Lesson Plan

Topic area: The Hobbit: Language and Journeys

Stage of Learner:
Stage 5

Syllabus Pages:147/143

Date:

Location Booked: N/A

Lesson Number: 1/3
Time: 60 minutes

Total Number of students: N/A

Printing/preparation

Outcomes
Assessment
Students learn about
Students learn to

Syllabus outcomes

EN5-5C

EN5-3B

Life Skills outcomes

Lesson assessment:
Contribution to class discussion

Completion of Hero’s Journey diagram

The concept of the hero’s journey throughout the novel The Hobbit

Deeply analyse and assess creative writing

Understand the process of journeys in regard to the hero’s journeys

Cross Curriculum themes & General capabilities

Literacy skills
ICT skills
Students must have already completed reading the novel The Hobbit by J.R.R Tolkien
 Explicit subject specific concepts and skills
Understanding of Narrative structure
Language techniques
Narrator voice

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality
This refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy treats
knowledge as something that requires active construction and requires students to engage in higher-order thinking and to communicate
substantively about what they are learning.
1.1 Deep knowledge
1.2 Deep understanding
1.3 Problematic knowledge
1.4 Higher-order thinking
1.5 Metalanguage
1.6 Substantive communication
Quality Learning Environment
This refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning. Such
pedagogy sets high and explicit expectations and develops positive relationships between teacher and students and among students.
2.1 Explicit quality criteria
2.2 Engagement
2.3 High Expectations
2.4 Social Support
2.5 Students’ self regulation
2.6 Student direction
Significance
This refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear connections with
students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.
3.1 Background knowledge
3.2 Cultural knowledge
3.3 Knowledge integration
3.4 Inclusivity
3.5 Connectedness
3.6 Narrative

How the quality teaching elements you have identified are achieved within the
lesson.
Teaching Indicators of presence in the lesson
element
1.1 Students will look deeper into the novel The Hobbit and assess and analyse the relevant
themes, style of writing, and use of narrator voice
Students will engage with the novel, partaking in class discussion and analyse the
2.2 events of the novel
Students will interact with the lessons and class through their use of background
3.1 knowledge in regard to the The Hobbit novel.

Tim Teaching and learning actions Organisation Centred

e T/S
15 Students will sit down and prepare Teacher: Control students organisation coming T/S
themselves for class. Students must into class. Initiate class discussion.
bring their copy of the novel The
Student: Partake in class discussion
Hobbit.
 After marking the roll, initiate Resources: Original Discussion Questions
discussion about the novel.
Students would have been
expected to have just finished
reading and so will be eager to
discuss the novel.

Discussion Question: Describe the

role of Bilbo Baggins as the hero
and his physical and personal
journey. What are the parallels
between Bilbo’s personal journey
and his physical journey to Erebor.

Discussion Question: Analyse the

differences between the Bible
Baggins that was living in bag end
and the Bilbo Baggins that took it
upon himself to give the
Arkenstone to the Laketown folk.
After engaging in discussion Teacher: Provide students with the resource S
35 concerning the events of the novel.
Students will look to the Student: Partake in the activity given to them by
the teacher and perform to their best abilities.
whiteboard in which a diagram of
the Hero’s journey will be Resources:
presented to them. (See Resource Resource 1:
1)

The task students will receive is to

copy the following diagram into
their textbooks and the fill in the
sections with the direct section
they correlate to within the novel.
For Example: “Call to Adventure”
Would be Gandalf and the dwarves
knocking on Bilbos door and asking
him to be their burglar while
“Abyss” could be Bilbos escape
from Gollum’s cave. How students
answer will show their
understanding of the novel and the
concept of journey.
45 After students have completed the Teacher: Choose students to read S
diagram. Students will now open
their novels to Chapter 5 and will Student: If chosen to read, read with expression
in order to win a reward.
partake in close reading of Riddles
in the Dark Resources: The Hobbit

Students will analyse Tolkien’s use

of language and narrator voice to
characterise both Bilbo and his
journey.

