Lesson Plan

Day: Thursday Date: 17th October 2019 Time: Period 5 Year: 9

Learning Area: English Topic: Romeo and Juliet ‘Who was to blame?’ Character Charts
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.
 Examining characterisation of characters in the play they have read by Shakespeare as part of their
analysis.
Learning objectives: Evaluation:
On completion of this lesson, students will be able to:  Walking around the classroom during task
 Students will be able to effectively summarise the work and the PowerPoint presentation,
play and reference main characters. spending more time with students that may be
 Students will be able to give explanations being disruptive or students that are
surrounding main characters regarding what they struggling to assist them.
were like (looks, personality), who they were (in  Students are responding to questions directed
relation to other characters such as someone’s to them by teacher.
husband, wife, son, daughter etc.), and what they  Listen to student discussion about the tasks
did (their main role(s) in the play and what and provide praise and guidance for students
happened to them at the end of the play). 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 so it can be
uploaded to connect later.
 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.
 Draw the table on the whiteboard so that students can copy off of the whiteboard if they are struggling, come
in late or miss part of class (such as if they go to get a drink etc.) to ensure they all have key points in their
notes.

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. They will also benefit
from my notes on the board to make sure they don’t miss any essential points and I will ask them questions I
believe they are capable of answering and tailor these throughout the session to ensure they remain engaged.
The students in this class with EA’s from my time observing and teaching so far have not struggled to keep up
with content so these are precautionary actions that I will continue to write on the board and ask questions
to monitor their learning.
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 in their INB such as describing how the characters look in addition to
the other notes. 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?)

Note: this lesson will begin after the remaining students needing to present their
prior assessment task have completed this. Due to this I will not have the full hour to
complete this lesson and how much time I have depends on how many students
choose to present this lesson but it is likely this will only take 10-20 minutes of the
lesson as many students are avoiding their presentation.

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 due to being a new face for them. This can be done whilst
students are being seated and while the projector has the class instructions (such
as class rules about phones and bags)
3. Give cue  Raise hand to signal students to quieten down or other cue.
4. Ask what students will be presenting their oral presentations today and how they
8 minutes will project it (USB or Airplay). (Carry on with this part of the lesson first then
refer back to next steps).
5. Give instructional objectives for the lesson (what they will be learning and how).
 Today we will be continuing our work on Shakespeare’s Romeo and Juliet
for the character charts. Recap yesterday’s lesson and characters we have
already spoken about (Romeo and Juliet).
 This lesson will be creating the groundwork for the topic of Romeo 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. Provide further general instructions about the lesson and task to be completed.
 We will be continuing without PowerPoint from yesterday after those of
you who are presenting today have completed this so please have your
INB’s out and open to the tables we have.
 I will also have the table drawn up on the board from yesterday and
continue to fill the essential points out on the board based on student
responses to questions.

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?)
N/A but
approximately  Depending on the time it takes for students to present this lesson may run longer
10-20 or shorter than expected.
minutes.  Mentor will be assessing the presentations given by students.
 Once students have presented follow on with the following steps below.
 7. Ask students to draw a table in their workbooks if they weren’t here for the last
lesson or rule a line underneath the last character they completed (should be Juliet
if they were following along last lesson). This will also be on the whiteboard for
clarification and in the PowerPoint.
8. Last lesson should be recapped by asking leading questions to students and
allowing them to read their notes for answers about Romeo and Juliet. Relink that
40 mins. this is for their next assessment task before continuing on with the next characters.
Dependent on 9. For the remainder of the lesson we will continue with the character charts. After
presentation the presentations it is likely this will take the rest of the lesson time. Characters to
time but 4 complete this lesson are; Friar Lawrence, The Nurse, Mercutio and Tybalt.
characters (Assuming there is enough time after presentations).
should take  The points to be written in the charts are on the PowerPoint but students
approx. 40 should be asked leading questions prior to showing the answers to ensure
minutes. engagement and understanding.
 The table should also be completed with the most essential points on the
board for people that were late to class, away or are further behind than
the majority of the class.
 Management of behaviour:
 Reminding students that they may be asked to share their work later in the class or
to recap tomorrow at the beginning of the lesson so they should remain on task in
the case that this is asked of them.
 This class is generally quite well behaved. I need to continue to observe their
behaviour to see whether they have any tendencies to behave in negative ways in
particular situations.
 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 to increase motivation.
 Asking students to put their pens down while others do their oral presentation.
(beginning of class and also between each presentation as the students tend to be
distracted and this is becoming an issue).
 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.

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. Conclude the lesson with simple and more complex questions that we went over to
the class and to specific students that were doing well in the class and those who
5 minutes. were off task (as a way to communicate that this is unacceptable behaviour).
11. Ask the students to pack away their workbooks, pens/pencils and anything else on
their desk and stack the chairs at the back of the classroom before standing behind
their desk quietly until everything is tidy and then allowing them to leave.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why? How?)
 The lesson was productive and allowed students to understand more about characters besides the two main
characters (R&J) that were still incredibly important roles in the play.
 The presentations went for approximately the first half of the lesson (this is for the presentations and
organisation tasks for students such as bags at the front and books out etc.) so we only were able to recap our
last lesson and do one character in this lesson (Friar Lawrence) as we also watched a video.
 Due to the lesson being 5th period and the presentations being quite boring for some students I wanted
students to reengage with the content and also provide some more information about characters so that
students would be more likely to answer or guess my upcoming questions of characters they may have
forgotten about. Therefore, prior to the lesson beginning I found a video summary of the play that explained
what happened and who was involved (on Sparknotes) and this was more accurate/true to the play than the
1996 movie they have watched.
 Most students found this video to provide a good explanation overall and I would estimate  70% of students
watched the video through without distractions and the others would turn their attention to the screen when
 I asked them to. The students also seemed quite relieved this was the task they had at the end of the day as
many of them were complaining about being tired and wanting to go home.
 After watching the video the students were able to identify other main characters more easily such as Friar
Lawrence, The Nurse and more. This was done well in the lesson I believe.
 The students not engaging in work I was unsure of how to deal with after multiple encounters but due to the
time of day I believe this may be because students were irritable so may not be a constant issue.
 My mentor said the lesson was linked well and playing the video was effective but didn’t have too many other
notes as my part of the lesson was not overly long. He also said he likes that I am using the whiteboard to
support a range of student abilities.