Lesson Plan 1

Topic area: Storytelling and Stage of Learner: Stage 4 Syllabus Pages:

the purpose, power and 123-124 / 127-128
perspectives of stories.

Date: 13/8/19 Location Booked: Lesson Number: 1/14

Time: 60 minutes Total Number of students Printing/preparation:
30 Projector screen
5x laptops
15x The Island’ – Armin Greder
30x 3 P’s worksheet

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes
responds to and composes
texts for understanding,
interpretation, critical analysis,
imaginative expression and
pleasure EN4-1A
uses and describes language
forms, features and structures
of texts appropriate to a range
of purposes, audiences and
contexts EN4-3B
Life Skills outcomes
ENLS-1A, ENLS-2A, ENLS-3A,
ENLS-4A, ENLS-8A ENLS-10B
Cross Curriculum themes & General capabilities
Lesson assessment
The form, features and Identify the structures of a
- Diagnostic/formative structures of texts, beginning story.
assessment – The
Mentimetre will assess with analysis of The Island. Identify the different styles of
the level of Students will also learn about storytelling.
understanding and
metalanguage appropriate to Interpret texts through analysis
knowledge students
already possess about narrative and how the author of character perspectives and
the narrative and shapes meaning through point of view.
story/storytelling.
perspective, point of view Draw connections between the
- Think, pair, share activity
assess how well they can and purpose. outside world and the text.
identify the features of a To begin to critically analyse
narrative.
- 3 P’s worksheet – assess the use of images to help shape
and strengthen students meaning in a text.
understanding of
metalanguage.
- Socratic circle assess
how well students can
describe the language
features of the text and
highlight the purposes of
the text.
Explicit subject specific concepts and skills

Compare the ways that language and images are used to Analysis of the text using Tier 1 and tier 2
create character, and to influence emotions and language of textual features.
opinions in different types of texts (ACELT1621)
Recognise and analyse the ways that characterisation,
Analyse why stories are written and how they
events and settings are combined in narratives, and
discuss the purposes and appeal of different approaches can convey meaning.
(ACELT1622)
understand how language is used to evaluate texts and Draw connections from the story to the real
how evaluations about a text can be substantiated by world.
reference to the text and other sources (ACELA1782)
Time Teaching and learning actions Organisation Centred
T/S
5-10 Students to be welcomed into class, ask to be seated and to get Teacher: Before inviting the students T
out their device (laptop, iPhone, iPad/tablet). to turn on their devices explain that
the focus of this term is on
Students asked to turn their devices on and to go to the website ‘Storytelling and the purpose, power
www.menti.com and enter the code 34 73 50 (have both clearly and perspectives of stories’. Inform
written on the board). the students the learning intention of
this lesson is for them to explore the
Allow 2 minutes for students to enter their responses. written text to understand the
structures of narrative, as they T
**Laptops to be available for students who are unable to write** eventually will create their own story
and be the storytellers. The success
criteria for this lesson is for them to
be able to analyse and identify the
features of the book The Island and
identify the key elements of the S
story. Instruct the students to start to
think about what they know about
storytelling and stories.

Once the students have logged on

instruct them to provide three
answers to the question “What
makes a GOOD story?”.

Student: Students to enter their

responses on their devices and see
the collective responses of the class.

Resources: Devices, mentimetre,

whiteboard.
10-15 Students to review the word-cloud made as a class and enter into Teacher: Invite the students to T
a class discussion discuss the results with their table
groupings and invite them to share
Students to work collaboratively the top 3 answers which they believe
contribute to a good story. Look for
answers like: Point of view,
perspective, purpose
characterisation, protagonist,
beginning/ orientation, middle, end,
conflict, resolution, conclusion, story
line, plot, imagery, word choices, S
symbolism.

Student: Think, pair share: Work

collaboratively with table groups to
discuss the class results and to
choose three answers they feel best
answer the question.

