Lesson Plan

Day: M T W T F

Date: 08/09/2016 Time: 9.05-10.05 Year: Year 9 English Standard

Learning Area: English Topic: Essay question evaluation and Expressive anatomy
(relating to Tin Tin and The Blue Lotus)
Curriculum content description: (from ACARA)
Interpret and compare how representations of people and culture in literacy texts are drawn
from different historical, social and cultural contexts (ACELT633)
Explore and reflect on personal understanding of the world and significant human
experience gained from interpreting various representation of life matters in text
(ACELT1635)
Explore and explain the combinations of language and visual choices that authors make to
present information, opinions and perspectives in different texts (ACELY1745)
Students prior knowledge and experience:
(Outline what the students already know about this topic)
-Have looked at 2/3 of the choice of essay questions
-Have read Tin Tin and the blue lotus
-Have looked(not in depth) at the issues represented in the book
Learning purpose: (May refer to the Elaborations of the curriculum content description
here)
To interpret how people are seen by different cultures and societys, To show understanding
of the world, different cultures and how different people live. To explore why authors do
things and what the technical name for things are. Why authors use different things to
portray meaning.
Learning objectives:
On completion of this lesson, students
will be able to: (What will students know
and be able to do at the completion of the
lesson specific, concise and attainable
objectives)
Students will understand the essay question
in depth and will know how to answer it
effectively. Have knowledge in expressive
anatomy and how it is used in comic books

Evaluation:
(Explain how you will know that lesson
objective have been achieved / monitor
student learning)
I will know my lesson objective has been
achieved as I will ask questions throughout
the lesson
When I got through the essay question I plan
for them to have a go at analyzing then going
through it and clarifying understanding.
When doing expressive anatomy, I have a
powerpoint presentation explaining what it is
then I got onto looking into other examples
from the text of expressive anatomy so I can
make sure they understand what it is and
how its used.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment
will be required)
-I have created a powerpoint to explain Expressive Anatomy then goes on to the essay
question (computer, display screen)
-I have read Tin Tin and the blue lotus.
-I looked at a sheet provided by the teacher about expressive anatomy.
-White board makers
-Classroom (chairs and tables)
Catering for diversity (detail any adjustments considerations for educational/resource
adjustments)
I will cater for diversity by keeping the class on track when speaking about racism as the
class is very multi-cultural and I don't want anyone to be offended by others being rude/not
sensitive against their race.
Focusing on racism to show how its not accepted and teaching them to be more tolerant
and accepting of others
Make the classroom environment clean, warm, inviting so they feel comfortable and able to
learn
Prompt them if they struggle with the concepts (supporting developmental needs)

Timing:

Learning Experiences:

9:05
9:05
9:06

1. Introduction: (How will I engage the learners?)

Invite class inside and instruct them to stand behind their desks
Say good morning/afternoon, invite them to sit down- do the role
Introduce that we will be looking at Expressive anatomy and the 3rd essay
question they will have a choice of which they can use an example of expressive
anatomy in. (Have slides up ready)
2. Sequence of learning experiences: (What will you do to help the
students achieve the learning objectives? What tasks and activities will
the students be involved in to help achieve the learning objectives?)

9:07
9:10
9:12
9:14
9:20
9:30
9:35
9:37
9:43
9:55

10;00

Start the slide show; discuss what expressive anatomy is, how authors use it
Discuss what the meaning of expressive ask if they know first then say.
Discuss the meaning of anatomy ask if they know first then say.
Give a example; a annotated picture showing where the expressive anatomy is
the text and why/how the author used it in the text.
Four examples of expressive anatomy; they need to point out where it is and what
it represents. Give assistance if needed- prompt them
Give 2 examples of not expressive anatomy and ask why it isn't and what its
representing.
Essay question- Introduce, this is the third essay question we will be looking at.
Look at the essay question and get them to discuss the most important parts of itprompt them if they need help
next slide- highlighted important parts of the essay question; go through what the
important parts mean, how they relate to the text, different ideas you can use.
next slide- discuss what real world ideas were presented in the text and how the
techniques were used to construct ideas
1. Lesson conclusion: (How will you summarise the learning and relate it to
the lesson objectives?
For the end of the lesson ask a quick question relating to expressive anatomy and
why authors use it in texts.

10:05
End of lesson.
Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)
I feel my lesson went fantastically, all the students got involved and were happy to share in
the group discussion as they felt confident and comfortable in the session. The powerpoint
presentation I created worked really well as it kept me on track and gave me cues of when to
move on to something else. When students got off task I used proximity and that worked
great, when students were speaking while I was trying to teach a simple tap on the desk
worked really well as I didnt have to stop the session or interrupt other students and they
knew they needed to stop talking. I didnt have to manage any behaviour during the session
and I feel that is because the students were so engaged and interested in the session they
didnt have time to get distracted or disturb the class. I wouldnt change anything as I feel
the lesson flowed beautifully, the students achieved the lesson objectives and had time to
further practice their skills at the end.