: 2045296

Explanatory Notes Not to exceed 1 page (size 12 font, Calibri)

How does your RAFT represent a differentiated task? (links to
literature required) .
My Raft activity is designed to not only take into account students
readiness, but also differentiates by students interests.
Firstly I have tiered the RAFT activity into only two groups this time. I have
included a pre-assessment to help me divide the students into the correct
group according to readiness by getting an understanding of prior
knowledge and also the students current literacy levels; however as the
pre-assessment was given at the start of the unit students may have
changed grouped due to their progress or lack of progress throughout the
unit. The first RAFT group the activities are more challenging than the
second groups RAFT. The activities in the first RAFT require a higher level
of literacy than the second RAFT does. The students from both groups are
still required to show the same understanding but just in different ways
suited to each student
This task has also been differentiated according to students interest, by
giving students some choice in how they show me the understanding they
have gained from the unit. I have also tried to use very relevant topics as
to grab the students interest which as the literature around differentiation
states, Jarvis writes 'Personal interest plays a powerful role in motivation
and engagement' (Jarvis, 2013. pg 58) She also writes 'Students are likely
to have developed considerable background knowledge, including
vocabulary knowledge, through a range of prior experiences related to
topics of interest' (Jarvis, 2013. pg 59)

Additional explanation of each strip (task cards, directions for

students)
RAFT 1: Students are to pick one of the strips and in 500 words complete
the task they have chosen. They then briefly have to explain how they
have used a specific Narrative technique to cater for the intended
audience.
RAFT 1 also has a strip where the student may negotiate with the teacher
a ROLE, AUDIENCE, FORMAT and TOPIC of their choosing.
RAFT 1 has activities that are more challenging in regard to the level of
Literacy skill the student has.
RAFT 2 does not have the free choice that the first RAFT contains as is
more structured due mainly to the students literacy levels. The activities
are not as challenging.

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Student Name: Ryan Hall

St ID: 2045296

In the end the students from both groups should be able to show their
understanding related to the learning objective but just through
appropriate activities based on the students readiness and Interest.

PRE-ASSESSMENT

NARRATIVE VOICE
1) What do you understand by the term Narrative Voice?

2)Do you think it is important to use different Literary

techniques when writing in different contexts and for different
audiences? Why?

3)Write a short poem any format you like and on any topic you
like. Explain who the poem is aimed at (audience).

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Student Name: Ryan Hall

St ID: 2045296

REFERENCES

Jarvis, J. M. (2013). Differentiating learning experiences for diverse students. In P.

Hudson (Ed.), Learning to teach in the primary school (pp.52-70).

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Student Name: Ryan Hall

St ID: 2045296

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)