LESSON PLAN TEMPLATE

Subject: English Class(es): 3I3

Unit: Visual Text Date: 28/2
Topic: Tone of Visual Texts in Relation to Time: 0900 - 1000
Contextual Clues

Prior Knowledge
Before the lesson, students should be able to:
 Identify clues (images and words) from a given visual text to identify context, audience and
purpose (CAP) of the visual text.
 Write the purpose of a visual text using the formula “verb + audience + purpose”

Instructional Objectives

At the end of the lesson, students should be able to:

 Identify the tone of a visual text
 Identify clues which contribute to the tone of a visual text.
Time Lesson Development Rationale Resources Notes/Additional
(optional) Points/Key Questions to
Ask
7 Teacher to bring students Enforcement of
min from class to lesson venue, appropriate
ensuring that they have classroom
relevant materials/resources routines
(notebook, writing materials,
file)
6 Teacher to introduce lesson Activation of PPT
min objectives and recap content prior knowledge
covered in the previous
lessons:
 Clues that can be
identified in a visual
text question
 Three things that can
be analysed in a
visual text question
(context, audience,
purpose)
 How to write purpose
(formula)
4 Students to get into their AfL/Collaborative WS
min groups of 4. Learning

Teacher will now give out

Visual Text One. In their
groups, students will do CAP
analysis + tone identification
for Visual Text One.
3 Teacher to get one group to Whiteboard
min share their answers. Teacher + Marker
will scribe the group’s
responses on the board.
3 Teacher will go through how Direct teaching PPT What is the tone of a
min to the tone of Visual Text One of content visual text?
to illustrate how clues
contribute to the tone of the [to elicit students’
visual text. responses]

10 Students will read Visual Text Question PPT

min Two and accompanying analysis +
question (1 min) Answer analysis Whiteboard
+ Markers
Students are then given 2 min
to “Think Pair Share” with WS
their neighbours on what it
means to have an informative
and friendly tone. (2 min)

Teacher will elicit students’

responses and scribe on the
board (3 min)

Teacher will go through the

answers and explain how
they make the poster
informative and friendly. (3
min)

10 Students, in pairs, will read AfL/Collaborative WS

min Visual Text Three and learning
attempt the accompanying Whiteboard
question (1 min) + Markers

Teacher then gets one pair to

share their responses and get
other groups to share
whether they disagree or
agree. (5 min)

Teacher shows answers.

Students to check their work.
(2 min)
5 Students, individually, to AfL WS
min attempt Visual Text 4 (full
visual text)
Rem. Teacher will get one student’s Feedback Visualiser
time work up to mark and critique
the answers. WS

Teacher then assigns Giving

homework (Practice 1,2,3 of Instructions
VT Booklet – to go through on
Mon of Week 9)
Reflections (Choose 1 aspect of the lesson to reflect on – positive or negative one. It can be written in
point form – not more than 1 page)
1. What happened? (What did my students do? What did I do?)
2. Why? (Why did I think things happened this way? Why did I choose to act the way I did?)
3. So what? (What have I learnt from this?)
4. Now what? (What do I want to remember to think about in a similar situation? How do I want to
act in future?)