Lesson Plan

Day: Wednesday Date: 16th Oct 2019 Time: Period 2 Year: 9

Learning Area: English Topic: Presentations & Romeo and Juliet ‘Who was to blame?’
Curriculum content description:
 Interpret and compare how representations of people and culture in literary texts are drawn from
different historical, social and cultural contexts (ACELT1633).
 At Standard, students analyse the ways that text structures can be manipulated for effect. They
analyse and explain how images, vocabulary choices and language features work to create meaning.
They evaluate and integrate ideas and information from texts to form their own interpretations.
They select evidence from texts to analyse and explain how language choices and conventions are
used to influence an audience.

 Create imaginative, informative and persuasive texts that present a point of view and advance or
illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)

Students’ prior knowledge and experience:

 A majority of students have watched the film Romeo and Juliet (1996). Based upon the response in the
previous lessons most did not like it or thought it was humorous due to the dramatization.
 Students have been studying the Elizabethan era last semester and have researched one of the following
in respect to the era; the Renaissance, English lifestyle, health/medicine, the globe theatre, treason in the
reign of queen Elizabeth 1, Shakespeare’s contemporaries; who were the other playwrights and actors
that were important in the period, fashion, the role of women, or the poor in Elizabethan England.
Therefore should be familiar with the time period and general social, cultural and historical contexts of
the time. This has improved their knowledge regarding the times that Shakespeare wrote his texts and
also their understanding of characters and their roles. This is also what students will be presenting their
oral presentations about in today’s lesson if they have not already presented.
 Students have had experience in previous years at school and earlier in the year of text analysis and
literary devices. Also, due to the higher average level of this class, most students are confident or willing
to attempt in text and visual analysis.
Learning purpose:
 Exploring and reflecting on representations of values (for example love, freedom, integrity) in
literature drawn from cultures and times different from the students’ own.
 Exploring and reflecting on personal understanding of the world and human experience, interpreted
in literature drawn from cultures and times different from the students’ own.
 Exploring historical texts and era’s in order to develop context about these time periods and
improve textual analysis of texts from this time period.
 Examining written and visual texts and completing analysis with reference to context and literary
devices.
Learning objectives: Evaluation:
On completion of this lesson, students will be able to:  Walking around the classroom during task work
 Students will be able to effectively summarise and the PowerPoint presentation, spending
the play and reference main characters in Romeo more time with students that may be being
and Juliet. disruptive or students that are struggling to
 Students will know they are working towards assist them.
their upcoming assessment task of completing an  Students asking questions to peers at the end of
essay about who was to blame for the tragedy in presentations to show engagement.
Romeo and Juliet.  Scanning the room (especially during
presentations) to ensure student engagement.
 Students are responding to questions directed to
them by teacher.
 Listen to student discussion about the tasks and
provide praise and guidance for students in
group and individual work.
 Reviewing what was discussed at the end of the
lesson and at the beginning of the next lesson
and questioning students during this time.
 Asking students after each slide if they
understand and asking students at the end of the
lesson what parts they are struggling with. This
also involves ‘quizzing’ students on trigger
words to describe each character (for example;
Romeo may have trigger words of sensitive,
romantic or protective).
Preparation and Resources:(Detail what resources will be used and what other preparation of the learning environment will be required)
 Preparation of the PowerPoint presentation by me and ability to provide mentor teacher with this so he
can upload to connect at a later date.
 Students should have pens/pencils and other necessary stationary such as rulers with them but can be
provided upon request to some students. They should also have their INB workbook with them.
 Students will be asked to rule up their page into a table that includes headings of ‘Name’, ‘Who they are’,
‘What they were like’, and ‘What did they do?’. This table will be completed throughout the lesson from
the PowerPoint slides.
Catering for diversity: (Detail any adjustments considerations for educational/resource adjustments)
How will you support struggling students?: Some students within this class have learning difficulties and
some of these students also have EA’s to help them with their work and staying on task. Students that are
struggling will benefit from clear and concise instructions from me when teaching. Additionally, I can discuss
this further with the students and the EA if necessary based on how the students are progressing throughout
the lesson.
How will you extend capable students?: Questioning students throughout the lesson and walking around to
monitor classroom behaviour and productivity will allow me to identify students that are finishing work
significantly earlier than others or already have a thorough understanding of the work. For these students I
will ask them to do additional work on their existing worksheets or in their INB. This will extend their
knowledge further but not at the risk that other students miss out on any essential information.
Timing: Learning Experiences:

Introduction:
(How will you engage the learners?
How will you emphasise the value of the lesson and its relevance to students’ lives?
How will you express the format of the lesson?)
1. Begin lesson by welcoming students to class.
2. Engage students by asking them general questions to boost enthusiasm and aid in
connecting with students due to being a new face for them. This can be done whilst
students are being seated and while the projector has the class instructions (such as
class rules about phones and bags)
3. Ask students to look at the front and stop talking when everyone is in their seats.
10 4. Introduce myself. Then give instructional objectives for the lesson (what they will be
minutes learning and how)
 Very brief introduction as they haven’t been taught by me before.
 Ask what students will be presenting their oral presentations today and how
they will project it (USB or Airplay). (Carry on with this part of the lesson
first then refer back to next steps)
 Today you will be creating character charts on main characters in Romeo and
Juliet.
 This will aid you in your upcoming assessment as without knowledge of
characters and their roles and characterisation you will not be able to complete
the essay.
5. Provide further instructions regarding how to set out the task in the workbook (INB).
 Show on board how I want them to rule up their table into the four sections
and also project an example on the whiteboard. This will have four sections
across and students are to draw a line beneath the content they have written
once we have finished each character so they don’t run out of space.

Sequence of learning experiences:

(What will you do to help the students achieve the learning objectives?
What tasks and activities will the students be involved in to help achieve the learning objectives?
Can you make lessons as realistic as possible?
How can you include ways to develop general capabilities and metacognition?
How will you manage student behaviour and resources?
How will you scaffold learning?
How will you ensure clarity?)

 Depending on the time it takes for students to present this lesson may run longer or shorter
N/A
than expected. The presentation will have enough content to cover more than one 60
20-30 minute lesson so regardless of how long the presentations go on for there will be more than
minute enough content for students to complete afterwards.
estimate?  Mentor will be assessing the presentations given by students.
 Once students have presented follow on with the following steps below.

6. Begin slideshow with background info introduction reiterating wrote the play and who
the play is about.. Remind students again that the work they complete today will
provide them with notes they can study before their assessment on this topic. Also
include fun/interesting facts such as that during Shakespearean times men played the
roles of women in theatre to engage students.
Remainder 7. Each slide will have information on each main character; Romeo, Juliet, Friar Lawrence,
of lesson The Nurse, Mercutio, Tybalt and brief backgrounds on other characters. Go through
(take 5 these slides and using the same table format on the whiteboard write in what students
minutes to should be writing in their workbooks so that they have no excuse to not be following
pack up) along or unsure of the work.
 Depending on how long presentations run for the class may not be completed
at this stage. Aim to have completed at least Romeo and Juliet by the end of the
lesson.
 Management of behaviour:
 Reminding students that they may be asked to share their work later in the class or to recap
tomorrow so they should remain on task in the case that this is asked of them.
 Asking students to put their pens down and watch the board/presenters during presentations
and remain silent.
 Walking around during presenting and task work to assess where students are in content
knowledge and assisting those that are struggling, in addition to monitoring behaviour.
 Classroom rules projected at the beginning of the lesson (bags to the front, phones away etc.)
 Using variation in tone and volume of voice when appropriate.

Lesson conclusion:
(How will you summarise the learning and relate it to the lesson objectives, emphasising its value? Are you able to link to the
next lesson?
Last 5 How can you finish on a positive note?)
minutes 8. Wrap up the lesson by asking questions about characters that have been covered and about
the oral presentations from earlier in the lesson. Ask students to put away their
pens/pencils and straighten the desks and chairs.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why? How?)
 This lesson was slightly chaotic due to the unpredictable nature of how long the presentations would take and
that some students couldn’t easily connect to airplay which resulted in some time wasting.
 In addition to this, being a new teacher and unfamiliar face potentially impacted student behaviour and many
students were apprehensive to present due to anxiety and nerves or not being prepared.
 Students seemed to be capable to complete the table and character charts and were able to provide answers
to my questions which allowed me to fill in the table on the board so students that were struggling could keep
up. This also provided validation for students so they behaved quite well overall.
 I was happy that I provided a clear recap of the prior knowledge students had and was able to engage
students in discussion about this content which was a good transition into the lesson. I was also happy with
my linking to the presentations from the previous lesson (that I observed only) and also the presentations
from earlier in today’s lesson which allowed students to further contextualise the upcoming content.
 I was disappointed that students did not give 100% attention to their peers as they presented and will try and
improve this in our next lesson.
 My mentors feedback included that I introduced the topic effectively and linked to assessment task outline
well. I also improved on my previous lessons (having taught the year 7 classes the day prior) by more clearly
stating the topic and EQ (essential question).