Resources: Mentimetre word cloud

15-30 Students divided into groups of 2 Teacher: T
3 P’s worksheet is explained.
Teacher to hand out copies of ‘The Island’ to students’ groups of 3 Introduce the terms of
to share. Purpose = Why has the author
written about this topic? What are
Teacher to also hand out the 3 P’s worksheet to each student. they addressing?
Point of view = who is telling the
story? (Identify type of narration).
Perspective = How the
author/characters feels about certain
situations. S
 Do this by inviting some students to
read out the information on the
sheet to the class. Tell the students
to bear these questions and T
attributes in mind as they listen to
the first reading (led by the teacher)
of The Island. S

Student: Get students to work in

pairs, ask each student to pick either S
the ‘stranger’ or the ‘Village people’
to focus on (group members must
pick different characters), ask them
to re-read the text in their pairs and
answer the questions on the
worksheet. (For EALD students have
audio book available to assist with
student lead reading).

Resources: The Island book, 3 P’s

worksheet.
30-35 Students instructed to share answers within pairs. Teacher: Students share their T
responses with their partners explain
this is to enable them to understand
the opposing perspectives.
S
Student: Sharing their answers with
their partner and gaining and
understanding into the different
perspectives presented within the
text.
35-45 Students are invited into a Socratic circle to deepen their Teacher: Socratic Circle: T
understanding of the structures of a story and storytelling. Creates a Socratic circle which
involves every student (for students
who do not feel comfortable
speaking in front of the class, allow
them to be note takers these notes
will be entered into the class google
doc for students to study). Ask 5
open ended questions **see
attached copy of question S
resource** (for question 5 aim to link
to the refugee situation and attitudes
of isolation).

Student: Based on their group work

and understanding of purpose,
perspective and point of view found
within the book, they are invited to
share their answers as a class to
further develop their critical analysis
and understanding of the functions
of storytelling.

Resources: Open ended questions, 3

P’s worksheets (filled out).
45-55 Students are now invited to discuss the book in terms of language Teacher: Final questions are T
and image features. presented to the students which
require the students to consider the
text as a whole (visual and written).
Students are to consider the images
in the text and if they:
1. Aid the narrators voice
 2. Aid the purpose of the
story S
3. Alter or change the
perspective of the
character?
4. If the images represent
ideas, emotions or
thoughts, through
symbolism.

Student: A picture speaks a

thousand words:
Students are to copy the four
questions into their books. Students
are to consider the impact that
images have on the manner in which
a story is read or interpreted.

Resources: The Island Book.

Homework is explained, expectations are clearly outlined for the Teacher: Explain the homework task
55-60 students. which is for students to answer the 4
questions about images and how
Students to pack up, before being dismissed. they impact a narrative or story. Ask
them to write three sentences for
each question, as this will be
discussed in tomorrow’s class.

Student: Follow instructions and

understand that they need to write 3
sentences for each question as
homework in preparation for
tomorrow’s lesson.

1 Resource 2: The 3 P’s of

Resource 1: ‘The Island’ –
By: Armin Greder (picture storytelling Worksheet.
book).
2

3 Resource 3: Socratic circle

Reflection LESSON 1
What have I learned about the teaching and learning process when preparing this lesson?

Throughout the preparation of this lesson I have learned the importance of the student-centred
pedagogical approach. This approach is a great teaching and learning process as it allows students
to take a degree of autonomy and choose to complete activities in a manner which compliments
their preferred learning style. I also found it very easy to fall into the trap of teacher lead and
teacher focused as it is the first lesson, I felt as though I had to provide students with lots of
instructions and make expectations explicit.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

EN4-1A Students are assessed on their knowledge of the structures,
form and features of texts through the menti task, the
results are recorded. Students are also assessed on their
ability to recognise vocabulary choices and how well they
can discuss the point of view and concepts of texts, through
the Socratic circle and 3 p’s worksheet.
EN4-3B The 3 P’s task and the Socratic circle assess and record
student’s ability to identify, discuss and reflect on the key
ideas and information of the books. Analyse the purpose of
the text and discuss this throughout the Socratic circle
activity.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
1.1 This is evident through the initial activity which allows the teacher to assess the
students and gauge where they sit in terms of background knowledge of a
narrative and its features.
2.1 The texts and activities have been derived from the curriculum which ensures
the students are engaging with appropriate tasks and are being challenged in
an appropriate manner.
2.2 The initial activities have been designed so they can be added to in the
following lessons, increasing the difficulty slightly to allow higher-order
thinking approaches.
3.5 Communication is central to this lesson, both as a class and in smaller micro
groups. This ensures a child-centred approach is employed.
4.1 Students are supported to contribute, through a range of ways whether verbal,
written or through ICT skills.
5.1 Diagnostic and formative assessment utilised throughout the lesson through
the menti task and the Socratic circle activity.
 Lesson Plan 2

