Lesson Plan

Day: M T W T F Date: 12-02-16

Learning Area: English

Time: one hour P1

Year: 9.1

Topic: Tri by Frances Echin

Curriculum content description: (from ACARA)

Interpret and analyse language choices, including sentence patterns, dialogue, imagery and
other language features in short stories. (ACELT 1767)

Students prior knowledge and experience:

(Outline what the students already know about this topic)

Students have read Tri by Frances Echin last week in class and identified the use of Point of
View and how it is used, written assessment rewriting a small passage from an alternate point
of view.

Learning purpose: (May refer to the Elaborations of the curriculum content description here)
Building on understanding of narrative conventions (characterisations, setting, plot, narrative
point of view, conflict, structure, style, symbolism and theme)

Learning objectives:

Evaluation:

On completion of this lesson, students will be (Explain how you will know that lesson objective have
been achieved / monitor student learning)
able to:
Informal discuss of the topic and written notes
(What will students know and be able to do at the
and annotation of the text.
completion of the lesson specific, concise and
attainable objectives)

Focusing on the identification and use of

Characterisation and Style (Sentence length
and the use of dialogue)

Preparation and Resources:

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

Have their NAPLAN sheets on the tables ready to go.

Catering for diversity (detail any adjustments considerations for educational/resource adjustments)

Timing: Learning Experiences:

1. Introduction: (How will I engage the learners?)
Move into class, they need to quieten down, line up and go straight to their seats.
Finishing up their NAPLAN practice test.
Place name tags as they do this.

Check that everybody has a copy of Tri by Frances Echin

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?)

Talk about some of the narrative conventions of a short story.

Use of different sentence structure
Highlight how it changes the pace of how things are read.
This technique created difference and therefore significants.
Pull some of these from the text and discuss, reminding the students to take notes
and highlight in their copy.
Looking for characterisation
One of the roles of a short story is to create parallels with real life to give the reader
a safe place to examine their culture/society. Can this be seen in anyway within Tri?
3.

Lesson conclusion: (How will you summarise the learning and relate it to the lesson
objectives?)

Create a chart
Story
Reff
Narrator
Greg
Neil
Teachers

Characteristics
Victim
Bully
Change of heart
Bully, Boss,
cruel & vindictive
Bully, follower
Absent

To show the real life links to the themes and characters in the text.

Real Life
Immigrants/Refugees
You
Vocal minority
Silent majority
Absent authority

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