Lesson Plan

Day: Thursday Date: 24th Oct Time: Period 5 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: 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 more
the play and reference main characters. time with students that may be being disruptive or
 Students will be able to refer back to their students that are struggling to assist them.
completed timeline and sequence of key events  Students are responding to questions directed to
in the play. them by teacher.
 Students would have increased background  Listen to student discussion about the tasks and
knowledge and context of the play. 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.
 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 should have the worksheet from last lesson to complete throughout the lesson from the
PowerPoint slides. If students are away give them a worksheet and they can catch up by viewing the
resources on connect.

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. Like previously stated,
although there are students with learning difficulties in this class none of these students, or other students,
are unable to complete their task work so far and are actively participating in discussion.
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 like in the last lesson where
they need to identify what events fall into a traditional narrative arc. 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
6 connecting with students and building rapport. This can be done whilst students are
minutes being seated and while the projector has the class instructions (such as class rules 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.

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?)

5. Give instructional objectives for the lesson (what they will be learning and how).
 Today we will then be continuing our worksheet that you need to fill in over the
rest of the lesson and the upcoming lessons we have. It is a timeline and will
allow you to reference specific Acts and events in the play when necessary in
your assessment. Those of you who were away this will be uploaded to connect
or you can look at your peers work.
45
 This lesson will be further developing the groundwork for the topic of Romeo
minutes
and Juliet and tragedy and you can use study these notes in preparation for
your upcoming assessment on this topic (Linking to assessment outline).
6. Ask students review questions about what timeline events we have covered so far (up
until Act 4 Tuesday morning). Doing this in a random order to make sure students are
actively listening and engaging in what is said.

7. Begin slideshow where we finished the previous lesson (Act 4 Tuesday morning) and
rediscuss this event. Then play the video for this timeline event for reference and to
ease into learning this lesson as this was effective during our last lesson.
8. 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.
 Slides 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 when 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 the timeline completely by the end of the lesson (should not take more than
40-50 minutes)
 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.
 Walking around during task work (writing) 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 (bags to the front, phones away etc.)
 Using a cue to gain the attention of students. (countdown)
 Use of behaviourist teaching strategies can be useful (rewards and consequences) using the
videos as incentive.
 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?)
9. 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
7 timeline and character analysis is useful in their essay and also as general tools they can
minutes use to formulate notes for future English assessment tasks that analyse other texts. Tell
them tomorrow we will be doing the PAT test and not to stress as it is an informal
assessment so doesn’t go towards their grade.
10. Ask students to pack up and keep their timeline in their books to refer back to at a later
date and to finish it with the content uploaded on connect if they were away for any
sections.
11. Get students to stack chairs and straighten desks too and then allow them to quietly talk
1-2 for the remaining minute or two of the class before they go home.
minutes

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why? How?)
 The videos did not work, yet again. However I was able to restart my laptop and the whiteboard projector and
one of those two things solved the issues today. This meant less time was wasted in comparison to the last
incidents but was still frustrating and made me flustered.
 We finished the timeline and all students seem to be familiar with the sequence of events which is positive in
creating better background knowledge before their essay. Students also seemed to enjoy this lesson,
especially the use of videos in a fifth period class.
 My cue was effective today and I continued walking around the class to monitor work. Students behaved well
overall just would begin talking after completing their tasks.
 Students began raising their hand to reply more often today which made me very happy with the progress of
this area.