Project planning form

backwards planning
What do you want your students to learn/be able to do?
Our main goal is to help our students understand Shakespeare and his stories better. We'll dive into his plays,
sonnets, and the time he lived in to give them a glimpse of what life was like back then. Alongside that, we'll also
work on their language skills by looking at old English grammar and how it's used in Shakespeare's writing.

But it's not just about reading and memorizing. We want our students to think critically too. We'll help them analyze
Shakespeare's characters and the themes in his works. By discussing and questioning what they read, they'll become
better at understanding and thinking for themselves.

We're all about making learning fun and engaging. That's why we'll include drama, writing, and group activities in our
lessons. This way, students can express themselves, explore different ideas, and work together with their peers. Plus,
they'll pick up important skills like teamwork and communication along the way.

Overall, our aim is to spark a love for literature and learning in our students while also teaching them valuable skills
for life. We want them to leave our class not just knowing about Shakespeare, but also feeling confident, creative,
and ready to tackle whatever challenges come their way.
How are they going to show you what they have learned?
We have provided various digital worksheets and tools in which students will practice and showcase what they have
learned. All the digital tools are linked to the teacher’s accounts and can be easily handed in to be checked. For the
practice of reproductive skills students are tested and provided with various practice materials, which vary in
collaborative work, creative assignments and activities that promote critical thinking.

To demonstrate what they've learned, students will utilize a range of digital tools and resources carefully selected by
us, their teachers. These tools are readily accessible through our linked accounts, allowing students to seamlessly
submit their work for evaluation. Through these digital platforms, students will not only practice but also show their
understanding of the topics.

Moreover, we've designed exercises specifically aimed at honing their reproductive skills. These exercises encompass
a variety of materials tailored to meet the diverse needs of our students. For example, we want to provide a section
in all of our lessons that is dedicated to differentiation for extra help or a challenge.

Furthermore, fostering creativity is a key component of our approach. Students will be encouraged to think outside
the box and express their understanding through innovative means. Whether through drama activities or creative
writing projects, students will have the opportunity to showcase their unique perspectives and interpretations. This
ties in with our next point, which is: that we emphasize the development of critical thinking skills. Our assignments
are designed to prompt students to analyze and evaluate information. Through engaging with thought-provoking
questions and real-world scenarios, students will demonstrate their capacity to think critically and solve complex
problems.

Overall, by using digital tools, reinforcing reproductive skills, nurturing creativity, and promoting critical thinking, we
will try to ensure that students not only study Shakespeare but also develop the essential skills needed for future
use.
Needs
What do they need to be able to complete the task?
+ reflection on needs analysis

We think it’s important to design a lesson series that engages students with Shakespeare's work while honing their
language skills and critical thinking abilities. To achieve this, the course will be hosted on a dynamic website
platform, offering interactive modules, multimedia content, and assignments and we will give students full freedom
and access to use this website.

Students will delve into authentic Shakespearean texts, including scenes from various plays and sonnets, supported
by explanations and translations to modern English. Grammar lessons will be tailored to cover both general grammar
topics and those specific to understanding Shakespearean English, addressing past tenses, language structures, and
unique vocabulary.

The lesson series will feature engaging activities such as character analysis, thematic exploration, and discussions on
Shakespearean themes and motifs to foster critical thinking. Drama-based learning opportunities, like role-playing
exercises and scene re-enactments, will bring the texts to life, while creative writing prompts will encourage students
to compose their own Shakespearean-style scenes, sonnets, or character monologues.

Collaborative learning experiences, including group projects and peer review sessions, will enhance student
engagement and comprehension. Differentiated instruction will cater to the needs of both struggling and excelling
students, with additional support for struggling learners and enrichment activities for advanced students.

Effective teaching strategies such as scaffolding, visual aids, interactive exercises, peer collaboration, formative
assessment, flexible pacing, and real-world connections will be integrated to ensure student success.

