Lesson Plan

Name of the School: - Name of the Teacher/Student: Jessica Nicolau Time (45 minutes)

Class: Year Five, Stage Three. (26 students) Date: 15/09/2016 Start: 09:30am

Finish: 10:15am

Key Learning Area: Lesson Topic: Narrative planning and a soldiers experience on the Kokoda Track during
English World War Two (Lesson Seven in a unit of work comprising of Eight Lessons).
Recent Prior Experience: The twenty-six Year Five students have engaged in six previous lessons regarding this unit of work where they
have been exploring the narrative text type with a theme of a Soldiers experience on the Kokoda Track during World War Two. Ss have
explored the text Photographs in the mud (Wolfer, Harrison-Lever, 2005), identified the parallel structure of the text, acknowledged
the intended audience, identified the narrative features and categorised events into narrative structures being orientation, initiating
events, complication and conclusion. Ss have additionally developed a word wall as a class highlighting the purpose of a narrative (to
entertain), the structure of a narrative (Orientation, initiating events, complication, resolution), forms of narrative (e.g. fairytale,
poem, play), process words to include in their narrative writing (relating, sensing, saying, existing, action) and language for connecting
ideas. Ss have investigated the Kokoda track using ICT (computers) though researching soldier experience on the track during the Second
World War (e.g. contraction of disease), Australias role in the War, locating the track on a map, describing the culture and customs of
individuals residing in Papua New Guinea, weather conditions on the track, distance travelled by soldiers and the equipment they carried
on the track. This research was explored by students in groups of four and presented to their class on a poster (now displayed on the
classroom wall). Ss acknowledged the outcome/resolution of the text Photographs in the Mud (Wolfer, Harrison-Lever, 2005) thus
devised/wrote their own different ending in pairs and presented it to the class.
Students investigated when the War commenced, ended and the reason the War broke out. Students additionally individually developed a
creative page (bright yellow in colour) articulating ideas they can incorporate in the narrative. Ss are aware that their final task in the
unit is to create their own narrative depicting a fictional soldiers experience on the Kokoda Track during World War Two which
encompasses all the narrative features and content regarding war experiences discovered throughout the unit. Ss measured one kilometer
using a trundle wheel and reflected how the soldiers may have felt after travelling this distance multiplied by 96 with the addition of
carrying all their equipment. Ss have additionally developed a class vocabulary book detailing all the war related words and their definitions
discovered thus far. Character profiles of the main character to be exhibited in student narratives were created and edited the previous
lesson. Ss are aware of the behavioural management strategy practiced in the class being the Name Scale thus acknowledge that good
behaviour will be rewarded through progression up the scale. Ss are additionally aware that if the educator rings the bell, they must stop
what they are doing and offer their full attention to the T. Parents have assisted the students during previous lessons and so Ss are
aware to remain focused and present appropriate mannerisms/behaviour (e.g. being kind, place hand up when require attention, listen)
when they are present in the classroom.
Indicators of Learning for this lesson (learning intention): By
Syllabus Outcome(s): Assessment (success criteria):
the end of this lesson, the students will:
EN3-2A: Composes, edits and presents
- Think, pair, share: Ss
well-structured and coherent texts (NSW
1. Write, edit, complete and present a detailed correctly articulate