Topic area: Images and their Stage of Learner: Stage 4 Syllabus Pages: 125-126/
impact on stories. 129-130/ 131-132

Date: 14/8/19 Location Booked: Lesson Number: 2 /14

Time: 60 minutes Total Number of students Printing/preparation
30 5x The Island
30x Graphics, Images and
meaning worksheet
30x storyboard sheets
Humans of Newtown images
printed
30x Perspective Bank
Worksheets

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment The process of composing a Think critically about texts,
effectively uses a widening range text and the personal through analysis of the visual
of processes, skills, strategies and - Assess students satisfaction and difficulties features.
knowledge for responding to and understanding of associated with this. Learn to use the visual features
the visual aspects How to identify and discuss to help shape meaning and give
composing texts in different media
of a story through ideas and information in purpose to a text.
and technologies EN4-2A class discussion. texts. Compose their own stories and
makes effective language choices - Assess student The connection between employ narrative techniques.
to creatively shape meaning with understanding of written text and images in
accuracy, clarity and coherence how images can terms of purpose and
EN4-4B be moulded by perspective.
thinks imaginatively, creatively, the perspectives
interpretively and critically about and purpose
information, ideas and arguments through analysis
of the Island.
to respond to and compose texts
- Assess student’s
EN4-5C
ability to think
Life Skills outcomes
creatively and
ENLS-5A, ENLS-6A, ENLS-7A, ENLS-9A ENLS-
11B ENLS-12C, ENLS-13C their ability to
make effective
language choices
to shape meaning
through the short
story task.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

explore the ways individual interpretations of texts are influenced
by students' own knowledge, values and cultural assumptions.
Critically consider the ways in which meaning is shaped by
context, purpose, form, structure, style, content, language
choices and their own personal perspective.
understand and use conventions of storytelling in a range of
modes and media, e.g. digital storytelling.
discuss aspects of texts, for example their aesthetic and social
value, using relevant and appropriate metalanguage (ACELT1803)
Analyse a text through the visual. Analyse and
evaluate how images can make or contribute to the
meaning of a narrative.
Interpret the perspectives given through the tone of
images.
Use a visual aid to create their own short story.
Employ language from tier 2 and tier 3 including
protagonist, symbolism, allegory and metaphor.
 Time Teaching and learning actions
5-10 Teacher is to welcome the students in to class and ask
them once they are seated to get their homework out.
Answers from homework to be entered into a google doc.
**Laptops to be available for students who are unable or
prefer not to write**
10-30 Storyboard sheets of The Island, given to students. (Have
hard copies for students if they prefer to look/touch the
actual text).
Graphics, Images and Meanings worksheet handed out.
30-45 The 5 images chosen from Humans of Newtown are to be
placed on the board (should be printed large enough for
students to see) Soft copies will also be available via the
google doc for students who easier student access.
Perspective bank work sheet to be handed out, once
images are revealed.
Organisation Centred
T/S
Teacher: Inform the students that the T
learning intention of the lesson is for
students to be able analyse both visual
and written elements of texts and how
these features connect to make
meaning.
The success criteria outline that
students will achieve this through in-
depth analysis of The Island and
Humans of Newtown images, in which S
they will create short stories to
demonstrate their understanding of
written and visual features of
narratives.
Students are invited to share their
responses to the homework, if they
choose to. Some open-ended
questions should be asked about the
homework questions, to check for
clarity in understanding.
Student: Students can use this time to
share their thoughts, revise or clarify
any questions they have.
Teacher: Images and texts S
Go through the storyboard with the
students let them
label/highlight/colour any parts which
they feel is important or stands out in
terms of the graphics of within the
text. Get them while doing this to
think about the importance and
connection the images have to the
written story and why. Instruct them
once they are done to then complete
the Graphics, Images and Meanings
worksheet. This can be done as table
groups.
Student: Label all of the features S
which stand out to in terms of images.
Discuss with groups why they think it
is structured that way and what
impact it has on the story and the
meaning.
Resources: Graphics, Images and
Meaning worksheet, The Island,
Storyboard worksheets.
Teacher: Ask the students to pick one S
image which appeals to them and one
perspective they feel suits the image
or they are drawn to (highlight the
examples under each perspective are
just to aid students who need help
with ideas).
Inform the students that these two
things will help them create their own
short story. They are asked to write a

