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SECONDARY LESSON PLAN

YEAR LEVEL & SUBJECT: English 10

DATE:

NO. OF STUDENTS: 15

LESSON DURATION: 100 minutes

Comment [M1]:

TOPIC/FOCUS: Missipi Burning Review


AusVELS STATEMENTS: Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts
(ACELT1639)
Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and
evaluating supporting evidence (ACELY1754)
GOALS AND OBJECTIVES (INCLUDE LINK TO AusVELS):
The students will be able to: Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts
(ACELT1639)
Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and
evaluating supporting evidence (ACELY1754)
SUMMARY OF RESOURCES REQUIRED: Mississippi Burning comprehension sheet
LESSON PROCEDURE

TIMING

RESOURCES

STEPS OF THE LESSON


(key activities and key questions)
Opening

15
minutes

Missisipi
Burning
worksheet

Last lesson we finished watching


Mississippi Burning. Take out
your worksheet from the film that
should be complete.
Allow 15 minutes to fully complete
worksheet

EXPECTED STUDENT
REACTIONS OR
RESPONSES

TEACHER RESPONSES
TO STUDENTS
(including consideration of
the need to adapt, reteach
or extend)

GOALS & METHODS OF


EVALUATION
(including specific informal
and/or formal assessment
links to AusVELS)

Comment [M2]: Here I am making an


attempt to incorporate cultural literacy
into the discussion
Comment [M3]: My aim of the lesson
was touse their prior knowledge of To Kill
a Mockingbird to provide greater context
to Missisipi Burning

Lesson Development:
Take responses to each question,
write answers on board

30
minutes

Answer questions and


write down responses

Comment [M4]: This was designed to


build a repour with students and to gain a
confident rhythm with the class as this was
my first time teaching them

Who is the protagonist? Mini


debate

Comment [M5]: My aim here was to


facilitate a debate by using open-emnded
questions however I had overestimated the
literacy confidence of students and so I
required prior scaffolded knowledge first.

Who thinks Anderson? Who


thinks Agent Ward?
What evidence do we have?
Who is the antagonist
specifically? Evidence?
I anticipate problems with
question g, the
importance of stories in
films
What are the differences between
the way the FBI speak, the African
Americans speak and the
Mississippians speak

What stories are told?


Who lies in the film?
Does the FBI lie?

Comment [M10]: This became far too


complex for my introductory lesson and I
would make changes accordingly if I were
to teach it again

10
minutes

Brainstorm notes on the word


boy?
25
minutes

Responses child,
offensive term

What does the word boy mean?

Slaves, African
Americans are not real
people

Why is boy an offensive term?

Discussion

Comment [M6]: Code breaker- My aim


was show how different words have
different meanings depending on their
contexy
Comment [M9]: I had trouble
extracting answers to this highly complex
thought as the students were not
adequately prepared for this class

Is boy still offensive?


Genesis 9:27

Comment [M7]: This was too


problematic as the class did not have a firm
enough grasp on African American culture.
This question is largely irrelevant.

May God extend Japheth's


territory; may Japheth live in the
tents of Shem, and may Canaan
be the slave of Japheth
What does this mean in the film?
Does it still hold the same
meaning as it used to?

Comment [M8]: In a higher achieving


class this would have been an interesting
discussion however I did not attempt it
with the class as they were not well versed
meaning making skills

Closure (Options include


summarising or reflecting on the
learning achievements/analysing
errors; preparation for future lessons
etc):
We have explored the beginning of
how language has changed between
cultural groups and through time,
this is where our next field of study
will be.

Comment [M11]: Summary: If I was to


attempt this class again I would ensure it
took a more simpler and scaffolded form.
While it is a good lesson, it was the wrong
lesson for the class I was teaching

PRE-SERVICE TEACHERS POST LESSON REFLECTION


Student learning (Were the stated goals achieved by all students or only some?)

Effectiveness of the learning and teaching strategies (For example, review your questioning skills in checking for understanding or your explaining skills in information
and modelling, or your organising and communicating skills, for example, giving instructions, encouraging student participation etc.)

Reflection on what you have learned and changes for future lessons (Identify a key learning/insight that you have gained about effective learning and teaching and those
changes you will make when planning and implementing your next Direct Lesson Plan)

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