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Lesson Plan Format

Class: 5/6 Magenta

Date: 20.10.2015

Time: Start: 0900


Finish: 0930

Key Learning Area: English

Lesson Topic: Adaptation Unit Plot

Recent Prior Experience


Students have discussed Adaptations in the previous lesson and have chosen as a class one in particular they would like to explore.
Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.
- EN3-1A: A student communicates
effectively for a variety of audiences and
purposes using increasingly challenging
topics, ideas, issues and language forms
and features.
- EN3-5B: A student discusses how

language is used to achieve a


widening range of purposes for a
widening range of audiences and
contexts.

Any safety issues to be considered:


Class safety rules and concerns.

Indicators of Learning for this lesson:


Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.

Assessment:
Strategies which will be used to assess
learners attainment of learning outcomes.
Should be linked to each learning indicator.

By the end of this lesson, the students will:


- understand how texts vary in purpose, structure and topic as well
as the degree of formality (ACELA1504).

- Student manipulation of materials to


demonstrate conceptual understanding of
key concepts while brainstorming plot
devices.
- Cooperative groupwork observation paying
attention to language used in group
discussion.
- Strategic questioning to determine level of
understanding of the different purposes of
texts.

- compare texts including media texts that represent ideas and


events in different ways, explaining the effects of the different
approaches (ACELY1708).
- analyse how text structures and language features work together
to meet the purpose of a text (ACELY1711).

Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
- Interactive whiteboard
- Film trailer

Ensuring content is appropriate for all students and


their cultural beliefs.

Blurb of novel
Synopsis of film
English student workbooks.

LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
INTRODUCTION
Students build background knowledge of a
text and its plot.

Timing
(mins)

6 mins
Students build background knowledge of
the concept of adaptations.

DEVELOPMENT
Students develop their understanding of
how a plot might vary for different purposes
according to structure and topic and the text
type involved.
Students analyse how text structures and
language features fit to meet the purpose of
the text.

20 mins

Teaching Strategies / Learning Experiences:


(How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.

Resources and Organisation:

Teacher tells students to sit at front of the class.


T asks Ss to brainstorm the plot of the class favourite film
adaptation of a novel in pairs (Think pair share).
T selects Ss to share their thoughts with class and makes
notes on plot devices such as introduction, conflict and
resolution.
Students watch the trailer for the film and match their ideas.
Teacher suggests that while the trailer may not give all of the
plot away, Ss can look for clues to suggest a major conflict and
resolution.

IWB.
Trailer of film prepared.

T assigns reading groups and gives half the class a copy of


the blurb of the book and the other half a copy of the synopsis
of the film.
In groups, students take turns reading aloud. T monitors for
fluency and comprehension of reading, roving round the
classroom, prompting students to examine text closely after
they have read it. Students assign themselves a scribe to take
notes following the reading while the group discusses the
language features of the text.
T explains that the group should choose a different scribe for

Students organised in one large


group with seating plan arranged by
teacher so that when students pair
off, pairs are pre-planned for
learning potential.

Multiple copies of novel blurb and


film synopsis texts.
Student work books for scribes.
Students
groups.

organised

in

literacy

the second text.


After time has been allocated for both texts to be discussed
and notes taken, T gives students time to discuss a
comparison of both texts, reminding students to focus on
language features including similar and different vocabulary,
grammar such as word types used and tense used.

CLOSURE
Students compare texts that represent ideas
and plots in different ways.

4 mins

Ss share what they have learnt.


T asks specific questions to ensure task was met and to
assess the level of understanding of adaptation plots before
moving on to focus on character in the next lesson.

Handouts. English workbooks.


Students are sitting at front of class
in their reading groups to end
lesson.