LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION
Students Prior Knowledge:
The elements of a short story (or narrative
Time: 8:55am-10:35am (7M) and 10:55am-12:35pm (7R)
conventions)
Date: 02/06/16
Characterisation (main and minor characters)
Plot and plot diagrams (exposition, rising action,
Learning Area: English
climax, falling action, resolution)
Point of view (1st, 2nd and 3rd POV)
Strand/Topic from the Australian Curriculum
Setting
Recognise and analyse the ways that characterisation,
Theme
events and settings are combined in narratives, and discuss
Purpose
the purposes and appeal of different approaches
Target audience
(ACELT1622)
Language, style and tone
Year Level: 7M and 7R

General Capabilities (that may potentially be covered in the lesson)

Ethical
Literacy
Numeracy
ICT
Critical and
behaviour
competence
creative
thinking
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander
histories and cultures (N)

Personal and
Social
competence

Asia and Australias engagement with Asia

(N)

Intercultural
understanding

Sustainability (N)

Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
Identify, Describe and Discuss elements of the novel Hating Alison Ashley such as the Author (Robin Klein),
purpose, context, audience, setting and characterisation.
Illustrate setting from the novel Hating Alison Ashley using quotes.
Illustrate major and minor characters from the novel Hating Alison Ashley using the principals of
characterisation (SAAOS).
Teachers Prior Preparation/Organisation:
Observation of prior English lessons with specific
emphasis on narrative conventions and novel study.
Liaise with Mentor approximately 2 days before
scheduled lesson to allow for editing and improvement
of lesson plan if necessary.
Students have personal copy of Novel Booklet
Student Workbook and Assessment (Appendix 1)
Before we start (Page 2)
Why was the book written? (Page 3)
Setting (Page 5)
Characterisation (SAAOS) (Page 6)

Provision for students at educational risk:

Students with learning difficulties (including but not
limited to dyslexia, dyspraxia, low level
concentration, and/or low level cognitive ability) will
benefit from both visual and written components of
the lesson such as activities that call on students to
draw as well as write descriptions of main and
minor characters in a novel.
Students who are gifted and/or talented will benefit
from linguistic elements of lesson such as those
pertaining to reading, writing, critical thinking and
participating in class discussions.


Characterisation (Page 7)

YouTube video Characterization Notes (6:27) is loaded

and ready to be projected onto whiteboard.

Link: https://www.youtube.com/watch?v=sGEGYm9XMU
Students have personal copy of novel Hating Alison
Ashley
Teacher has personal copy of novel Hating Alison
Ashley

Students with CAPD, ESL or vision impairments will

have the option of viewing YouTube videos with
subtitles.
Students will have option to use their IT device
(iPad) to type answers if writing proves difficult.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
Objective 1: Met/Not Met

Objective 2: Met/Not Met

Objective 3: Met/Not Met

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

***See lesson feedback form***


LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Time
8:55am

Motivation and Introduction:

Resources/References

Students transition from PC

Good morning 7M
Teacher to hand out Novel Booklet Student Workbook and Assessment
(Appendix 1) to students. Students to put name on book.

9:00am

Appendix 1

Interactive
Whiteboard

YouTube Video
https://www.youtube.
com/watch?v=sGEGYm9XMU

Lesson Steps
Students turn to page Before we start (pg 2) in their booklet.
Task: Describe briefly what the book is about
Teacher to define synopsis
Teacher to read blurb on back of novel
Students write their own blurb/synopsis
Task: Describe the author
Teacher to provide information and facilitate discussion

9:20am

9:30am

9:50am

10:10am

Students turn to page Why was the book written? (pg 3) in their booklet
Task: Purpose Why do you think the book was written?
Context The situation surrounding the text- what was going on in the
society that it came from?
Audience Who is the novel designed to suit and why?
Teacher and students move through each element discussing and writing
entries into corresponding box.
Students turn to page Setting (pg 5) in their booklet.
Task: Describe one main setting in your novel (WITH QUOTES!) and draw a
sketch above:
Teacher to model example on interactive white board using novel passage
describing Erikas home and kitchen table (pg. 52, 53)
Students turn to page Characterisation (SAAOS) (pg 6) in their booklet.
Teacher to move through each term giving explanations and facilitating
class discussion.
Play YouTube video Characterization Notes (6:27)
Students turn to page Characterisation (pg 7) in their booklet.
Task: Describe each of the main characters and draw a quick sketch. Dont
forget to consider SAAOS in your response:
Students independently complete three character illustrations and
descriptions.
Examples of main characters include: Alison Ashely (pg. 17, 18, 23, 51),
Valjoy (pg. 11-12), Jedda (pg. 11-12), Harley (pg. 9), Mum (pg. 10), Lennie
(pg. 12) and Miss Belmont (pg. 3)
Note: Students not to choose Erika as a main character

OPTIONAL:
If time permits, students turn to page Main Character Portrait (pg 8) in their
booklet.
Task: Illustrate and annotate a main character portrait and description using
Quotes
Students independently complete task
**Any unfinished work to be completed for homework**

Lesson Closure and Transition:

10:30am
10:35am

Students to pack up and get ready for lessons 3-6.

Teacher dismisses students.

Assessment: (Were the lesson objectives met? How will these be judged?)
Objective 1:
Identify, Describe and Discuss elements of the novel Hating Alison Ashley
such as the Author (Robin Klein), purpose, context, audience, setting and
characterisation.
To meet objective, students will complete ALL attempted pages in class (pages
2, 3, 5, 6, 7) of Novel Booklet Student Workbook and Assessment covering
author, purpose, context, audience, setting and characterisation. Students will
participate in class discussion. Objective to be judged by collection and
assessment of work after entire booklet has been completed. Evaluation to be
also done through verbal assessment.
Objective 2:
Illustrate setting from the novel Hating Alison Ashley using quotes.
To meet objective, students will complete Setting (Page 5) of Novel Booklet
Student Workbook and Assessment through both illustration and written entries.
Objective to be judged by collection and assessment of work after entire booklet
has been completed.
Objective 3:
Illustrate major and minor characters from the novel Hating Alison Ashley
using the principals of characterisation (SAAOS).
To meet objective, students will complete Characterisation (Page 7) of Novel
Booklet Student Workbook and Assessment through both illustration and
written entries. Objective to be judged by collection and assessment of work after
entire booklet has been completed.