Lesson Plan Template
A Lesson Plan is to be completed for every lesson taught during Professional Experience Placement. Use this template only. ENGLISH SPECIFIC
Lesson Details
Teacher Education Mimi Wong
Student
Lesson duration
Curriculum area
~50 Minutes
Graphic Novels
School
Year 7
Class English C
Topic Picture Books
Date 22/10/20
Randwick Boys High School
Lesson Title/Focus: What is Identity?
Syllabus Outcomes
EN4-1A - responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure
EN4-2A - effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies
EN4-8D - identifies, considers and appreciates cultural expression in texts
Lesson Intentions (at the end of this lesson students will…knowledge, skills, attitudes, understandings)
Knowledge: Students understand the concept of identity through self-exploration and class discussion.
Skills: Students successfully compose mind maps and are able to work cooperatively in the classroom.
Attitudes: Students develop confidence and ability to take initiative in the classroom during presentation of work and ideas.
Understandings: Students will demonstrate a thorough understanding of how identity is relevant to themselves and of the text.
Assumed knowledge (ie topic, conceptual understandings, language structures and features, literacy, numeracy and ICT skills, previous stage outcomes)
 Students have previously read the text with a general understanding of its’ visual and textual structures.
 Students understand what a mind map is and how to compose one independently.
 Students understand that words can be broken down to further understanding.
Differentiation
 For low-literacy students, the teacher will provide greater attention during independent work to assist their learning.
 For varied cultural backgrounds, this lesson will be used as an opportunity to highlight cultural diversity in the classroom to manifest a greater sense of
belonging for students.
Focus for
Literacy
Numeracy
ICT
Reading – using morphemes to predict word Considering how many components take
Smartboard facilitation
meaning. Eg. Ident, Ity
part in one’s identity.
Resources and WHS
 My Place text hard copies
 Stationery
 Student Notebooks



Identity Year 7 My Place PPT
Teacher desktop and smartboard facilitattion
Whiteboard Markers
Teaching and Learning Sequence
Timing
What teacher does and says
Introduction
(5 Minutes)
Entrance, Introduction and Recall
Open powerpoint and mark roll as students are entering
the classroom. Once students have entered, ensure they
have their writing untensils and notebooks out ready for
learning.
Slide 1: Introduce the topic of identity as it is related and
addressed in the chosen text. Possible guiding
statements:
 In this unit we are going to talk a lot about
identity and how it relates to us and the
characters within the text.
 Think about what you think identity means, what
could it entail and why is it important for us to
learn.
Elect up to three students to respond briefly to help the
class engage with today’s topic.
Slide 2: Learning Intentions. Notify students of this
lesson’s learning intentions, success criteria and
activities to follow.
What students do and say
Students are:
 Listening to instructions
 Viewing the Powerpoint
 Speaking to respond to teacher questions
Content Points:
 1.6 apply increasing knowledge of
vocabulary, text structures and language
features to understand the content of texts
Assessment and feedback
strategies
Feedback Strategies:
Teacher uses prompts and
positive encouragement to
motivate students in learning.
Teacher will observe students’
expressions and gestures to see
if students are actively
recalling prior knowledge.
Body
(5 Minutes)
(18 Minutes)
Identity Literacy Scaffold
Students are:
 Listening to instructions
Slide 3: Notify students that words can be broken down
 Viewing the Powerpoint
into sections called morphemes to help our prediction of
 Speaking to respond to teacher questions
meaning and understanding. This is purposeful for
 Writing to record information
reading, comprehension and in our understanding of the
concept of identity. Using identity as an example, discuss Content Points:
the meanings of the respective parts and in what other
 1.6 apply increasing knowledge of
words they have seen these morphemes.
vocabulary, text structures and language
features to understand the content of texts
Enable students to record this into their notebooks and
write one other word for each respective morpheme.
Collective Brainstorm & Definition
Assessment for Learning:
Students record examples of the
addressed morphemes.
Feedback Strategies:
Teacher observes students
recording information in their
notebooks. Teacher checks
students’ work to provide
feedback and check for
understanding.
