Sie sind auf Seite 1von 6

Lesson Plan

Day: Monday Date: 21st Oct 2019 Time: Period 1 Year: 9

Learning Area: English Topic: Romeo and Juliet ‘Who was to blame?’ Concluding Character
Charts and beginning timeline worksheet.
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
 Examining characterisation of characters in the play they have read by Shakespeare as part of their
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.
the 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 struggling
surrounding main characters regarding what to assist them.
they were like (looks, personality), who they  Students are responding to questions directed to
were (in relation to other characters such as them by teacher.
someone’s husband, wife, son, daughter etc.),  Listen to student discussion about the tasks and
and what they did (their main role(s) in the play provide praise and guidance for students in
and what happened to them at the end of the group and individual work.
play).  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 he may
upload this to connect for students to access 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 or are
late. This also is a behavioural management and task management technique.
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. These students do not
seem to be struggling to keep up with the work at all and rarely ask for their EA to assist them. The EA in this
class is also taking part in the work so she can provide notes to other students should they need help. I will
continue writing on the board for this activity.
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. This will extend their
knowledge further but not at the risk that other students miss out on any essential information.
Timing: Learning Experiences:

(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.

7 2. Engage students by asking them general questions to boost enthusiasm and aid in
minutes 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  Countdown from 5 to signal for students to stop talking.
4. Ask students to get out their INB 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 be continuing our work on Shakespeare’s Romeo and Juliet for
the character charts. Recap last lesson (Thursday last week) and characters we
have already spoken about (Romeo and Juliet).
 We will then be beginning a worksheet (each of you will have one on the desk)
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.
 This lesson will be further developing 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.
 Underneath your last character chart entry rule a line and we will recap
previous characters and begin our next ones.
7. Recap the characters of Romeo, Juliet and Friar Lawrence by asking leading questions
developed from what has been written about these characters.
 What sort of person was (character name)?
 What did they look like?
 How did others describe them?
8. Then once the last lessons are recapped move onto new character chart entries and
finish the character chart. This should provide information to be written on The Nurse,
Tybalt and Mercutio. Also ask the students not to write notes for the following slides on
less important characters but pay attention to what is said (this will be uploaded to
connect for them to look at later if they want to know more about these characters so
tell students this). The characters to not write things for include; Montague, Lady
Montague, Capulet, Lady Capulet, Benvolio, Paris and the Prince.
9. Ask students to rule the final line in the character charts as we will be moving on, then
ask them to close their INB’s and look at the timeline worksheet.
10. Explain how we will complete the timelines
 Everything needing to be written (word for word) on the timeline is in the
PowerPoints in order and bolded and underlined.
 The timeline is in order of events and needs to be completed in a zig zag fashion
(the first event is above the line, the second is below, the third is above again
and so on).
 Ask students if everyone understands to clarify this.
11. Begin timelines using the PowerPoint slides.
 Each slide has what needs to be written underlined and in bold so students
need to write this first as instructed.
 I will ask if everyone is finished and allow (x) seconds to complete if it isn’t yet.
Then I will have questions to discuss that relate to the event that will come up
next. We will then discuss these as a class and then show the answers.
 I am aiming to complete at least 3 or 4 of the timeline text boxes by the end of
this session after the character charts have been done.
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 as I read and elaborate on the PowerPoint 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.
 Classroom rules projected at the beginning of the lesson (bags to the front, phones away
etc.) and repeated when needed.
 Using a cue to gain the attention of students.
 Have a desk free to move students if they are distracting others and themselves.
 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?)

12. Ask students to recap what we did in the lesson (character charts and timeline boxes)
asking things like “what happened in Act 1 Scene 2?”. This will allow for some
evaluation of the lesson and to conclude.
13. Ask students to pack away their things and keep their timeline in their INB for our next
lesson. Once desks and chairs are tidy and the bell has rang students can leave.

Lesson Evaluation: (Reflect on the lesson. What worked? What did not work? What would you change? Why? How?)
 This lesson went well overall and students seemed quite engaged for a Monday morning.
 The students behaved well throughout the entirety of the lesson and were interested in the work and
videos and many students tried to engage in answering questions (including some that don’t often
answer and one student that has special needs and is a much lower performer in the class was
particularly engaged and answer most questions).
 The students tend to call out answers even when questions are directed at particular students so next
lesson I need to establish a hands up rule for greater clarity and evaluation of individual students.
 The videos in the timeline presentation wouldn’t work as the video played but the audio was not
connected so I had to transfer the content onto my mentors laptop and play it from there which wasted
lesson time. This was not ideal and flustered me a bit but we have now reviewed how to make it work
and practiced so next lesson this should be fine.
 I continued board work for the character charts and we were able to complete the character charts
which was positive. When beginning the timeline many students were confident in identifying the names
of the characters which I believe to be a very positive sign and shows they engaged in the last task.
 I paced the class as a low management skill which was effective but 85% of students were on task
already and the ones who weren’t were dealt with so that was positive.
 I effectively used a cue today which was to countdown from 5 to 1 and students were silent by this time
so this was really good in comparison to my other previous lessons and I will continue to use this
 We were able to finish up until Act 1 Scene 4 but were unable to watch the relevant video for this event.
However, watching the video will be a nice easy introduction for our next lesson to get students attention
and on track for the rest of the lesson so this can be seen as a positive.