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English Curriculum 1A
Professional Task: Lesson planning and Sequencing
Rationale
I have chosen to focus my three lesson plans around the textual concept of
intertextuality. I felt that this concept would be really engaging for student learning,
year 9 students. Throughout my lessons, I introduce fairy tales to help develop student
understanding and engage with the textual concept intertextuality, whilst meeting
syllabus outcome points. As the lessons go on students will work towards focusing on
a close study of Cinderella to help apply these skills that are being developed.
Choosing to study Cinderella was due to the popularity of the story and that multiple
versions that have been created and feature some sort of intertextual reference from
the original story. I believe that all my lessons plan allow for students to
understanding and engage with the concept on a deep learning level. Whilst
developing the tools to apply their knowledge through their own representation of
intertextuality through connecting with a text and forming a relationship with the
concept. The activities I have chosen are relevant to the content being taught and
permit for students to reach selected syllabus outcomes, which focus on engaging,
Within my first lesson plan I have chosen to allocate a decent amount of time
for both myself and the students to break down the concept. I would assume that for
many students the concept would be very new for them, so I took this as an
opportunity to utilise the worksheet provided in lesson one and break down the
concept in three parts (Inter|text|uality). This think pair and share activity allows for
students to develop their own ideas of the three parts on their own, compare their
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English Curriculum 1A
Professional Task: Lesson planning and Sequencing
ideas with a partner and as a class share some of the thoughts. By using this work
sheet, I believe that it lets the students individually and as a class to develop their own
ideas as a class and prompting quality discussions was a really important design
aspect for the lesson. As students begin to develop more senior levels of learning I
other words is how we think, it’s how we process information and remember … it
seems reasonable to suggest that classrooms should be filled with talk, given that we
want them to be filled with thinking” (Fisher et al., 2008, p. 5), the quality of
with, they are able to develop these kinds of conversations which permits them to fill
and/or group work with other students. I believe it is important to have a lesson that
facilitates quality class discussion and purposeful thinking. As Fisher et al. (2008)
claims that as teachers “we often think we’ve done a remarkable job teaching students
and then wonder why they aren’t learning. The key is for students to talk to one
another, in purposeful ways, using academic language” (p. 8) with this notion clearly
activity sheet analysis both require the collaboration of other in order to develop a
deep understanding of intertextuality being applied with the focus text Cinderella. The
use of the PowerPoint analysis allows for students to develop knowledge and draw
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English Curriculum 1A
Professional Task: Lesson planning and Sequencing
different Cinderella texts. This is important for students to learn how these elements
engage with texts and are used in particular ways to create intertextual references.
students have spent the last lesson and a half developing a sense of an intertextual
definition, they now have the opportunity to work with others and apply these skills.
Williams (2016) furthers this idea by stating that “students combine their ideas,
drawing upon the strengths and experiences of others to achieve a goal, we (teachers)
support them in all the processes required to build a social support system,
interdependence can function effectively” (p.23) through both group work activities
there is a development of literary skill strength and a send of engagement with a focus
text. As well as students beginning to build fundamental life skills that can be used
teacher to see if basic conceptual knowledge has been understood and if not where do
really crucial in exciting the students for a period four class and thought this would be
a really creative way to promote class morale, increase class engagement whilst
ensuring that students are understanding what has been taught to them. I chose to
spend majority of this lesson designing a new Cinderella story, students have to
with the original Cinderella Story. Instead of making this activity an independent one
I designed it to allow students to still create something on their own however they
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English Curriculum 1A
Professional Task: Lesson planning and Sequencing
have the option to collaborate with each other during this process. I think it is really
important to create a positive and a strong support system within the classroom, by
allowing students to collaborate ideas with one another can be highly beneficial for
their mentality and the work that they produce. It has been argued that “students have
better ideas as they share ideas, clarify misunderstandings and arrives at consensus,
they take more responsibility for their own learning, overcoming reliance on the
result of this comment I really do feel the need to arrange my lesson around the idea
formative assessment, across multiple moments each lesson. By using a table similar
to Atwell’s “status of class” (Atwell, 1987, p. 185) provides me with a tool to keep
track of where my students are currently at with their learning and monitor if they are
improving. By using both my class reflection time and some activities within the
lesson I can carefully and correctly track student learning, formatively assess students
and form a sense if there are areas that need improving. As a pre service teacher I feel
that Atwell’s table will be a vital part in ensuring that content is correctly being
taught. Hence why reflection is an important aspect of any and every lesson as “the
informal observations of students made when they are interacting with peers, or
engaging in various learning activities, give insights into aspects of development that
may not be evident through written work, or in more structured classroom settings.”
