This was a planned lesson for year 10. It fell on a Friday last period.

When the class came in I med the decision to have

class read a little bit longer and allow them to work slowly through the lesson. Instead of going straight into the planne
scene deconstruction, I allowed them to prepare their tables for the following lesson which settled them down even m
From there we held a discussion and they completed notes, overall the lesson succeeded as we came to other answers
added more techniques and concepts that they can consider when we pull apart the scenes.
Topic/Main Concepts/Themes/Key Inquiry Question(s): Key Concepts:
Deconstructing key scenes of the play Identity within the film
LEARNING OUTCOMES to be addressed/ achieved:
EN5-5C thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas
arguments to respond to and compose texts in a range of contexts
EN5-6C: investigates the relationships between and among texts
EN5-7D: understands and evaluates the diverse ways texts can represent personal and public worlds
EN5-1A responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation,
critical analysis, imaginative expression and pleasure.
EN5-3B Selects and uses language forms, features and structures of texts appropriate to a range of purposes, audien
and contexts, describing and explaining their effects on meaning.
SYLLABUS CONTENT to be covered
select a range of digital and multimedia texts and investigate the ways content, form and ideas of texts can be conne
analyse the ways in which creative and imaginative texts can explore human experience, universal themes and social
contexts
Analyse and explain the ways language forms and features, ideas, perspectives and originality are used to shape mea
Analyse and explain how text structures, language features and visual features of texts and the context in which texts
experienced may influence audience response.
Evaluate techniques used in spoken, written and visual texts to for example; to construct plot and create emotional
responses.
General Capabilities (Australian Curriculum, Cross Curriculum Priorities (Australian Curriculum, 2012) (tick tho
2012) (tick those addressed in this lesson) addressed in this lesson)
Literacy * Sustainability
Intercultural understanding * Aboriginal and Torres Strait Islander histories and cultures
Personal and social capability Asia and Australias engagement with Asia
Information and communication
technology capability
Critical and creative thinking *
Numeracy
Ethical behaviour *
Other Learning Across Curriculum Areas (Australian Curriculum 2012): (tick those addressed in this lesson)
Civics and citizenship
Difference and diversity *
Work and enterprise
Elements of NSW Quality Teaching Framework addressed:
4.1 Support student participation
5.2 Provide feedback to students on their learning
2.1 Content and teaching strategies of the teaching area
2.2 content selection and organisation
2.6 Information and Communication Technology (ICT)
Considerations/Preparation
 Prior Knowledge/Experience Equipment required/Room Key Vocab
Filmic techniques bookings etc. Identity, appropriation, effect/impact on iden
500 Days of Summer

STAGE OF LESSON TEACHING AND LEARNING STRATEGIES TIME RESOURCES MODIFICATIONS

1. INTRODUCTION Learning Goals: Students will be able to identify
What have different techniques and relate them back to the
5mins When the class came
students already notion of identity from scenes within 500 Days
in, they were tired and
learnt in relation to of Summer.
distracted from their
todays lesson? rock n roll morning. I
This lesson we will be looking at 3 scenes and
Assumed had them read a little
how identity has been shown in them.
knowledge? bit longer.
Links to last lesson? Read of Mice and Men to start the lesson.
Context of the
lesson
Expected learning
outcomes/goals
Key question/s

2. THE BODY Organise three tables scene, whats happening, 5mins Attached below
techniques, effect/impact. Repeat this by three,
Teacher directed
this will be for each scene.
learning?
Independent Rather than get them
We will watch a scene and you will identify what
student inquiry/ straight into work, I
has happened in the scene and what techniques
learning? had them prepare their
have been used. 10min scene pages for next
(Description of the After watching the scene give them a week.
teaching and few minutes to add more and finish their
learning activities) writing before continuing.

Reality vs Expectations: What happens?

He goes to Summers party and expects it will be
their chance to get back together, he goes and
lets himself into the gate proving how much time 15min
they spent together. He walks up the stairs and We discussed the
the story unfolds by how he hopes Summer effect and impact
would react to how she does react. It ends with of some of the
him finding out she is engaged and running techniques that
down the stairs away from everything and fading arose during the
into a sketch. film, where they
Techniques include split screen to juxtapose made notes as we
what is happening, parallel editing two scenes discussed.
 are happening at the same time, silhouette
where the scene finishes on him and focuses on
the stillness and blankness of his life, high angle
shot of him running down the stairs.
Discuss their answers as a class and
write them onto the board.
Then give the class 5minutes to write
down how do these techniques enforce
your chosen statement? What notions of
identity are prevalent in this scene.
Repeat these same steps for the next 2 scenes.
- How do we associate ourselves
according to identity?
3. CONCLUSION Next lesson we will continue with pulling a part
(Pack up and characters and move onto exploring writing for
organise identity with the film and another text that has
been studied.
Summary of lesson
Future directions/
linking to next
lesson etc)

SCENE:

Whats Happening?

Techniques

Effect/Impact, what notions

of identity are expressed in
this scene?