Brianna King CTL Assessment

Brianna King - 18141027
Contemporary
Teacher
Leadership
Brianna King
18141027
Abstract
This report has been designed for the English faculty at Rouse Hill High
School. This report focuses on the improvement of the Stage 5, Year 10
English. The original unit of work, Macbeth, was designed to cater for all
students. This report proposes recommendations for the unit to be taught
for an extensive class in which the students are Gifted and Talented and
require the extension of activities. Through the use the Understanding by
Design (UbD) framework and academic research, the unit as been
reconstructed to ensure that the new proposed changes are meeting the
needs of the students. The targeted areas for improvement through this
report are; higher order thinking, ICT, Literacy development (ALARM and
PETAL), student direction and the development of deeper understanding
through contextual background and metalanguage.
1
Table of Contents
Executive Summary: ...............................................................................3

 Objective and School Content…………………………….…….….....3
 Goals……………………………………………………….…….…....5
 Recommendations (Without Explanation)………………….….……..6
Comparative Tables…………………………………………….………7
Recommendations (With Explanation) ……….……………………..17
Reconstructed Unit: …………………………………………………..21
 Scope and Sequence…………………………………………….…..21
 Concept Map………………………………………………....……..22
 Assessment Task and Marking Criteria……………………………..23
 Redesigned Unit Outline Suing UbD ……………………….….…..28
 (KEY: CHANGES ARE HIGHLIGHTED IN YELLOW).
References……………………………………………………..……....40
Appendices of Original Documents………………………………….43
2
Executive Summary: Objective and context

