Lesson Plan Format: Lessons 1 & 2

Class:

Date: October (start of final term)

Year 5 / 6
Key Learning Area: English

Time: Start: 9.10

Finish: 10.20 (2 lessons: 65-70 mins)

Lesson Topic: Subversion in childrens literature

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson): Students have some
experience of fractured fairy tales from previous units, and have read The Paper Bag Princess. Recently, students been exploring more challenging literary
devices, for example, satirical humour, in The Short and Incredibly Happy Life of Riley by Colin Thompson, and have demonstrated an eagerness to explore
other texts which challenge or question the status quo.
Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.
1. Uses an integrated range of skills,
strategies and knowledge to read,
view and comprehend a wide range
of texts in different media and
technologies EN3-3A
2. Discusses how language is used to
achieve a widening range of
purposes for a widening range of
audiences and contexts EN3-5B

Any safety issues to be considered:

N/a

Indicators of Learning for this lesson:

Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.
By the end of this lesson, the students will:
Indicators for outcome 1 (EN3-3A)
a) use comprehension strategies to interpret and analyse
ideas, comparing content from a variety of textual sources
(ACELY1703 adapted)
b) recognise how aspects of personal perspective influence
responses to text
c) analyse and evaluate the way that inference is used in a
text to build understanding in imaginative texts
d) summarise a text and evaluate the intended message or
theme
Indicators for outcome 2 (EN3-5B)
a) identify and explain characteristic text structures
and language features used in subversive childrens
literature to meet the purpose of the text (adaptation of
ACELY1701)
b) analyse strategies authors use to influence readers
(ACELY1801)

Assessment:
Strategies which will be used to assess
learners attainment of learning outcomes.
Should be linked to each learning indicator.
-

Informal, formative assessment of

Ss initial responses to Guess Again?
And The True Story of the Three
Little Pigs (Indicators 1b, 1c)

Ts observation of Ss as they
complete the Jigsaw group task (All
indicators)

Ts summative assessment of Ss
initial understanding by listening to
Jigsaw task feedback and viewing
sample Ss completed strategy
table worksheets (All Indicators)

Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
Guess Again? by Mac Barnett
YouTube clip: The True Story of the Three Little Pigs Resources tab
5 text excerpts listed under Resources tab
Subversion strategy table worksheet Appendix 2
English K-10 Syllabus for the Australian Curriculum (Board of Studies, 2012)
Social Psychology Network. (2015). The Jigsaw Classroom. Retrieved from https://www.jigsaw.org

LESSON SEQUENCE
Lesson Content / Indicators of
Learning (What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
INTRODUCTION
Exploring subversive discourse by
engaging Ss with a lighthearted,
uncomplicated text.
T informal assessment of Ss responses
(indicator 2c)

Timing
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)
Write detailed steps showing what the teacher (T) will
do and what students (Ss) will do.

Resources and Organisation:

5-10

T introduces the unit by reading 2pgs from Guess

Again?
T prompts Ss for picture predictions and asks what
prompted this inference? T gets Ss responses after
learning picture is actually Grandpa Ned.
T asks Ss to consider the definition of subversion by
breaking down the word and asking Ss to list words they
already know with sub prefix. T clarifies definitions of
words offered by Ss what do all these words have in
common? (under / below).
T provides definition (Subversion - Latin subvertere:
overthrow) and shows how Guess Again? is an example
of a subversive text.

Ss sit in preferred seating arrangements at

tables facing IWB.

Ss watch story The True Story of the Three Little Pigs

(YouTube) T explains this is the units focus book.
T asks for Ss reactions to the story. How might this
story be an example of subversion? What strategy did
the author use to subvert the story?
T distributes subversion strategy table (Appendix 2)
and models how the table should be completed as Ss
suggest ideas for the first two texts.
T explains that there are several subversion strategies
authors may use to engage readers - Ss will identify
more in jigsaw groups.
Jigsaw cooperative learning task to identify further
strategies
T moves Ss into 5 Jigsaw groups and provides each S
with 1 of 5 extracts to read.
Ss read through extracts twice then form temporary
expert groups (with Ss assigned to read the same
extract) to discuss / rehearse how they will present the
information back to their jigsaw group.
Ss return to original jigsaw groups to present their
readings and strategies.
Jigsaw groups complete strategy table together.

Ss face IWB

10

Development of Ss knowledge of metalanguage to enhance understanding of

vocabulary

Guess Again? - Mac Barnett

T writes Ss responses on IWB
Resources tab for subversion full definition

DEVELOPMENT
8-10
T informal assessment of Ss responses
how do aspects of
personal perspective influence
responses to text? (Indicator 1b)
10
Comprehension skills: Building up
textual and visual literacy
(Indicators 1a & 1c)
Ss develop fluency by reading / sharing
extracts with Jigsaw groups.

10

Jigsaw task: All indicators

Ss summarise a text and evaluate the
intended message or theme
(Indicator 1d)
10

YouTube clip:
https://www.youtube.com/watch?v=m75aEhmBYw
Subversion strategy table displayed on IWB
(Appendix 2)
Each S receives one extract (see Resources
tab) to read in jigsaw task.
T ensures EAL/D Ss are in groups with
stronger readers, and that stronger visual
learners are provided with opportunities to
decode and summarise visual texts.
G&T / Early finishers: Additional text to
explore, also included in Resources tab

CLOSURE
Ss equipped with strategies to use in
writing their subversive texts.
T sample assessment of all indicators

10

T asks each Jigsaw group to provide feedback of one

subversion strategy learned per group.
Allow Ss from other jigsaw groups to contribute or
expand upon answers provided.
Ask Ss which extract most interested them and why?

Ss glue strategy tables into workbooks and T

looks over a sample of completed tables to
gauge Ss initial level of understanding.