(Meiers, 2010, p. 326) it is important for teachers to utilise a more relaxed classroom
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English Curriculum 1A
Professional Task: Lesson planning and Sequencing
setting in a way that can enhance their informal assessing of students learning as
students can perform differently when it comes to comparing verbal and written work.
I believe that the lessons that I have created are both cohesive and provide
effective learning opportunities. The activities I have used provide students with high
quality engaged learning whilst, still meeting the required content points and syllabus
outcomes. My lesson plans feature a cohesive flow throughout them as they start off
with developing an understanding of the intertextuality concept and over time they
begin to shift this focus in developing skills for students to engage and apply their
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English Curriculum 1A
Professional Task: Lesson planning and Sequencing
References
Atwell, N. (1987) Responding to Writers and Writing (pp. 171-181). Boynton: Cook.
Board of Studies NSW. (2012). English K-10 Syllabus Volume 2. New South Wales,
Australia: Board of Studies NSW.
Fisher, D., Frey, N., & Rothenberg, C. (2008). Content-Area Conversations: How to
Plan Discussion-Based Lessons for Diverse Language Learners. Virginia, USA:
Association for Supervision and Curriculum Development.
Williams, L. (2016). Fostering Collaboration. In E. Boas & S. Gazis (Ed), The Artful
English Teacher (pp. 21-39). South Australia, Australia: Australian Association
for the Teaching of English.
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English Curriculum 1A
Professional Task: Lesson planning and Sequencing
Lesson Plan 1
Outcomes
Outcome 3 - Selects and uses language forms, features and structures of texts
Content Point: Engage personally with texts – Engage with a range of increasingly
Content Point: Engage personally with texts – Analyse and explain how text
structures, language features and visual of texts and the context in which texts are
Materials
- Teacher to have board prepped with Do Now question “List the as many
literary texts as you can that have been transformed into a movie/TV
Show”
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English Curriculum 1A
Professional Task: Lesson planning and Sequencing
Procedures
5 Teacher and Teacher to welcome to the class, mark the roll and allow
minutes Students – students this time to settle in their seats. Teacher will direct
“List the as many literary texts as you can that have been
10 Class Teacher will mind map some of the answers on the board
version?
texts?
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English Curriculum 1A
Professional Task: Lesson planning and Sequencing
of similarities in order to create a specific audience
20-25 Thinks, pair, Teacher will explain to the class that they we will be
class. - Hand out paper to students tell them to get pens out.
Then form a First students will begin to break down the concept of
explanation down the concept into three parts (as per work sheet). Then
they will share their ideas/thoughts with the person they are
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English Curriculum 1A
Professional Task: Lesson planning and Sequencing
- What meaning is created when the 3 parts are
brought together?
(Syllabus definition)
applied.
15-20 Teacher to Teacher will start to introduce ‘fairy tales’ as a studied text
- Disney animation
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English Curriculum 1A
Professional Task: Lesson planning and Sequencing
- Discuss how other films have utilised fairy tales.
fairy tales?”
5 Individual Exit slip- Teacher to hand out slip of paper to students and
minutes instruct them to fill out paper stating one thing that they
have learnt today and write down anything that they do not
understand.
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English Curriculum 1A
Professional Task: Lesson planning and Sequencing
Students are to put their name on it and hand it back to
Evaluation: Teacher will collect exit slip from students as they leave. This will allow
the teacher the opportunity to reflect on students learning, what they might not have
understood whilst using a status of class table to document student progression. This
also allows the opportunity for the teacher to reflect on the lesson and how effective
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English Curriculum 1A
Professional Task: Lesson planning and Sequencing
Inter|text|uality
Creation
Connection Something we read Form?
filmed written
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English Curriculum 1A
Professional Task: Lesson planning and Sequencing
Location – Far Far Away -> Hollywood sign replica, the location has been designed
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English Curriculum 1A
Professional Task: Lesson planning and Sequencing
Lesson Plan 2
Outcomes
Outcome 3 – Selects and uses language forms, features and structures of texts
Content Point: Engage personally with texts - Analyse and explain how text
structures, language features and visual of texts and the context in which texts are
Content Point: Responds to and composes texts- Analyse texts from familiar and
unfamiliar contexts, and discuss and evaluate their content and the appeal of an
Materials
- Class set of Ipads ready for students to use in within the lesson
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English Curriculum 1A
Professional Task: Lesson planning and Sequencing
- Disney Cinderella (Animated) - https://www.youtube.com/watch?v=cL-
RjWKtZrM
Procedures
20 Teacher to Teacher will have slide ready and project it onto the
however Teacher will work through the slides with students. These
slides.