Students will be chosen at random

to read particular sections and a
reward will be given to the one
who is most expressive in his/her
reading.
60 After reading a few sections from Teacher: Provide students with the extended T/S
Chapter V, students will answer the response question
following question as an extended
response: Student: Sit down and answer the extended
response question
How does Tolkien use of narrator
Resources: Pen, paper, notebook. Original
voice and language techniques
extended response question.
effectively depict Bilbo’s Journey
and Characterisation? Show
examples

Students will work on that until the

lesson is finished. Incomplete work
will be done for homework.
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

<see reflection task>

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

EN5-3B Students are expect to write an extended response that
selects and uses appropriate language forms, features
and structure that is appropriate to the question
EN5-5C Students are required to think imaginatively and in a
complex manner to partake in discussion and to analyse
the text

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply
with the standard.

Graduate Evidence within this lesson

Standards
1.2 The classroom discussion allows students to voice their opinion on the
text which allows the teacher to understand how they learn. Moreover
the student centred approach of learning further reveals to teachers
how students learn
2.1 All lesson activities and tasks are tailor made for the content and
prescribed text at hand
2.5 The lesson involved a wide variety of literacy strategies embedded into
student learning

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in
this lesson? Using your syllabus and support documents as well as other WHS policy-
Outline the key WHS considerations that are to be applied in this lesson?
References (In APA)
You must list all references that you have used for the content and resources of this
lesson in this space.

Resources Attached:
 Lesson Plan

Topic area: The Hobbit: What Stage of Learner: 5 Syllabus Pages: 145, 147,
is Journey 155

Date: Location Booked: N/A Lesson Number: 2 /3

Time: 60 minutes Total Number of students: Printing/preparation

N/A

Outcomes Assessment Students learn Students learn to

about
Syllabus outcomes Lesson Engage personally with
assessment texts
• appreciate and value the
EN5-5C Contribution of ways language concepts,
Socratic Class ideas and information can
EN5-4B Discussion be shaped and
transformed for new and
EN5-9E different contexts
Partaking in in
depth drama • analyse texts from
activity familiar and unfamiliar
contexts, and discuss and
evaluate their content and
Life Skills outcomes the appeal of an individual
author's literary style
ENLS-3A
ENLS-4A creatively adapt texts into
ENLS-9A different forms, structures,
modes and media for
different purposes,
audiences and contexts
and explain the
differences emerging as a
result of such adaptations

Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities Script writing
Drama Socratic discussion
ICT Collaborative work
Literacy

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of 1.2 Deep understanding 1.5 Metalanguage
important, substantive concepts, skills and ideas. Such pedagogy 1.3 Problematic 1.6 Substantive
treats knowledge as something that requires active construction and knowledge communication
requires students to engage in higher-order thinking and to
communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and criteria 2.5 Students’ self regulation
teachers work productively in an environment clearly focused on 2.2 Engagement 2.6 Student direction
learning. Such pedagogy sets high and explicit expectations and 2.3 High Expectations
develops positive relationships between teacher and students and
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful knowledge 3.5 Connectedness
and important to students. Such pedagogy draws clear connections 3.2 Cultural knowledge 3.6 Narrative
with students’ prior knowledge and identities, with contexts outside 3.3 Knowledge
of the classroom, and with multiple ways of knowing all cultural integration
perspective.

