Parsa Qureshi 17994910

Curriculum 1B: English – Lesson Planning

Lesson Plan 1 …………………………………………………………. Page 2

Lesson Plan 2 …………………………………………………………. Page 6

Lesson Plan 3 …………………………………………………………. Page 10

Rationale ……………………………………………………………….. Page 15

References ……………………………………………………………… Page 19

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Lesson Plan 1

Class: Stage 4 (Year 8) Time: 60 Minutes

Pre-service teacher’s Objectives

[On Professional Experience etc, what aspects of your teaching you set yourself to
improve in]
 Create more opportunities for diverse learners, such as students who are highly
talented
 To ensure that the students leave the end of the lesson with a significant grasp of
understanding on the concept.

Outcomes
[Student outcomes from Syllabus]

 Responds to and composes texts for understanding, interpretation, critical

analysis, imaginative expression and pleasure EN4-1A
 Content Point: recognise and analyse the ways that characterisation, events and
settings are combined in narratives, and discuss the purposes and appeal of
different approaches

Materials

Procedures
Time Organisation Teaching/ learning activities
5 min Teacher: Marks Students enter class and settle down. Teacher takes the roll.
the roll, writes The teacher writes the lesson topic on the whiteboard
the lesson topic “English Concept: Character”. Students take out the
on the materials and are prepared to start.
whiteboard

Student: Takes
out their
essentials and
ready to begin
lesson.

15 Teacher: Writes TPS and Introduction

min the questions on Using the Think-Pair-Share strategy, students get into pairs
the board, helps and address the following questions to introduce them to
to get students the concept of character. The teacher writes questions on
into pairs the board:
monitors them. - What is character? Why is it important?

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Student: Gets - What is the role of characters in a text? How do they

into pairs with help give form to the text?
fellow peers, jots - What can character represent?
down answers to
the questions on Teacher is to record student responses on the whiteboard.
the board and
discusses
answers with
their partner,
before reporting
back to rest of
class.
30 Teacher: Asks Character Map
min students a series In their study of the novel Harry Potter and the
of questions for Philosopher’s Stone students examine the role of character.
discussion,
acknowledges Students pick 2 characters from the novel and write down
student points about:
responses and - The character’s personality traits
supports - The physical features of the character
discussion. - Their relationship with other character’s
- Significant events in the character’s life so far
Student: - Important quotations by the character
Completes - An important setting (i.e. a setting where the
character map character spends a lot of their time)
activity,
participates and The teacher asks students a series of questions:
responding to - What would be the case if a significant event in the
teacher’s character’s life was removed? Would they be
questions for different? How?
class for - What if your chosen character had a different
discussion. setting?
- How would a change of setting influence them?

Teacher acknowledges student responses and explains to

them the importance of characters, events and setting as a
combination to the forming of a narrative.
Teacher explains to students that a change in character or
one of the features of the character can also change the
perspective of the reader to the narrative.

10 Teacher: Ask Overview

mins students to share In the final part of the lesson students are to one by one
briefly how an briefly tell the teacher how an event or setting in their
event in their life personal life influences who they are.

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shaped who they

are
Student: Shares
with the class an
event which
shaped their
character
Homework Students are to make a list of attributes which are a part of
their personal character/which describes them and make a
list of new characteristics they would like to adopt for
themselves. Students are to bring their completed
homework in their exercise books for the next lesson.

Evaluation/ Extension
[What you have planned to do to evaluate the outcomes of the lesson or what you
set as extension (‘follow up’) tasks]

The homework set for students at the conclusion of this lesson will set the basis of
their next lesson activity. For students to continue this at home will keep them in
touch with the lesson just covered. Students’ responses can give the teacher an
understanding of the level at which students are understanding the content.

In retrospect
[Your own commentary on how the lesson went. Obviously this cannot be planned in
advance]

Students were well behaved and were engaging responsibly with each other and
with the content. All students showed substantial understanding of the concept of
character.

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Appendix

 TPS Sample Responses on Whiteboard

 Characters are the people a story or film

 Character form the story/narrative
 No plot is complete without character
 Characters are identities
 Important personalities to the story
 Characters give the reader and insight to the plot of the text
 Provide various perspectives/viewpoints
 Characters represent the voice of a text
 Characters can be symbolic
 Can be narrators to the reader

 Sample Character Map

Draco Malfoy

Personality Traits:
- Angry all the time
- Rude to Harry and friends

Important setting:
- Hogwarts school
- Slytherin House

Relationships:
- Friends with Crabb and Goyle
- Professor Snape’s student pet

Physical Appearance:
- Medium height
- Pale blonde hair

Quotation:
- “It's true then, what they're saying on the train. Harry Potter has come to
Hogwarts”

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Lesson Plan 2

Class: Stage 4 (Year 8) Time: 60 Minutes

Pre-service teacher’s Objectives

[On Professional Experience etc, what aspects of your teaching you set yourself to
improve in]

 Enable students to understand that their own perspectives can also affect the
way they view texts and characters in those texts.
 Ensure that all students are fully participating and are able to understand the
content.

