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Lesson Plan Day: Monday Date: 16/10/2017 Learning Area: English

Time: 11:25-12:30 Year: 11 ATAR Topic: Framed Narratives

Curriculum content description: Controls language and language features for precision, fluency of expression and stylistic effect. Sustains control of the mechanics of grammar, spelling and punctuation. Integrates an understanding of context to engage audiences. Selects and controls an effective structure.

Students’ prior knowledge and experience: Students have not done any work on framed narratives yet. We have looked at and they have written a swoosh narrative.

Learning purpose: to introduce students to the framed narrative structure as a means of helping them respond to the composing section of their ATAR exams.

Learning objectives: On completion of this lesson, students will be able to: -

Evaluation: -

Explain the structure of a framed narrative. Understand how to compose a framed narrative. How to use language and sentence structure to express an idea. Provide insight into characters emotional state. Identify PoV, imagery (sensory), syntax, parataxis in ‘School’

Students will begin planning a framed narrative. Evaluation of their understanding will rest in their ability to plan a framed narrative.

Preparation and Resources: -

Copies of ‘School’ to be given to students. Creative Writing Crash Course PowerPoint on Seqta (students can access on their personal computers).

Catering for diversity: -

Being present for students to ask questions Ensuring all students understand the task and what is required of them Providing examples of different narrative types as a guide

Timing: Learning Experiences: 5 mins Recap the swoosh narrative structure to ensure students understand it. 10-15 mins

10 mins 30 mins

5 mins

Introduce the framed narrative (draw the structure on the board) 3 parts (present, past, present) Present is the character’s current situation, the past is to be set up as a reverie or dream of the past, it then jumps back to present where the character is dragged out of their reverie and back into their negative situation The centre of the narrative is larger than the other two parts combined, if not longer. It provides a snapshot of a moment and insight into a character’s emotional state. It is a situation rather than a narrative in terms of plot. The whole piece uses detailed descriptions and sensory imagery to provide a vivid image for the reader of the characters experiences. Give students a copy of ‘School´ and have them read it quietly a couple of times looking at the PoV, sensory imagery, the syntax and parataxis (maybe highlight them or underline them as they go) Put some prompts on the board for students to use as a frame for their own framed narratives as they will be planning and writing their own. Soldier in a trench Prisoner in a goal cell An astronaut Exploring the idea of solitude Lesson conclusion: Explain the direction of the next lesson Answer any questions, concerns or misconceptions before end of class Management of behaviour: Maintaining a presence around the room Using proximity as a means of continuing on with instruction while still ensuring students understand I am aware of their behaviour

Lesson Evaluation: Lesson went well. Students were engaged and by the end appeared to have a sound idea of the structure of a framed narrative and completed plans for the following class thereby allowing them to come in and start writing straight away.