Lesson Plan

Day: M T W T F Date: 7/09/16 Time: 11:35 11: 55 Year: 12

Learning Area: English Topic: English Assessment
Curriculum content description:
Students have been advised to pick out these syllabus content codes. Reflecting on their
own and others texts by:
Discussing and evaluating different readings of texts (ACEEN079)
Undertaking close analysis of texts (ACEEN060)
Students prior knowledge and experience:
Students have prior knowledge to:
The assessment requirements
Texts which include visual, print narrative and feature articles
Are familiar with the structure of a persuasive text, course concepts and critical
analysis and rhetorical language
Learning purpose:
To enhance students ability to critically analyse and connect course concepts to texts that
they have studied in class. Practicing open-mindedness, interpretive, persuasive and
analytical responses and developing oral communication skills through discussion in an
informal environment.
Learning objectives:
Evaluation:
On completion of this lesson, students will
The lesson objective will be achieved by:
Questioning and monitoring the way
be able to:
Relate to the chosen text by making
that the students are interpreting the
connections to the course concepts.
text.
Analyse and identify the differences
Making connections and reflecting
between the course concepts and the
back on content taught before the
techniques that are used to engage
lesson is concluded.
Ensuring participation and
the audience.
Identify and compare texts.
engagement in the discussion.
Observe the different points of views
enabling the student to gain an
insight into the questions that may be
asked at the end of their
presentation.
Preparation and Resources:
Obtain printed copies for students of the questioning sheet.
Obtaining additional pens for students that dont have resources.
Ensuring all students have their nots and speeches in front of them.
A part of the preparation will be organising the desks in a U shape. This will ensure
the students are more engaged into the discussion.
Printing of the lesson plan to use as a guide during the lesson to assist us to keep the
lesson on-track.
Pre-reading the assessment criteria for prior knowledge.
Using a watch to monitor the time.
Catering for diversity
By organising the students into two smaller groups it will allow us to ensure that all students
at different levels can engage and benefit from the lesson. Sharing questions equally
amongst the students to allow equal engagement in the discussion.

Timing:
5mins

Learning Experiences:
1. Introduction:
Have the students sitting at desks set out in a U shape, teacher in the centre,
Murderball students on one-side and The Removalist students on the other.
Introduce yourself to the students, who you are, why youre here.
Explain what your understanding of the assignment that the students are tasked with
so we, both students and I, understand what is required.
Explain to the students the purpose of this activity and what we hope to get out of it.
The purpose of this activity is to layout the foundations of each students
argument
Share within the group each of the students P.O.Vs and argument points in
order to iron out kinks and understand other perspectives
Explore and discuss counter arguments and rebuttal questions to help
strengthen students arguments

15mins

2. Sequence of learning experiences:

Hand out question sheet to the students and have the students read them.
Explain to the students, we are going to go through these questions one by one,
share and discuss our answers with the rest of the group.
Read out the question to the group and explain what youre looking for in the answer
Questions 1: What text have you chosen? What 3 course concepts are you
using to persuade the audience (linking to course)? And how are they
relevant to the text?
Give the students time to write their answers keeping them short and concise.
Have each student share their answers and remind students if someone says
something they had not thought of, note it down; it might help with their argument or
help form rebuttal questions. Move on to Question 2
Question 2: How does your text engage students? How does it inspire or
relate to students? How does it encourage critical thinking?
Give students time to write down answer again keeping the answers short and
concise. Explain to students that part of course planning, teachers are looking for
content that is interesting, relevant and engaging to students, how does this text do
that? Move on to Question 3.
Question 3: Based on the argument points shared by other students, write
two rebuttal questions that challenge the other students arguments.
Have the student put their rebuttal questions to the others students, one from each
side back and forth, allow them to respond and take notes. Discuss with the students
how they can strengthen their argument by being prepared to answer such questions
during question time. Move onto Question 4.
Question 4: What personal opinions do you have a
bout the text that will help strengthen your argument? Makes your argument
unique? Relates to the wider community and/or everyday life?
Give students an example answer to help them answer this question. The share
Extra time:

5 mins

If theres time left discuss with students the type of language they will use Eg.
Rhetorical language, modality and metalanguage. What emotion do you want to
leave with your audience and how does your language invoke this?

3. Lesson conclusion:
Run over what we covered in this activity and the learning outcomes.
Open the table up to students to ask questions.
Lesson Evaluation:
There were not any issues and the lesson went as planned. Students engaged and
participated. Lesson could have been longer, but I was restricted to 20 mins. This lesson
could work better with one on one with a teacher.