Lesson Plan Format

Class: Year 8 H (Support Class)

Date: 21st April 2015

Time: Start: 8.45am

Finish: 9.30am

Key Learning Area: English

Lesson Topic: Introduction to Film Fantasy

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
First lesson of the term on this topic
Would have some prior knowledge on the concept of genre from year 7 English.
Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.
EN4-3B
Uses and describes language forms, features
and structures of texts appropriate to a range
of purposes, audiences and contexts. (Board
of Studies, Teaching & Educational
Standards, 2015)
EN4-6C
Identifies and explains connections between
and among texts. (Board of Studies,
Teaching & Educational Standards, 2015)

Any safety issues to be considered:

NA

Indicators of Learning for this lesson:

Behaviours that contribute toward achievement of outcome(s). Quote
syllabus numbers. Must be clear, specific, observable. Curriculum
Content Strands may be used as headings.

Assessment:
Strategies which will be used to assess learners
attainment of learning outcomes. Should be linked
to each learning indicator.

By the end of this lesson, the students will:

Analyse and evaluate the ways that text structures and language
features vary according to the purpose of the text and the ways that
referenced sources add authority to the text (ACELY1721,
ACELY1732) (Board of Studies, Teaching & Educational Standards,
2015)
Identify, compare and describe the connection between texts with
similar subject matter, in this case fantasy film (ACELT1629) (Board
of Studies, Teaching & Educational Standards, 2015)
Recognize, explain and anaylse the ways fantasy texts draw on readers
knowledge of other texts and enable new understanding and
appreciation of aesthetic qualities. (ACELT1629) (Board of Studies,
Teaching & Educational Standards, 2015)

No formal assessment.
Ss formulate their definition of what a genre
is.
Ss engage in discussion on the features of a
fantasy film.
Ss complete worksheet on the components of
a fantasy film.

Resources: List resources you used in preparing the lesson AND those used in the lesson implementation.
Stage 4 English Syllabus (Board of Studies, Teaching & Educational Standards, 2015) (Appendix B)
White board and White board markers
Success in Year 7 English (Pattinson, 2005) (Appendix C)
Worksheet (1 per student) (Appendix A)
Smartboard and Computer/laptop
Youtube- Harry Potter and the Philosophers Stone Trailer and The Hobbit Trailer and The Lion, The Witch
and The Wardrobe Trailer

LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values addressed
in each section. Link to your Indicators of
Learning.
INTRODUCTION
Introducing new topic for term two

Timing
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)
Write detailed steps showing what the teacher (T) will do and what
students (Ss) will do.

Resources and Organisation:

8.45

T asks Ss to move to their desks and prepare for the lesson.

T greets Ss and asks them to be seated quietly.
T explains that they are starting a new topic on Fantasy Film. Ss are
informed that the unit will involve the reading of a novel and at the
end of the unit the Ss will be able to watch the movie that is based on
the novel.
Ss ask any questions relating to the introduction.
T reminds Ss to raise their hand and wait to be called upon to speak.
T answers any questions the Ss have.

Worksheet handed out

Formulation of a working definition of a

genre
Q. What is a genre
A. A genre is a category that determines a text
type.

8.50

T handouts worksheet (see appendix A)

T instructs Ss to write their own definition genre on their workshee t.
(see appendix A)
T asks Ss who want to share their definition.
Ss share responses.
T with the Ss help develops a class definition based on Ss answers.

Whiteboard: write class definition.

Class Discussion

8.55

T asks Ss write down any examples of fantasy films they can think of
on the space provided on their worksheet.
T moves around the classroom asking each Ss one by one to share an
example of one the texts they wrote down- call Ss by their name.
T praises Ss on their answers.
T shows Harry Potter and the Philosophers Stone Trailer as an
example of fantasy film.

Smartboard: to project trailer.

Computer: to stream trailer.
Worksheet: for students to fill in the
examples. (see appendix A)
Class Discussion
Use of ICT

9.05

T explains to Ss the activity that they will be completing on the

worksheet (see appendix A).
T informs Ss they will complete the character component as a
class.
T reminds Ss to raise their hand and wait to be called upon to give
their answer.
T asks students what are the main characteristics of the characters in
a Fantasy Film.
Ss answer question out loud when T calls their name.