Rouse Hill is a suburb located in the Hills district in Greater Western Sydney
region. Rouse Hill High School opened in 2009, meaning it is still a fairly new
school. In relation to the Index of Community Socio-Education Advantage
(ICSEA) the school rates in the medium to high intermediate level (ACARA,
2019). This co-education government secondary school is a large comprehensive
secondary school with a total of 829 students (ACARA, 2019). In terms of the
male to female ration the school is almost even with a total of 419 boys and 410
girls (ACARA, 2019). According to the MySchool website (2019), the school is
quite diverse with a total of 33% of students coming from a language
background other than English (LBOTE) and only 1% of the students identifying
as Indigenous or Torres Strait Islander individuals. Rouse Hill High has a unique
‘compacted curriculum’ meaning that the students have a different timing of
their units throughout the year. In Years 7-10 students complete 3 and ½ terms
in a grade (e.g. Year 9) then switch to their new grade (e.g. Year 10) for the
remainder of the year, is classified as a ‘roll over’ period. The students then start
their new grade and new work. This curriculum also affects Stage 6 Students as
they have a smaller time to complete the Preliminary Course and are able to split
their HSC into 2 Years – roughly with 3 units each year. This is a unique system
and Rouse Hill High is part of the small percentage of schools in New South
Wales that follow this academic system.
3
*The data below is represented in the ‘Objective and Context’.
Reference:
Statistics and tables above are retrieved from the MySchool Website. Retrieved from:
ACARA. (2019). School profile, My School. Retrieved from
https://www.myschool.edu.au/school/41813
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Executive Summary: Goals
This report will aim to:
 Address general capabilities – specifically enhancing literacy skills.
 Incorporate strategies to meet literacy and ICT learning needs.
 Focus on integrating the use of ICT within the classroom to enhance
higher order thinking.
 Enhance students’ communication and problem solving skills through
collaborative learning experiences.
 Emphasis student direction and development through independent
activities.
 Offering differentiation through extensions of activities.
 Draw focus on contextual background and its application to the modern
world.
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Executive Summary: Recommendations
The following recommendations will aim to allow this unit as well as activities
involved to be taught for Gifted and Talented students/extension students. These
recommendations can assist students in reaching their maximum academic
potential. All recommendations can be added to the lower/mixed ability units of
work as an extension for some students, however these recommendations
specifically target the higher ability classes and students.
 Improve the differentiation provided within the classroom, ensuring that
the students’ academic needs are being meet/challenged.
 Providing students with opportunities to individually explore and
challenge their problematic knowledge abilities and engagement in
critically thinking.
 Extend and improve analysis skills through extended response questions
and analysis tables.
 Improve paragraph writing through heightened structure targeting
analysis and evaluating skills.
 Providing opportunities for collaborative learning through group
research and analysis tasks.
 Extend analysis through enquiry questions with students engaging in
their higher order thinking to provide sophisticated responses.
 Enhance the incorporation of ICT within the classroom, creating more
opportunities for research and multimodal tasks.
 Provide students with specific outlines/guidelines
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Comparative Table:
7
Area of Strengths of the Concerns of the area of Suggested Changes to Research support for the
consideration area of consideration counteract concerns changes suggested.
consideration
This unit was There were no concerns of As this unit is designed for Literacy in the relation to the
Literacy composed with a literacy in original unit how higher-ability/Gifted and study of the current
major focus on there was not much Talented (GAT) students Australian Education system
literacy for the extension for higher- there are numerous is a central learning area
students. This unit ability/Gifted and Talented extension tasks such as within the English
targets a number of students. research tasks, collaborative curriculum. The
different literacy learning, TEE and ALARM recommendations in this unit
techniques. tables as well as more focus on improve the skills
extensive writing tasks using that the Australian
PEEL and PETAL structures. Curriculum, Assessment and
This unit also includes Reporting Authority discuss
practice essay writing as necessities. Through the
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exploring the ideas within the added recommendations
text. This provides the students will learning to
students with an extension of boost or gain control over
their literacy skills. learning strategies such as;
analytical, communication,
higher-order thinking and
critical/creative skills
(ACARA 2019). These
recommendations also make
explicit connections to the
development of their
listening, speaking, writing
and reading skills through
further development of skills,
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knowledge and
understanding (ACARA
2019). As this is unit is
targeted for higher-
ability/GAT students all the
changes push the students to
engage in literacy.
Numeracy There are some As this unit is heavily This incorporation of the Numeracy is also a
areas in which literacy based. Due to this research tasks ‘Gender Roles fundamental component of
students can there are only a few times Through Society’ allows the curriculum and needs to
explore numeracy. students are engaging in students to create a timeline be able to be integrated as
their numeracy skills. to see that changing roles in much as possible in other
society in a clear and learning areas (Bennison,
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comprehensive manner. Dole, Forgasz, Geiger & Goos,
2013). Due to numeracy
being a General Capability it is
vital that English units are
incorporating numeracy as
much as possible (ACARA
2019). The recommendations
suggested only make slight
changes through timed drama
pieces and a timeline. These
small changes can boost the
incorporation of numeracy
through out the unit and
allow opportunities for
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students to work on their
numeracy skills.
Critical and The original unit Although the original unit as The recommendations in this The recommendations for this
Creative
Thinking has numerous opportunities for critical unit are designed to enhance unit have a strong focus on
opportunities for and creative thinking, these the students’ critical and the enhancement for
students to engage are not as extensive as they creative thinking. This is students’ critical and creative
in critical and should be for higher- produced through the thinking skills. There are four
creative thinking. ability/Gifted and Talented including extension activities interrelated elements within
Examples of this students. such as research projects, this general capability are
would include the Shakespearean language inquiring, identifying,
translation of translation into modern text, exploring and organizing
Shakespearean drama performances, information/ideas (ACARA,
language, act and collaborative learning, TEE, 2019). Due to this unit being
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scene analysis and ALARM, PEEL and PETAL adapted for higher-
moral dilemmas structures and practice exam order/GAT students it is
with their question essays. Through the crucial that activities are
connections to the incorporation of the above specifically targeted for the
student. students are able to test their students and improve their
high order thinking skills as quality of thinking (Iakovos,
well as interpreting this 2011). These
through their creative recommendations will assist
thinking abilities. By in the students’ academic
including these throughout needs and abilities.
the unit students are able to
continue to build their skills
during each new element of
the unit.
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This unit allows The original unit only has a The extension for this unit The play Macbeth is
Ethical
Understanding students to gain basic exploration of ethical allows for the students to intertwined with ethical
both understandings. There are explore other ethical issues issues, which makes the
ethical/unethical activities, which represent and interpret their own general capabilities of ethical