If we take a look at our classroom needs analyses, there are a few things we should take into account. Nayobé
observed a history lesson, the outcome was that the teacher should be very clear when giving a task and explain why
things are important. This will make the students understand what is expected from them and why. Another point
that she saw was that setting up took quite a long time for the teacher, but luckily, we won't be having that problem
as the students will know where to find everything on the website and the teacher will act more as a coach and use
scaffolding, instead of transferring the information themself.

Delnaz observed a foreign language class, which was Russian. This lesson was really positive, so we looked at the
points of what made it so successful. The conclusion was that unknowingly the classes made use of a lot of
Communicative Language Teaching principles. By implementing these principles, the students knew why and how
they were doing their tasks. So, even though we already learned about CLT and the Pentapie etc. We have to
consciously implement them into our lessons and make sure that it effects our lessons and students positively, not
just to use them because we have to.

Luca conducted a needs analysis in a 3 VWO French class, identifying both helpful aspects and areas for
improvement. In the observed lesson, students benefited from having a familiar set way of working and being placed
in set groups for conversation, which increased their comfort level. However, the lesson could be improved by
incorporating a structured approach to ensure all students are engaged and clear on their tasks. Additionally,
allocating more time for discussion and providing specific discussion prompts would enhance students'
understanding. Thus, to optimize learning outcomes, it's important to consciously implement structured approaches
and allocate sufficient time for discussion in French lessons, fostering student engagement and clarity of purpose.

By combining authentic materials, differentiated instruction, and effective teaching strategies, the lesson series aims
to empower students to engage deeply with Shakespeare's work and develop their language proficiency and critical
thinking skills.
Learning goals
What do you want your students to learn/be able to do? (at the
end of the 6 weeks lessons you are planning/learning goals)

We have made a list of the CEFR goals we would like to implement in our curriculum for this project. They are spread
across the different skills so listening/watching, speaking, reading and writing. They will also be spread over the
different types of lessons (video, text, grammar or vocab lessons).

CEFR GOALS

11: Can understand the main points and important details in stories and other narratives (e.g. a description of a
holiday), provided the delivery is slow and clear.

25: Can generally follow the main points of a video, provided it is clearly articulated in standard language or a
familiar variety.

155: Can understand short texts on subjects that are familiar or of current interest, in which people give their
points of view (e.g. critical contributions to an online discussion forum or readers’ letters to the editor).

159: Can understand most factual information that they are likely to come across on familiar subjects of interest,
provided they have sufficient time for rereading.

194: Can understand simple poems and song lyrics, provided these employ straightforward language and style.

239: Can clearly express feelings about something experienced and give reasons to explain those feelings.

247: Can narrate a story

286: Can explain the main points in an idea or problem with reasonable precision.

334: Can clearly signal chronological sequence in narrative text.

343: Can create short, simple imaginary biographies and simple poems about people.

619: Can compose personal letters and notes asking for or conveying simple information of immediate
relevance, getting across the point they feel to be important.

Learning goals COURSE:

For the whole course we have a few different goals in mind, additionally we have put a few objectives
under each goal to show how we want to do this.

Learning Goal 1: Students can understand Shakespearean Works and Language

- Explore the life and works of Shakespeare, understanding his impact on literature.

- Comprehend Shakespearean language and narrative structure.

- Follow main points of Shakespearean texts and videos.

Learning Goal 2: Students will develop their Grammar and Language Skills

- Learn past tenses and grammatical structures through Shakespearean texts.

- Understand short texts discussing Shakespearean themes.

- Signal chronological sequence in narrative texts.

Learning Goal 3: Students are able to use their Critical Thinking and Expressive Skills

- Analyze Shakespearean texts and characters to develop critical thinking.

- Express interpretations and feelings about Shakespearean works.

- Compose personal writings inspired by Shakespearean topics.

Development process
HIER NOG INVOEREN
Final assignment/ project
How are they going to show you what they have learned?
We want to end the lesson series in a Shakespearean manner and have the students improvise in a
dramatical showcase. The students will receive a drama exercise in which they showcase their
knowledge of the discussed plays, the vocabulary and the grammar. Here's how students will
showcase what they've learned:

 Collaborative Work: Students will work in groups, collaborating to develop and rehearse their
dramatic scenes. This fosters teamwork, communication, and cooperation among peers.

