Week 5, Lesson 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level:

Time: 1.45pm 2.45pm

Date: 15/08/2016
Learning Area: ENGLISH
- Novel Study: Character Relationships

Students Prior Knowledge:

- Elements of a novel covered.
- Begun plotting outline of events in story using
Freytags Dramatic Arc.
- Familiar with SAAO character analysis techniques.

Strand/Topic from the Australian Curriculum:

ACELA1551: Understand that roles and relationships are
developed and challenged through language and
interpersonal skills.
General Capabilities (that may potentially be covered in the lesson)
Critical and
Literacy
Numeracy
ICT

creative thinking

(may be addressed in the lesson)

competence

Cross-curriculum priorities

Aboriginal and Torres Strait Islander

histories and cultures
Proficiencies:(Mathematics only)

Ethical
behaviour

Asia and Australias engagement with Asia

Personal and
Social
competence

Intercultural
understanding

Sustainability

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
DIFFERENTIATE between binary opposites and APPLY to characters within the novel
COMPARE and RESPOND to how two characters are constructed as opposing forces (Eric and Four).
DISCUSS what the term power means and how the author uses it to construct character conflict,
COMMENTING on textual evidence.

Teachers Prior Preparation/Organisation:

- Whiteboard markers
- Appropriate quotes from the novel.
- Patience = quiet the mind.
- Copies of the worksheet on character and power
relationships analysis.

Provision for students at educational risk:

- Tahali, Ellis and Sam all at the front are disengaged
and have attitude problems. Do not engage with the
attitude so much, but be prepared to make a
conscientious effort to encourage learning. Ask them
what would engage them.
- Project voice so that students at the back hear.
- Dont have students call out; this time, select the quiet
ones to participate.


LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:


LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Time
Prior to
class

Motivation and Introduction:

- Write down the five characters Tris, Four, Al, Eric and Peter.
- Write down Binary Opposites and Good and Evil on the whiteboard.
- Write down quotes for students to refer to.

1.45pm

- Greet students at the door, ask them to get out their writing stuff, take off
their hats, put away their phones and be seated ready to get on with the
lesson.

1.55pm

- Mark online roll, do a head count.

Resources/References
Whiteboard markers

- Go through lesson objectives on the board.

1) Motivation task:
Discuss how students understand the terms good and evil:
- Delegate two students, one to write down the words associated with
good and the other to write down words associated with evil, with
peer help.
- Judging by what is written, consider the novel. Would you say good
and evil are easy to separate in the novel Divergent?
- Tris: I am selfish. I am brave. (Chp. 5, p. 47) = juxtaposes a
negative or evil characteristic, with a positive or good
characteristic. What is the effect? Do we have mixed feelings about
Tris character?

2.10pm

Discuss power relationships:

Michel Foucault quote: Power is everywhere.

Whiteboard markers

Whiteboard markers

- Discuss what is power in todays world, e.g. money, beauty, love,

pain, friendship. Is power a good or a bad thing?
- What is power in Tris world? Who has more power? Would you say
control and power go together?
- I breathe through gritted teeth, staring at Mollys blood-covered
face, the colour deep and rich and beautiful, in a wayI wish I could
say I feel guilty for what I did. I dont. (Chp. 14, p. 174).
2.20pm

- My father saysthat there is power in self-sacrifice (Chp. 38,

P.476)

2.25pm

Not one student picked Abnegation when I asked what faction you
would pick. Why do you think this is? Because of the lack of power?

2.30pm

Lesson Steps (Lesson content, structure, strategies & Key Questions):

1) Students are to write these down in their books and write answers to
each:
- Which faction do you feel has the most power? Why? The least
power? Why?


- Which character do you feel (out of the four on the board) has the
most power? Why? The least power? Why?
While students write these down, teacher hands out
worksheets on character and power constructs.

Student Worksheets on
Character and Power
Constructs in Divergent

2) Students are to think about these and the power relationships

characters engage in; and then teacher selects students to verbalise
their opinions.
3) Students are to fill out their thoughts about power relationships on the
class handout worksheet, with low chatter with their shoulder partner
while teacher walks around.
Teacher writes quote + Discusses with students:
Four: A brave man acknowledges the strength of others.
Eric: A brave man never surrenders.
Tris: I feel like I am looking at two different kinds of Dauntlessthe
honorable kind, and the ruthless kind. But even I know that in this
room, its Eric, the youngest leader of the Dauntless, who has the
authority. (Chp. 9, p.95)
Lesson Closure:(Review lesson objectives with students)
- Review lesson objectives with class.

Whiteboard markers

Tick each objective off on

the board

- Set homework where each student answers the written questions they were
given in their books AND finishes both sides of the worksheet prior to lesson
on Wednesday + read up to chapter 25.
Transition: (What needs to happen prior to the next lesson?)
- Student homework should be done
- Review how students are feeling and focussing (or not) in class perhaps
take some suggestions from students?
Assessment: (Were the lesson objectives met? How will these be judged?)
DIFFERENTIATE between binary opposites and APPLY to characters
within the novel
- Students volunteer some information and teacher selects one or two
students who do not usually voice their opinion to contribute.
- Teacher makes mental note (to be written down later) about
particular individuals and class as a whole participation in the
discussion.

COMPARE and RESPOND to how two characters are constructed as

opposing forces (Eric and Four).
- Teacher walks around, checking each students worksheet and
listening to how students interact with their shoulder partner.

DISCUSS what the term power means and how the author uses it to
construct character conflict, COMMENTING on textual evidence.
- Teacher will note this from gathering written evidence from students
homework and assess how well students understood the questions
(reflect on and make written note of student and teacher
competencies).