DEVELOPMENT
Identifies connections between texts
(Board of Studies, Teaching & Educational
Standards, 2015)
Q. What is an example of a fantasy text?
A. Harry Potter, Lord of the Rings, The Hobbit,
The Wizard of Oz.
Describes features of texts
Analyse the way text structures vary
according to the purpose of the text (Board of
Studies, Teaching & Educational Standards,
2015)
Q. What are the characteristics of characters in a
fantasy film?
A. Hero, Villain, Mentor, Magical beings,
unrealistic animals.

Worksheet: for students to complete

mindmap
Whiteboard: student answers written
down (see appendix D)
Dicussion

T writes Ss answers on whiteboard.

Ss write answers on worksheet.
T praises Ss for their good answers
Recognize the ways literary texts draw on
readers knowledge of other texts (Board of
Studies, Teaching & Educational Standards,
2015)
Q. What can you determine about the characters
from what you have written down on your
mindmap?

9.10

Describes features of texts

Analyse the way text structures vary
according to the purpose of the text (Board of
Studies, Teaching & Educational Standards,
2015)
Plot- What happens, Setting- Where it takes
place, Ideas- themes throughout, Otheranything else you can think of.
CLOSURE
Identify, compare and describe the connection
between texts with similar subject matter,
such as a book and its film adaption (Board of
Studies, Teaching & Educational Standards,
2015)
Q. What can you identify about the plot?
A. A quest is involved.
Q. What can you identify about the setting?
A. In another universe.
Q. What can you determine about the ideas?
A. Quest, good versus evil.
Q. What can you determine about the
characters?
A. Hero, Villain, Magic users, Unreal creatures.

9.15

9.25

T rewards students for their participation by showing another trailer

of a fantasy film- The Hobbit
Before the trailer is played T tells Ss to look out for the
characteristics of the characters that make the film a fantasy film.
T stops the clip when an important character is shown.*
T asks Ss what type of character she or he is according to what they
have identified on their worksheet.*
Ss answer the question when their name is called.*
* repeat these steps until the end of trailer
T asks students to pair up.
T instructs students to work together to complete the remainder of
the worksheet.
T tells students what each heading of the worksheet involves.
T walks around the classroom to ensure that the Ss are on track.
T answers any questions the Ss may have when completing the
worksheet.

Smartboard: to project trailer.

Computer: to stream trailer.
ICT and Discussion

T asks students to return to their assigned seats.

T shows The Lion, The Witch and The Wardrobe Trailer to the Ss.
T asks Ss to identify the features of a fantasy film present in the
trailer from the information they wrote down on their worksheet.
Ss answer the question by raising their hand and waiting to be called
upon.
T praises their answers.
T reminds Ss that what they didnt complete in their pairs is for
homework.
T informs Ss that they will be receiving the book The Lion, The
Witch and The Wardrobe next lesson as their text for this term.

Smartboard: to project trailer.

Computer: to stream trailer.

T asks Ss to pack up their items.

T congratulates the Ss on their hard effort and good work in class.
Dismiss class when all Ss are quite.

*ASSESS- how Ss are progressing with

the worksheet.
Group Work

*ASSESS
Make mental note of
knowledge and engagement.

students

Student Teachers Evaluation (write reflections on the following):

Assessment of Learning Outcomes
To what extent did the learners achieve the intended learning outcomes?
As this class was an assisted learning class the learning outcomes identified in the lesson plan were not fully met as the
students took a lot longer than originally planned to complete the work.
The students at the conclusion of the lesson were partly able to identify connections between the texts. This was achieved
through being able to identify certain key features of a fantasy film. The students were able to distinguish a fantasy film by
understanding what the characteristics of the characters are and what the general plot of a fantasy film involves. Through
partly achieving this outcome, the students also partly achieved the learning outcome of describing the features of a text.
They were able to identify and describe various features of the text relating to the characters that are present in a fantasy
film. This was done in quite a lot of detail with the class, as I led the students in a discussion of the types of characters who
are present in a fantasy text. When watching The Hobbit trailer the students were able to identify the types of characters that
were present in the film and ally them to the type of characters they had on their worksheet.
As for the remainder of the intended learning outcomes, they were not achieved, as there was not enough time in the lesson
to cover what was planned in order to achieve them.

Describe the evidence you have for this.

Appendix D demonstrates the class ideas of what the characteristics of the characters of a fantasy film are. These answers
the students came up with these answers. It took quite a bit of prompting to get the best English term possible. For example
when I asked the class what were the characteristics of the characters of a fantasy film one of them responded with a bad
guy. After asking this student to use a better English term he was able to identify that the term villain was a better way to
describe a bad guy.
Appendix E gives an example of the answers the students gave when watching The Hobbit Trailer. It can be seen that the
students could easily identify the types of characters present.
Appendix F & G are examples of students worksheets that demonstrates how far the students got in completing the
worksheet which was strongly based on the learning outcomes.

