Lesson Plan

Day: Friday Date: 10/05/2019 Time: 2:10 Year: 7

Learning Area: English Topic: Creative writing

Curriculum content description: Create literary texts that adapt stylistic features encountered in
other texts, for example, narrative viewpoint, structure of stanzas, contrast
and juxtaposition (ACELT1625)
Experiment with text structures and language features and their effects in creating literary texts, for
example, using rhythm, sound effects, monologue, layout, navigation and colour (ACELT1805)
Consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for
extended periods (ACELY1727)
Students’ prior knowledge and experience:
We have worked on parts of speech and started creative writing. Students have started planning a three-
element short story. Students have also written the orientation for their stories.
Learning purpose:
Using aspects of texts in imaginative recreations such as re-situating a character from a text in a new
situation.
Imagining a character’s life events (for example misadventures organised retrospectively to be presented
as a series of flashbacks in scripted monologue supported by single images), making a sequel or prequel
or rewriting an ending.
Creating chapters for an autobiography, short story or diary.
Experimenting with different narrative structures such as the epistolary form, flashback, multiple
perspectives.
Transforming familiar print narratives into short video or film narratives, drawing on knowledge of the
type of text and possible adaptations necessary to a new mode.
Learning objectives: Evaluation:
On completion of this lesson, students will be able to: Peer marked orientations.
Use the conventions of short stories, follow narrative
structure, use language conventions and descriptive
language effectively.

Preparation and Resources:

Orientation from previous lesson
Narrative writing PowerPoint
Peer feedback forms
Timing: Learning Experiences:

Introduction:
15 mins silent reading

Sequence of learning experiences:

Students will continue their stories this lesson. If they don’t finish, they can do so
over the weekend.
- If time, peer mark? Students could read the orientation of each other’s
stories and give feedback on improvements.
- Perhaps 25 mins to write the rest of their stories then peer mark
- Provide students with peer feedback form

15 mins to mark orientation (STOP CLASS WITH 20 MINS LEFT TO START MARKING.)
- Look for fig language, use of senses, punctuation and spelling.

Management of behaviour:
‘Listening’ x2 then names on the board.
Move students who are disrupting the class.
Proximity
Eye contact
Pause and wait for students to listen

Lesson conclusion:
Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why? How?)