LESSON

PLAN

Lesson Planning Template Guiding Questions

Name
Lesson Year 10 English

Date Timing

Learning goals
What do I want students to learn and be able to do as a result of this lesson? What knowledge and skills am I
targeting? (Students will be able to . . . )

Students will be able to write an excerpt from a fictional autobiography that uses a sustained voice to portray a character and
an event. Students will be able to articulate the intended audience and purpose of their writing.

Curriculum Connections
How are the learning goals linked to your states curriculum frameworks?
English/Level 10/ Literature/ Creating Literature
Create literary texts with a sustained voice, selecting and adapting appropriate text structures, literary devices, language,
auditory and visual structures and features for a specific purpose and intended audience

creating a range of own spoken, written or multimodal texts, experimenting with and manipulating language devices
for particular audiences, purposes and contexts
using humour and drama as devices to entertain, inform and persuade listeners, viewers and readers

Assessment (Success Criteria)

What will students do to show you that they have mastered the objective? How will you collect EVIDENCE at the end of this
lesson to show which students have/ have not mastered the objective? What is the student product you will be using to measure
mastery?

Students will submit their autobiography. Their entry will include a brief description of the intended audience and purpose of
their writing and a link to the HONY story that their autobiography is in response to.



Assessment Criteria

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Deakin University CRICOS Provider Code: 00113B

What are the qualities of an exemplar response/assessment? What does an exemplar student response need to
include? (Include a list or scale being used as part of assessment if relevant.)
Students use a range of vocabulary, sentence lengths and literary devices to represent the voice of their chosen character.
Students have creatively linked their writing to a person depicted in a HONY story.
Students articulate their intended audience with clarity and a demonstrated awareness of the purpose of specific texts.

Lesson content
What are the key facts, concepts, procedures that I want learners to understand as a result of this lesson?

Understanding and creating a voice in writing

Writing for a specific audience

Resources
What resources are required for the lesson?

Access to Humans of New York

Paper or a device to write on/with
Peer assessment sheet for students who finish their work early

Do Now/Introduction/Hook
Student Actions

Teacher Actions

What will students do when they first enter the room?

How will you get learners motivated, curious and ready to

learn? How will you hook the students?

What skills will the students practice during this time?

When students come into the room they will be instructed

to choose a person represented in a Humans of New York
post who they believe depicts a strong sense of self.
Students will be asked to write one question that they
would like to ask that person.

How will you engage students, capture their interest, and help
them make connections to previous lessons?
How will work be reviewed and how long will this review take?

Students have choice in what they are working on and can

tie their choice back to their own identity.

Presentation Teacher Input

Presentation - Checking For Understanding

The Australian Government Department of Education is a major supporter of the Teach For Australia initiative.

Deakin University CRICOS Provider Code: 00113B

What will you need to explicitly teach or model to

students? How will you do this?

What is an autobiography? What is its intended purpose?

How does it achieve its intended purpose?

How will you monitor whether students have got it before

proceeding? What key questions do you want to ask? What
will you do to address major misunderstandings or reteach if
necessary?

Guided Practice Development and Engagement

Guided Practice Feedback and Support

How will students develop understanding of the concept or

skill? What activity or exercise will you guide them through to
prepare them for independent practice?

Why will students be engaged?

As a class, analyse a single HONY story for the literary

devices used, structure and impact of the story.
As a class, come up with ideas for information that is
missing from that HONY story that would be interested to
expand on.

Students will be engaged by discussing their ideas with the

class.
Students will be able to express what was most/least
interesting for them related to the story

Independent Practice
How will students develop understanding of the concept or skill? What activity or exercise will you guide them through to
prepare them for independent practice?

Students will first answer questions that help them creatively elaborate on the information provided to them in their
chosen HONY post, for example, How do your clothes express your personality? Describe what you do for a living?
Describe where you live?
Once students have an understanding of their character, ask them to choose an event real or fictional that they
think has shaped their characters identity. Write a monologue from their characters perspective that describes the
event and how it has impacted them as a person. Students should consider the words they think their character would
use, how they might structure sentences and who their character would most likely be describing their event to.

Closure
How will students summarize and state the significance of what they learned?
How much time will students need to complete the assessment designed above? How and when will students receive feedback
on their progress towards mastery based on your success criteria?
Why will students be engaged?

Students should be given 30 mins for their writing task, so introductory information and a class example of the exercise
should take no more than 15 mins.
If students become stuck on what to write they can research more information about their character through searches
related to the characters line of work or nationality.
Students will need to hand in a copy of their work by the end of the lesson and it would be useful for the next lesson to
include peer assessment and revision in order for students to become accustomed to the writing process of writing,
analysing, editing and re-writing.

The Australian Government Department of Education is a major supporter of the Teach For Australia initiative.

Deakin University CRICOS Provider Code: 00113B

Evaluation
What worked well? What would I modify? What would I do differently next time? Which students do I need to follow up? What
do I need to reteach or build upon in the next lesson?

The Australian Government Department of Education is a major supporter of the Teach For Australia initiative.

Deakin University CRICOS Provider Code: 00113B