LESSON PLAN

Unit/lesson title Dystopia- Language in practice.

Lesson duration:
minutes

Specific teaching target: Focus area/s

Application and practice of skills about techniques/grammar
within language used to create effect/ used with a specific
intent.
Rationale
Students are to apply the skills they have acquired
through analysing the text The Hunger Games, and
the way Collins has achieved the effects she has within
the text. The skills have been acquired during the
previous 2 lessons
Syllabus
elaborations/co
ntent

Tim
e

90

Stage 4
Year 8&9

Class/group
EN109

Prior knowledge
Knowledge of techniques and patterns within gramma that
achieve particular effects.
Such as repetition, alliteration, lexical choice, choice of word
classes.

Content/learning experiences

Teaching
strategie
s

Class
organisati
on

Introduction
recognise that
vocabulary choices
contribute to the
specificity, abstraction
and style of
texts (ACELA1547)
interpret and analyse
language choices,
including sentence
patterns,
dialogue, imagery and
other language
features, in short

15
m
510
m

Silent reading
Learning intention- used your new skills to create
a creative writing piece
Students are using the skills covered in the recap to
create their own pieces of writing describing the
dystopian images they are provided. This will be
scaffolded.

Scaffolding
Setting a
clear
Whole class
objective

Body
I do activity
Students will receive a copy of a creative piece about
Megaton (displayed on board or printed). As a class we
go through the piece and annotate what effects are
created and how. Looking at mood, grammar and word

Modelling
and
explicit
examples
about

Whole class

Assessment
techniques

stories, literary essays

and
plays (ACELT1767)

20
m

choice. This is modelled to give the students who

struggle with creating imagery some ideas.

expectatio
ns of the
task

Worked example:
The town of Megaton. A town that has risen from a pile
of debris. The rusted husks of planes, cars and trains
form dwellings. The sheets of iron that make up many of
the structures are dented, scratched; holes have rusted
through. Black electricity cables extend to all of the
structures, theyre spread across the sky like a large
spider web, bulbs stuck to the thread like dead insects.

use increasingly
sophisticated verbal,
aural, visual and/or
written techniques,
eg imagery, figures of
speech, selective
choice of vocabulary,
rhythm, sound effects,
colour and design, to
compose imaginative
texts for pleasure

All of the surfaces are shades of brown. The dirt that

covers the ground. The damaged, rusted metal. The
derelict vehicles. The large bomb, stewing in a pool of
waste. Nuclear waste. Its presences scars the town. Its
symbol is blazoned on buildings and the damage it has
caused is permanent. The town of Megaton. A pit of
nuclear waste.
Question students throughout to gauge understanding

Formative
questionin
g
Whole class

15
m

We do activity
Students and teachers analyse the second scene
(Chernobyl spliced image), finding key pieces within the
image and getting suggestions from the students as to
what is appropriate and effective. Students who are
comfortable with the concept will provide suggestions,
those less comfortable will gain ideas from their peers.
Time allowing complete the piece on the board.
You do activity
Students, with their skills freshly practiced, take the last
scene and create their own piece of writing, working

Guided
learning

Independen
t work
Independe
nt work

Verbal
feedback
throughout
the lesson
and collect
and annotate
individual
pieces of
writing at the
end of the
lesson for
return and

20
m

from one of the 3 images provided. This is not a long

piece, 3 to 4 sentences or 50 words. The aim is to see
how they are using the language and grammar to create
atmosphere. Roam and assist students throughout this
process. Length expectations and sophistication of
writing depends on the students, as there is a broad
range of abilities present in this class. This is a kind of
free writing and students that allows students of all
abilities to achieve something, and the teacher is free to
address those students who need additional assistance.
Conclusion

5m

Time permitting have a few students share their work

with the class and discuss why they chose the language
they did for consolidation and reflection on the lesson.
Otherwise general reflection on their efforts.

with
individual
assistance
Students
can share
successes
and learn
from each
other

further work
next lesson.

Whole class