COLLEGE OF EDUCATION

Lesson Plan Template

Point Cook College Middle Years 2!"#!$#
Topi%& 'a((it Proo) Fen%e
The focus of Term 2 is based on the flm Rabbit
Proof Fence. The topic of todays lesson, is for
students to explore characters in depth and the
characters role in the movie. or!in" in small
"roups , students #ill combine ideas on characters
usin" prior !no#led"e and internet as secondary
source.
$earnin" intention%
e are learnin" to articulate our !no#led"e
on primary and secondary characters in the
flm
&uccess criteria%
' can identify important character traits
' can identify relationships bet#een characters
in the text
' can identify the role of each character

*EL+& +trands, Domain, Fo%i and
+tandards
Receptive modes (listenin", readin" and
vie#in")
*y the end of +ear ,, students analyse the #ays
that text structures can be manipulated for
e-ect. They analyse and explain ho# ima"es,
vocabulary choices and lan"ua"e features
distin"uish the #or! of individual authors.
They evaluate and inte"rate ideas and
information from texts to form their o#n
interpretations. They select evidence from the
text to analyse and explain ho# lan"ua"e
choices and conventions are used to in.uence
an audience. They listen for #ays texts position
an audience.
Productive modes (spea!in", #ritin" and
creatin")
&tudents understand ho# to use a variety of
lan"ua"e features to create di-erent levels of
meanin". They understand ho# interpretations
can vary by comparin" their responses to texts
to the responses of others. 'n creatin" texts,
students demonstrate ho# manipulatin"
lan"ua"e features and ima"es can create
innovative texts.
&tudents create texts that respond to issues,
interpretin" and inte"ratin" ideas from other
texts. They ma!e presentations and contribute
actively to class and "roup discussions,
comparin" and evaluatin" responses to ideas
and issues. They edit for e-ect, selectin"
vocabulary and "rammar that contribute to the
precision and persuasiveness of texts and usin"
accurate spellin" and punctuation.
Lo%ation ! +etting
/lassroom. /luster of tables.
Organisation ! +t-dent Gro-ps
&tudents #or! in "roups of four to complete
the tas!.
Classroom management strateg.&
Follo#in" the behavioural policy as outlined by
the school.
0ach teacher #ill be supervisin" their "roup,
ensurin" the exercises are bein" completed
/e. *o%a(-lar.
1evelop 2nderstandin"
3dd to prior !no#led"e
'dentify relationships
Roles of characters
Materials, 'eso-r%es and E0-ipment
Tables 4 /hairs
/haracter Profle &heets
'pads
&tationary and Paper
'e)eren%es!+o-r%es
INT'ODUCTION
Conne%ting, Engaging and Modelling In0-ir.
MAIN 1ODY
G-iding In0-ir. and Pra%tise
CONCLU+ION
+2aring, E3plaining and 'e4ie5ing In0-ir.
- 'ntroduce myself a"ain to the class and
explain that ' #ill be ta!in" the 0n"lish
lessons for the next four #ee!s.
- ' expect that you as a class #ill sho# me
the same respect that you sho# 5rs &latter
and hope that you #ill use your time
e-ectively
- hen usin" the ipads, ' #ant you to stay on
trac! and ma!e sure you are not "ettin"
distracted
- Follo#in" previous lessons the topic of
today is based on the flm Rabbit Proof
Fence and today is on particular focus on
characters in the flm.
- 3s a class, ' #ant you to brie.y thin! no# of
particular characters in the flm, they
believe of importance.
- 3fter satisfed #ith the amount if
characters listed, brin" up the list
already made in email format.
- 5olly, 1aisy, 6racie, 5oodoo, 5aude,
Frinda, 5avis, /onstable Ri""s, 5r
7eville, 5iss 8essup, 7ina (handout of
thin"s to include provided.)
- 'n "roups of four students #ill be
allocated a character, #hich they are
re9uired to #rite a profle on. &tudents
are to collaborate ideas and use dot
points in ans#erin" responses.
- :nce completin", students may either
dra# the chart up in your #or!boo!s or
use your ipads (Pa"es) to complete the
tas!. &harin" #ith the rest of class the
profles. (5inimum of six to be done as
a class
- 6ive students a fe# minutes #arnin" and
then ma!e sure all students have ta!en
do#n the rest of class characters
descriptions
- /on"ratulate the students if they had
used their time e;ciently and if they
have not explained to them that you
expect a hi"h level of standards.
- 7ext lesson, #e #ill continue on these
profles.
6as t2e learning intention met7
Preser4i%e Tea%2er 'e8e%tion
The lesson #ent #ell ' believed and students #ere en"a"ed in the
activity for the duration if the class. &tudents en<oyed #or!in" in small
"roups to create the character profles and #ere able to share ideas
about characters #ith their peers. 1urin" the lesson at times noise level
"ot a bit out of control and ' found it di;cult to tal! above it and "ain
students attention. 7ext time ' plan to provide students #ith clearer
instructions, set clear rules about the noise and amount of #or! that
must be completed.
Mentor Tea%2er Feed(a%k
+ou have thou"ht a lot about the runnin" of this lesson, #ell done= 't #as a
"reat idea to have lar"er sheets for the profles as it promoted discussion
amon"st students. &tudents #ere en"a"ed throu"hout the session. &ome
thin"s to consider > brea! do#n the $.'. #ith students. 5a!e the tas! really
clear by maybe #ritin" steps on the board. +ou are defnitely improvin"
the ability to ensure students are not tal!in" #hen you are. +ou placed
students into appropriate "roups independently and #ere thin!in" of #ays
to run the lesson di-erently durin" the lesson.
Preservice Teacher Name ___Morgan Davies _________________Mentor Teacher Name _____Laura Blackwell______________________________________
Signature________________________________ Date ________________ Signature________________________________ Date __________________