EDLA 519 Assessment 2 .

Template 1: Teaching Plan Outline for 2 weeks

Week 1:
1.

Outcomes
EN3-3A
EN3-7C

2.

EN3-1A
EN3-5B

3.

EN3-3A
EN3-5B

Designing, Selecting and Sequencing Activities

Teacher conducts a tally of students favourite films by asking
Ss to think of three films and selects Ss to record results on
whiteboard.
Ss examine with teacher the concept of adaptation as a
genre.
T asks Ss Out of the Top 10 results of student favourite films,
which of these films are adaptations of books?
Ss initially guess then T gives Ss time to research to find out.
When Ss find out which films are adaptations, T conducts
second class survey to find out which adaptation the class
would like to focus on in the next lesson.
T builds further background knowledge by asking Ss to
brainstorm the plot of the class favourite film adaptation of a
novel in groups.
Ss then watch the trailer for the film together and read the
synopsis of the film and the blurb of the book in pairs. In pairs
they discuss the language of the blurb compared to the
description of the story in the film synopsis, building knowledge
of how the plot can change for different purposes according to
the text type.
T monitors and Ss come together to share, T selecting range of
students.
T asks Ss to develop a word bank describing the characters of
the film and book they have chosen.
T shows students scenes from the film. They compare their
Character word bank to these scenes, adding words to it as a
class.

Resources
Whiteboard,
ipads,
computers.

Assessment
Informal
observations to
assess
comprehension
of new text type.

IWB, film
trailer, blurb
and synopsis
handouts,
Literacy
workbooks.

Cooperative
groupwork
observation
paying attention
to language use.

IWB, film, book

excerpt
handouts.

Notes taken on
viewing and
response task.
Record word
bank and

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

4.

EN3-6B
EN3-7C

5.

EN3-6B
EN3-7C
EN3-8D

In groups students examine excerpts from the book that

describe particular characters.
They return to floor and use the language of the novel to
describe the characters, comparing it to their brainstormed
ideas and ideas from the film scenes.
T selects a scene from the class favourite film adaptation in
order to model text of scene from the books perspective.
Ss watch the short scene together, then T selects Ss to read the
excerpt of the book that describes the scene as a class on the
IWB.
T prompts Ss to examine the structure of the writing, paying
particular attention to punctuation of characters dialogue and
description of setting, character and action. T asks Ss in pairs to
find each of these sets of words in the texts and Ss highlight
them on IWB in different colours categorised by dialogue,
setting, character and action.
T questions class on the vocabulary that is used.
T shows students the same scene as the previous lesson.
This time, Ss examine excerpt of the film screenplay.
T questions Ss on features of the screenplay to determine
concept knowledge.
T questions why the screenplay would use different
metalanguage to the novel excerpt, eliciting that the text has a
different purpose.
Ss examine screenplay metalanguage such as directions,
setting descriptions.
Ss go to desks to complete a cloze exercise during which they
add appropriate words, descriptions and dialogue to an
example of a screenplay excerpt.
T monitors comprehension.

students
contributions.

IWB, film,
novel excerpt
on IWB, novel
excerpts in
handout form.

T makes
anecdotal
records on
students reading
fluency.

IWB, film,
screenplay
excerpt, cloze
exercise
handout,
literacy
workbooks.

Cloze exercises
gathered to
assess individual
understanding of
new concepts
and
representations
of texts.

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

Week 2:
1.

Outcomes
EN3-5B

2.

EN3-5B

3.

EN3-6B
EN3-7C

Designing, Selecting and Sequencing Activities

T assists Ss in jointly constructing both a screenplay page and a
page of a novel to compose a scene from a film.
First, teacher runs through a screenplay page with students on
IWB.
After students read aloud and teacher checks that fluency is
being demonstrated, T questions Ss to develop understanding
of how to write a scene which comprises action, dialogue and
character development. For example, Why does the character
make that decision? What does that show the audience?
(eliciting comprehension) How do you write this? (eliciting
vocabulary).
At this stage students and teacher discuss the overall structure
of the text together, suggesting vocabulary and encouraging a
focus on grammar.
T draws upon students to assist in jointly writing a scene from a
novel following the same procedure.
Students are instructed to research their own adaptation before
they begin to write it. Students are allowed to choose between
screenplay or novel excerpt. Students research scene or novel
in library of their choosing and decide which adaptation they
will choose.
Once back in class, Ss present to their group (groups allocated
by teacher according to adaptation-type and genre).
Students are given the lesson to write their own draft
adaptations.

Resources
IWB

Assessment
Strategic
questioning
determining
individual levels
of understanding
regarding
adaptations and
the language
involved.

Library,
internet, books
and films of
students
choosing.

Observation of
library skills.
Notes taken on
group-prepared
presentations.

Paper, writing
utensils.

Teacher/student
discussions

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

4.

EN3-6B
EN3-7C

5.

EN3-9E

T discusses with selected students the option of writing in pairs.

Students use their now developed background knowledge of
linguistic structures, appropriate vocabulary to the context and
comprehension skills to attempt to constructed a similar text.
During this time Ss can seek individual assistance from the
teacher.
After a period of self-assessment looking over their draft and
revising the scene or page they are adapting, Ss write a good
copy of their own (or joint) text.
Students that finish fast can quietly assess other students work
who have finished.
Students reflect on the adaptation text type and its purpose by
presenting in two groups their compositions.
Students that chose to write screenplays have the option of reenacting their scene.
Ss provide feedback to each other in the two groups.

during writing.

Selected films,
novels,
assessment
paper.

Self-evaluation
while examining
draft.

Classroom
space.

Peer feedback
developing
reflective skills.
Formal marking
of written
composition.