Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 2 Time: 8:30am Date: 14/03/2019 Students’ Prior Knowledge:
 Students should have past experiences with
Learning Area: English (ACELA1460) texts and interpreting spoken, written and
multimodal texts.
 Students identify that texts serve different
Strand/Topic from the Australian Curriculum
purposes and that this affects how they are
Understand that spoken, visual and written forms of organised.
language are different modes of communication with
different features and their use caries according to the
audience, purpose, context and cultural background.
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
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:

- Create and design a video narrative, using story creator, incorporating spoken, visual and written elements of
communication.
- Identifies audience, purpose, context and cultural background in their video narrative.
Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:
- iPads are fully charged with enough for one per - Ensure the brightness of the iPads are suitable
student. for each student.
- Ensure the schools internet/wifi is up and running - Extra attention must be paid to students that
- Ensure the needed apps are downloaded, updated get off task easily.
and working on all iPads - Fast finishers can start on their class
 Story Creator presentations.
 Class Dojo
- Have example story open and ready to present
- Ensure all students are ‘members’ of the class in
class dojo
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

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

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time Motivation and introduction: Resources/References
8:30am 1. Students will be sitting at their desks quietly
while the teacher discuss about the different
modes of communication.
o “Yr 2’s today in our English lesson we are
going to learn about way people
communicate. There are three kinds, can
anyone tell me what they think they are?”
- Spoken --> comes from speaking out loud.
- Visual --> using the info and ideas from
symbols and images to communicate. This is
the most relied on form
- Written --> this is any form of communication
that involves the written word. This is an
effective form of communication
2. Teacher will introduce today’s lesson and
activity.
o “In today’s lesson we are going to be using all
three kinds in our superhero stories. We are
also going to be discussing to our partners
what context, audience and purposes are, and
why they are important with communication.”
3. Teacher will get student to come and sit on
mat.
4. Teacher will then read the students the story
on the ipad.
5. At the end of the story, the teacher will be
talking and asking to the students about the
elements of communication.
 “In my story it combines the elements of
visual, written and spoken forms of language.
Can anyone spot and tell me what the visual
element was?” (Repeat for both written and
spoken.)
6. Teacher will also explain the story’s audience,
purpose, context and cultural background, and
explaining why these are important when it
comes to creating a narrative.
 “Now that I have shown you the written, visual
and spoken element, I’m going to tell you my
audience, purpose, context and cultural
background. The audience is for eight-year
old’s, the context is today’s society and the
purpose are to entertain and show the

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 importance of working together. All of this
creates and tells what the story is all about.’
7. Students will get up from the mat and grab
the iPads from the trolley carefully then go
back to sitting at their tables.

8.40am Lesson Steps (Lesson content, structure, strategies & Key

Questions):
1. Teacher will then discuss to the class, what
they will be doing with the iPads and what
apps they will be using.
 “So, in today’s activity, I would like you to
create a superhero story using the app, Story
Creator, and using all three elements in your
story. Once that is completed, you will upload
it to the new app called Class Dojo and we will
be presenting them to the class.”
2. Just before students begin their stories, the
teacher will give them the last instruction for
their presentation.
 “Also, Year Two’s, at the end of your
story I would like you to explain your
audience, purpose, context and
cultural background to the class.”
3. Students now know what the elements of
communication and what is audience,
purpose, context and cultural background,
students will be given a planning sheet for
their stories.
 “So now that you have an
understanding of how I used my
knowledge of those elements and now
what your activity is. I would like you to
use the planning sheet to plan out
these elements before you start
making your story”.
8.50am 4. Students will now begin to plan their stories
using the planning sheet.
5. During the planning, the teacher will come
around to the groups and make sure that the
students are understanding the activity by
asking questions:
 “How is your planning sheet coming along?”
 “Do you have all your elements as well as
audience, purpose, context and cultural
background written down?”
 “Is there anything that you are struggling
with?”
 “Are you ready to begin your video?”

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 6. Once students have finished their planning
sheet, they will begin to start using Story
Creator to create their story.

9.00am Lesson Closure:(Review lesson objectives with students)

 Students will upload their planning sheet to
the class dojo app by using the QR scanner
with their iPads.
 Each pair/small group will present their stories
to the class. After they have presented their
stories, students will explain their context,
audience and purpose.

Transition:
9.15am
 Students will close all the apps they have used on
the iPads and put the iPads back into the trolley
with the charger plugged in.
 Students will glue their planning sheet into their
English scrapbook.
 Students will pack away anything else that was
used in the lesson and get ready for the next
lesson.
9:00am
Assessment:
 Teacher will make anecdotal notes whilst students
are making their stories and presenting to their
groups to see if the students have incorporated
written, visual and spoken elements of
communication.
 Teacher will also assess the students’ speech after
the story to see if the students have identified their
audience, purpose, context and cultural
background by using a checklist.