Outcomes
[Student outcomes from Syllabus]
 Responds to and composes texts for understanding, interpretation, critical
analysis, imaginative expression and pleasure EN4-1A
 Understands and evaluates the diverse ways texts can represent personal and
public worlds EN5-7D

Materials

 Film clip for viewing

 Worksheet for post film viewing

Procedures
Time Organisation Teaching/ learning activities
5 Teacher: Marks the Students enter class and settle down. The teacher takes
min attendance roll, the roll. Students are to take out their homework
instructs students to assigned from the previous lesson.
take out their
homework and be
prepared
10 Teacher: Goes around The teacher goes to each student and signs off their
min the classroom signing completed homework.
off each student’s
homework. Presents Using their completed homework students are told to
students with question respond to the following questions independently into
which they answer into their exercise books
their books. - Can your personal characteristics affect the way
you view the world, and other texts? How?

Students are given time to answer the question. The

teacher selects a few students to share their response
with the class.

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15 Teacher: Plays the Film Clip and Activity

min video clip for students. Students view a scene from the movie version of their
Hands out worksheets. novel, Harry Potter and the Philosopher’s Stone.
Video clip may be re- Teacher hands out worksheet to students with
played for students. questions about the film clip.

Student: View clip and Once the worksheet is completed, the teacher goes
answer question sheet. through the questions with the students, nominating a
few to explain their answers.
Resource: Printed
question sheets
https://www.youtube.c
om/watch?v=SafKm0ts
SOw

20 Teacher: Explains to Representation

min students what is Students pick a character from the character map
required of them in this created in the previous lesson. Students re-write the
lesson, students are character as themselves. That is, students are to put
encouraged to portray themselves in the position of their chosen character
their personal and make notes about what would be different. These
characteristics through include
the character and its - What aspects of your own personality would
place in the novel. replace those of the character’s?
Teacher goes around - How would you perceive the world (setting) you
the class to monitor are in?
students and ensure - What would you represent in the novel? What
they are on the right would your character bring to the novel?
track.
Students can also represent this change in various
Students: Once ways, including through drawings, a story, or also a
completing the activity, poem about the change.
students report back to
the class, each student Extension: Students who are highly talented can also
briefly describing their include the impact that the new setting in the novel
character. would have upon themselves, how the relationship
would be between themselves as a new character
introduced into the novel and the impact the character
would have on the narrative.
10 Silent Reading
min Students spend remainder of the lesson to continue
reading their novels.
Homework And

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Evaluation/ Extension
[What you have planned to do to evaluate the outcomes of the lesson or what you
set as extension (‘follow up’) tasks]

Student’s work constantly being reported back to the larger class, enables the
teacher to have an understanding of student direction and how they are progressing
in their learning of this concept. The next lesson will allow students to cover the key
points they have learnt so far.

In retrospect
[Your own commentary on how the lesson went. Obviously this cannot be planned in
advance]

The lesson went reasonably well, students were engaged in the work. Tasks in this
lesson required higher expectations of students and activities got students thinking
more critically.

Appendix

 Resource 1 Video Clip

DutchHpfan1992 (2012, May 17). Harry Potter and the Philosopher’s Stone – the
first look at Hogwarts [Video File] Retrieved from
https://www.youtube.com/watch?v=SafKm0tsSOw

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 Resource 2 Film Clip Worksheet created by teacher

Harry Potter and the Philosopher’s Stone Film Clip

Answer the following questions:

1) What are some of the characters you can identify from the clip?

2) Make a list of qualities that you can identify about the characters. What
attributes their personality? (i.e. serious, funny, shy)

3) How does the dialogue spoken, contribute to the persona of the character?
(What does it show you about their personality? (i.e. the style they communicate
in, their tone and facial expressions)

4) What do each of the characters represent? What is their role in the larger place
of the novel?

