Lesson Plan

Day: M T W T F Date: 05-02-2016 Time: 20 minutes

Learning Area: English

Year: 9.1

Topic: Tri by Frances Echin -Short Story

Curriculum content description:

(from ACARA)

Students prior knowledge and experience:

This is one of the higher level year 9 classes, so it is expected that they can identify narrative
techniques.

Learning purpose:
Build on understanding of narrative conventions (characterization, setting, plot, structure,
style, symbolism and theme)

Learning objectives:

Evaluation:

On completion of this lesson, students will

be able to:
Identify the role of Point of View in a Short
Story

(Explain how you will know that lesson objective have

been achieved / monitor student learning)

Preparation and Resources:

Photocopy 34 copies of the Short Story
Loose writing paper, 34 sheets minimum
Have whiteboard markers for the whiteboard

By student participation in discussion

Short answer changing the narrator of a short
section of the story.

Catering for diversity

As this is the first week of term one, different learning levels are being assessed for lesson
differentiation.
There are no students with special learning needs in this class at this point in time.

Timing: Learning Experiences:

1.

1-2min

(How will I engage the learners?)

Introduce myself
Reading the short story Tri by Frances Echin
2.

5min

Introduction:

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?)

Without giving them the text

I read the first paragraph
In this one paragraph what has the author managed to tell us?
I read down to line 11, stupid kid.
What is Tri? Any other Tri words? What expectations does this build in
the reader?
What is the first thing the body of the text tells us? (is this nose leading?)
If they dont get the emphasis, explain the deliberate wording of the
question
POV
Go through the different types of POV
1st singular, 1st plural
Plural or singular? Does this make a difference? What type of difference?
Why do you think an author choses to use 1st person plural POV?
Relate to the narrator
Use of we then I --shift in identification away from the group
3rd person limited and omniscient, what is the difference?
Emphasis the need to reference the text when justifying.

~8min

Read the rest of the text

Revisit the use of the singular and plural

Can you re-write this using a different characters POV?
Why would you re-write it from a different POV? (evaluative)

3.

5min

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

Set task/active
Weve discussed which other POVs we can re-write this short story from so this is
now your task, 5min on the piece of paper provided
Select a short passage/paragraph and rewrite it from Neil or
Gregs POV
Make sure you are taking into account their motivation and
intentions
Extend the terms motivation and intention.
?Separate piece of paper so I can look at it while MT is finishing up or I can
look at it after the lesson
Before I hand you back to MT I want to collect up the papers, turn your paper
facedown and pass to the back row.
Handing back to class teacher

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

In reflection the initial activity was a very high order activity, asking them to answer questions
on a section of the text which has only been read to them. In discussion with MT we came to
the compromise of using the projector, to prevent students from keeping on reading when I
want them to focus on a single passage.
The ending to this class was very messy, I did not get to the activity but set it as a H/W activity
for the students to complete for Monday. Time management and lesson summaries are
something I am going to need to focus on.