Assessment for Learning:
Students are:
 Listening to instructions
Slide 4: Direct students to discuss in pairs what identity
Teacher directed student
 Viewing the Powerpoint
could mean and include. Use powerpoint visuals to hint
 Speaking to respond to teacher questions opportunities to respond for
students of possible components (Why have I included
 Writing to compose brainstorms and write brainstorm composition.
these pictures in the powerpoint? What aspects of
definitions.
Identity do these pictures show? Etc.) Then ask selected Content Points:
Students share their definitions
students to share their ideas.
for identity.
 1.6 apply increasing knowledge of
vocabulary, text structures and language
Using student responses, build a mind map on the
Feedback Strategies:
features to understand the content of texts
whiteboard for all appropriate aspects of identity.
 2.16 use a range of effective strategies for
Possible responses may include: who you are, culture,
organising information, ideas and arguments, Teacher provides prompts,
background, name, age, gender Etc.
eg clustering, listing, compare and contrast, encouragement and constructive
feedback in response to student
semantic chains, graphic and diagram
Slide 5: After expanding on ideas, request for students to
answers.
outlines, and mind maps
compress their thoughts to compose one or two sentences
 8.9 recognise and explain differing
that defines identity. Guiding statements:
viewpoints about the world, cultures,
individual people and concerns represented
 Use words written in the mind map to assist your
in texts
writing.
 Definitions means identifying meaning, not
simply listing examples.
Ask students to share their definitions around the
classroom. Highlight the differentiated meaning of
identity throughout the classroom.
(20 Minutes)
Conclusion
(3 Minutes)
Slide 6: Dictionary definition. Display for students what
the dictionary states identity is to consolidate
understanding.
Assessment for Learning:
My Identity
Students are:
 Listening to instructions
Students create their on visual mind
Slide 7: Introduce the next individual task which is to
 Viewing the Powerpoint
map for representing aspects of their
create a personal mind map for one’s own identity. Points
 Speaking to respond to teacher questions own identity.
to emphasise:
 Writing and respresenting to compose
Students share parts of their identity
 Mind maps are visual representations to feel free
brainstorms
that are important to them.
to pursue creative freedom to use different
colours, shapes and maybe include small
Content Points:
Feedback Strategies:
illustrations.
 1.6 apply increasing knowledge of
Teacher observes students working
 Refer to mindmap on the whiteboard and written
vocabulary, text structures and language
independently, making sure they are
definitions to help your work.
features to understand the content of texts
on task or provides attention to
 2.16 use a range of effective strategies for
students in need of assistance. Teacher
Slide 8: Use this slide as an example for slide 7. Analyse
organising information, ideas and arguments, confirms or highlights interesting
this mind map to introduce self and parts of what make
eg clustering, listing, compare and contrast, components to student sharing.
Teacher provides positive
up your identity.
semantic chains, graphic and diagram
encouragement and feedbackl where
outlines, and mind maps
necessary.
Notify students that they are to share one or two points
 8.9 recognise and explain differing
they believe to be the most important aspects of the
viewpoints about the world, cultures,
identity to share to the class. They may use the following
individual people and concerns represented
structure: “My name is __________ and the most
in texts
important aspects of my identity are ___________”
Recap and Conclusion
Students are:
 Listening to instructions
Emphasise that identity as discussed within this lesson is
 Viewing the Powerpoint
an extremely abstract concept with parts of it that can
 Speaking to respond to teacher questions
change or stay the same. It is an important concept that Content Points:
will be referred to often in following lessons thus ensure
 1.6 apply increasing knowledge of
students are instructed to remember their mind maps
vocabulary, text structures and language
when identity is discussed.
features to understand the content of texts
Slide 9: Students reflect on own learning through
checking for understanding in reference to learning
Assessment as Learning:
Reflecting and evaluating learning in
response to learning intentions.
Feedback Strategies:
Teacher checks for understanding
through students’ level of raised
hand.Teacher provides positive
feedback for overall lesson.
intentions and success critera. Ask students to use the
level of raised hand whether they believe they have
achieved this lesson’s learning intentions.
Lesson Reflection: Consider – purpose and outcomes achieved, student engagement, questioning and discussion points clearly articulated, grouping, catered
for individuals, timing.
