Lesson Plan: Year 12 Literacy - Flash Fiction Writing

Subject: Literacy

Year Level: 12

Duration: 62 minutes

Number of Students: 29

Curriculum Area: English (NCEA Level 2)

Achievement Standard: AS91101 (2.4) - Produce a selection of crafted and controlled writing.

Lesson Overview:

This lesson introduces Year 12 students to the concept of flash fiction with a focus on subverting literary stereotypes. It aligns with the New Zealand Curriculum's emphasis on developing the ability to "create a range of increasingly coherent, varied, and complex texts" (NCEA Level 2 English).

Lesson Objectives:

1. Understand the concept and characteristics of flash fiction.
2. Explore common literary stereotypes and discuss how they can be subverted.
3. Begin crafting a piece of flash fiction that subverts a chosen stereotype, targeting the NCEA 2.4 writing portfolio.

Resources Needed:

- Computer and projector for presentation.
- Access to New Zealand Curriculum Online – English.
- Samples of flash fiction (provided in handouts).
- List of common literary stereotypes (provided in handouts).
- Writing materials or devices for digital document creation.

Lesson Plan:

Introduction (10 minutes)

1. Welcome and Learning Objectives: Briefly outline the objectives and expectations for the lesson.
2. Introduction to Flash Fiction:
- Definition: Short fictional work of extreme brevity that still offers character and plot development.
- Characteristics: Generally between 300 to 1000 words, focusing on a slice of life without extensive exposition.

Explore Stereotypes (12 minutes)

1. Discussion of Literary Stereotypes:
- Present common stereotypes in literature (e.g., the damsel in distress, the nerdy sidekick).
- Use a presentation slide to highlight examples from well-known texts.

2. Group Brainstorming:
- Students discuss in groups of 4-5 about the stereotypes they know or have read about.
- Each group writes down a couple of stereotypes on sticky notes to be shared with the class.

Subversion of Stereotypes (15 minutes)

1. Presentation on Subverting Expectations:
- Explain what it means to subvert a stereotype (turning the stereotype on its head to challenge the reader’s expectations).
- Show examples of literature or popular media that effectively subvert stereotypes.

2. Group Activity:
- Groups pick one stereotype from earlier activity and brainstorm ways to subvert it in a flash fiction story.
- Share ideas with the class to foster further creativity and refinement of concepts.

Writing Activity (20 minutes)

1. Flash Fiction Drafting:
- Students begin writing their flash fiction piece, aiming for 300-500 words.
- Encourage them to focus on a concise plot and clear subversion of the chosen stereotype.

2. Peer Review:
- In the last 5 minutes, students swap stories with a partner to give initial feedback on the clarity and impact of the stereotype subversion.

Conclusion (5 minutes)

1. Recap and Homework:
- Summarize the key points covered in today's lesson.
- For homework, students are to revise their drafts based on the peer feedback and prepare to share their final piece in the next class.

Assessment:

- Formative assessment through participation in discussions and group activities.
- Initial drafts reviewed by peers, with final assessment by the teacher based on the crafted flash fiction’s adherence to the characteristics of the genre and effectiveness in subverting the chosen stereotype.

Additional Notes:

Teachers should ensure that the discussion remains sensitive to cultural contexts and personal beliefs, especially when dealing with stereotypes. This respects the diverse backgrounds of students in accordance with the principles of the New Zealand Curriculum.