1

Differentiated Lesson/Learning Task

Use this template for the first page of your assignment s. Make sure your assignment includes
sufficient information to address all of the areas detailed in the assignment description in the
Topic Information Guide and the indicators in the Assessment Guide for Assignment 2. If you
are designing another tiered lesson, you can use the template from Assignment 1 to guide your
work.

Name and Student Number:
Topic of Lesson/Task:
Curriculum Area:
Year Level/s:

This lesson/task is differentiated by:
Readiness
Interest
Learning Profile
(Mark all that apply)

Context:
(Explanation of how this differentiated task fits into a broader unit of work)

This lesson is the start of a 5 week unit on Shakespeare. The Unit will have a focus on Romeo
and Juliet with a Unit Question that asks what Shakespeare has to offer the contemporary
audience. This lesson comes before the official start of the Unit and so will aim to gauge
students current understandings of William Shakespeare, his life and times. The activity will be
continued into Term 2 as students need to have a base understanding of who William
Shakespeare was. For those who have already studied him there are specific avenues for
them to take to ensure they do not end up repeating all the knowledge they have learnt. Once
students have an understanding of who Shakespeare was then we will begin to work on the
class text Romeo and Juliet.

Learning Objectives. As a result of participating in the lesson, students will:

Understand that (Concepts, principles, big ideas)

Students will understand that William Shakespeare has had a significant influence on current society
through his works.

Students will understand that when researching the sources used must be referenced in the appropriate
ways (adapted from ACELA1568)

Know (e.g. facts, vocabulary, dates, information)

When Shakespeare was:
-born
-died
-parents
-siblings
2

-married
-children
Some of the work of Shakespeare
-Romeo and Juliet, A Midsummer Nights Dream, Much Ado About Nothing, King Lear, Othello,
Macbeth, Hamlet
The society in which Shakespeare lived and wrote for Elizabethan Society 1550-1600s

Be able to (do) (Skills, processes)

Use the internet to search and locate relevant information from creditable sources.
To be able to record information gathered from sources.
Reference and cite the work of others.

Essential Questions:

What makes an individuals contribution to society significant?
Why should we study old (over 200 years) texts?
What do old literary works have to offer the contemporary audience?



Lesson Title: Who was William Shakespeare?

Preassessment of Students Readiness

Entry Card Completed in the week before the Shakespeare Unit starts

Have you studies Shakespeares Romeo and Juliet before? YES/NO (Circle)

3 Name 3 things that you know about William Shakespeare
2 Are you interested in learning about William Shakespeare? Explain two
reasons why or why not.
1 What is 1 question that you have about William Shakespeare

This Entry Card focuses on student readiness in regards to knowledge of Shakespeare and
interest. By having this information I will have valuable insight about where students are at in
their knowledge of Shakespeare now, not after the first task begins.

The preassessment will be used to gather students current understandings of William
Shakespeare. As students are in Year 10 they most likely have studied Shakespeare before and
to ensure that I can cater for these students to remain engaged and interested I need to know
who they are. If students have not studied Shakespeare before but they know a small amount of
information I would like to know what it is it may be that students have misconceptions or
know a wealth of information about Shakespeare. By asking students if they are interested in
learning about Shakespeare and prompting them to give reasons I am able to see if I will need
to, in a sense, win students over for them to properly engage with the topic. For some students
3

just mentioning the word Shakespeare will tune them out, whereas other students may have
never heard of him. The last question gives students a free reign to ask any question they have
about William Shakespeare; whether this can be about the man himself, why we are going to
study him or anything else the students can come up with! From these responses I will be able
to develop and tailor the Unit and lessons I have already planned, but even more so with the
students in mind!

Lesson Plan
Lesson Sequence




When all students have arrived
Welcome, explain Ms Hayes is running the
lesson and will also be the teacher next term.
Lesson Outline
Entry Card completed last
week has been taken into
account!
Beginning unit on William
Shakespeare
Today we will start with who
actually was this dude and
why do we have to study
him?!
This will continue on next term
when we begin to look at
Romeo and Juliet!
For doubles we will also be
moving tables to have
flexibility in working in groups.

Allow approx. 5 mins to complete Entry Card and hand
up.
5-7mins

Table Re-arranging
Students are to see map of tables currently
and then what I want. On each physical table
numbers will be placed e.g. Table 1, Table 2
etc signalling which table those specific tables
should go to.


Before we begin the research Referencing -
o Group discussion of what referencing
Explanatory notes
(Why have you made the decisions you have in your
planning? How does this relate to what youve
learned in this topic? How are aspects of your
lesson designed to cater for readiness differences?)


