Class OnAir Lesson 15.mp4

Direct Instruction

This is a series of 3 lessons in one episode (one of the 3 was a double-period as well) based around a printed booklet that our literacy specialist Marc Milford helped me to design. It was intended to support Year 13 students as they learnt about what was expected in one of their internals, how to format and build the flow of their essays, what to include, how marks would be awarded, and what sort of grammar to use to communicate their thoughts.

Extended plan here


I think this was a really powerful series of activities and it certainly stimulated a lot of discussion and help between classmates as they read through two exemplars, neither of which relate to the content of the topic they would eventually write about in their own assessment. Instead it was intended to build confidence and awareness of the format, the writing-style required and how grades would be awarded. I think students would have greatly benefited from a very condensed activity getting them to write a similar (but much shorter) essay on any topic that they wanted, as a stepping stone to the real assessment. Instead (due to time constraints) we moved quickly onwards to learn content. I surveyed students before and after the activity, and students reported greater confidence in what was expected of them. However, two students were left thinking that the assessment would be about folic acid in bread. Perhaps I wasn't clear enough about the point of the activity!

Class Site Content

WALT: To learn about the structure and literacy involved in writing the next internal - forming a response to a socio-scientific issue.


Learn about the structure, marks awarded, grammar and flow of an Excellence essay on a socio-scientific issue.


Creating their own marking schedule and colour-coded copy of a second exemplar.


Constantly sharing their opinions and asking each other for help as they worked through this in small groups or pairs.


Learner Generated Content

All of the learner-generated content was on paper in this lesson; the marking and colour-coding of the exemplars and completion of the three tasks at the back of the booklet.

Nicola Wells

Manaiakalani Research

Manaiakalani Education Trust

PO Box 18 061, Glen Innes

Auckland, New Zealand