Education Standards Authority, 2012).
narrative plan presented under the relevant features, structure, purpose
- understand and use the key elements
structural headings of a narrative being Orientation and characteristics of a
of planning, composing, reviewing and
(who, what, when, where, how), series of events narrative such as descriptive
publishing in order to meet the
(what happens before the complication arises), language, dialogue,
increasing demands of topic, audience
complication (an issue or challenge) and characters, structure
and language
resolution/outcome with in mind the purpose is to [orientation, initiating
- plan, draft and publish imaginative,
entertain (NSW Education Standards Authority, events, complication,
informative and persuasive texts,
2012, English Outcome EN3-2A). resolution] and usually
choosing and experimenting with text
2. View and include aspects/ideas written on creative composed in past tense.
structures, language features, images
paper (yellow paper developed over unit of work) in Indicators: 3, 7.
and digital resources appropriate
narrative structure (NSW Education Standards - Features, characteristics and
to purpose and audience (ACELY1704,
Authority, 2012, English Outcome EN3-2A, EN3- structure of a narrative is
ACELY1714)
5B). effectively
- compose imaginative and informative
3. Verbally articulate the purpose, structure and written/composed on a
texts that show evidence of developed
characteristics of a narrative (NSW Education graphic organiser. Indicators:
ideas.
Standards Authority, 2012, English Outcome EN3- 1, 8.
- create literary texts that experiment
5B).
with structures, ideas and stylistic - Planned narratives (graphic
4. Write, edit and complete a narrative plan depicting
features of selected authors organisers) depict a
a fictional characters (self- devised character)
(ACELT1798). soldiers (fictional
experience on the Kokoda Track during World War
- reread and edit students' own and character) experience on
one (NSW Education Standards Authority, 2012,
others' work using agreed criteria and the Kokoda track with
English Outcome EN3-2A, EN3-5B).
explaining editing choices (ACELY1705, information drawn from
5. Draw from character profiles (fictional soldier
ACELY1715). posters (completed in
profiles) from the previous lesson to inform
Lesson Three), character
narrative events and actions achieved by the main
EN3-5B: discusses how language is used to profiles (Lesson Six) and
character (NSW Education Standards Authority,
achieve a widening range of purposes for a
widening range of audiences and contexts
(NSW Education Standards Authority,
2012).
- identify and explain characteristic text
structures and language features used
in imaginative, informative
and persuasive texts to meet the
purpose of the text (ACELY1701)
- compose more complex texts using a
variety of forms appropriate to
purpose and audience
2012, English Outcome EN3-2A). creative papers. Indicators:
6. Draw ideas from posters (achieved in lesson three) 2, 4, 5, 6.
to inform accurate experiences during the Second
- Narrative plans are
World War in own fictional narrative writing (NSW
descriptive, engaging,
Education Standards Authority, 2012, English
encompass a variety of
Outcome EN3-2A, EN3-5B).
process words and
7. View word wall to inform (write) process words and
conjunctions thus are
language for connecting ideas (conjunctions) to
relevant to studied soldier
include in narrative (NSW Education Standards
experiences on the Kokoda
Authority, 2012, English Outcome EN3-2A).
track. Indicators: 1, 6, 7.
8. Employed a graphic organiser to sequence and plan
narrative events (NSW Education Standards - Narrative plans are edited
Authority, 2012, English Outcome EN3-2A, EN3- and completed with correct
5B). spelling, grammar,
vocabulary words employed
correctly (appropriately) in
sentences. Indicator: 1
 LESSON SEQUENCE

