Lesson Plan

Day: M T W T F Date: 30/04/19 Time: 9:50am – 10:50am Year: 10A+

Learning Area: English Topic: Creative Writing

Curriculum content description: (from SCSA or ELYF)

Analyse and explain how text structures, language

features and visual features of texts and the context in which
texts are experienced may influence audience
response (ACELT1641)

Using an organisation patterns, voice and language conventions

to present a point of view on a subject, speaking clearly,
coherently and with effect, using logic, imagery and rhetorical
devices to engage audiences (ACELY1813)

Students’ prior knowledge and experience:

(Outline what the students already know about this topic)

Students understand how to use a variety of language

features to create different levels of meaning. They understand how
interpretations can vary by comparing their responses to texts to the
responses of others. In creating texts, students demonstrate how
manipulating language features and images can create innovative
texts. Students create texts that respond to issues, interpreting and
integrating ideas from other texts.

Learning purpose: (May refer to the Elaborations of the curriculum content description here)

 Looking at a range of texts to consider how the use of a

structural device, for example a female narrator, may influence
female readers/viewers/listeners to respond sympathetically to
an event or issue
  choosing vocabulary and spoken text and sentence
structures for particular purposes and audiences, such as
debating a topic with a team from another school, creating
a voiceover for a media presentation, and adapting
language devices such as evaluative language, cause and
effect, anecdotes and humour for particular effects

Learning objectives: Evaluation:

On completion of this lesson, students will be able  Their answers to my questions whether they
to: are understanding the knowledge or not.
 Understand conflict is necessary to intriguing  When creating our own story together and
story. creating character conflict if the students are
 Understand how to construct the basis of a engaging and following along.
story idea regardless ending or outcome.  Walking around and asking them what some
 Understand how to engage and audience via of their stories are about and what characters
dialogue, descriptive language and conflict. they have created.
 Understand the difference between a story
with no depth or development and one with
such elements.
 The difference between self-conflict, Character
Vs character conflict and character vs society
conflict.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be required)

Students will require a book or some paper and some pens.

I will require access to a projector and my laptop and access to the wifi.
Catering for diversity (Detail any adjustments considerations for educational/resource adjustments)
How will I support struggling students?
 By using a variety of teaching methods including instructional, visual aids and practical hands on exercises.
How will I extend capable students?
 By breaking down my activities into more challenging and detailed exercises to match the student in
terms of their advanced knowledge.
How will I modify your lesson to respond to individual student requirements, eg. students with special needs,
limited English skills, lack of self-efficacy, previously absent students and so on?
 Repeating instructions throughout each activity so those who are struggling to engage with the content.
 Focus on breaking down the tasks to make the activities a little easier.
Check in to make sure those students that show signs of struggling are performing the tasks adequately.

Timing: Learning Experiences:

Introduction:
3min I would first instruct the students telling them that we are going to be doing some
creative writing. However first we will be looking at some steps and prompts into
how to write and intriguing story.

I would begin with a simple question asking them what does every story have
hopefully students would reply with a series of answers to which I would write on
the board.
The main answer we are looking for here is conflict. Every good story has conflict
and one the students address this I will then begin to lead them into the main topics
of the lesson.

Demonstration of conflict
7 min
Once discussing all the elements of a story and highlighting the area of conflict I would explain to
the students that every good story requires a conflict an issue that needs to be solved. Then use the
following YouTube Clip to demonstrate a version of popular conflict with in a story.

I would then ask after the clip for the students to identify the conflict with in the story presented
and ask if they have seen this story before. I would then ask for other examples of conflict with in
movie or books that they have read to eventually aging point out that every story has some form of
conflict foe the characters in the pieces.

Main Activities
Comparing Stories
20min
For my next activity, I would prepare a series of stories the first with no conflict at all the second
with demonstrating a character self-conflict the third will demonstrate a character vs character
conflict and the fourth will be a character vs society conflict.

Section one: introduction

An old man sits on wooden bench by a lake in the park, it is early evening and he feeds the ducks
bread as he feels the cool breeze blow past him.
Analyse this sentence by itself. Ask the students questions about it what being use do we as an
audience have any interest in the man yet. The answer is very likely no he’s just a man feeding some
ducks and substance to the story yet all is peaceful and happy, which is good for the character in the
story but there is not interest here as a viewer if we were to continue reading about a man feeding
ducks we would become board.