How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson
element
1.6 Students will learn how to engage in substantive and appropriate discussion through the use of
Socratic circles

2.2 Students will engage with both the text and each other through the use of the drama activity and
discussion

3.3 Students will integrate their knowledge from the previous lesson and other subjects such as
drama to effectively engage and perform in the class activity and discussions
Time Teaching and learning actions Organisation Centred
T/S
10 As students come into the class, give students the Teacher: Look at students work T
opportunity to show you their work from last from last lesson
lesson. Spend some time giving feedback and
make an overall assessment on student’s progress Student: Provide teacher with
based on their work. their work from last lesson

Resources:
20 Begin the class with another discussion this time Teacher: Guide the classroom S
within a Socratic circle. The discussion will discussion
initiate deep knowledge and potentially
problematic knowledge into the concept of Student: Allow students to
Journeys and the Hero’s journey. Once students organise themselves into
have been organised into Socratic circles ask the Socratic circles
following questions:
Resources: Original Discussion
Discussion Question: Does Journey require Questions
change?
Can there be Journey without change?
Must there be challenges and temptations within a
Journey?

35 Now students will look at another in-depth
section of the novel. Students will open to the
chapter Inside Information, specifically looking at
the dialogue between Bilbo and Smaug. Teacher
will choose two actors, one to play Bilbo and one
to play Smaug and then another student can be
the Narrator.
Teacher: Show students which S
chapter to read and choose two
actors and one narrator
Student: Perform and read the
scene of Bilbo conversing with
Smaug

Students will act out the scene of Bilbos meeting Resources: Original Drama
with Smaug. The rest of the class will work activity
together after watching the scene to come up with
a new script scenario. The scenario will be:

“Imagine the Bilbo that was a comfortable,

unadventurous Hobbit, was suddenly taken from
his Hobbit hole and thrust into the mountain with
the Dragon. How would the dialogue be different
and how would Bilbo react upon meeting the
dragon? Direct your actors to perform your vision
and give them a script.”

55 Upon completion of the Drama activity, students Teacher: Ask students to reflect T/S
will reflect on the concept of change and journeys, on the drama task
summarising what they learnt with the teacher.
Student: Discuss with teacher
and reflect on their findings in
regards to change
Resources:
60 Finally, before dismissing the class, teacher will Teacher: T
notify students of their final assessment task for Student:
the unit in which they will create a scenario Resources:
within the Hero’s Journey that fits into the novel.
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

<see reflection task>

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

EN5-5C In order to partake in effective discussion, students must
think imaginatively, creatively and assess the complex
ideas about the prescribed text
EN5-4B The drama activity requires students to manipulate a
scene from The Hobbit by reimagining it in a different
light. This shows their ability to effectively transfer
knowledge and understanding of concepts
EN5-9E The classroom activity requires a reflective process that
utilises individual and collaborative skills with complete
independence

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply
with the standard.

Graduate Evidence within this lesson

Standards
3.1, 4.1 Students must collaborate and work together to effectively complete the
drama activity, making it a challenging learning goal
3.2 This lesson plan is entirely structured and sequenced within a variety of
other lesson plans that work hand in hand for effective learning
3.3 Lesson utilises a multimodal and student centred learning strategy

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in
this lesson? Using your syllabus and support documents as well as other WHS policy-
Outline the key WHS considerations that are to be applied in this lesson?
Students will be asked to get up and perform. During this performance if the
room is not adequately clear, students could potentially injure themselves on a
table, chair etc. In order to avoid this, do not start the skit unless students have
adequate room to move around and the environment is safe.
References (In APA)
You must list all references that you have used for the content and resources of this
lesson in this space.

Resources Attached: Activity tasks within lesson plan.

Lesson Plan

Topic area: The Hobbit: Creative Writing Journey

Stage of Learner: 5

Syllabus Pages: 141, 143, 145

Date: N/A

Location Booked: N/A

Lesson Number: 3 /3
Time: 60 minutes

Total Number of students: N/A

Printing/preparation

Outcomes
Assessment
Students learn about
Students learn to

Syllabus outcomes

EN5-2A

EN4-7D

EN4-4B

Life Skills outcomes

ENLS-8A
ENLS-9A

Kahoot Quiz
Creative Writing Assessment

Combine visual and digital elements to create layers of meaning for serious, playful and humorous
purposes
Create imaginative, informative and persuasive texts that raise issues, report events and advance
opinions, using deliberate language and textual choices, and including digital elements as
appropriate

