Lesson Plan

Day: M T W T F Date: 10-05-16

Learning Area: English

Time: one hour - P2

Year: 10.1

Topic: The Breadwinner by Leslie Halward

Curriculum content description: (from ACARA)

Understanding how language use can have inclusive and exclusive social effects, and can
empower or disempower people.

Students prior knowledge and experience:

(Outline what the students already know about this topic)

Dealt with the definitions of Representation, Gender and Gender Representation.

Students have gone through pre-reading questions on domestic violence and gender
stereotypes.

Learning purpose: (May refer to the Elaborations of the curriculum content description here)
Explore narrative conventions and language techniques touching on themes and issues in short
stories within a cultural, social, historic context.

Learning objectives:

Evaluation:

On completion of this lesson, students will be (Explain how you will know that lesson objective have
been achieved / monitor student learning)
able to:
Informal assessment through discussion
(What will students know and be able to do at the
completion of the lesson specific, concise and
attainable objectives)

Students identify and discuss the purpose of

dialogue and its relationship to central ideas
of a narrative.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be required)

Go through and annotate own copy of The Breadwinner

Review language techniques
Write a wordlist of adjectives and adverbs used in the short story, and photocopy.
Get an appropriate definition of a short story.
Get a tutorial on how to use the projector from the teacher who normally uses the class.

Catering for diversity (detail any adjustments considerations for educational/resource adjustments)
Again J dealt with the same subject matter in class from the Tim Winton text.

Timing: Learning Experiences:

1. Introduction: (How will I engage the learners?)
Get them to settle and move in to their desks.

Definition of a short story, write on board?

Breaking into your working groups
Go through the text with the focus on one of these narrative conventions
Point of View group 1, plot group 2, characters group 3, setting group 4,
style group 5, themes group 6
(go right left, right left so top right arent always the double up)
2. Sequence of learning experiences: (What will you do to help the students achieve the
learning objectives? What tasks and activities will the students be involved in to help
achieve the learning objectives?)

Walk through textRemind students to follow and highlight and annotate as we read through the text.
1st para, look at how much information is packed into this single sentence.
2nd para, thinking about the T Chart and gender representation
When considering this do the characters fulfil or defy these gender expectations?
How is dialogue used?
Dialogue reveals the conflict between the masculine and feminine
Highlights the importance of money/income
Hierarchy of power/dominance in the text?

Father
Son
Internal
External
Old (man)
Young (boy)
Give violence Take violence
Shows anger
Hides pain (cries in private)
Why does the boy refuse to cry in front of his father?
How does the father control/dominate the mother?
He ignores her

3.

Lesson conclusion: (How will you summarise the learning and relate it to the lesson
objectives?)

Discussion of their H/W comprehension question given to them by MT

How are ideas about masculinity explored over the course of The Breadwinner by
Leslie Halward?
Earning money
Place within the house / in the interior
Crying in private
Put my prepared answer on the projector, pointing to how the answer addresses
the question by using the conventions discussed.
Summarise with how the ideas developed on the board can be directly used to
answer the H/W comprehension question.

Lesson Evaluation:
The students seemed to respond well and answered questions posed to them. I
need to find the right tone / voice level to call their attention back when moving
from small group work back to whole class activities.
My timing was off for the conclusion and we did not get time to cover the H/W
question as well as I had hoped and I didnt show the class my answer. I need to
work on wrapping up a lesson more neatly.