Outline the follow-up to this lesson for the learners.

The following lesson for this class would involve going over the rest of the worksheet. This would be both important and
beneficial to the students, as they need these concrete ideas to help understand the unit. I would also make a scaffold for the
students to work through which goes into more depth on a particular fantasy text of their choice. (see appendix H).

_________________________________________________________________________________________

Evaluation of Teaching
Identify the teaching strategies / learning experiences that were most effective. Explain why.
Class discussion: the class discussion was very effective as the students bounced ideas off each other. All students were
engaged and had something to contribute to the activity. I was able to ensure that all students contributed and was able to
praise the students good work in front of their peers which gave certain students a real confidence boost.
ICT Use: The use of ICT was very effective in communicating examples to the students. As the majority of the class are
visual learners, being able to identify the characteristics of the fantasy genre on a video helped for the students to achieve
the set learning outcomes.
Identify the teaching strategies / learning experiences that were least effective. Explain why.
Group Work: the group work was the least effective as the students became off task and distracted too easily therefore not
getting their work completed.
How appropriate was the timing throughout the various sections of the lesson? Why?
I personally found there wasnt enough time to complete the lesson. When I planned the lesson I thought that setting out the
worksheet and following it over the space of 45 minutes would be plenty of time, however due to the learning needs of the
students in this class explanation and discussion took a lot more time. Reflecting on it now, I would have set less work as I
believe that it is more important to ensure that the students fully understand the concepts rather than rushing through the
work to stick to a time deadline.
Describe how the selection and use of resources supported learning in the lesson.
The resources used in this lesson greatly contributed to the learning of the students. The worksheet helped to prompt the
students and gave an outline of the lessons focus and direction. The trailers of the movies also assisted in providing a visual
aid for the students as well as acting as a motivator and reward for achieving particular goals throughout the lesson.
Identify what motivated the students. Explain why.
The students were motivated by the trailers they were shown as it was a different way to learn than what they are use to.
They were also motivated by the trailers as they were able to see the features of fantasy film rather than having to imagine it
themselves.
I provided verbal praise for the students answers which motivated the students to become more engaged in the lesson.
Identify the classroom management strategies that were most effective. Explain why.
The classroom rules: I found that the classroom rules were really effective in managing this class. As the students became
so eager to answer questions, it was helpful to remind them to raise their hand and wait for their name to be called before
they spoke. This ensured that everyone was heard and people werent interrupted, ultimately making the lesson run
smoothly.
Setting Arrangement: this class has set seats. By keeping the students in their assigned seats, it ensured that classroom
management and expectations were the same as they usually are when their normal teacher teaches them. I also found it

easier to identify student names as I have sat in on this class before and knew where certain students sat and their names
from having an understanding of the seating arrangement.
What was most satisfying about the lesson?
Personally, I found the most satisfying part of the lesson was seeing the students learn more about fantasy texts and
understand what components are involved in identifying the fantasy genre. These ultimately showed me how students react
to varying styles of teaching and what works well with teaching specific learning outcomes in order to achieve the lesson
objectives.
I spoke to a student after the class and he said the most satisfying part of the lesson for him was watching the trailers of the
films and being able to identify why they were classified as fantasy films.
Based on these reflections, outline the steps you should now take to improve your teaching in future lessons.
In future lessons I would complete the group work activity differently. I would organise the students into set pairs instead of
allowing them to set it themselves so that maximum learning takes place.
I would also reevaluate the time and sequencing of the lesson so that the work that is set is completed in full so that a make
up lesson doesnt need to happen.

Reference List
Board

of

Studies,

Teaching

&

Educational

Standards

NSW.

(2015).

http://syllabus.bos.nsw.edu.au/english/english-k10/content-and-outcomes/.
Harry Potter and the Philosophers Stone Trailer: https://www.youtube.com/watch?v=eKSB0gXl9dw
Pattinson, B., Pattinson S. (2005). Success in Year 7 English. Five Senses Education Pty Ltd.
The Hobbit Trailer: https://www.youtube.com/watch?v=iVAgTiBrrDA
The Lion, The Witch and the Wardrobe Trailer: https://www.youtube.com/watch?v=LshOd31d-yE

English.