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Lesson Plan 3

Class: Stage 4 (Year 8) Time: 60 Minutes

Pre-service teacher’s Objectives

[On Professional Experience etc, what aspects of your teaching you set yourself to
improve in]

Outcomes
[Student outcomes from Syllabus]

 Uses and describes language forms, features and structures of texts appropriate
to a range of purposes, audiences and contexts EN4-3B
 Content Point: Identify, discuss and reflect on the ideas and information in a
range of texts

Materials

 Video Clip
 PowerPoint

Procedures
Time Organisation
5 Teacher: Marks the roll,
min assigns all students a
number between 1-4
15 Teacher: Projects
min PowerPoint slide with
questions on the board.
Students: Jot down
responses to the questions
then get into their assigned
groups and further discuss
the question given to them,
sharing and combining their
responses.
Teaching/ learning activities
Students enter class and settle down, Teacher
marks the roll. Teacher assigns each student to a
number from 1-5.
Students continue their concept study of
character. Teacher projects PowerPoint slides on
the board. Each student is to individually jot
down some information about the following
questions:
- The importance of character to a narrative
- How do authors create character?
- What do characters represent?
- How does the reader connect to characters
in a narrative?
Students are provided some time to complete the
questions. Students then form groups by the
number they were allocated. (i.e. All students
given the number 3 form a group).
Each group is then assigned a question each (i.e.
Group 1 will be focusing on question 1, group 2
focusing on question 2 and so on)

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10 Teacher: Writes the word
min ‘stereotypes’ in a bubble on
the whiteboard. Asks
students prompting
questions.
Students: Students engage
in discussion about
stereotypes and their
presence in texts, give
examples from their novel.
Resources:
https://www.youtube.com/
watch?v=hZC7Fd-YPrc
15 Student: Choose a section in
min the novel for analysis,
complete analysis using the
questions projected on the
PowerPoint slide.
17994910
Students are to discuss the allocated question
with their group and share the answers that they
have individual come up with.
The teacher then allows each group to report to
the rest of the class the shared findings they have
compiled.
Stereotypes
Students watch video about stereotypes.
Students engage in class brainstorming activity.
Teacher discusses with students what they have
just viewed
- What does it tell you about stereotypes?
- Can stereotypes be present in narratives?
- How can characters be stereotyped?
- What does a stereotyped character mean
for the narrative of the text?
- What ‘stereotypical’ features can you
identify for the characters in the novel?
(Harry Potter and the Philosopher’s Stone)
Teacher writes student responses around the
bubble to create a mind map and further explains
to students the relationship between generalising
and stereotypical features in characters.
Analysis
Students are to select a scene/ section or
paragraph in the novel describing a certain event
or time and conduct a character analysis on it.
Students write:
- The characters present in the scene/section
- The actions of the characters
- Are they any stereotypical or generalising
factors?
- What would this scene be like if one of the
characters was removed?
- What the presence of the character does
for the reader?
(Questions are projected on the PowerPoint
Slide)
The teacher is to walk around the class and assist
students were needed. This activity allows
students to cover the elements they have learnt
so far in this concept study.
Teacher collects students’ exercise books to mark
them.
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15 Student: Creates crossword Crossword

min using words/concepts/
information they have learnt
in this study. Swap with a
friend to complete it.
Teacher hands out blank A4 paper to students.
Students are to create a crossword including key
information they have learnt in this concept
study. Once completed, students swap their
crosswords with a partner and finish off each
other’s crosswords.

Homework

Evaluation/ Extension
[What you have planned to do to evaluate the outcomes of the lesson or what you
set as extension (‘follow up’) tasks]

The analysis activity allows for students to demonstrate the elements they have
learnt in this concept study, the teacher monitors the work of the students and is
able to check/mark that work by collecting student books at the end of the lesson.
The crossword activity is also a sum up task for students presented in a more
creative way.

In retrospect
[Your own commentary on how the lesson went. Obviously this cannot be planned in
advance]

The lesson went fairly well, students were introduced to the topic of stereotypes and
generalisations of characters. Students were able to apply the elements of this
concept study they have learnt through the analysis activity.

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Appendix

 Resource 1 PowerPoint Slides

Slide 1

Slide 2

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 Resource 2 Video Clip on Stereotypes

Vargas. I. (2014, January 19). Stereotypes [Video File]. Retrieved from

https://www.youtube.com/watch?v=hZC7Fd-YPrc

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Rationale
This set of English lesson plans are designed for stage 4 students, most preferably for

a year 8 class. The students are of average capabilities, including a few students who

are highly skilled. These lesson plans are a sequenced set covering a concept study

with students, focusing on the concept of character as well as the prescribed text,

Harry Potter and the Philosopher’s Stone. The lessons are designed to be able to

build the students understanding of the topic as they go, as well as enabling students

to build on the knowledge they have learnt in each previous lesson.