Develop and apply contextual knowledge

• explore and analyse the ways purpose, audience and context affect a composer's choices of
content, language forms and features and structures of texts to creatively shape meaning

experiment with text structures and language features to refine and clarify ideas to improve the
effectiveness of students' own texts

Cross Curriculum themes & General capabilities

Literacy
Numeracy
ICT

Explicit subject specific concepts and skills

Narrative writing

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality
This refers to pedagogy focused on producing deep understanding of important, substantive concepts,
skills and ideas. Such pedagogy treats knowledge as something that requires active construction and
requires students to engage in higher-order thinking and to communicate substantively about what they
are learning.
1.1 Deep knowledge
1.2 Deep understanding
1.3 Problematic knowledge
1.4 Higher-order thinking
1.5 Metalanguage
1.6 Substantive communication
Quality Learning Environment
This refers to pedagogy that creates classrooms where students and teachers work productively in an
environment clearly focused on learning. Such pedagogy sets high and explicit expectations and develops
positive relationships between teacher and students and among students.
2.1 Explicit quality criteria
2.2 Engagement
2.3 High Expectations
2.4 Social Support
2.5 Students’ self regulation
2.6 Student direction
Significance
This refers to pedagogy that helps make learning more meaningful and important to students. Such
pedagogy draws clear connections with students’ prior knowledge and identities, with contexts outside
of the classroom, and with multiple ways of knowing all cultural perspective.
3.1 Background knowledge
3.2 Cultural knowledge
3.3 Knowledge integration
3.4 Inclusivity
3.5 Connectedness
3.6 Narrative
How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson
element
1.4 Students must use Higher-order thinking in order to effectively write an addition to the hobbit
that fits into the greater narrative

Students will self regulate their own writing and assess themselves creatively when attempting
2.5 the assessment task

Students must integrate the knowledge they have received throughout the three lesson plans to
3.3 effectively create a narrative piece that fits within the world of Tolkien
Tim Teaching and learning actions Organisation Centred
e T/S
10 Students will settle in class and Teacher: Mark roll and set up Kahoot game. T/S
teacher will mark the roll. Student: Will partake in Kahoot quiz.

As a quick revision of The Hobbit Resources: Laptop, mobile phones, projector

novel students will play a quick game
of Kahoot that will remind them of the
general plot of the story. Top three
will receive a prize.
Original Kahoot quiz link:
https://create.kahoot.it/share/the-hobbit-
summary-quiz/48a465e2-e108-4113-9925-
9ce7e269df35

20 Before students can partake in their Teacher: Provide students with the map of T/S
creative writing assessment students Middle Earth
must understand world building and
fantasy maps. Student: Fill out Bilbos Journey on the map
given
Students will be given the fantasy map
of world of The Hobbit (Middle Earth)
based on their knowledge of the
locations of The Hobbit; students will
accurately map out the journey of
Bilbo and the dwarves.

Resources:
Map of Middle Earth
Original Class activity
35 After completion of the map, students Teacher: Provide students with the T/S
will be given the assessment task. Assessment task

The assessment task, which will be Student: Receive assessment task and start
started in class, asks students to look planning what direction they are going to take
once more at the diagram of the Hero’s
Journey and integrate another section Resources:
into the story that fits in with both the Original Assessment Task
novel and the world Tolkien has
created, and also the diagram of the
Hero’s Journey. Students must also be
able to identify where on the map of
Middle Earth does this addition of the
story take place.

40 Students will now begin scaffolding Teacher: Guide students to the multiple S
and preparing a plan for their creative possibilities and way they can go about their
 work. Encourage students to utilise lesson
images and ICT into their creative
work. Remind students that their Student: Prepare a scaffold and plan for their
creative writing simply has to fit and assessment task
make sense into the world of The Resources: Original Assessment Task
Hobbit but does not have to follow the
exact same writing style or structure
as Tolkien.