In this lesson, as my first lesson taught, I feel that generally the class went fairly well, students were relatively engaged with the content provided and it was
a great first experience as the authority figure in the classroom. Three things that I believe I did well was being able to manipulate the content of the lesson
so it suited the learning levels and needs of the classroom, I was able to make the lesson engaging through sharing personal information about myself in
relation to students being able to share theirs and last of all was able to manage the class into completing the classroom activities as it was a relatively
content-dense lesson. Three things I could improve on was the controlling of noise level and attention of students in the implementation of refocusing
strategies. I believe I may have used the strategy too much in the beginning and thus made it ineffective for the later half of the lesson. Furthermore, I could
have also improved on the wait time and PBS in the classroom that would promote higher engagement for students. Lastly, would be that often my
expectations may have been set too high or I may have made too many assumptions therefore will need to ensure that my instructions are clear and explicit
for future lessons.
Lesson Plan Template
A Lesson Plan is to be completed for every lesson taught during Professional Experience Placement. Use this template only. ENGLISH SPECIFIC
Lesson Details
Teacher Education Mimi Wong
Student
Lesson duration
Curriculum area
~50 Minutes
Graphic Novels
School
Year 7
Class English C
Topic Picture Books
Date 23/10/20
Randwick Boys High School
Lesson Title/Focus: Identity & My Place
Syllabus Outcomes
EN4-1A - responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure
EN4-2A - effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies
EN4-8D - identifies, considers and appreciates cultural expression in texts
Lesson Intentions (at the end of this lesson students will…knowledge, skills, attitudes, understandings)
Knowledge: Students apply the knowledge and concept of identity towards their response and understanding of the text.
Skills: Students successfully fill out the provided identity profile worksheets and are able to work cooperatively in the classroom.
Attitudes: Students develop confidence and ability to take initiative in the classroom during presentation of work and ideas.
Understandings: Students will demonstrate a thorough understanding of how identity is relevant to themselves and of the text.
Assumed knowledge (ie topic, conceptual understandings, language structures and features, literacy, numeracy and ICT skills, previous stage outcomes)
 Students have previously read the text with a general understanding of its’ visual and textual structures.
 Students recall from the previous lesson their personal exploration of identity, what identity means and what it may entail.
 Students are able to access the meaning of the text at an adequate level in response to the identification task.
Differentiation
 For low-literacy students, the teacher will provide greater attention during independent or cooperative work to assist their learning and examples to scaffold
activity procedures.
 For varied cultural backgrounds, this lesson will be used as an opportunity to highlight cultural diversity within the text and in the classroom to manifest a
greater sense of belonging for students.
Focus for
Literacy
Numeracy
ICT
Comprehension focus, identifying facts and
Considering how many components take
Smartboard facilitation
quotes from the text, asking questions and
part in one’s identity.
making inferences
Resources and WHS
 My Place text hard copies
 Stationery
 Student Notebooks




Identity Year 7 My Place PPT
Teacher desktop and smartboard facilitattion
Whiteboard Markers
Identity Profile Worksheet
Teaching and Learning Sequence
Timing
What teacher does and says
Introduction
(5 Minutes)
Entrance, Introduction and Recall
Open powerpoint and mark roll as students are entering
the classroom. Once students have entered, ensure they
have their writing untensils and notebooks out ready for
learning.
Slide 10: Introduce today’s topic which is to explore the
relationship between identity and My Place. Ask
students to recall from previous lesson what identity is
and what it can include, find three student examples.
Slide 11: Announce learning intentions, have students
read out success criteria.
What students do and say
Students are:
 Listening to instructions
 Viewing the Powerpoint
 Speaking to respond to teacher questions
Content Points:
 1.6 apply increasing knowledge of
vocabulary, text structures and language
features to understand the content of texts
Assessment and feedback
strategies
Feedback Strategies:
Teacher uses prompts and
positive encouragement to
motivate students in learning.
Teacher will observe students’
expressions and gestures to see
if students are actively
recalling prior knowledge.
