Lesson Plan Secondary

Year: 11 Learning Area: Essential English

Date: 27/8/14 Lesson Focus: Unit 3

Background Information:
This is a small class of 18 students. There is one student who grew up in America and two others in
England who will bring a different perspective to the topic.
Students;
- understand the fundamentals about World War Two
- can identify symbols in war propaganda
- can identify the rhetorical strategies used in propaganda
- understand the difference between information and interpretation
- have a developing understanding of the relationship between language and ideology


Teaching/Learning Purpose:
To enable learners to explain shifts in intonation and point of view, identifying the effect of language
choices on an audience. (ACEEE032)
To encourage learners to consider how different perspectives and values are presented in texts
including:
To differentiate the relationships between context, purpose, and audience, and the impact on
meaning in social, community and workplace texts (ACEEE033)
- Examine the ways that points of view are presented in texts for different purposes
and contexts.
- Understand how language choices persuade specific audiences
- Create oral, written and multimodal texts that convey a point of view.


Preparation:
Resources: Pens, paper, laptop and visual images
Develop questions to guide students learning
What am I learning today/What am I looking for?



Learning Experiences:
1. How will I engage the learners
By having fun, being enthusiastic, treating the students with respect, giving the students the
opportunity to collaborate with the teacher and each other and asking open ended
questions to develop thinking.


2. Student tasks and activities
0-10 minutes Welcome students, reintroduce propaganda; show you tube video of the
Collingwood membership video and picture and coming up with examples of propaganda in
the picture


10-30 minutes Introduce assessment pictures one by one, brainstorm different techniques
that are in the pictures
Ask questions to provoke thinking

- Who created this poster?
- Who is the target audience?
- What is the message of this poster?
- What propaganda techniques are used?
- How is this message conveyed?
- What purpose did the poster serve for the war effort during the First World War?
- What is the effect of this poster?
- What do you think were the creators motives for making this poster?
- What kinds of emotions are conveyed by the poster?
- What are the beliefs and values of the audience?
- Is it effective?
30-50 minutes Students to work on and draft their assessment essays with an opening
paragraph, 3 body paragraphs and a conclusion.

3. Conclusion 15-25minutes
30-50 minutes Students to work on and draft their assessment essays with an opening paragraph,
3 body paragraphs and a conclusion.







Assessment:

Were all learners able to consider how different perspectives and values are presented in texts
including;
- Examine the ways that points of view are presented in texts for different purposes
and contexts.
- Understand how language choices persuade specific audiences
- Create oral, written and multimodal texts that convey a point of view.
I will find this out by openly collaborating with the group and discussing their ideas on the text. The
students will then write their essays for assessment purposes.



Reflection/Evaluation
This reflection is similar to my small group lesson. From the first lesson the students had me feeling
incredibly intimidated by their knowledge on the topic of WW2 propaganda. It was difficult to give
feedback as I felt that their knowledge way surpassed my knowledge. The best I could do was
facilitate discussion and offer praise for their efforts and offer feedback on the topics where I felt
they had made interesting interpretations. Gauging their responses and their ability to collaborate I
felt that they questions that I asked assisted in guiding their thinking. The group was able to
effectively put together a paragraph in relation to the text which assisted in guiding their assessment
essays.
I showed confidence even though I felt I lacked it. The students answered the questions I asked,
reluctantly at first and were a little more engaged and animated as the lesson progressed. The
students understood my questions and we easily fell into a flow. Thankfully at one moment when I
was floundering my partner stepped in and offered another viewpoint on the text which maintained
the students engagement. Without my partner to draw inspiration from I think I would have been
floundered more.
It would have been even better if I had in depth knowledge on WW2 propaganda and essay writing
for year 11.