understandings of this, however the main understanding. This unit as understanding achievable in
the text. Macbeth focus is on ‘Power’, which is also allowed the students to the unit. As Macbeth explores
has a large focus on not the only major ethical complete more activities that numerous ethical issues it can
ethics, which issues in the play. focus on this including essay be a great example to teach to
allows students writing and the incorporation students as they can explore
reflect on the of literature reviews. These multiple scenarios (Mousley,
characters (mainly changes allow students’ to 2007). In relation to the
Macbeth and Lady focus on all aspects of the text Australian Curriculum,
Macbeth) as well as to gain a wider ethical Macbeth explores the
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their own personal understanding. complex issues of human
ethics. rights and responsibilities
(ACARA). The students’
expand their knowledge on
this capability through a use
of two recommendations. The
first being the students
having to discuss the issues
with examples to the text to
support their argument of
ethical issues.
The second is adding
activities that require the
students to think about their
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own moral dilemmas
broadens their understanding
of not only the text, but how
to apply this into real life
situations.
Understanding The unit has a lot of The original unit only has The recommendation for this Higher ability/GAT students
by Design
UbD examples of one ‘big idea’ students’ can unit is to add more ‘big ideas’ often requite their learning to
throughout. The take away from studying the students can relate to have real world connections
unit has ‘Learning Macbeth. such as; anger, fear, trust, lies, (ACARA, 2019). Through
and Evaluation’ greed, empathy and love. these inclusions students are
column as well as able to engage both academic
‘Key Learning skills and valuable life skills
Ideas’ (Mangelsdorf, 2013)
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Recommendations
This section of the report aims to outline a number of recommendations that can assist
in modifying the presented ‘Macbeth’ unit of work. These recommendations aim to
keep the content current and relevant for the students as well as aiming to improve the
teaching and learning practice for teachers. In order for the goal of effective teaching
and learning in the current Australian Education System, teachers should be aspiring
to improve their practice through self-reflection and peer reflections through
collaboration and engagement of their faculty (Dochy, Kyndt, Raes and Vangrieken,
2015; Lang & Page, 2011). Through this collaboration process faculties and schools
are able to work together to achieve the goal of all students, regardless of their diverse
learning abilities being able to reach their academic potential and achieve success.
The recommendations for this unit focus on increasing the learning needs for higher
ability/Gifted and Talented students.
The first area recommendation suggested for this unit is an overall improvement of
the General Capabilities discussed in above comparative table. As discussed the
General Capabilities are at the core of the Australian Curriculum and are a
fundamental element of educational development for higher ability/Gifted and
Talented students (Australia Curriculum Assessment and Reporting Authority -
ACARA, 2019). Although there are some recommendations of adjusting the
Numeracy the main focus for this unit is the improvement of Literacy, Higher- Order
Thinking, Critical and Creative Thinking capabilities, Collaborative learning and
Information and Communication Technology (ICT). The improvement of Literacy
across the Australian Curriculum is focused on in all learning areas, however it is
crucial for English classes to implement pedagogical strategies for improvement. In
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this unit it is vital that teachers are fostering the learning environment so that the
students are reaching their analytical reading and writing skills potential. In relation to
the six interrelated elements of Literacy defined by ACARA (2019), the suggestions
target the comprehension of ‘Macbeth’ as well as composing texts through both their
writing and dramatic skills. These higher-order thinking skills assist the students in
being able to understand the complexity of Shakespeare across different pedagogical
approaches.
Higher-order thinking is an extremely powerful attribute for students as it aims for
teachers to not just relay information at a standard level, but for the learning to go
further than the classroom (Himmele, Himmele & Potter, 2014). Higher
ability/Gifted and students are able to specifically draw conclusions between what
they are learning and how it can be translated or applied into their world (Himmele,
Himmele & Potter, 2014). ‘Macbeth’ has sophisticated ethic understandings portrayed
throughout the play, which allows for students interpret these themes into their own
situations to try and understand the character choices. Adding on to this this
educational approach students are also engaging in their critical and creative skills.
Critical and creative thinking allow students to focus on two types of thinking that
compliment each other in English curriculum. The approach based learning skills
focus on both the critical analysis on not only the text but also the opinions that others
have on the text (ACARA, 2019; Fung, Leung and To, 2016). Students are able to
logically understand and comprehend the elements of the text whilst also providing
justification of their understandings. In addition to this students are then able to create
their own opinion of the text through written, visual, performances and multimodal
texts (ACARA, 2019). Incorporating these pedagogical approaches in the classroom
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also allow students’ to engage Bloom’s Taxonomy Theoretical Framework. These
approaches focus on students’ expanding their abilities in the cognitive domains of
knowledge, application, analysis, comprehension, synthesis and evaluation (Collis,
2014; Himmele, Himmele & Potter, 2014). This can be produced through teachers
effectively planning lessons that revolve around questions and discussions that
involve higher-order thinking process (Collis, 2014). The above approach would help
assist the overall cognitive growth for higher ability/Gifted and Talented students and
would allow for a positive learning environment.
Positive learning environments are not only achieved through individual academic
work but also through collaborative learning. Collaborative learning is a critical
learning strategy as it can involve specific elements of critical thinking (Fung, Leung
and To, 2016). The pedagogical approach emphasises the importance of students
partaking in comparing and contrasting activities with students of the same cognitive
ability to promote higher-order thinking (Fung, Leung and To, 2016). Collaborative
learning also focuses on promoting communication skills, which is a vital skill
students’ can take beyond the classroom. An additional skill that would enhance
students’ skill beyond the classroom would be the integration of ICT. Through the use
of ICT in the classroom students are able to communication, create, access and
research ideas and information (ACARA). The inclusion of ICT in classes can also
increase student engagement and satisfaction within the learning environment
(Bhaumik, 2013). Through effective teaching strategies and integration the use of ICT
can create a more interactive classroom through the use of technological tools such
Google Classroom (Bhaumik, 2013). The impact these teaching and learning
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strategies are both beneficial for the students in the classroom as well as developing
skills for beyond the classroom.
In conclusion, the goals for the recommendations of the unit ‘Macbeth’ are all aimed
at improving and enhancing the educational experience for higher ability/Gifted and
Talented students as well as the teaching and learning experience of the teacher.
These recommendations also incorporate current research and teaching strategies that,
assist in ensuring that both the students and teachers academic needs are being
satisfied. Through the recommendation incorporation of general capabilities such as
literacy, higher-order thinking, critical and creative thinking, collaborative learning
and the information and Communication Technology, higher ability/Gifted and
Talented students are able to study ‘Macbeth’ a way in which they are reaching their
maximum cognitive abilities whilst preparing them with skills for beyond the
classroom.
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Reconstructed Unit: Scope and Sequence.
Term 2B – 5 Weeks – Scope and Sequence