 Critical Thinking: The improvisational nature of the showcase challenges students to think on
their feet, analyze characters and themes, and make creative decisions in the moment. This
encourages deeper engagement with the material and develops their critical thinking skills.

 Speaking Skills: Students will have the opportunity to hone their speaking skills by delivering
lines, conveying emotions, and engaging with their peers and audience. This helps build
confidence and fluency in verbal communication.

 Grammar and Vocabulary Use: Throughout the drama activity, students will naturally
incorporate Shakespearean grammar and vocabulary into their dialogue and performances. By
applying what they've learned in a practical context, they solidify their understanding of the
language and its usage.

Through this Shakespearean-inspired dramatic showcase, students will not only demonstrate their
knowledge and skills acquired throughout the lesson series but also experience the magic and
excitement of performing Shakespearean theater firsthand. It's a fitting and engaging way to conclude
our exploration of Shakespeare's works and language.
Pentapie
Input
Think , first of all…

1. What vocabulary do they need to learn?

Our students need to learn vocabulary that is related to Shakespeare and his plays.
Such as: Shakespearian language and words, words to describe characters (villains, heroes, royal family
terms etc.) So vocab related to Shakespeare and his plays.
2. What language structures do they need?

- Rhyme scheme for reading/writing sonnets or poetic piece of 14 lines.

- Past tenses so Past simple, Past continuous for talking about what happened in the plays.

- Type 2 conditionals to talk about how they would change things from the play.

- Linking words to apply to writing assignments.

3. What skills do they need?

The students work on the receptive skills, listening/watching and reading the skills in rotating form.
However, they will be guided with different strategies.

4. What other language do they need?

The students need to learn how to have discussions, how to compare texts, how to write a letter
and how to give their opinion.
5. Do they need any cultural information? Anything else you can think of?
The students learn about the Shakespearean Eras and what life was like back in those times.
6. Anything else you can think of?
All of the information will be on the website and the students will get authentic material as
input to make it as real and clear as possible.
Now, what input are you going to use to? You need to find input to match the
points 1 – 6

- All of the input should be introduced first and have a little assignment so
the students won't get bored.

1. Reading – Look for rich language texts which you can use to
a. provide the students with vocab, language structures
b. practice reading strategies and skills
- We are going to use a sonnet, a scene from the play and a text about
characters as text input.
- We give the students strategies to use and to make understanding the
input easier, for example with a glossary and reminding them of what to
do when they don't know a word.

2. Listening – Materials which you can use to

a. provide the students with vocab, language structures
b. practice listening strategies and skills

- We are going to use video summaries of the play as input, maybe we can
use digital tools like Edpuzzle to make the video/input richer.
-
- We give the students strategies to use like taking notes during watching or
answering a pre-knowledge question so they know what to expect and
what they should focus on while watching.

From input to intake – language exercises – to practice and rehearse

the language
a. Meaning focused processing –exercises focused on the meaning of the text

For the processing content we have many different activities in mind to use in our lessons. When it comes
to the meaning focused processing we want the students to work on their critical thinking skills. So, by
giving them questions or a task about the video/text (input) that asks more of them than just remembering.

Examples: - Answering questions and discussing in groups, making the students form their own opinion on
the text, doing a worksheet on the topic.

b. Form focused processing – exercises on the form – eg grammatical structures

When it comes to processing form, we have a few different approaches. The grammar can be taught inductively
or deductively, this depends on the teacher who designs the lesson, as all of us have our own style. For this
project we want to practice with the inductive way of teaching grammar as that is what we have done before
with Methodology 3. We have different types of exercises and strategies to practice the grammar.

Examples:

- Giving the students only a short introduction and then having them work on exercises

 By giving the students, a worksheet about the grammar on the levels of Bloom's Taxonomy. By
incorporating Bloom's Taxonomy we can make sure that the students are improving over time.