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English Curriculum 1A
Professional Task: Lesson planning and Sequencing
This will allow students to further develop their skills,
these choices.
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Professional Task: Lesson planning and Sequencing
audience.
one (like all of their texts) within this scene the step
sisters have cut off their toes in order to fit into the shoe.
focused story.
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English Curriculum 1A
Professional Task: Lesson planning and Sequencing
Specific audience reaction - Why would we create a
of society.
20 Group Work Students are to form themselves into groups (No more
than 3-4 One person from the group is to come up the front and get
One student will to log onto their email and open up the
minutes discussion/ allowed to point out key things that they have noticed.
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English Curriculum 1A
Professional Task: Lesson planning and Sequencing
intertextuality they have noticed throughout the two
Evaluation: By using the last part of the class as a discussion for what they have
when comparing the two clips, allows the teacher to reflect on what students
understanding and evaluate on how well they are engaging with the concept and text.
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English Curriculum 1A
Professional Task: Lesson planning and Sequencing
Lesson 2 - Worksheet 1 – Worked example
Context (social, Social – Looking at the Disney aspect This is a modern take on the original
parody) romance, imagination and love. These Socially constructed through the use
were key themes that Disney’s films of props, setting and the
this point in time the simple romance society. E.g. Prince Charming
school loser/loner
Ideas presented and - Midnight changes everything - Family is not always blood
charming
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English Curriculum 1A
Professional Task: Lesson planning and Sequencing
Audience reaction The animated version of Cinderella is There is humour presented within
a classic tale that targets towards the parts of the film. However, it still
knowing this story and reflects the audience appreciate the new text
Story that is A young girl who is lives with her A young girl who is stuck living with
presented wicked step mother and evil step her step mother and sisters. She
sister. She longs for love and is understands herself as out casted from
watched over by her fairy god mother the rest of the world. The story
after.
What do you notice? The two films are presented in completely different ways. The Cinderella Story
and the animated Cinderella both tell the tale of girl meets her ‘prince’ and how he goes to extreme
lengths in order to find out who she is. The difference between the two is how this story has been
presented through the use of language and setting. This impacts both films as they each present
something completely different however, are still connected through their association of the story.
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English Curriculum 1A
Professional Task: Lesson planning and Sequencing
Lesson 2 – PowerPoint that will be projected onto white board during the lesson.
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Professional Task: Lesson planning and Sequencing
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Professional Task: Lesson planning and Sequencing
Lesson Plan 3
Outcomes
different types of texts, including their own, into new imaginative texts experimenting
Content Point: Responds to and composes texts - create imaginative texts that make
relevant thematic and intertextual connections with other texts (ACELT 1644,
ACELT 1773)
Materials
https://play.kahoot.it/#/?quizId=9f27f880-e599-4836-b99e-6a99a76e3f73
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English Curriculum 1A
Professional Task: Lesson planning and Sequencing
10 Class Students are to log onto the Kahoot Quiz website and
minutes activity enter in the provided code. This quiz has been designed as
with one must represent the modern society and the cover must also
lesson.
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English Curriculum 1A
Professional Task: Lesson planning and Sequencing
20 Class Students will present their new version of Cinderella what
minutes discussion they have created, they are to explain the story that it aims
to tell.
particular element.
Homework Students are to think about how they could either extend
new creation.
Evaluation: Using the last 5 minutes as an opportunity for students to recognise what
has been taught over the past three lessons reflects on students understanding and if
they are developing the application of the concept that has been taught to them. Also
by hanging up the student’s posters within the classroom is a reflection of the quality
of work that the students have created and a reminder of what intertextuality is. Both
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English Curriculum 1A
Professional Task: Lesson planning and Sequencing
the posters and verbal reasoning with be documented in the status of class table and
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