Week 1 Week 2 Week 3 Week 4 Week 5 – Assessment
Task
Macbeth
Lessons: 12 Lessons
Week A: 2 Lessons (Lesson 1 -2 Hours; Lesson 2 – 80 Minutes: TOTAL: 3 Hours and 20 Minutes)
Week B: 3 Lessons (Lesson 1 – 80 Minutes; Lesson 2 – 80 Minutes; Lesson 3 – 2 Hours: TOTAL: 4 Hours and 40 Minutes)
Total Hours: 19 Hours and 20 Minutes a fortnight.
Outcomes:
EN5-3B, EN5-4B, EN5-5C, EN5-6C
Text requirements: Drama/ Film/ Fiction - Print/ Visual/ Multimedia
Aims and Objectives
Knowledge and Understanding:
Students:
 Knowledge and understanding of Shakespearean texts, language, themes, context and play structure.
Skills:
Students:
 Engage in research, literacy, analysis, collaborative, high-order thinking, and critical and creative skills.
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Reconstructed Unit: Concept Map
22
Assessment Task and Marking Criteria.
This unit does not have a assessment task attached to it, as it is only a short unit.
However, the Year 10 students are to complete a ‘Portfolio Task’ throughout the year
on all of their topics. This is added to week 5 of the unit outline. As there can be no
changes to the ‘Portfolio Task’ as it is planned across the whole year, therefore there
are no changes required or needed for the assessment for the unit.
The assessment task is attached below.
ASSESSMENT TASK NOTIFICATION
Subject: English Year: 10
Unit: All units Task Title: Portfolio Task
Assessment Task: 1 Task Weighting: 20%