Output production – language activities to produce language

a. Form – Can they use the grammatical structure

We will have output activities that focus on grammar by having the students apply the gained knowledge and practice
about the topic during the processing stages. For example, by having the students write an alternative ending to the play,
using the grammar tense they have learnt in class.

b. Vocab – Can they use the new vocabulary

We will have output activities that focus on grammar by having the students apply the gained knowledge and practice
about the topic during the processing stages. For example, by having the students use the new words in a discussion or
monologue.

Receptive and productive strategies

To scaffold receptive strategies, we want to incorporate various strategies such as pre-reading/viewing activities, as well as
providing them with extra help like a glossary or place to take notes.

We want to implement different productive strategies to help students practice and apply their language skills. These
strategies include the speaking and writing tasks. We want to aid students by providing them with enough support during
the processing content/form stage, so during the main activity (output) they can use their productive skills to show how
that went. To add to that, we also want to incorporate peer-feedback and collaborative activities to make sure the
students learn from each other.

These strategies help students activate their prior knowledge, make connections, and develop their comprehension skills
while engaging with the input materials.
Feedback
How are you going to give your students feedback on their output
 Reflection/Evaluation Form: After every lesson and at the end of the lesson series/course, students
will complete reflection and evaluation forms. These forms will allow them to assess their own
progress, identify areas for improvement, and provide feedback on the effectiveness of the lessons
and activities. Additionally, teachers will review these forms to gain insights into student learning
experiences and tailor future instruction accordingly.

 Submission through Digital Tools: Students will submit their work, whether it's in the form of
speaking or writing, through the digital tools provided on the website platform. This could include
recordings of their dramatic performances, written analyses of Shakespearean texts, or creative
writing assignments inspired by the lesson content. Teachers will review these submissions and
provide feedback on content, language use, and presentation skills.

 Formative Assignments: Throughout the lesson series, students will have the option to complete
formative assignments designed to assess their understanding and progress. They can choose to
submit these assignments and request feedback from the teacher. This personalized feedback loop
allows students to receive guidance on specific areas of improvement and encourages active
engagement with the course material.
 Received feedback
Jacob’s feedback
During the course, we have gotten feedback from Jacob here and there. We have always tried to implement as much
feedback as possible, and it always seemed to have a great outcome. Our first-time receiving feedback from Jacob, was
when we were discussing our plans for the course that we wanted to create. We had the idea to round off our course with
a ‘Shakespearean market’, in which the students would each showcase what they had learned throughout the course. Even
though Jacob liked the idea, it was clearly not the right idea for this assignment. Jacob gave us a few pinpoints, which we
took and made a new plan with. We had completely switched up our idea for the end project, which left us feeling very
satisfied.

The other moment of feedback which made a big impact on our website was the feedback that we had gotten in week 7.
We showed Jacob the gist of our website, and we delved into lesson 2 of our course. Jacob said he liked the website and
the idea, but some tweaking had to be done. For example, the processing content was not as clear as we hoped it would
be, as it almost seemed like processing form. To fix that, we had added a new worksheet which was completely based on
the content of the input, and we moved
the other worksheet to the processing
form. Furthermore, it became clear that
the output of the topic was both writing,
so something had to be done about that.
For that, we switched the formative
assignments, and we made the output of
lesson two speaking, and we kept the
writing output for lesson three. There
were also some very minor other
feedback points which we adjusted, but
nothing major as the two changes
described before. The new worksheet
that has been added can be seen in the
picture on the right.

Peer-feedback
The feedback that we had gotten from our classmates was very useful. We have tried to get as much feedback as possible,
from people who had completely different ideas and ways working. One of the most important pieces of feedback that we
had received, was to make it easy for ourselves. Everyone
would like to have a beautiful website, which looks almost
completely ready to use, but that should be the last of our
concerns. We had to make sure that we first finished
everything else before we started working on making the
website pretty. For that, Luca created a website that was
following the same template on every page, so that it would
be easy to work in, and neat at the same time. All the pages
were set up in the exact same way, and we added our own
finishing touches to them to make the lessons seem more
fun. Especially the template was very important, as there was no confusion while we were creating the website and we
could all do our own thing, while it still looks the same. A simplified example of the template can be seen in the picture.