Section two: Inner conflict

He sits comfortably wearing his favourite hand knitted gloves. They are a dark brown colour, made
with soft huggable wool. They were knitted by his wife to which the image of her drifts into his mind.
He remembers how happy they were together and how the gloves had become a sad reminder of
her after passing away the year before.

Stopping here we can ask the class if they can identify the inner conflict the man is experiencing. The
answer being the love he has for his gloves because his wife made them but the sad thoughts they
bring him due to his wife now having passed away.

Section three: Character vs Character

A boy approaches the pond his shoes dirty from the mud on the hill he walks down. He carries with
him a light grey sack of rocks that he has been collecting in the park. He walks to the of the banks
and sits with in a stone throw of the old man. He takes out his rocks and begins to throw them at the
ducks in the pond. “Hey!” says the old man “stop it! What did the ducks ever do to you!”. The boy
stands up clutching his fists angrily, he picks up another rock staring at the old man furiously. “Don’t
you dare” says the man, the boy throws a rock missing as goes to run away immediately after. “Hey
come back here” the old man sighs and slumps down on the bench.

Ask the students to identify the conflict here this obviously being the boy with the old man. Ask
further questions though how do we know this how was it set up to see this unfolding.

Section four. Character vs Society

The young boy returns to the park with another sack of rocks the following day he walks down
cautiously hoping not to spot the old man. As he makes his way down the hill he cannot see the old
man on his bench yet as he gets closer he notices a figure on the ground and the sounds of painful
moans coming from it. It’s old man he is lie on the ground badly beaten. The boy rushes over to help
him up. As he does he hears laughing coming from across the pond the old man is staring at them a
group of teenage boys have stolen the old man’s wallet and are counting the money as they walk
away snickering. The boy stands up reaching into his sack of rocks and grabbing the biggest one he
can find. “hey!” The boy yells rearing his arm back a hurling a rock at the tallest boy and hitting him
square on the shoulder as the he turns around to see who yelled. The teenage with anger is his eyes
yells to his friends “get him!” As they begin to run at him. The old man stands between the
teenagers and the young boy, he turns to the young boy looking him in the eyes “run boy run!’.

Same as before where is the conflict here and who is the society in this scenario. Get the students to
answer this question and identify where the conflict arises. The answer to this is that the teenage
are society as they represent a group a stereotype if you will and the character is essentially the boy.
Also see if they can spot the types of word you were using in your story these being descriptive
 words.

Also summarise this exercise asking the students if the found interest in the story what changed
when each conflict was presented. Ask if they noticed how each situation escalated one after the
other. Explain to the students that this is what helps make a quality story in terms of tension. Not
only can you use different forms of conflict but you can also escalate a story using them. This shown
from the man just sitting on the par bench to then thinking about his wife, to the having altercation
with the boy to the finally the boy finding him and having an altercation with the teenagers who
robbed him.

20min
Final Activity
Get the students to focus on one of these forms of conflict mainly the first one inner conflict get the
students to write a story and introduce a character a highlight a conflict that they have with
themselves. Do this by first creating one as a class on the board then get them to write their own
characters.
 Management of behaviour:
How will you continually build a positive relationship between you and your students, and between
students?
By consistently adapting teaching techniques to suit the needs of my class.
Also by interacting with every student again and directing questions at those who don’t usually
speak in order to hear from them and avoid favouritism.

Do you know classroom rules?

No foul language.
No phones in class.
No speaking over others.
Respecting each other’s opinions.

Keep in mind low key strategies.

Using the waiting technique, allowing a class to quiet down and realise that your waiting for them.
Using a call to order the a rhythm clapping that students must copy.

Do you have strategies if unwanted behaviour persists?

Send them for walks outside of the class room and tell them to come back in a short time once they
have settled down.

Do you need to move any students?

Not that I know of most students seem to behave themselves where they sit aside from a few
cheeky behaviours from a few.

Lesson conclusion:
Conclude by restating the areas we have gone over in class today and asking some questions in
regard to the content we have studied such as.
What are the three areas of conflict that we looked today?
Inner conflict
Character vs Character
Character vs Society
Followed by asking what each of the conflicts mean and how they can be presented.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why? How?)