Lesson Plan

Date: 04/05/17 Year Level: 09 English Duration: 70 mins

Unit/Topic: Dialogue, introductions and drafting Lesson No. 9

Content: To be able to punctuate sentences clearly, to ascertain whether introductions have the capacity to be improved or started.

Skills/Processes: Collaboration, literacy (viewing, reading, writing, speaking and creating), higher-order thinking

General Objective(s): To be able to distinguish where dialogue, quotations are required. To evaluate the capacity for introductions to improve

Learning Intentions: You must be able to identify where dialogue punctuation is needed, said Mr Romanin.

We also must also evaluate our introductions, making adjustments as necessary

Success criteria: To understand the purpose of dialogue punctuation and where it is required. To evaluate our introductions, according to peer-feedback
Stage/Specific
Teaching Strategies & Learning Experiences Organisation Resources
Objectives

Roll-call LI + SC, setting expectations N/A ID Attend

+ Powerpoint
Learning
Intentions and
Success Criteria

5 mins

Behaviour Setting behavioural expectations, Literacy (writing) N/A Laminated

Expectations expectations page

5 mins

Orientation Authentic learning, higher-order thinking, discussion N/A Whiteboard Marker

(Introduction)

Correct the T: “Hmmmmmmmm, looking at that LI, something seems amiss”

teacher (learning
intention) T: “Who thinks they know what is wrong here”

5 mins

Purpose of Multi-modal literacy (youtube), reading and writing literacies, closed N/A Youtube clip
dialogue questioning, https://www.youtube.
punctuation com/watch?v=OjebEi
VDeSU
10 mins
 Enhancing Authentic learning (PRAXIS), higher-order thinking, discussion, literacy N/A Handout (both given
(Body) (reading/writing), formative assessment, out) and displayed on
the board
Annotating an T: “Can someone come up to the front of the class and punctuate the Whiteboard marker
exemplar dialogue please. You, <student>, where have you placed your punctuation?”
10 mins

What is in an Authentic learning, formative assessment, collaborative learning, non- N/A Peer feedback form
introduction + judgemental (checklist), reading and evaluating skills
Peer Feedback
activity
T: “Please have a read of your neighbour’s short story. Using the checklist
15 mins provided, tick the boxes if your friend has got a protagonist in their
introduction”

Synthesising
(Conclusion)

3:2:1
Consolidation T: “What are 3 things you learned today? What 2 things have you found
difficult to understand? What is 1 thing you had learned today that you foud
interesting?