COLLEGE OF EDUCATION

Lesson Plan Template

School: Carranballa College, Point Cook, Jamison
Way


Year Group: 9

Date: 1 May 2014
9.45-10.45
Topic
English
Creating a narrative




Learning Intention:
Imagining a narrative from viewing an image, learning
how to construct a narrative

Success Criteria:
Students can interpret characters, setting, plot and dialogue
from viewing an image.
VELS: Strands, Domain, Foci and Standards

ACELA1553
ACELT1635
Location / Setting

9P classroom




Organisation / Student Groups
Introduction whole class discussion
Middle work in groups of 2 or 3
- individual work on laptops
End whole group sharing 4 or 5 groups to present to
the class
Classroom management strategy
-Use 5,4,3,2,1 to call students attention. Be clear about
when students are allowed to talk and when they are
expected to work quietly. Walk around to all groups
and give encouragement as well as reminders to stay
on task.
Ask all students to be facing the front during
instructions, class discussion and others presentations.
Key Vocabulary
Characters, setting, plot, chronological, resolution.
(putting new vocab on the English window)



Materials, Resources and Equipment
Projector and laptop with images
Printed images
Students computers
www.readwritethingk.org/files/resourses/ineractives/timeline_2/
Students English writing books and pens
Paper and blue tack for students to put new vocab on the
window
References/Sources
Images on Hayleys laptop under: Documents>Dip
Ed> Prac Rounds>Narrative images

INTRODUCTION
Connecting, Engaging and Modelling Inquiry
MAIN BODY
Guiding Inquiry and Practise
CONCLUSION
Sharing, Explaining and Reviewing Inquiry

I do:
Settle class and get attention to the front all students to
be fully facing the front.
Introduce learning focus and success criteria.
Show image 1 on projector screen ask students what
do you see in this image/ What is happening in the
image?
How does the image tell a story? What could this story
be? What dialogue might have been spoken?
Repeat with one or two more images depending on
students understanding of, and ability to read an image.
(8mins)

Ask students to get into groups of 2 or 3.
Introduce improvisation of a dialogue activity: With your
groups you need to pretend that you are one of the
characters in the images or a suggested character that
might be connected to a person in the image and relevant
to their story (establishing characters). Quickly assign
roles and then engage in a dialogue as those characters.
What might have been said in the image? What might
have been said before or after the image? (developing
plot) You may move around and add action if it is relevant
to your characters and narrative.
Give one image to each group (5 mins)


They Do:
View images on projector screen and discuss with relation
to narrative.
Get into groups of 2 or 3 and listen to instructions for next
activity.











I do:
1) Supervise group work and prompt as needed to
ensure they are staying on task. Give indications of
time left, encourage students to go back over their
dialogue from the start, rehearse it to give a sneak-
peak performance. (10mins)

2) Call attention back to the front for next instructions:
Next students have to go to the readwritethink website
and create a timeline of their characters journey. This
could start before the moment represented in their
image and finish years after, or it could only show a
short period of time surrounding the moment of the
image. (Chronological rundown)
This is individual work and does not require talking.
(15mins)

3) Ask students to get back into their groups and
share their timeline. Would they change any of their
dialogue now, based on what they have learned about
the characters from doing the timelines? (7mins)

They do:
Work in their small groups to improvise a dialogue
inspired by their given image. Repeat/rehearse this
activity until they are happy with the conversation they
have created.

Listen to instructions for making a timeline
Work quietly on laptops to produce a timeline for the
character they have been portraying. Email their
timelines to teacher (possibly need to take a screen
shot to do this)

Come back to their group and discuss/re-rehearse
dialogue in light of their character timelines (plots)

I do:
Inform the class when they have 3 mins left to work on
their timelines.
Call for laptops closed and attention to the front.
Ask groups to show the class their image and perform
their rehearsed dialogue if time permits there may be
some brief discussion of what in the image made them
choose their characters and conversation.
Groups to come up the front to present. (10mins)

Concluding comment about forming a narrative from a
stimulus. Ask students to put vocabulary about
narratives on English window (5mins)

They Do:
Perform their rehearsed dialogue to the class and
reflect on the narrative portrayed in a given stimulus.
Be attentive and respectful audience members.
Consider the vocabulary used in the class; character,
setting, plot, dialogue and chronology.





REFLECTION:
Was the Learning Intention met?
Preservice Teacher Reflection
I felt that this lesson was reasonably successful for my first lesson,
the topic was simple but gave students the opportunity to use their
imaginations and practice documenting their creative thinking.
The class responded well to my rally call of 5,4,3,2,1 it was
necessary to use this quite often because of the partner work, but I
used it more than I expected and it may have been overkill. The class
were interested in the lesson and responded particularly well to
interpreting the images as a whole class. I was impressed with the
discussion points that students came up with.
The noise level when doing partner work was too loud and in several
cases was off topic. I found that as soon as the class had some idea
of the task they lost focus on me, even though I was not finished. I
chose to let them go on rather than call their attention back, instead I
went around and told each table/group information they had missed
this is not a productive way of doing it, and information probably
wasnt that clear. I dont think my first explanation of the dialogue task
was clear enough, many students were spending too long discussing
their image rather than becoming characters and having conversation
as the characters. Others were very distracted and were mostly off
task, I would have liked to choose the pairs myself to break up
distractive students.
There was a mix of focus levels during the individual work on laptops,
some students had 10 or more events on their timeline, while others
only got one down. I responded to this in two different ways; when I
passed a student who had many points on their timeline I told the rest
of the class to encourage them to catch up, when I passed individuals
who were struggling or not working I asked them questions about
their work, I then decided to set a number (4) of events that they had
to have on their timeline in a set amount of time. I still had to
constantly remind students to stay on task and work individually; I
would like to re-arrange the seating to separate students.
I was rushed for time at the end. We only saw 3 presentations of the
dialogue before I had to finish it, I wasnt expecting to see them all but
several students got out of doing it by acting too nervous and refusing
to present even when told that they had to and it didnt have to be
perfect. I wish I hadnt let them go as I think it sets a president for
Mentor Teacher Feedback
future presentations.
I had to rush through the reflection of new vocabulary as we only had
two mins left. I wanted the class to put the words up on the window,
but I instead decided to get them to write them in their books and do a
description of two of them.



Preservice Teacher Name ________________________________________ Mentor Teacher Name ___________________________________________

Signature________________________________ Date ________________ Signature________________________________ Date __________________