Students can create:

- A poem
- Script
- Visual Story
- Comic book
- Film
55- Once all students have been able to Teacher: Provide feedback for student T
60 construct a scaffold/plan for their scaffolds and plans of the assessment task
assessment, students can use this time
to receive or get any advice from the Student: Ask for feedback for assessment
teacher before working on it at home. scaffold/plan

Resources: Original Assessment Task

Reflection
What have I learned about the teaching and learning process when preparing
this lesson?

<see reflection task>

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

EN5-2A The assessment task encourages students to critically
assess The Hobbit and use their own skills and
strategies to complete the task
EN4-7D Both the map and the assessment task require students
to think deeply about the world of The Hobbit and the
relationship between the world and the text
EN4-4B The assessment task requires an effective use of
language choices in the creative sense

Other considerations

Complete the table blow by inserting the AISTL graduate standards that
you are demonstrating and indicates the evidence from this lesson that
should comply with the standard.

Graduate Evidence within this lesson

Standards
2.5 Students use literacy and numeracy to effectively analyse and
understand Tolkien’s map of Middle Earth
2.6 ICT is utilised through the Kahoot quiz and its use is also encouraged
within the assessment task
5.2 The final part of the lesson allows teachers to give feedback on the
progress of students and their learning

WHS
What are the key risk issues that may appear for and need to be
reduced/eliminated in this lesson? Using your syllabus and support documents
as well as other WHS policy- Outline the key WHS considerations that are to be
applied in this lesson?

References (In APA)

You must list all references that you have used for the content and resources of
this lesson in this space.

Resources Attached:
https://create.kahoot.it/share/the-hobbit-summary-quiz/48a465e2-e108-4113-9925-
9ce7e269df35

Middle earth Diagram

Original Assessment Task

Assessment Details Outcomes
Task Description: EN5-3B
Students are required to write a ENLS-12C, ENLS-13C
creative piece that fits into the ENLS-17E
world of The Hobbit and fits with
ENLS-8A
the diagram of the Hero’s
Journey. Students can go about ENLS-9A
the task any way they want and
use any style of writing. The
creative piece must, however:
- Fit into the world of
Middle Earth
- Not contradict any aspect
of the story of The Hobbit
- Be an original and
creative piece of work
Students are encouraged to:
Utilise a unique and fascinating
form of writing that is not
conventional. Students can use
any medium of writing as long as
the core of the story remains
faithful to The Hobbit.
 Reflection Task

The three lesson plans I have written, are specifically targeted for an advanced

Year 10 (Stage 5) Class. Throughout the three lesson plans, my teaching

philosophy and rationale has focused explicitly on a Student-Centred Learning

(SCL) approach. It was important for me that students felt like they could engage

with prescribed text through the lessons. As is evident by the lesson plans, most

activity tasks see students partaking and actively engaging in their learning.

Kohn (1999) speaks about the benefits of active learning from students and how

allowing students to freely interact and participate in their learning allows for a

deeper understanding of their texts and a greater retention of knowledge. Hence,

I have attempted to integrate this concept into my lesson plans as much as

possible in order to foster both a SCL environment and an active learning

environment.

Beginning with my first lesson plan, the understanding that went into it is that

students have just finished the novel The Hobbit and must be eager to discuss it

with their classmates. As all humans do, when we read something we enjoyed (or

hated), we are eager to speak with our friends about it and to see what they

think. Hence, the beginning of the first lesson sees students immediately get

stuck into discussion about the novel. However, so that students do not get side-

tracked in their discussion, I provided specific discussion questions that slowly

coerced students into the concept of Journey within The Hobbit. Although this

first lesson plan is meant to simply introduce the Hero’s Journey, I used the

second discussion question to allude to the concept of change within journeys.