Another piece of valuable feedback that we had gotten from our classmates was on the general lay-out of the website. A
common “mistake” that makes a website look very clumsy is if everything has a separate tab. This makes the top of the
website very cluttered with all sorts of pages. To keep it more organized, we created several buttons that could simply be
hovered over and would grant access to the content in it. For example, when creating lessons, we would include a tab at
the top that would simply display a certain era of our topic, and the lessons for that topic would appear below and could
be clicked on.

This made it very easy to navigate around the whole website simply using the buttons at the top. Almost every page is
accessible from anywhere.

Dragon’s Den comments / feedback

The feedback from the Dragon’s Den was very valuable to us, as we were made aware of certain things that we wouldn’t
have thought of before receiving the feedback. Overall, we had a really good experience at the Dragon’s Den and there
wasn’t a lot of feedback that we had gotten. It was
actually quite positive, which was also really nice to hear!

An important point of feedback that we had gotten was

that we were only allowed to use 10% of pre-made
material for the input. Some of us had used a couple of
videos for the input, leaving the students with no actual
authentically resourced material. To fix this, we have
replaced almost all of our videos by either a PowerPoint
or a piece of text, and the original videos were labeled as
differentiation. The students are able to complete the
exercises without watching the videos, but the videos do
go in depth on the grammar or vocabulary. That’s why
we decided to leave it up to the students to choose if
they would want to watch the videos, or not. That way
we eliminated the problem of having too much pre-made material, while still keeping the maybe crucial help for some of
the students. This way we were also able to link the input to the actual topic, making sure that the students could actually
link their knowledge to the topic. An example of this can be seen in the following pictures. The videos that are now under
extra help, were originally placed on the spot from the picture on the left.

While this was the main point of feedback we

got, there was another couple of small quality-
of-life tip we received. It was to do with
restriction students’ access to video material. In
one lesson, the introduction of the lesson
includes a video during which students can take
notes, but they were not allowed to rewatch
the video after the initial view. While this was
not a point of concern, we were questioned on this restriction. The goal of this restriction was to make sure students
practice their time management while watching a video and could not blindly cite whatever was said. The choice was
justifiable but recommended to not repeat too many times.
Individual contributions
Nayobé
 Target group analysis
 Project planning form
o What do you want your students to learn/be able to do?
o Needs
o Final assignment/ project
o Feedback
 Needs Analysis on Social Studies lesson
 Topic 2 design
o Lessons 4 & 5
o Formative assessment 4 & 5
o Summative assessment lesson 4 & 5
o Keys & rubrics lessons 4 & 5
 Final project design

Delnaz:
First, I worked on the introduction lesson together with Luca.

Then for the process report I worked on the project planning form together with Nayobé, I did th points:

o What do you want your students to learn/be able to do?

o How are they going to show you what they have learned?
o Learning Goals
o Pentapie
 Needs Analysis on Social Studies lesson
 Topic 3 design
o Lessons 6 & 7
o Formative assessment 6 & 7
o Summative assessment lesson 6 & 7
o Keys & rubrics lessons 6 & 7

Job:

Luca:
I have designed the entire website, including the templates for the lessons and the layouts for all of the pages.

In addition, Delnaz and I have made the introduction lesson. For this lesson, I have created the Shakespeare quiz, chose the
right video, and made the evaluation form.

Furthermore, I have made the lessons for topic one, including lessons two and three. Of course, I had also made the
corresponding formative and summative assessments + rubrics for each of the lessons and the topic.

For the process report, I have written about the received feedback of Jacob, peer-feedback, and feedback that we have
gotten from the Dragon’s Den. I have made this together with Job. I have also made a needs analysis on a French class.