Edith Cowan University LESSON PLAN

School of Education Writing Lesson Sequence

Subject: English Date: 12th May 2014

Time: 2:00-2:55pm
Topic: Narrative Writing- The Complication Year level: 4-5
Stage

Students Prior Knowledge

The students bring the following knowledge experience:

Knowledge of text structures including exposition, complication, climax and falling action.
Knowledge of the function of each stage.
StudentsLearning
Specific Prior Knowledge:
OutcomesStudents bring the following knowledge,
Proposedskills
Student Evaluation
and experience to this learning experience:
At the conclusion of this lesson students will: Evidence of student achievement of specific learning outcomes
Deepen their understanding of the complication will be collected and recorded.
stage of narrative writing.
Be able to use their imagination to create short Use of poster to create a freeze frame.
and persuasive texts to a familiar or non-familiar Use of camera to record students facial and body
audience. expression when communicating their complication.
Use multimodal elements to interpret Use of Cline sheets to test vocabulary
complication stage.
Learn to collaborate and brainstorm with fellow
classmates to create a freeze frame poster.

LEARNING EXPERIENCES:
Timing Focus Resources
Questions Preparation
Introduction: Getting into the Text
10 mins
Activate prior learning by asking students what the What are the
stages of narrative writing are. components of Text: Jungle Drums,
narrative by Graeme Base.
Ask students to briefly explain the function of each writing?
stage.

Let students know that the focus of the lesson is the

complication stage, using the text (Jungle Drums, by What is the
Graeme Base) as an example. complication
stage?
Tell students the book is set in the jungle and ask
them to imagine that they are an animal that lives in
the jungle. What would it
be like to live
Tell them to think about what it would be like to live in in the jungle?
the jungle.

Instruct students to sit on the floor mat facing the

front. Clearly demonstrate seating position Template written on
the board
Read text
What is the
setting of the
Activity: Work with students to fill out main info about
story?
the story including characters, setting and timeline,
using template on the board.
 Main Boby:

20mins 1- Examining the Complications in the Text

Aim: Explore the way the author uses multiple

complications in the text.
How many
Ask students how many complications there are in the complications .
text. are there in the
Get students to verbally highlight the main scenes of text?
complication in the text.
Challenge their thinking by questioning the inclusion of Freeze Frame
multiple complications. Why do you showcasing
Ask them to imagine how problems would make think there is complication scenes.
characters feel? more than one
problem?
Activity: Do up freeze frames depicting the three
complications. How do you Camera
think the
Split the class into 3 groups of 5 or 6, clearly directing characters
students where to go. would feel?
Allocate one complication scene to each of the 3
groups.
Demonstrate how to do a freeze frame.

INDEPENDENT W ORKING TIM E- 10m ins

What is going
on through
Ask students to work together to create a freeze frame
your mind now,
on their complication. Define time they have. Go
as a character
around and assist groups.
in the
Assess learning by getting groups to present their complication?
frame to the rest of the class.
Teacher to ask students in the groups about how they
feel when representing their characters?
Take photos of each group to use on poster later, and
to record expression.
2- Use of Cline
10 mins
Aim: Expand students vocabulary to describe the
complications.

Explain the Cline task and show the sheets to the

students.

Activity: Get students to work in pairs and distribute one

writing book/pair. Writing Books

Cline Sheets
INDEPENDENT W ORKING TIM E- 5m ins

Get students to match complication with relevant

words. Hand out one sheet of paper per pair of What words
students and instruct commencement and working time could I use to
of 5mins. describe the
complication
Go around the classroom and assist paired students better?

Bring the classroom together and discuss the

reasoning behind matching words up. How good are
students at
sharing
information?
15mins 3- Individual Writing

Aim: Students get to write about the complication of their

freeze frame from the perspective of their character. How does my
character
Independent Working Time-10mins express itself?

Students to display their freeze frame photos and pictures

from the text and think about what they might they about
each one. Writing Books

Encourage students to use descriptive words and feelings

learnt in previous exercise.

Students to write complication from their characters

perspective in their writing books. Clarify they can write in
the third person too.

4- Publishing Writing
Blank paper
Aim: To encourage collaborative learning.
Can I Printed photos from
Reorganize students into their groups of 3. collaborate camera for each
Get them to read their writing to each other and exchange with my child
feedback. colleagues to
Students to match up each text with their freeze frame do a project? Cardboard for each
photos and stick it on a poster. group

Closure & Transition

5 mins Have some students share their picture and writing

Introduce next lesson.

Evaluation of Student Learning Outcomes:

Are students able to identify complications and set the scene?

Cline sheets and word matching

Display of freeze frames on a poster

Reflection/Evaluation

Were activities appropriate to their abilities?

Did any students require more assistance?

What improvements can be made to lesson material?

Where to next?