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The whole class have been seated in assigned seating for the duration of the study of Romeo and Juliet. The aim is to foster new group dynamics and group interaction, as well as separate any students who do not work well together. Students will understand what subtext is and its purpose within drama texts lessons.
The whole class have been seated in assigned seating for the duration of the study of Romeo and Juliet. The aim is to foster new group dynamics and group interaction, as well as separate any students who do not work well together. Students will understand what subtext is and its purpose within drama texts lessons.
The whole class have been seated in assigned seating for the duration of the study of Romeo and Juliet. The aim is to foster new group dynamics and group interaction, as well as separate any students who do not work well together. Students will understand what subtext is and its purpose within drama texts lessons.
Curriculum
Area
English
Year
Level:
10
Class
overview
In
a
class
of
25,
there
are
no
students
that
require
extra,
explicit
help
with
tasks;
however,
there
are
several
students
who
have
been
identified
as
achieving
above
their
grade
band.
As
they
tend
to
finish
their
tasks
before
the
rest
of
the
class,
they
are
generally
instructed
to
go
on
with
one
of
their
homework
tasks
or
silent
reading.
The
whole
class
have
been
seated
in
assigned
seating
for
the
duration
of
the
study
of
Romeo
and
Juliet
in
an
effort
to
foster
new
group
dynamics
and
group
interaction,
as
well
as
separate
any
students
who
do
not
work
well
together.
Learning
objectives
Students
will
know
the
plot
and
characters
of
Romeo
and
Juliet
Act
4
for
this
particular
Students
will
understand
what
subtext
is
and
its
purpose
within
drama
texts
lessons
Students
will
be
able
to
identify
and
explain
instances
of
subtext
within
Act
4
of
Romeo
and
Juliet Lesson
number
Lesson
14
of
18
Length
of
lesson:
45
minutes
Suggested
content
or
Whole
class:
Teacher
will
settle
students,
before
asking
them
to
raise
their
hands
and
give
a
outline
of
lesson
summary
of
what
happened
in
Act
4.
The
aim
is
twofold:
this
acts
to
check
for
their
understanding
whilst
also
providing
some
background
information
for
any
students
who
were
away
in
the
previous
lesson.
Next,
a
discussion
of
subtext
will
occur;
students
will
be
asked
what
they
already
know,
or
can
infer,
from
the
name,
before
a
definition
is
given.
As
a
group,
the
class
will
look
at
two
sentences
that
change
according
to
the
subtext
of
the
scenario;
then
students
will
break
off
into
their
groups
for
5-10
minutes
and
discuss
another
sentence.
After
the
allocated
time,
each
group
will
read
aloud
one
of
their
interpretations
of
the
statement.
This
will
get
harder
as
you
go
around
the
circle,
so
the
groups
need
to
be
paying
attention
to
make
sure
theirs
has
not
already
been
said.
Following
this
brief
task,
the
teacher
will
begin
instructions
for
the
main
classroom
activity:
identifying
subject
in
Act
4.
Activity:
Students
will
begin
working
on
identify
the
subtext
of
what
their
allotted
character
is
really
thinking
in
either
Scene
1
or
2
of
Act
4.
Students
are
already
sitting
in
groups,
and
the
teacher
will
verbally
instruct
which
character
each
group
is
doing.
They
will
be
instructed
to
think
about
what
we
already
know
about
the
character
from
the
previous
Acts
in
order
to
read
between
the
lines
and
determine
what
they
are
really
saying
in
their
scenes.
The
teacher
will
be
walking
around
the
room,
offering
help
to
all
those
who
need
it.
Whole
class
debrief:
In
the
last
10
minutes
of
the
lesson,
the
teacher
should
regroup
the
students
and
ask
them
to
come
out
the
front
as
a
group
and
teach
the
rest
of
the
class
about
their
character
and
the
subtext
behind
what
they
are
saying.
The
teacher
needs
to
ensure
all
students
are
listening
and
absorbing
all
they
can.
To
finish,
students
will
be
reminded
that
their
discussion
posts
are
due
Friday,
and
that
they
are
to
continue
working
on
both
their
Twitter
profiles
and
their
diary
entries.
Check
for
The
teacher
will
verbally
assess
the
level
of
student
knowledge
at
the
beginning
of
the
lesson
by
understanding
quizzing
them
on
what
has
happened
in
Act
4
of
the
play,
which
was
read
as
a
class
in
the
previous
lesson.
Different
students
will
be
asked
to
recap
the
plot
as
an
effort
to
check
they
are
listening
in
class
and
understanding
the
plot
and
language.
Another
verbal
understanding
check
will
occur
at
the
end
of
the
lesson,
whereby
students
will
be
required
to
teach
the
class
all
they
have
learned
about
subtext
pertaining
to
their
specific
character.
Visual,
verbal,
tactile
The
teacher
will
be
present
and
wandering
around
the
classroom
offering
verbal
support
and
help
and
technological
to
those
students
who
require
it.
All
students
have
access
to
their
own
laptops;
they
may
use
these
supports
to
go
on
No
Fear
Shakespeare
in
order
to
decode
Shakespeares
language,
but
for
no
other
purpose.
The
teacher
will
have
to
monitor
their
usage.
Instructional
The
lesson
will
begin
with
a
teacher
directed
approach,
whereby
the
teacher
gives
the
instructions
approaches
of
the
days
work
and
lead
a
discussion
on
subtext.
Then,
the
lesson
will
segue
into
more
of
a
student-focused
approach,
as
they
will
begin
working
within
their
groups
to
find
the
subtext
in
Act
4.
At
the
lessons
conclusion,
the
teacher
will
reconvene
the
students;
however,
it
will
still
be
students-focussed
learning,
as
they
will
be
instructing
the
class
on
what
they
have
learned.
Resources
or
Students
will
be
provided
with
a
handout
sheet,
which
has
the
various
subtext
tasks
on
it
that
they
supplementary
will
be
completing
in
the
lesson.
They
should
also
all
bring
their
own
copies
of
the
text,
Romeo
and
materials
Juliet,
however
there
will
be
a
couple
of
spare
copies
should
an
student
forget.
Classroom
Students
will
be
working
in
groups
to
decipher
the
subtext
of
their
scenes,
and
thus
discussion
will
environment
occur
on
assigned
tables.
The
teacher
will
also
need
to
ensure
the
students
feel
safe
within
their
learning
environments
as
during
the
whole
class
debrief,
the
groups
will
teach
the
class
about
their
chosen
character
and
subtext.
This
will
require
students
to
share
their
work
with
the
rest
of
the
class.