45-50 Students to access the ‘Humans of Newtown’ google doc
and read the real story given to the image they chose.
50-55 Students are asked to join a Socratic circle.
55-60 Homework explained
Students pack up before beings dismissed.
short story about that person in the
image from the chosen perspective,
this story is to be written in first-
person with emphasis placed on the
use of ‘I’ and ‘me’. For students who
do not feel comfortable writing they
can create a poster/draw pictures or
record a brief narration to tell that
person’s story.
Student: Choose and image and a
perspective and create a short story of
about 15-20 lines/ poster or drawing
written in first person from the
perspective of their character.
Resources: Humans of Newtown
images, Perspective bank worksheet.
Teacher: Instruct the students to read S
through the story that was published
with their chosen image, ask them to
think of the perspective and point of
view of the person in the image.
Student: Read through the story the
belongs to their chosen image. View
the real story that belongs to the
person and notice how images can
hold different meanings when paired
with a certain point of view and
perspective.
Resources: Laptops.
Teacher: Ask the students what did T
they notice about the true story and
the story they created?
Did the real story change the way in
the image was viewed?
Allow students to raise their own S
point of notice and insight.
Student: Discuss as a class their
findings and how they interpret the S
image differently.
Teacher: Explain to students that T
tomorrow they will be authors and
creating their own stories with visual
attributes. Instruct them to think of a
storyline, characters, the purpose of
their story, character perspective and
their point of view.
Student: Begin to think of the type of
story they want to create, how they
will demonstrate perspectives,
purpose and point of view. Think
creatively.
 EXTRA Student to choose a second image or change perspective. Teacher: Allow students to do a S
ACTIVITY second Humans of Newtown story if
they complete the task early.

Student: Students can take on a

second story with a different image or
a different perspective if they finish
early.

1
Resource 1:
Starboard
Resource 2:
Graphics, Images
2 and meaning
worksheet

Resource 3: Humans of Newtown

3 Printed images

Resource 5: Humans
of Newtown original
5 story google doc

4 Resource 4: Perspective
bank worksheet
https://docs.google.com/doc
ument/d/1jYxAgOi2qsdwD
00cDNm8poi3qnOwVYuzd
UuP-
DTRu9Q/edit?usp=sharing
Reflection LESSON 2
What have I learned about the teaching and learning process when preparing this lesson?

The planning of lesson two demonstrated to me the importance of planning meaningful and
sequential lesson activities and structures. The planning process enabled me to see how the lessons
and activities had to speak to one another in order for the students to understand what they were
learning and how this process was possible as each activity builds on the last. This lesson also taught
me the importance of letting students have options within their learning, it is easy to offer one
avenue which makes sense to me as the teacher but this may not suit every student.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

EN4-2A This is measured and assessed through the Humans of
Newtown task as they recognise the various processes of
composing and responding to texts by creating their own
mini-texts.
EN4-4B The three tasks assess and record how students develop
and apply conceptual knowledge. They are also assessed
don how well they can create imaginative, informative and
persuasive texts through the mini-story task.
EN4-5C The perspective bank and Humans of Newtown activities
measure students understanding of how different and
personal perspectives can shape meaning and
interpretation.

Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
1.1 Further formative assessing used in this lesson to further understand the
level of student understanding with the content and to see if they are
responding well to the current activities and structure.
1.5 Differentiation throughout the lesson, evident with the variation of the
activities and the manner in which students complete/ present them.
2.2 The activities chosen increase in difficulty as students understanding grows.
This demonstrates how a thoughtful and sequential approach has been
taken in choosing the activities.
2.6 ICT has been drawn into this lesson as students are asked to access
information which is online. A small form of research.
3.5 Verbal and written communication is evident within this lesson through the
instructions given verbally and written on the worksheets.
4.1 All students are supported to participate through modes of differentiation
which allows them to choose the medium on which they complete their
work (ICT/written/verbal).