LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION
Students Prior Knowledge:
Hating Alison Ashley by Robin Klein with
Time: 8:55am-10:35am (7M) and 10:55am-12:35pm (7R)
knowledge of following elements:
Date: 07/06/16
Author context
Characterisation (major and minor characters)
Learning Area: English
Plot and plot diagrams (exposition, rising action,
climax, falling action, resolution)
Strand/Topic from the Australian Curriculum

Point of view (1st, 2nd and 3rd POV)

Recognise and analyse the ways that characterisation,
Setting
events and settings are combined in narratives, and discuss
Theme
the purposes and appeal of different approaches
Purpose
(ACELT1622)
Target audience
Language, style and tone
Year Level: 7M and 7R

General Capabilities (that may potentially be covered in the lesson)

Literacy
Numeracy
ICT
Critical and
Ethical
competence
creative
behaviour
thinking
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander
histories and cultures (N)

Personal and
Social
competence

Asia and Australias engagement with Asia

(N)

Intercultural
understanding

Sustainability (N)

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:
Discuss elements of the novel Hating Alison Ashley with specific emphasis on characterisation of major and
minor characters using the principles of characterisation (SAAOS).
Illustrate major and minor characters from the novel Hating Alison Ashley using the principles of
characterisation (SAAOS).
Compare major and minor characters using the principles of characterisation (SAAOS).
Teachers Prior Preparation/Organisation:
Observation of prior English lessons with specific
emphasis on narrative conventions and novel study.
Liaise with Mentor approximately 2 days before
scheduled lesson to allow for editing and improvement
of lesson plan if necessary.
GRAMMAR
Students have Successful English books
Teacher has reviewed unit and noted answers
(Appendix 1 and 2)

Provision for students at educational risk:

Students with learning difficulties (including but not
limited to dyslexia, dyspraxia, low level
concentration, and/or low level cognitive ability) will
benefit from both visual and written components of
the lesson such as activities that require students to
draw and write descriptions of major and minor
characters in a novel. Sections of lesson will be
displayed on interactive whiteboard so that
students can better engage in topic an increase
their understanding.


Teacher to provide lined paper to students.
NOVEL STUDY
Teacher has created Symbolism Table and it is ready
to be projected onto interactive whiteboard using
NotePad function.
Teacher and Students have personal copy of novel
Hating Alison Ashley
Students have personal copy of Novel Booklet
Student Workbook and Assessment (Appendix 3)
Characterisation (SAAOS) (Page 6)
Characterisation (Page 7)
Main Character Portrait (Page 8)

cont
Students who are gifted and/or talented will benefit
from linguistic elements of lesson such as those
pertaining to reading, writing, critical thinking and
participating in class discussions.
Students with CAPD, ESL or vision impairments will
have the option of viewing YouTube videos with
subtitles.
Students will have option to use their IT device
(iPad) to type answers if writing proves difficult.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
Objective 1: Met or Not Met

Objective 2: Met or Not Met

Objective 3: Met or Not Met

Teacher self-reflection and self-evaluation:

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

***See lesson feedback form***


LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Time
8:55am

Resources and
References

Motivation and Introduction:

Students transition from PC
Good morning 7M

Successful English
Eng. Work Book
Hating Alison
Ashely Novel

Interactive
Whiteboard

Q3 When students come to questions 3, they will collect lined paper from
teacher to stick in Grammar book and complete activity.

Lined Paper

NOVEL STUDY
Students open Novel Booklet Student Workbook and Assessment
(Appendix 1)

Appendix 1 (Novel
Booklet)

Interactive
Whiteboard

Students need Successful English Grammar book, English work books and
students personal Hating Alison Ashely novel.

Lesson Steps
9:00am

GRAMMAR
Students open Successful English Grammar book and turn to page 17 titled
Adjectives (Unit 14).
Teacher to use NotePad function on interactive white board to facilitate discussion
on topic.
Discussion: What are adjectives?
How are adjectives different to verbs/nouns etc.?
Teacher and students move through page independently and as a part of a group
under teachers discretion.

9:30am

Students turn to page Characterisation (SAAOS) (pg 6). Teacher to review

content with emphasis on S = Symbolism.
Symbolism Teacher to use NotePad function on interactive white board to
project Symbolism Table.
Teacher to provide definition of Symbolism, students copy into
booklet.
As a class, teacher and students discuss symbols in table filling in
What does it mean? box.

9:45am

Students turn to page Characterisation (Page 7).

Task: Describe each of the main characters and draw a quick sketch. Dont forget
to consider SAAOS in your response:
Students independently complete three character illustrations and
descriptions.
Examples of main characters include: Alison Ashely (pg. 17, 18, 23, 51),
Valjoy (pg. 11-12), Jedda (pg. 11-12), Harley (pg. 9), Mum (pg. 10), Lennie
(pg. 12) and Miss Belmont (pg. 3, 4)
Note: Students not to choose Erika as a main character

10:10am

Students turn to page Main Character Portrait (Page 8).

Task: Illustrate and annotate a main character portrait and description using
Quotes
Students independently complete task
Pages: Erika (pgs. 1, 3, 5, 7)

Lesson Closure and Transition:

10:30am
10:35am

Students put away all books and get ready for lessons 3-6 (7M).
Teacher dismisses students

Assessment: (Were the lesson objectives met? How will these be judged?)
Objective 1:
Discuss elements of the novel Hating Alison Ashley with specific
emphasis on characterisation of major and minor characters using the
principles of characterisation (SAAOS).
To meet objective, students will participate in class discussion on principles of
characterisation considering in particular S=Symbolism. Students will participate in
Symbolism Table which will be projected onto interactive whiteboard. Objective to
be judged though verbal assessment and understanding of topic overall.
Objective 2:
Illustrate major and minor characters from the novel Hating Alison Ashley
using the principles of characterisation (SAAOS).
To meet objective, students will complete Characterisation (Page 7) and Main
Character Portrait (Page 8) pages in their Novel Booklet Student Workbook and
Assessment (Appendix 3). Objective to be judged upon collection of Novel
Booklets in coming lessons.
Objective 3:
Compare major and minor characters using the principles of
characterisation (SAAOS).
To meet objective, students will accurately compare major and minor characters
finding both differences and similarities in characters. Students will use principles
of characterisation (SAAOS) to do so. Objective to be judged through verbal
assessment in class discussion.