By having a run-down of what will be happening in
the lesson students have an idea of where we are
going. It takes students out of the guessing game
and merely going from one activity to the next
without fully understanding why and what for. It
gives purpose to the activity. This is a technique that
has been used throughout the Differentiation topic
and I have found to be of value.



















This idea came from a lecture by Jane Jarvis which
looked at ways to Differentiate and work with the
physical environment to cater for learning needs.
Depending on what needs to be done in the lesson
rearranging the tables can lead to better results.
This lesson has a focus on small group activities and
so shifting tables to better meet these requirements
has been done. This will eventually become a norm
in the double lessons with these students and
hopefully by the end of term the students will have
the swing of it! To begin students will stay in their
current seating plan and simply move with their
table. Depending on how this works at the beginning
of next lesson students may be randomly or by
some other method placed in deliberate groupings
as the Shakespeare task is formative and a research
activity productive talking and asking friends is
4

is, why it is important.
o Using student diaries as a guide (pp.
130 133). Have photocopies also
have another sheet.
o Go through this section and highlight
the referencing systems that they will
need to use. Explain in-text
referencing (Depending on
interest/behaviour).
o What I do keep a list of websites and
dates as you go along. Then at the end
reference them all in one go stay in
the same frame of mind!
o Have a go at referencing as a table
group.
o For the task some websites have been
provided you will also find your own
and reference them show how to
internet reference (Harvard)
Name, year, Page/Article Title, date viewed,
website.

William Shakespeare the fundamentals
Make students aware that the information
they collate will be made into a booklet to help
them next term!

Internet Research Activity
Students will be given a question sheet
focusing on different aspects of
William Shakespeare To be done
using RAFT/Menu system (refer to
appendix 1.A.)

Hand out sheet explain to class how
the menu activity works.

For students who require further
instructions Help Cards have been
developed (see appendix 1. B.)

Go get laptops reiterate steps once
back

Students will also require scaffolding
on how to complete the task, even
when it is formative, and so a Checklist
encouraged. Students learn best when they can
work with the information and have a meaningful
experience; hence small group discussions.

Having the skills to reference is very important,
especially considering that in Year 11 these students
must complete the compulsory Research Project
subject. Many students in this class as seen from
observations believe that referencing is merely
putting a list of some of the sites they visited under a
heading. Since all students will be completing the
research project all students will have to learn to
reference. Each student has a school diary which
they are supposed to keep on them on pages 130
133 it explains the referencing guide that the
school requires. By drawing their attention to this
there should be minimal excuses to what students
havent referenced. In the class a poster has been
put up with clear directions how to reference
supportive handout sheets have also been made
available to students, both in hardcopy and
electronically.













Students have been given the opportunity to write or
type their answers. Particularly for the entre and
dessert as students may find it more logical to write
on the sheet and organise their thoughts this way.
Although writing will be encouraged if students
decide to type (which I expect most will) then on a
group and individual basis I will try to develop
students skills is typing effectively and checking their
work as they go so that it is logical and coherent.




A fantastic idea given in this topic was to develop
Help Cards which students can access. This is to
help develop their autonomy in working through
obstacles rather than always relying on the teachers.
As a teacher we have around 20-something
students constantly wanting our attention and so to
develop their skills we need to develop their self-
confidence. For the purposes of a year 10 class I
have renamed the cards Say What?! just to add a
bit of an understanding that sometimes you just
dont get it and need something to help you get on
track!


5

has been made for them (see appendix
1.C.)

*Note: Booked M207 Upstairs South
Playford 1

20-30mins


Lesson Closure Students reminded to save to
the class folder, their student folder AND USB
if they have one. They also need to be
reminded to save it under a relevant and
useful title that they will remember when they
come back to the task. Remind students that
this work will be collated and made to create a
booklet they can use as a guide for their work
next term!
7mins
When completing tasks, just like starting a lesson,
students need to have scaffolding to know where
they are going with a task, to what they need to aim.
This task is not summative, but even formative work
needs to have direction. That is why I have created
a self-checklist for students. It again works on
building their autonomy and working to see if they
believe they are ready. In year 10 students are
making their way into secondary schooling where
they must develop their skills to research and work
independently - although of course the teacher is
there (for such tasks as the research project). The
checklist is clear and direct and puts forward the
steps that students must complete before handing
up work.


Many students struggle with saving their work and
often an excuse is that they lose their work from
saving difficulties. This last step aims at creating a
routine, which many students require to be
comfortable, and so by developing a consistent
routine they should become adept and use to
properly saving their work!


