Lesson Plan Format

Class:

Date: Wednesday 4th November 2015

Time: Start: 9:30

Stage 3 Year 6
Key Learning Area: English

Finish: 10:30
Lesson Topic: Writing a newspaper article in relation to the book The Island by Armin Greder.

Recent Prior Experience:

- Ss have thorough understanding of the book The Island. (Building the field knowledge has been established)
- Ss have some prior knowledge (but not extensive) in regards to newspaper articles.
- Ss have prior experience using computers to type text and open up documents.
Syllabus Outcome(s):
- EN3-3A: uses an integrated range
of skills, strategies and knowledge to
read, view and comprehend a wide
range of texts in different media and
technologies
- EN3-2A: composes, edits and
presents well-structured and coherent
texts

Indicators of Learning for this lesson:

By the end of this lesson, the students will:
- understand how texts vary in purpose, structure and topic
as well as the degree of formality (ACELA1504)

- understand and use the key elements of planning,

composing, reviewing and publishing in order to meet the
increasing demands of topic, audience and language.

Assessment:
- Edit and proofreading conferences: T
edits Ss work and assists with spelling,
punctuation, capitilisation and specific
language conventions intended for a
newspaper article.
- T observes Ss writing process, ensuring
that they are on task.

Any safety issues to be considered:

N/A

Resources:
- IWB
- White board
- Newspapers to share between 2 Ss. (13 newspapers)
- Draft books.
- The Island book for each Ss.
- Newspaper article worksheets (See Appendix)
- USB with newspaper article template for publishing (See Appendix).
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

Timing
(mins)

- understand how texts vary in purpose,

structure and topic as well as the
degree of formality (ACELA1504)
10
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:

- T identifies page 9: Foreigner Spreads Fear in Town,

said the newspaper in big black letters.
- T conducts class discussion about the impact a
newspaper article can have on the audience.
- T analyses the title of the newspaper article in the story
and conducts class discussion about the emotion it
portrays.

- The Island book for each Ss.

- IWB with page projected on
board.

- As whole class T analyses a newspaper article

identifying the features within including: header, sub
header, author, date, introduction, development,
conclusion and image.
(Draw attention to the structure of the text) & (Read

- Newspaper article.

DEVELOPMENT

- understand how texts vary in purpose,

structure and topic as well as the

45

- Newspapers to share between

degree of formality (ACELA1504)

- understand and use the key elements

of planning, composing, reviewing and
publishing in order to meet the
increasing demands of
topic, audience and language.

mins

and show the model text) - T pairs Ss up and hands

out newspapers to each pair to identify the same
features within a different newspaper article.
- ESL Ss and lower ability Ss workin in pairs with higher
ability Ss.
- Ss share their findings with the class highlighting the
newspapers text structure, T further develops this giving
more information as it is being presented.
- T shows class the newspaper article template (see
appendix).
(Modeling the text) - T goes through the template with
the class, drawing upon their ideas and relating it to the
book. T will write some sentences within the template to
model the language and sentence structure needed.
(Joint construction) - T conducts discussion with class
about the important events that happen within the book
T writes their ideas on the board.
- T gives further examples of what could be included and
demonstrates the use of emotive, factual and formal
language. (drawing upon prior experience from the unit
of work).
- T also talks about the article being for a specific
purpose, to inform their intended audience.
(Independent writing) - T hands out the newspaper
article template so Ss can begin their brainstorming.
- Once Ss have developed their dieas they can begin
their drafting.
- ESL Ss and lower ability Ss work in a small group with
a support teacher.
- T walks around the classroom to ensure Ss are on task
and they understand what is needed to create a
newspaper article.
- T will further reinforce the need for emotive, factual and

2 Ss. (13 newspapers)

- Newspaper article worksheets

(See Appendix) on IWB

- White board
Assess: - T observes Ss writing
process, ensuring that they are
on task. (Throughout whole
lesson)
- Newspaper article worksheets
(See Appendix)
- Draft books

formal language. As well as reminding the Ss of the

intended audience.
- T will encourage Ss to edit and proofread their work
when they have finished their drafts. (Ss have prior
knowledge on this skill).
- If any Ss have finished T will mark Ss work and identify
anything that needs to be reworked.

- Ss that have finished their articles may begin their

publishing on the computers connected to the classroom
(chances of any Ss being at the publishing stage within
this lesson is very slim).

CLOSURE
- understand and use the key elements
of planning, composing, reviewing and
publishing in order to meet the
increasing demands of
topic, audience and language.

5 mins

- T has discussion with Ss about any implications they

may have had during the writing process.
- T discusses with class that they should begin
publishing in the next lesson and they will do so on the
computers.
- T reads out some articles that Ss have written, further
modeling the text type.

- Assess: Edit and proofreading

conferences: T edits Ss work
and assists with spelling,
punctuation, capitilisation and
specific language conventions
intended for a newspaper article.

- USB with newspaper article

template for publishing (See
Appendix).