Year Level: 4 Subject: English Key concept: Tightening Date: 22/2/2017

Writing Tension

Lesson title: English Writing Tightening Tension Curriculum:

Use comprehension strategies to build literal and inferred meaning to
Duration of lesson: 60min. expand content knowledge, integrating and linking ideas and analysing
and evaluating texts (ACELY1692)
Read different types of texts by combining contextual , semantic,
grammatical and phonic knowledge using text processing strategies for
example monitoring meaning, cross checking and reviewing (ACELY1691)
Identify characteristic features used in imaginative, informative and
persuasive texts to meet the purpose of the text(ACELY1690)
Create literary texts that explore students own experiences and
imagining (ACELT1607)

Considerations for diversity (extension/alteration):

This is a class lesson and a new concept to the students, so they should
all be working at the same pace.
(Purpose and learning outcomes)
Aim of the lesson: Students will understand what Tightening Tension is. How it is used in writing.

Resources: Whiteboard, resources. Appendix A Tightening Tensions recounts. The prezi presentation under it.
Students English books, pencils, rubbers.

Introduction: (5min)
Introduce myself and set the expectations, regarding behaviour.
Teacher - Advise the students we are continuing learning about writing Tightening Tensions.
Teacher Recap the last lesson on what the students about, regarding the build-up of the story, but not the ending, that is a
different part, for example in the movie the Karate Kid.

Body:
(45mins)
If there is anything left from the previous lesson to go over this will be done here before going on.
GO THROUGH THE INFORMATION AND RESOURCES LEFT OVER FROM LAST LESSON.
Teacher Open Appendix A. Outline to the students about the scenario there, looking at the difference between the before
and after aspects. See if the students can identify the differences between the before and after stories.
Teacher Which one is better at creating more tension, the first or second.
Students To identify what they think the difference between the two stories are, what makes the second one better than the
first one?
Teacher Go through the prezi presentation -
https://prezi.com/qjbur2bskfyo/tightening-tension/
Teacher - The prezi presentation goes back over what tightening tension is, and how students will to use their senses for
writing.
Students - Will write down all the leading sentences in their English books. Underneath that they will write down the senses
they will use to assist writing their story.
Teacher Explain to the students that if they write down verbs beside each of the senses it will assist with their writing.
Continue through the rest of the slides.
Students Upon completion of the slides, students will write a tightening tension paragraph for each of the leading sentences
they wrote down.
Teacher Students will be given 3-5mins for each leading sentence.
Students Will share their responses with the class.
Teacher Pull names out of the name box all students will get a chance to share their paragraphs. Teacher will advise the
students if they are on the right track or if they are not, through constructive feedback. Teacher will remind the students that
they need to build their stories up, creating that tension, but not finishing them off, leave the reader wanting to know the end.
Conclusion: (10mins)
Teacher recap the lesson on tightening tension.
Clean up and ready for the next lesson.

Assessment:
Formative Students reading out their paragraphs they created from the leading sentences.

Feedback:

Follow up lesson:
The next lesson will continue with tightening tension.

Reflective comments and future alterations:

You must believe the hero (male or female) will fail. The tornado is too strong, the villain is too evil, the black forces of depression are too overwhelming. Yet,
through strength, talent and determination, somehow our hero wins.

To persuade (not just set out facts) you must build up momentum. Start strong, but save your best arguments and persuasive techniques for near the end.