LESSON PLAN: English, Modelling Paragraph Structure for Drafting in Analytical Essay on Shakespeare

Year Level: 9

Date: 11.7.14

Time: 9:10 am

Period/Lesson: English

Topic: Analytical Essay on Shakespeare

Length: 70 minutes

What do the learners already know, do and value?

Learners grasp the general concept of a paragraph, and somewhat value it as relevant to assessment (note that this is the only
reason). Are capable of understanding process with scaffold, but majority dont have independent ability for paragraph writing.
Where do learners need and want to be?
Capable of independent written assessmentspecifically able to construct a three-piece paragraph and incorporate evidence
effectively.
How do learners best learn?
A combination of discovery and teacher-led activities using the whiteboard. Direct Q&A and name-use where possible to start
activity, followed by volunteers.
Curriculum Outcomes and Essential Learnings:
Language Expressing and developing ideasAnalyse and explain the use of symbols, icons and myth in still and moving images and how
these augment meaning (ACELA1560)
Literature Literature and contextInterpret and compare how representations of people and culture in literary texts are drawn from different
historical, social and cultural contexts (ACELT1633)
Literacy Texts in contextAnalyse how the construction and interpretation of texts, including media texts, can be influenced by cultural
perspectives and other texts (ACELY1739)

Lesson Outcomes: Students will be able to (know cognitive processes AND do demonstrate):
Students will understand concept of topic sentence, body, and concluding/linking sentence and be able to apply with little to no help.
Students will be able to write a clear and comprehensible paragraph with little to no help.

Assessment of the outcomes: (How will I assess that students have achieved/demonstrated the outcomes?)
Asking questions, reviewing individual work later in the lesson.

Productive Pedagogies: (How will productive pedagogies/ behaviour management be applied to / realised in the learning?)
Productive pedagogies:

Blooms taxonomy of learning remembering (quiz), understanding (why do we do it this way), applying (answering questions,
explicit teaching), evaluating (does the graph make sense?), creating (students drafting).
Acknowledgement of Gardiners multiple intelligences, i.e. using individual voices, everyone sounds different, okay to sound like
you, try speaking through etc.

Behaviour management:
-

Mostly well-behaved, so calls back to focus, acknowledgement of noise and time to work
Reminders of stakes, exam in a couple of days.

Anticipatory Set: (How do I settle students/ prepare them for lesson/ encourage participation/ motivate?)
Give clear instructions on class task, how it will be structured. Explain why task is important/relevant.

Time:

Teacher direction/ activity / instruction:

Student activity / what

students are doing:

Flexible Lesson. All pieces will not necessarily be

Answering questions.
implemented at once. Students will be working on essays
and able to ask questions or for help.
Asking questions/quick quiz.

Check for
understanding /
key questions /
manage the
learning:

Resources:

How students
answer
questions,
leading
questions.

Whiteboard,
coloured markers,
copy of Romeo and
Juliet.

Evidenced by
individual work
checks.

What is a paragraph? Whats the point? What does it go in?

What are the pieces and what do they do?
Teacher-Led Class Activity:
Phrase paragraph in terms of whats expected. If I ask this
question, then does the paragraph give me the answer? How Some students will be
does it do this?
working on their essays.
For each paragraph, think about a question. Then answer it.
Think about how and why. This ties into ABs use of
analysis and who/what/when/where
Topic sentence presents issue for analysis, body presents
explanation and evidence, conclusion ties back to your main
point. Use examples on white board. Creating a topic
sentence etc. about Friar Laurence.
Highlight that absolutely must use at least 2 quotes.
Discuss conclusion and focusmust focus on topic. Keep
returning to topic. Look at keywords and ask questions to
see if they match up.
List of tools:
Providing scaffolds of cohesives and ways to introduce
evidence. Mix and match to help write paragraphs.
Write rules to remember on the board:
-

no pronouns
no extra stuff
sounds like you, is clear
use colours to check you have everything
check paragraphs answer a question

Students return to drafting, individual help.

Finish / summing up / link to the next lesson:
Reminder that exam is next lesson, that the work in their books will be compared to the exam, discussion of why ones better than the other
etc.
Homework:
Prepare the hundred words and topic sentences youll bring for the exam.
Evaluation:
Student: Outcomes met / engaged / on task / learning

My teaching: Strengths / Weaknesses / Changes