Body
(10 Minutes)
(20 Minutes)
My Place and Identity
Students are:
 Listening to instructions
Slide 12: Instruct students to refer to their personal mind
 Reading the text
maps. Have them highlight two of the features that are
 Viewing the powerpoint and/or their
most important towards their own identity, this may be
identity mindmaps
their ethnicity, their cultural background, their interests
Etc. Request for three or four students to present their
Content Points:
responses. Conclude that everyone’s identity is the same
 1.1 recognise, reflect on, interpret and
and not everyone views their identity the same way.
explain the connections between their own
experiences and the world in texts
Instruct students we will now take a quick look at a
 1.6 apply increasing knowledge of
chapter in the text with reference to identity. Possible
vocabulary, text structures and language
questions:
features to understand the content of texts
 Think about the features that make up this
 1.16 compare the ways that language and
character’s identity.
images are used to create character, and to
 What do you think is important towards this
influence emotions and opinions in different
character’s introduction and why is it important?
types of texts
 2.3 reflect on ideas and opinions about
Students read the text aloud and then teacher facilitates a
characters, settings and events in literary
discussion amongst them. Students respond to teacher
texts, identifying areas of agreement and
questions. Teacher provides prompts for feedback.
difference with others and justifying a point
of view
My Place Identity Profiles Group Activity
Students are:
 Listening to instructions
Slide 13: Introduce activity then instruct students to
 Viewing the Powerpoint
follow the instructions on the slide. Students are to work
 Speaking to respond to teacher questions
in groups (groups of their tables) to complete the
and peers
provided worksheet. Guiding statements:
 Writing to complete worksheet
Content Points:
 Think about what aspects of identity are referred
 1.1 recognise, reflect on, interpret and
to in the text.
explain the connections between their own
 How does the place they are living in connect to
experiences and the world in texts
their identity?
 1.6 apply increasing knowledge of
 Refer to your mind maps to help you respond to
vocabulary, text structures and language
the questions.
features to understand the content of texts
 1.16 compare the ways that language and
Ensure students are working together to come up with
images are used to create character, and to
responses to the questions. Move around the classroom
influence emotions and opinions in different
to facilitate and assist groups where necessary. Clarify
types of texts
Assessment for Learning:
Students record examples of the
addressed morphemes.
Feedback Strategies:
Teacher observes students
recording information in their
notebooks. Teacher checks
students’ work to provide
feedback and check for
understanding.
Assessment for Learning:
Teacher directed student
opportunities to respond for
brainstorm composition.
Students share their definitions
for identity.
Feedback Strategies:
Teacher provides prompts,
encouragement and constructive
feedback in response to student
answers.
any terms or misconceptions where necessary.
(12 Minutes)

2.16 use a range of effective strategies for
organising information, ideas and arguments,
Notify students they will be presenting their work at the
eg clustering, listing, compare and contrast,
end of the activity.
semantic chains, graphic and diagram
outlines, and mind maps
 8.9 recognise and explain differing
viewpoints about the world, cultures,
individual people and concerns represented
in texts
Assessment for Learning:
Work Sharing
Students are:
 Listening to instructions and presentation
Students create their on visual mind
Instruct students to finish up their questions and spend
from peers
map for representing aspects of their
one minute discussing who and how they will present
 Speaking to respond to teacher questions own identity.
their responses.
 Writing notes for peer feedback
Request for students to stand up when presenting.
Students present their responses, provide feedback and
prompts for further guidance and exploration where
appropriate and necessary. Clarify any misconceptions
where necessary.
Students share parts of their identity
that are important to them.
Content Points:
 1.1 recognise, reflect on, interpret and
Feedback Strategies:
explain the connections between their own
Teacher observes students working
experiences and the world in texts
independently, making sure they are
 1.6 apply increasing knowledge of
on task or provides attention to
vocabulary, text structures and language
students in need of assistance. Teacher
Have one or two students provide feedback to peers after
features to understand the content of texts
confirms or highlights interesting
presenting. One thing the group did well and one thing to
components to student sharing.
 1.16 compare the ways that language and
improve on.
images are used to create character, and to Teacher provides positive
encouragement and feedbackl where
influence emotions and opinions in different necessary.
types of texts
 2.16 use a range of effective strategies for
organising information, ideas and arguments,
eg clustering, listing, compare and contrast,
semantic chains, graphic and diagram
outlines, and mind maps
 8.9 recognise and explain differing
viewpoints about the world, cultures,
individual people and concerns represented
in texts
Conclusion
(3 Minutes)
Recap and Conclusion
Students are:
 Listening to instructions
Slide 14: Refer back to learning intentions. Use level of
 Viewing the Powerpoint
raised hand method to check for understanding.