Lesson Closure/ Check for Understanding

3-2-1 Exit Card

3- name 3 things you have learnt this lesson
2- name 2 things that surprised or interested you this lesson
1- A question that you have about Shakespeare or studying him

Students in this class often take the initiative of returning their laptops before the
teacher has instructed to do so; they are sneaky and so hard to stop. To maximise the
use of their time and to ensure that they will not distract those around them these
students will be given an exit card. The card will be given to all students depending on
their productivity in the lesson if students are on task and engaged this exit card will
be modified and given as an entry card next lesson. This card itself aims to ensure
students are retaining the information they researched during the lesson and werent
merely cutting and pasting their responses. The second part looks to see what students
are finding interesting with the topic which I may be able to use as a form of
differentiation for interest in the next or upcoming lessons. It is important to remember
as a teacher that what I find interesting may not be what stands out to the students; but
by asking directly what they find interesting then I can tailor the program to their
interests and hopefully ensure the students remain engaged. The final question gives
students an open avenue to ask any question they have about Shakespeare his life,
plays etc or studying him which could include why are we studying him, how we are
going to studying him or anything else that might be of interest or concerns to students.


6




Appendices

































7



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Appendix 1. A.
Lesson Menu Activity

8

Appendix 1. B. Help Cards also available in audio format and electronic

Renamed: Say What?! Cards for when you dont quite get what to do
On board or on the folders themselves: If you have a question about the Shakespeare Menu Activity
have a look in these folders to see if you can get the answer before asking the teacher!

How to search and find useful information
Use Google as your base search engine. Starting from here type in what you want to search- however,
be specific and omit (leave out) unnecessary words. E.g. William Shakespeare facts is good because it is
specific and leaves room for the answer to be found. A less helpful example would be e.g. Facts about
William Shakespeare when he was born dies and stuff this will bring up all sorts of results, some of
these results may help but overall when you search for more things it wont help.

When searching:
Be specific
Leave out unnecessary words like and, or, stuff, like and other terms similar to this if you do
not need them
If a word keeps coming up that you dont know google that word too!
Check at least 2 sites to make sure the fact you have found is correct
Verify what you read on Wikipedia Wikipedia is a good place to start but go further and find
other sites with .org, .edu and these are more trustworthy in their information!

How do I find out what is in the article without reading the whole thing?

It goes back to basics. When we write in paragraphs we should follow the format
An introduction
Paragraphs - each with a topic sentence stating what the paragraph is about
A conclusion
On some websites they may even have headings for the information which you can go straight to.

If for some reason reading the start of each paragraph isnt helping you find your facts fast enough it
may be that you arent looking at the right kind of site! If you are looking for key words sometimes, note
sometimes it helps to use ctrl f to search and find specific words e.g. if you wanted to know if a website
had anything on the page about Romeo and Juliet.

How to write responses

When responding to a set question remember to follow these simple guidelines:
Write a topic sentence that recaps or restates what the question is about
Be clear what you are writing about, dont ramble. Get straight to the point and back it up with
examples of what you have found.
Try and keep it formal! Use proper language, so not how you would talk to a friend in a text.
If you think that there isnt a lot of writing and maybe ther should be, reread your answer have
you covered all the points?, is your answer logical, could some bits be teased out (could more be
written about some of your response?


9

Append 1. C.

Checklist for students

Use the checklist as a guide to completing the menu activity. Then if you think you have finished the task
sheet complete the checklist one more time before you hand up the piece of work. Against most or ALL
of this criterion you should be able to give yourself a tick. If you cant then you need to do a little work
so you can!

Entre
Have you responded in full sentences?
Have you linked these sentences together to form a paragraph?
Have you referenced the site you got the information from? (if no, go to page 130 in your diary
and follow the method)

Main
Did you select one of the three options?
Have you responded to all the questions listed?
Have you responded in full sentences?
Does your response total around 120 words?
Have you used at least 2 websites?
Have you references the sites you got the information?

Dessert
Did you visit the two links supplied?
Did you complete any wider research? (Perhaps 2 more sites so that you can develop a well-
rounded argument)
In your response did you answer the question why is William Shakespeare considered
important?
In your response did you answer the question why do you think we are studying him?
In your response did you acknowledge the other side of your argument? E.g. If you
answered because he is old and boring did you say other people find him interesting?
Did you respond in full sentences?
Does your response total around 150 words?

If you have ticked all these criterion then hand up your work and this checklist.