This allows for lesson continuity as the topic of change within Journeys becomes
a major theme throughout the following lesson plan. The next aspect of the

lesson plan is the original activity in which students use their knowledge of the

novel to fill out the given diagram of The Hero’s Journey. Linking back to SCL and

active participation in learning, it was important that students themselves filled

out the diagram on their on without the aid of the educator, as this allows for

unique perspectives and positions to be fleshed out by the student. The role of

the teacher in this lesson plan is to guide student’s learning but not to lead them

to a predisposed destination.

Lesson Plan two introduces the idea of Multimodal learning. Multimodal learning

introduces students to multiple and hopefully creative methods of learning that

break away from the traditional Victorian classroom structure (Loerts & Heydon,

2017). I understand that if students were expected to partake in the same style

of lesson every lesson, they would get bored very quickly. Hence, within this

lesson plan, students partake in a unique activity task that requests them to act

and play the role of characters from the novel while also creating a new scene

and directing the actors using a new script. Not only does this link with the idea

of change through the lesson plan, but it requires students to work

collaboratively within their learning. Collaborative learning is the notion that

students work together in order to “fumble down the correct path” and come

together to gain a better understanding of their learning by combing each other’s

strengths (Bullock, 2011, p.71). Through the use of collaborative learning, and a

multimodal method of teaching, students are expected to come out of the

experience with a deeper understanding of change within journeys than they

would have if they were simply given a writing task. In doing so, I am effectively

partaking in the Graduate Standards (3.2, 3.3, 3.4) that request that teachers use
effective learning strategies and resources (AITSL, 2012). Additionally, the

Socratic circle discussion teaches students substantive communication and

effective listening of classroom peers. Effort has also been made to emphasis that

students themselves should organise each other into their Socratic circles so that

their numeracy life skill can be touched upon.

Finally, the third and last lesson plan begins by utilising, once again, a fun

multimodal, ICT activity. I have created a Kahoot quiz that acts as revision for

The Hobbit. The intention behind this is not only to integrate ICT into their

learning but to give a quick recap of the novel as by then it would have been a

while since students completed the novel. Next students use Numeracy and

Literacy to view and understand the map of Middle Earth, created by J.R.R

Tolkien. As a further test of their knowledge, students attempt to map out the

locations of significant events throughout The Hobbit. This activity is in line with

the syllabus (2012) outcomes that encourage students to understand and reflect

upon the way texts create public worlds that are reflective of our own. Moreover,

students are given an assessment task that promotes creativity and encourages

student expression. This task is specifically constructed in a way that supports

student differentiation and allows students to go about the task whichever way

they see fit. Since all students are different people and learners in their own

right, it was important to create a task for them that had as little rules as possible

and encouraged student freedom and expression. Students are encouraged to

think outside of the box to complete this assessment task utilising everything

they have learnt throughout the three lesson plans.

In conclusion, I believe the three lesson plans I have constructed explicitly abide

by the syllabus outcomes and utilise effective learning strategies. I believe the
assessment tasks encourages learning as being fun and inclusive and I also

believe that through the student centred learning approaches, the concept of

differentiation has accurately and effectively been utilised as each task or activity

is opened ended for each student to integrate their own ideas or learning method

into the activities.

References

Board of Studies, Teaching and Educational Standards NSW. (2012). Australian

professional standards for teachers. Sydney, Australia: Australian Institute

for Teaching and School Leadership. Retrieved from

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-

areas/hsie/history-k-10

Bullock, S. (2011). Inside Teacher Education : Challenging Prior Views of Teaching

and Learning . Rotterdam: Sense Publishers.

Kohn, A. (1999). First Lesson: Unlearn How We Learned. The Washington Post

(1974-Current File). ISSN:0190-8286

Loerts, T., & Heydon, R. (2017). Multimodal literacy learning opportunities

within a grade six classroom literacy curriculum: constraints and

enablers. Education 3-13, 45(4), 490–503.

https://doi.org/10.1080/03004279.2016.1139608