Lesson Plan

Day: Tuesday Date: 17/10/2017 Time: 2:10-3:15 Year: 10 General

Learning Area: English Topic: Romeo & Juliet (lesson 5)

Curriculum content description: Identify and explore the purposes and effects of
different text structures and language features of spoken texts, and use this knowledge to create
purposeful texts that inform, persuade and engage (ACELY1750) Identify, explain and discuss
how narrative viewpoint, structure, characterisation and devices including analogy and satire shape
different interpretations and responses to a text (ACELT1642) Understand how paragraphs and images
can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567)
Students prior knowledge and experience:
- Students have watched Romeo & Juliet as well as done some limited reading of the play.
- There has been some engagement with the idea of tragedy
- They have started engaging with elements of tragedy in relation to Romeo and Juliet
- Students have given a 1-minute presentation in pairs or groups of 3-4 on one of the conventions of
tragedy drawing on evidence from Romeo and Juliet
- They have also participated in small group and whole class discussions on act 1, scene 1 of the play
- We have started exploring the ideas of characterisation and the use of language to characterise and
differentiate the characters
- Looking at the ways language is used to tell the audience of characters behaviours and dispositions
- We have looked at sonnets and the use of language and extended metaphor as a means of highlighting
character interaction.
- Students have created character profiles from act 1, scene 5 engaging with language techniques and
drawing examples from the text.
Learning purpose: To explore the characterisation of Romeo and encourage students to engage
with Shakespearean language.
Learning objectives: Evaluation:
On completion of this lesson, students will be - A completed analysis sheet of Romeo
able to:
- Students will be prepared to write a short
answer response to the question given to
them at the end of class.
- They will be able to characterise Romeo
using examples from the text.
- They will also have translated the scene
into modern English to broaden their
understanding of the text
Preparation and Resources:
- Copies of the play
- Romeo analysis sheet
- Computers
Catering for diversity
- Peer tutoring.
- I will be available to help each group.
- A range of activities to cater to a variety of learning styles.
Timing: Learning Experiences:
Introduction:
5 mins - Discussion on the homework questions

Sequence:
5-10 - Read Act 2, Scene 2.
mins
- Students to translate it into modern English (either in their copies or on a piece of
paper)- can use No Fear Shakespeare to work on this part.
25mins
- Students will be given an analysis sheet, I will number them (1-5), they will then join
the appropriate groups and focus on that part of the sheet.

15 - Students will return to their initial groups and help each other fill in the rest of their
mins sheets (jigsaw).
- Students will then have an in-depth analysis of Act 2, Scene 2 with key words, lines
and ideas from the scene.

Lesson conclusion:
5 mins - Students will be given their short answer question to prepare to write it in the next
class.
- They can ask any questions they may have

Behaviour management:
- Maintaining a presence around the room
- Working with the groups to analyse the scene

Lesson Evaluation:
Students had not completed their homework the night before so we moved straight into a reading of the play
instead. I selected students at random to ensure that they were all paying attention and reading along. I think the
jigsaw activity has worked well so far, some students were a little confused about what was being said in the
scene (the idea of virginity in particular), but once they read the translation I think their analysis became more in
depth.
My initial instructions, to translate from No Fear Shakespeare, were confusing to some students who thought I
meant that they were to translate the entire scene rather than just words and lines they didnt understand. I do
feel my instructions for students need to be very precise so as to avoid this type of confusion.