Lesson Content / Timing Teaching Strategies / Learning Experiences: Resources and Organisation:
Indicators of (mins) (How it is taught)
Learning (What is
Taught):
INTRODUCTION

Ss recall features 4 Ss invited to sit at the front of the classroom, on the - Safe learning environment
and floor, in front of the T. Ss invited to raise their hand and - Graphic organiser x 26 (These must be
characteristics of state the text type they have been exploring during their printed before class commencement)
a narrative English unit. T will confirm that Narratives has been the - Printer and computer (to print graphic
including use of explored text type. Ss are then invited to raise their hand organisers and checklists)
descriptive and identify/recall characteristics (characters, dialogue, - Word Wall (displayed on classroom wall
language, purpose descriptive language, commonly depicts events in articulates narrative structure,
to entertain, chronological order), purpose (to entertain), common tense purpose of a narrative, process words
past tense, employed (Past) and structure of narratives (orientation, [verbs] to incorporate in narrative
characters, initiating events, complication, resolution) (Hill, 2012). T writing and conjunctions).
dialogue and 3 invites Ss to raise their hand and articulate the topic or - Student Posters (Displayed on
structure theme they have been exploring. Upon SS response, T will classroom wall for Ss to view -
(orientation, confirm that they have been exploring a soldiers experience articulated features of World War two
initiating events, on the Kokoda track during the Second World War. Ss are and soldier experiences on the Kokoda
complication, invited to view the word wall for support. Track- Achieved in lesson Three).
resolution). Ss T will reveal the graphic organiser depicting the structural - Parents (T must inform parents of
reminded that features present in a narrative to the Ss. T will point to class lesson content before
their narrative each structural feature (orientation, series of events, commencement to ensure parents
must depict a complication and resolution) and invite Ss to raise their acknowledge how they are invited to
fictional soldiers hand and detail what should be included under each assist the Ss).
experience heading. Ss invited to view the word wall for support. T
(character will confirm that that orientation must describe where and
profiles 5 when the text is set, who is involved and what may
completed happen (Hill, 2012, p.351). T invites Ss to articulate the
previous lesson) audience they are composing their narratives for. T states
on the Kokoda that Ss must detail events experienced by the main
Track during character/soldier leading up to the complication under
World War Two. initiating events. T similarly confirms that Ss must detail
Ss additionally a problem or complication confronted by the main character
brainstorm in the book under the heading complication and under
(think, pair, resolution articulate the how the character solves the
share) ideas for issue and what the outcome presents (Hill, 2012).
their narrative Think, Pair, Share: Ss invited to think internally
complication. (individually) of a complication they could
incorporate/include in their own narrative, share their ideas
Linked to to the individual next to them upon T instruction and the
indicators: 3, 7 raise their hand to share ideas with the class. T reminds Ss
that their individual narratives must include a fictional
characters experience on the Kokoda Track during World
War Two.
DEVELOPMENT
Ss compose, Formative Assessment: - Safe learning environment
edit and present 29 T informs/reminds Ss of the resources available in the - Stickers (must be available and ready
a detailed classroom to support their planning. These include the for class commencement)
narrative plan vocabulary book, word wall (details purpose of a narrative, - Bell x1 (must be available and ready for
articulating a structure of a narrative, conjunctions, process words), class commencement)
soldiers posters (completed in Lesson Three), character profiles - Graphic organiser x 26 (These must be
(fictional (created in lesson six) and student creative papers (yellow printed before class commencement)
character) paper articulated ideas to incorporate in narrative). Ss - Checklist for Support Ss- must be
experience on the invited to ask any questions before they commence planning printed before class
Kokoda track their narrative individually. T informs Ss that their - Student creative papers (yellow paper
during World War characters derived the previous lesson (character profiles) developed throughout unit of work
Two. Ss employ must be the main character in their narrative. T where Ss have articulated ideas or
a graphic additionally articulates that Ss will be writing their concepts to potentially include in own
organiser to complete and final narrative the following lesson and so all narrative).
structure their planning and editing (proof reading) must be completed - Vocabulary book (created in Lesson one
narrative this lesson. T similarly informs Ss that a quiet to medium and developed throughout the unit-
accordingly under voice level must be achieved to complete the task. articulates war related words [e.g.