 Speaking to respond to teacher questions
Content Points:
 1.6 apply increasing knowledge of
vocabulary, text structures and language
features to understand the content of texts
Assessment as Learning:
Reflecting and evaluating learning in
response to learning intentions.
Feedback Strategies:
Teacher checks for understanding
through students’ level of raised
hand.Teacher provides positive
feedback for overall lesson.
Lesson Reflection: Consider – purpose and outcomes achieved, student engagement, questioning and discussion points clearly articulated, grouping, catered
for individuals, timing.
In this lesson, three things I believe I did well was plan a lesson that was fun for students that involved various modes of learning, I was able to manage the
noise level in the classroom with an active group of year sevens and also made the lesson relevant and purposeful by making connections to real life and
other areas of learning. Three things I believe I could improve on for next time would be the timing of this lesson; I have often over expected how much time
students need to complete easy and short tasks with lots of encouragement needed. Another thing would be to make more use of name calling as a classroom
management strategy, although I used the refocusing strategy less in this class, students had a higher tendency to be off-task. Lastly would be to make
learning intentions more clear as I feel like students may have missed the purpose of the tasks being set and making connections and instructions clearer.
6/4/19
Learning Intentions
Identity
YEAR 7
To explore and understand the concept of identity
through class discussion and self exploration.
By the end of this lesson, I will be able to:
—Define what identity is
—Identify various features that make up one’s identity
—Identify important features of your own identity
Word Breakdown
Ident
Comes from Latin root ‘idem’
meaning the same, commonly
used in writing to avoid repetition
E.g. Identical, Identification
-
In your groups, discuss what Identity is and
what it can include.
ity
A suffix commonly used to form
abstract nouns
E.g. Respectability, Originality,
Visibility
Putting it into one sentence.
Identity
What is it?
Cambridge English Dictionary
Now that we have brainstormed, in your books,
write down a definition for the term ‘Identity’.
1
6/4/19
Create a personal mind map for all the qualities
that make up your own identity
Miss. Wong’s Identity Mind
Map
My
identity
Learning Intentions
To explore and understand the concept of identity
through class discussion and self exploration.
By the end of this lesson, I will be able to:
Identity and My Place
YEAR 7
—Define what identity is
—Identify various features that make up one’s identity
—Identify important features of your own identity
Learning Intentions
To apply our knowledge of identity and what it may
include to further our understanding of the text.
Miss. Wong’s Identity Mind
Map
By the end of this lesson, I will be able to:
—Identify features of identity in reference to characters
within the text
—Recognise that the concept of identity is tied closely
towards our physical, cultural and historical setting.
2
6/4/19
Identity of Characters
—In your groups, read your designated page of ‘My
Place’ to fill in the character profile worksheets.
—Think about what is part of this character’s identity?
How is it similar or dissimilar to yours?
—15– 20 minutes to complete this activity before class
sharing.
Learning Intentions
To apply our knowledge of identity and what it may
include to further our understanding of the text.
By the end of this lesson, I will be able to:
—Identify features of identity in reference to characters
within the text
—Recognise that the concept of identity is tied closely
—1788, 1798, 1858, 1928, 1968, 1988
towards our physical, cultural and historical setting.
Year 7 Visual Texts – My Place by Nadia Wheatley & Donna Rawlins
Fill out the identity profile below for your assigned year.
Year:____________
Any related historical events:________________
_______________________________________
Name:__________________
Ethnicity:___________________
Was this person born in Australia? (Yes/ No)
If not, how or why did they arrive in Australia?
________________________________________________________________
Family members:
________________________________________________________________
Two adjectives to describe this character and why:
(Hint: Think about interests, personality, language, belongings, pets,
appearance, mood, perception of land, perception of others.)
1.______________________________________________________________
2.______________________________________________________________
How is land represented in this character’s perspective? Does this character
have a strong connection to their environment? Use at least one quote from
the text to support your answer.
________________________________________________________________
_______________________________________________________________