Lesson Plan

Day: Wednesday Date: 23rd October 2019 Time: Period 2 Year: 9

Learning Area: English Topic: Romeo and Juliet ‘Who was to blame?’ Timeline
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.
 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.
 Examining written and visual texts and completing analysis with reference to context and literary
devices.
Learning objectives:
On completion of this lesson, students will be able to:
 Students will be able to effectively summarise
the play and reference main characters.
 Students will gain familiarity with the central
events of the play and what characters were
present.
 Students will be able to watch videos and
identify things different with these films to the
film they watched (1996 film) such as difference
in clothing, location of setting, buildings and
resources such as cars and guns.
Evaluation:
 Walking around the classroom during task work
and the PowerPoint presentation and looking at
students work.
 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.

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 to
upload onto connect.
 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 as this is
where they were asked to keep the worksheet.
 The worksheet provided last lesson (extras for students that were away)
 Students will be given a worksheet to complete throughout the lesson from the PowerPoint slides. This
can be given to students at a later date if students are away and they can catch up by viewing the
resources on connect.
 The students not present for the CAT test on Friday will be completing this today so not all students will
be present. These tests need to be printed available for students to use with one sheet of loose paper for
writing the last task in the test.

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. These students have
not shown signs of needing additional assistance but ensure they know it is available from myself and the EA.
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 timeline worksheet. This will extend their knowledge
further but not at the risk that other students miss out on any essential information. This will be to identify
characters present for the event and to write what part of a traditional narrative plot/arc each event reflects.
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 and building rapport. This can be done whilst students are
being seated and while the projector has the class instructions (such as class rules
7 minutes
about phones and bags)
3. Give cue  Countdown from 5 to signal for students to stop talking.
4. Ask students to get out their INB so they can find their worksheet from last lesson and
pen/pencils if they haven’t already and take bags to the front. Give time for this to be
done. Also identify students that need to do the CAT test still and students that were
away and need a worksheet and hand these out to students. (My mentor teacher will be
setting the students needing to complete the test up outside and does not require
This
assistance for this so I will continue with my lesson once this has been done)
shouldn’t
5. Ask which students are still yet to complete their presentations on the Elizabethan Era
take much
and ask these students to present their work. These students will begin the lesson
of the
presenting and once these are done follow the steps below.
lesson, max
15-20
minutes.
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?)

Before moving to the next steps make sure all students that are able to present to the class do
this today as they will not be given any further opportunities to do so. Once completed proceed
with the lesson.

6. Give instructional objectives for the lesson (what they will be learning and how).
Remainder  Today we will then be continuing our worksheet that you need to fill in over
of lesson the rest of the lesson and the upcoming lessons we have. It is a timeline and
(except
will allow you to reference specific Acts and events in the play when necessary
conclusion) will
in your assessment. Those of you who were away this will be uploaded to
be spent on this
connect or you can look at your peers work.
task and
 This lesson will be further developing the groundwork for the topic of Romeo
PowerPoint
and Juliet and tragedy and you can use study these notes in preparation for
(Estimated 30-
your upcoming assessment on this topic (Linking to assessment outline).
40 7. Ask students review questions about what characters we have discussed and what
minutes of timeline events we have covered. Do this in a random order to make sure students are
the lesson)
actively listening and engaging in what is said.
8. Begin slideshow where we finished the previous lesson (Act 1 scene 4) and rediscuss
this event. Then play the video for this timeline event for reference and to ease into
learning this lesson.
9. Continue throughout the slideshow filling in the events in the timeline using the
underlined and bolded words in the PowerPoint and walking around to check students
are following instructions and writing in the correct places.
 Some slideshows do have relevant sections from films the students haven’t
watched (other adaptions of Romeo and Juliet) to create greater context and
competence in a larger range of text adaptions, and some from the film the students
have watched (1996 film).
 Watch these on the board ,as relevant to the slideshow after students have written
what is required in the matching text box. If students are not behaving well make
sure they know watching the videos is a privilege and we can easily stop watching
them but the content will be quite dry and boring (using videos as an incentive) and
will likely mean they will not do as well in their final essay.
 Finish as many timeline boxes/slideshows as relevant to the time it will take up in
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.
 Reminding students that the videos are a privilege and should they act poorly we will not
continue with them.
 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.
 Continually praising the students for correct answers or for sharing their work with the class to
increase motivation.
 Classroom rules projected at the beginning of the lesson and using a cue for attention.
 Remind students to watch the presenters attentively during oral presentations and remind them
that if they don’t it is impolite and they will be asked review questions about what was said.
 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?
How can you finish on a positive note?)
10. Wrap up the lesson by summarising what has been covered and asking selected
students what they needed to write in box (x) to ensure everyone has completed the
task correctly. Remind students of the upcoming assessment and how using the
timeline and character analysis is useful in their essay and also as general tools they can
use to formulate notes for future English assessment tasks that analyse other texts.
11. Ask students to pack up and keep their timeline in their books to finish tomorrow
(assuming it has not yet been completed) or to keep them to refer back to at a later
date.

Lesson Evaluation:(Reflect on the lesson. What worked? What did not work? What would you change? Why? How?)

 The cue was effective in this class again, however, it did take longer and more vocal projection than the first
time I used it. I’m not sure if this is because they were more alert in the first class or perhaps my voice was not
as loud as I had a slightly irritated throat.
 Pacing was effective to check students work and almost all students (with only one exception) were on task
when they needed to be. I would like to focus on capturing the attention of all students more consistently as
they have a tendency to complete their work but do other things in between while we discuss tasks. I do not
know if this is a lack of interest in content, the lesson overall or also other factors like being behind in other
classes or situations outside of school that are distracting. Establishing positive relationships with students
should aid in this aspect.
 Students called out answers less in comparison to our last class which was a good improvement but this still
needs work in future lessons and consistency.
 The videos did not work AGAIN. This was extremely frustrating as they had worked earlier in the day and
earlier in the week. I had to use my mentors laptop to address this issue again which is inconvenient for each
of us and wasted lesson time.
 We were able to reach to Act 4 Tuesday morning and again will have to begin our next lesson recapping the
timeline and specifically this event and begin by watching the video for this slide.