the headings T articulates student names four at a time to collect a sniper] thus is accompanied by a
orientation, graphic organiser sheet thus commence their planning. T definition of each word available in
initiating events, commences by calling the Modified (support) Ss first, classroom for Ss to easily access).
complication and invites them to sit together in a location close to the - Word Wall (displayed on classroom wall
conclusion. Ss word wall and commence the task. T then calls Extended articulates narrative structure,
additionally student names followed by core Ss and invites them to purpose of a narrative, process words
source classroom collect a graphic organiser sheet and commence their [verbs] to incorporate in narrative
and individual planning. writing and conjunctions).
resources (word T will ring bell for student attention if necessary. Ss who - Student Posters (Displayed on
wall, parents, are highly engaged in the task will be invited to move their classroom wall for Ss to view -
yellow creative name peg up [Name scale] (behavioural support system articulated features of World War two
pages, vocabulary consisting of 8 levels - when Ss names are at the top of and soldier experiences on the Kokoda
book, posters, the scale, they receive a small prize at the end of the Track- Achieved in lesson Three).
character week). - Character profiles (constructed in
profiles) for lesson Six Ss each detailed the
ideas and Modified: T will provide additional support to these Ss characteristics of the main character
support. through sitting with them and assisting in the structure and [soldier] in their narrative).
planning of events within their narratives. Ss are invited to view - Pencils x 26
Linked to the classroom wall detailing spelling of Site words to assist in the - Name scale (behavioural support
indicators: 1, 2, writing process. T will additionally assist support Ss through system consisting of 8 levels - when Ss
4, 5, 6, 7, 8 inviting them to view the word wall, individual creative papers, names [written on pegs] are at the
studied text (Photographs in the Mud), class posters depicting a top of the scale, they receive a small
soldiers experience on the Kokoda Track during WWII and prize at the end of the week).
vocabulary book to assist in the narrative planning and writing - Photographs in the Mud
process. These Ss will receive a further supportive graphic organiser (Wolfer, Harrison-Lever, 2005)
to plan their narrative. These Ss will also receive a checklist to (Studied Text)
view and tick off all requirements toward successful completion of - Site words (presented on classroom
the task. Will complete Modified graphic organiser. wall- must be available before lesson
Core: These Ss will be assisted by volunteer parents in commencement).
the narrative planning. The T will also be available for support if - Parents (T must inform parents of
necessary. Will complete Core/Extended graphic organiser. class lesson content before
Extended: These Ss are invited to complete their commencement to ensure parents
narrative plan and ensure highly descriptive language is employed. acknowledge how they are invited to
Upon early completion and editing (if achieved), Ss are invited to assist the Ss).
swap their narrative plan with another Extended Ss (indicated by
T) and proof read their work. Ss are then invited to offer their
peer 2 stars (two positive aspects of their peers work) and a
wish (one suggestion/idea of improvement e.g. ideas of further
descriptive language or articulation of another event which can
occur). Will complete Core/Extended graphic organiser.
CLOSURE
Ss share 4 Ss invited to share/articulate their plan with the person - Safe learning environment
narrative plan next to them at the conclusion of the lesson and place - Student graphic organisers
with a peer and their plans in a pile at the front of the classroom. T will - Parents
thank parents review all student plans to ensure all students are ready to -
for their kind write their narrative the following day.
assistance. Ss invited to thank the parents for their kind time to
assist them in their narrative planning.
Linked to
indicator: 1
Graphic organiser (Core and Extended)
Narrative
A soldiers experience on the Kokoda track during World War Two.
Orientation: Who?

Where? Why?
What? When?

1.
Initiating events

2.

3.
Complication
Resolution
Graphic organiser (Modified)
Narrative
A soldiers experience on the Kokoda track during World War Two.

Who?
scene and introduce the
Orientation: Set the

What?
characters

When?

Where is the story set?

Why?

What happens before the complication arises?

1.
Initiating events

2.

3.

What is the challenge faced by the main character?

Complication

How is the problem or challenge resolved? How does the story end?
Resolution
Checklist (Modified)

Checklist: Shade in or tick the Yes or No box.

Yes No
Does my narrative have descriptive language?

Is my narrative in the correct structure - Orientation, initiating events, complication and resolution?
Does my narrative describe a soldiers experience on the Kokoda track during World War Two?
Did I introduce the main character at the beginning of the plan?
Have I checked and edited my plan to ensure there are no spelling or grammatical errors?
Did I involve the character from the character profile sheet in my narrative plan?