The first lesson plan introduces the students to character and the way characters are

used in texts. Students also learn about the way that characters connect with the

events and settings of a text to complete it as a whole. It is important for students to

learn about characterisation as a concept as characters are an essential part of many

of the texts that students come across. An in depth study of character can teach

students about the ways in which character is constructed (English Textual Concepts,

Character) as well as the relationship the readers have with the character and how

that contributes to ones understanding of the overall text. The beginning activity in

this first lesson plan is the application of the Think-Pair-Share strategy. The students

address questions regarding the basics of characterisation, such as what it is and its

importance, as well as the role that characters have in a text. Students then pair with

a partner and go through their responses, then share their combined responses with

the rest of the class. Implementation of the TPS is an effective way to progress

student learning as it is a form of an active learning strategy (Radhakrishna, Ewing

and Chikthimmah, 2012). Active learning strategies are proven to help students learn

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from their peers and teachers as it provides them the opportunity to have a

conversation about the topic before applying the concepts to their work

(Radhakrishna, et al, 2012).

Students also complete a character map activity, which familiarises them with the

basics of character analysis. Students pick characters from the prescribed novel they

are already studying in class, Harry Potter and the Philosopher’s Stone, after which

they answer a series of questions relating to their activity. Here the teacher explains

the important features of character and how a change in one of the aspects relating

to it i.e. events, would change it overall. This activity explores the ways that the

character is constructed and enables students to recognise those differentiations.

Here it is also necessary for teachers to be supportive of and acknowledge student

responses, teacher support needs to be encouraging and generate thinking.

The second lesson plan takes students one step further into the world of character.

In this lesson students learn about how their personal views can affect the way they

interpret character. It further builds on the characterisations skills covered in the

previous lesson through a representation activity, where students position

themselves as a character inside the novel and comment on their perception, role

and influence in the story. This lesson involves students regularly sharing their

responses with the teacher and the class, which not only gives the teacher an

awareness of how the students are progressing but also creates an atmosphere of

support and recognition. Teachers are acknowledging student answers and everyone

is given an opportunity to present their information. When students are given time

to respond and speak about their work they are engaging through voice, being able

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to make themselves heard in the classroom (Haren, 2016). They are presenting

themselves as active participants in the class and being given that space to do so,

demonstrates their active agency within the learning environment (Haren, 2016).

To provide them with a better understanding of character, students also view a clip

from the film version of their book. Post viewing students are given a worksheet

which they complete with questions about the clip and its characters. This task

allows students to view characterisation from a different perspective, they are

exploring the concept of character through a different mode of text.

As students build upon and review the elements they have learnt for their concept

study of character, the third lesson plan creates a collaborative learning environment

for students to practice and review their knowledge in. This is accomplished first

through an independent exercise, where students answer questions followed by

group work were students form into groups, share and combine their answers. In

this activity each group is allocated one question, students share the answers they

have come up with, with their group in order to combine and present their

responses to the rest of the class. Collaborative learning activities like this enable

students to be responsible for their own learning as well as the learning of their

peers (Sanders, 1995). It also gives room for an active exchange of ideas within the

group which further leads to students generating interest in the topic and critically

thinking (Sanders, 1995). In the collaborative learning activity students address the

area of stereotypes and how characters can be generalised in texts, they use

examples from the prescribed text to explore this area.

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As the students have developed their knowledge and skills on the concept of

character, they are now able to conduct a character analysis. Students select a

section from the novel and draw out information, based on the questions provided.

This task essentially recaps all the techniques and knowledge students have learnt

about character so far. It includes concept knowledge learnt in the previous two

lessons and this activity allows them to demonstrate the skills they have learnt in

one task. The third lesson plan concludes with a crossword activity, where students

create their own crossword using what they have learnt from this concept study. Its

aim is to give to students a light and creative activity to wrap up this area of study

with, leaving them with a better understanding of its importance and organisation in

texts.

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References

English Textual Concepts. (nd). Retrieved August 9, 2017, from

http://englishtextualconcepts.nsw.edu.au/content/character

Haren, V. R. (2016). Learner Engagement. In E. Boas & S. Gazis (Ed.). The Artful

English Teacher (pp. 40-60). South Australia: The Australian Association for

the Teaching of English.

Radhakrishna, R. Ewing, J., & Chikthimmah, N. (2012) TPS (think, pair and share) as

an active learning strategy. NACTA Journal, 56(3), p.84. Retrieved from

http://go.galegroup.com.ezproxy.uws.edu.au/ps/i.do?&id=GALE|A30583707

7&v=2.1&u=uwsydney&it=r&p=AONE&sw=w&authCount=1

Sanders, M. (1995). Collaborative Learning Enhances Critical Thinking. Journal of

Technology Education, 7(1). https://doi.org/10.21061/jte.v7i1.a.2 Retrieved

from http://scholar.lib.vt.edu/ejournals/JTE/v7n1/gokhale.jte-

v7n1.html?ref=Sawos.Org

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