Annotation Two Year five lesson plan on Subjective
and Objective writing
Note the focus area and standard
descriptor/s the artefact / document
reflects
2.1
Content and Teaching
strategies of the teaching
area
Demonstrate knowledge, and
understanding on the concepts,
substance and structure of the
content and teaching strategies
of the teaching area.
2.2
Content selection and
organisation
Organise content into an
effective learning and teaching
sequence.
5.2
Provide feedback to students
on their learning
Demonstrate an understanding
of the purpose of providing
Note the type of artefact /
document
The artefact which I
have chosen is a
lesson plan from Part
A of my last
practicum.
Within this year five
English lesson the
topic of objective and
subjective language
was explored. The
lesson plan highlights
the importance of
knowing the content
and being able to
provide appropriate
and timely feedback to
the students.
Describe the artefact / document and indicate the
possible impact or result on teaching and/ or
student learning
The objective of this lesson was allowing
the students to successfully choose
correctly if the text was subjective or
objective. In order for this lesson to run
smoothly it is imperative that the content
was not only known by me but, also was
organised in a sequential manner. If I did
not know my content matter and the
lesson was not planned it would have
serious impacts on my teaching and the
students learning. Therefore, my goal for
this lesson was to expose my students to a
sequential and easy to follow lesson. As
mentioned by the New South Wales
Department of Education a graduate
teacher must possess the requisite
knowledge and skills to plan for and
manage the learning programs for all
students in their care (NSW Education
Standars Authority (NESA), 2017). In order
Describe how the artefact / document
meet the standard descriptors you
have identified.
I demonstrated both knowledge
and understanding of the
content through research of the
resources before class (APST
2.1).
My mentor wrote on the
07/2/17
Your knowledge of the content
is great. Your re-cap of the
previous lesson was a great way
of activating prior knowledge
and your instructions were
clear.
The content was organised into
an effective sequence
throughout the lesson, which
involved breaks of visual
presentation, a walking activity,
timely and appropriate feedback
to students about their learning.
(AITSL, 2014).
to do this I am required to know and
understand the content for which I am
teaching (NESA. 2017). In order to achieve
this goal I researched my activities ahead
of the lesson and planned them in an easy
to hard manner in order to activate the
students prior knowledge and engage
them with a challenging task. The teacher
also needs to demonstrate their ability to
provided assessment and feedback for the
students in order for them to progress
(NESA, 2017). Throughout this lesson I
provided oral feedback to the students
based on their highlighted answer. I also
marked the students work and provided
written feedback.
teacher explanation, going
through the activity as a class,
small group and students
individually working (APST 2.2).
My mentor wrote on the
07/2/17
A very well prepared and
detailed lesson plan. Your lesson
plans are very thorough.
I provided verbal feedback to the
class during the lesson, this
feedback also allowed me to
gauge the timing and student
engagement within the lesson.
At the end of the lesson I marked
the students work and provided
written feedback (APST 5.2).
My mentor wrote on the
07/2/17
You monitored everyone well.
Positive feedback and
reinforcement throughout.
(Mentor Teacher P. Bone,
personal communication,
07/02/2017)
 Artefact Year Five Lesson Plan

SOUTHERN CROSS UNIVERSITY PROFESSIONAL EXPERIENCE III (2016)

KLA: English Date: 07/02/2017 Time: 12-1 Class: Year five School: Currumbin
Valley State School.
APST FOCUS:
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
2.1 Content and teaching strategies of the teaching area

Outcome / Standard: Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and
subjective language, and that these can change according to context (ACELY1698)
Objective / Learning Intention:
For the students to know and distinguish the difference objective and subjective language.
3.1 & 3.2 Background / Cultural / Prior Knowledge:
The students have had prior knowledge of facts and opinions.
3.3 Knowledge integration: HSIE ENGLISH MATHS PDHPE SCIENCE &
TECH CA

3.4 Inclusivity 1.1 Deep Knowledge 1.4 Higher order thinking 2.1 Explicit quality 2.4 Social support
criteria
3.5 Connectedness 1.2 Deep understanding 1.5 Metalanguage 2.2 Engagement 2.5 Student self
regulation
3.6 Narrative 1.3 Problematic 1.6 Substantive 2.3 High expectations 2.6 Student direction
knowledge communication
Timing Procedure Considerations Assessment Differentiation
students Strategies
5-10 INTRODUCTION (O): For this lesson From This lesson
mins 1. Introduce the students to the concepts of objective and Laptop formative caters for
subjective language. SMARTBOARD assessment kinaesthetic,
2. Play the Youtube video which provides a brief definition. O and S observations auditory and
a. https://www.youtube.com/watch?v=Xph0q90M3do the teacher visual
PowerPoint
3. Show the definitions of the two language types to the class will be able learners.
Articles
and allow them to write the definitions down. to gauge
Youtube
 4. Whilst they are writing the definitions place a blue O on the from the The
white board at the front of the room. Place a green S at the student kinaesthetic
back of the room. responses if learners are
BODY (G): Management any time catered for
5. Tell the students that they will have five seconds after the Make sure J, J needs to as they are
question has been read to decide if the passage on the and C are on spent on engaged
10mins power point uses objective or subjective language. task and re going over when they
6. Briefly discuss the students decisions direct them if certain walk to the
a. J why did you go to the O? necessary. concepts. S or the O
b. Yes that is correct this passage has facts in it as they are
The teacher moving out
30mins BODY (E): will be able of their
7. Give students two articles and ask them to highlight the to see if the seats.
objective sentences and the subjective sentences. students are The auditory
8. Go through the first article as a class. struggling or students are
9. Grab a group of students who arent understanding and not based on catered for
bring them on the floor to work through the article as a which letter through the
group. they go to. use of the
10.Mark the articles with the students. Youtube
The main video.
summative The visual
form of students are
assessment catered for
will be when as they can
the students choose one
highlight the colour to
sentences represent
out of the objective
articles. and the
other to
represent
subjective.
J will have a
sheet of the
 definitions
written with
blank
spaces for
him to fill in
some words.
X has her
own
individual
work sheet
and her
IPAD.
10mins CONCLUSION (R):
11. As a quick re-cap on the differences between
subjective and objective language show the class the
picture on the last slide and ask them to come up with a
subjective and objective sentence about the picture.
12. Share the students answers, whilst providing
feedback.

Supervising teacher: Date:

References

NSW Education Standars Authority. (2017). Australian Professional Standards for Teachers. Retrieved from

http://educationstandards.nsw.edu.au/wps/portal/nesa/teacher-accreditation/how-accreditation-works/guide-to-
accreditation/professional-standards

Australian Institute for Teaching and School Leadership (AITSL). (2014). Australian Professional Standards for Teachers.
Retrieved from

http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list