Lesson Plan

Day: Monday Date: 15/03/2016 Time: Period 2 Year: 8 Enrichment stream.

Learning Area: Language and Conventions. Topic: Persuasive Texts

Curriculum content description: (from ACARA)

Analyse how the text structures and language features of persuasive texts, including media texts,
vary according to the medium and mode of communication (ACELA1543)

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 a text (ACELY1732)

Apply increasing knowledge of vocabulary, text structures and language features to understand
the content of texts (ACELY1733)

Investigate how visual and multimodal texts allude to or draw on other texts or images to
enhance and layer meaning (ACELA1548)

Students prior knowledge and experience:

(Outline what the students already know about this topic)

In previous lesson students have defined persuasive texts and have begun developing an
understanding of AFOREST conventions and how to recognise them in a text.

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

To continuing building students understanding of persuasive texts and reinforce conventions

learnt in previous lesson. Begin applying knowledge of conventions by recognising them within
text.

Learning objectives: Evaluation:

On completion of this lesson, students will
be able to:
(What will students know and be able to do at
the completion of the lesson specific, concise
and attainable objectives)
1. To be able to recognise AFOREST
conventions within a text. Hopefully
begin understanding the effect they
have on the text and its reception.
2. Be able to use at least one convention
in response to a statement.
(Explain how you will know that lesson
objective have been achieved / monitor student
learning)
1. Students will demonstrate
understanding by finishing their
technique/example table. Students who
finish early can work on a
convention/example/effect table.
2. Students will demonstrate competence
through a small group activity in which
they will use one or more convention
in a simple original argument.
Preparation and Resources:
(Detail what resources will be used and what other preparation of the learning environment will
be required)

iPad and HDMI cable.

Video Rodney Mullen: pop an Ollie and innovate TEDx.
Device/Effect table activity from last period.
16x Device, Example, Effect table activity.
Whiteboard markers.
Spare handouts for students who have lost theirs.
Spare pens.

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

adjustments)

Group discussion while completing worksheets to include all students and identify common
issues.

Low level literacy and dyslexic students within class. All worksheets will be well spaced, written
in large font and printed on light blue paper. Passages of writing will be kept short and simple to
assist dyslexic/low literacy students without isolating them.

I will be prepared to pause the video and slow pace down to accommodate students of all
capabilities.
Timing: Learning Experiences:

5mins Recap previous lesson, get students to bring out worksheets/re-disseminate

worksheets from previous lesson.
Reinforce any points of confusion from last lesson.

30mins: Play Rodney Mullen TEDx talk, pausing at obvious examples of conventions,
highlighting when one has occurred, re-winding when necessary.
Work through convention/example table with students.

25 mins: Split class into pairs/groups of three. Give argument Hungry Jacks makes the best
burgers and assign an AFOREST convention to each group asking them to use that
technique in an argument supporting or denying the statement. Ie group 1 create an
anecdote to persuade the class that Hungry Jacks makes the best burgers, groups
share with rest of class.

4 mins: Conclude discussion, collect completed worksheets recap ideas of past two lessons
and highlight any progress class has made.

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

The beginning to this lesson was again not formal enough and I must work on my queue to
begin. I should have set punishments for students who returned from the drink break late.

In this period there were a lot more overt behavioural issues. I found these issues hard to pull
students up on, due to nerves and lack of experience, and many times when I attempted to I was
met with straight resistance. I need to work on my withitness and nipping behaviour in the bud
before students think it is acceptable and it spreads. I must also enforce punishments more
confidently and demonstrate to the class that inappropriate behaviour will have consequences.

The group discussion activity worked well to break the monotony of the classroom up. However
there were a number of improvements I could have made to my management of the activity. I
organised the class into groups of three, this mostly resulted in one person doing all the work
while two talked. Next time I attempt group work with a cohort at academic risk I will try pairs.
When groups presented their responses I did not manage a safe environment. Students ignored
each others contributions and myself, continuing with private conversations and leaving the
students who actually attempted the task disheartened. This made it incredibly difficult to keep
students engaged/contributing.

I should have had more resources planned to allow more flexibility. Students were not fully
engaged with the TEDx talk I showed them period 1. If I had another video prepared I could
have introduced new content in this lesson which may have improved engagement and resulted
in more students completing the activity.

My conclusion to this lesson was not effective. The final activity for the period ended with four
minutes remaining. Unprepared I struggled to keep the class engaged with content off the top of
my head and again the bell dismissed the class not me. I must work on my queue to begin and
dismissing the class. I also need to develop a bank of back-up activities, to fill awkward spaces
of time/allow me to be flexible and abandon activities if they are not working. A more effective
use of this final four minutes could have been going around the class finding common gaps in
their activities and helping to reinforce areas of confusion and lead to answers.