Date Given: Term 4b, Week 8 Date Due: Term 3, Week 9
Student Name: Class:
Outcomes being assessed:
Responds to and composes increasingly sophisticated and sustained texts

EN6- for
1A Understanding, interpretation, critical analysis, imaginative expression and
pleasure
Selects and uses language forms, features and structures of texts

EN5-
appropriate to a range of purposes, audiences and contexts, describing and
3B
explaining their effects on meaning
EN5- Effectively transfers knowledge, skills and understanding of language

4B concepts into new and different contexts
EN5- Purposefully reflects on, assesses and adapts their individual and
9E collaborative skills with increasing independence and effectiveness.
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Task description:
Students have opportunities to independently reflect, refine and strengthen their own skills in
producing imaginative, discursive, persuasive and informative texts.
Students will complete a portfolio of tasks throughout the Year 10 course, to be marked as a
whole at the final due date. Students will have the opportunity to seek and apply feedback
throughout the submission process and class time will be given for drafting. Draft submission dates
to be advised by teacher.
Discovering
 ALARM row and Paragraph response
Genre Study
 Analysis of related text exploring the genre
 Imaginative piece representing the genre
Sassoon
 Annotation of poem not studied in class
Macbeth
 Review/blog post/article
The Individual Experience

 Character Analysis
 Reflection Paragraph
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Assessment Task
Marking rubric
Grade Mark To achieve this grade, a student....
 Demonstrates a sophisticated ability to create sustained texts for

20 understanding, interpretation, critical analysis, imaginative expression
and pleasure.
19
A 18
 Organises, develops and expresses ideas in a sophisticated way using
language appropriate to audience, purpose, context and form.
17  Independently reflects on and confidently uses feedback and drafting
processes.
 Demonstrates an effective ability to create sustained texts for

16 understanding, interpretation, critical analysis, imaginative expression
15 and pleasure.
B 14  Organises, develops and expresses ideas in a competent way using
language appropriate to audience, purpose, context and form.
13  Independently reflects on and uses feedback and drafting processes.
 Demonstrated a sound ability to create texts for understanding,

12 interpretation, critical analysis, imaginative expression and pleasure.
11  Organises, develops and expresses ideas in a sound way using language
C 10 appropriate to audience, purpose, context and form.
 With increasing independence, reflects on and uses feedback and
9 drafting processes.
8  Demonstrates a developing ability to create texts for understanding,

interpretation, analysis, imaginative expressions and pleasure
7
D 6
 Attempts to organise and express ideas with limited appropriateness to
audience, purpose, context and form.
5  With guidance, is able to reflect on their learning process.
 Attempts to create texts for understanding, interpretation, analysis,

4 imaginative expressions and pleasure.
3  Attempts to present ideas with elementary understanding of delivery,
E 2 language and/or form.
 With teacher support, is able to reflect on some aspects of their
1 learning process.
Feedback:
Well done
Needs improvement
Strategy for improvement
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Assessment Task
Outline of Tasks
Discovering
Draft Due: Term 4, Week 10
Alarm Row and Paragraph Response
Students will use their knowledge of discovery to collect evidence in an ALARM row for a given question.
Using this evidence, students will compose a paragraph response answering the question.
You must:
 Include the textual features of a critical text

 Use appropriate vocabulary, style and tone to demonstrate understanding of the concept of
discovery in texts
 Construct a sustained exploration of an idea
 Use the English language accurately and fluently.
Genre Study
Students will be required to submit TWO portfolio items for the Genre Study unit
1. Analysis of Text
As a class, students will discover and discuss the codes and conventions of the genre.
Students will research and select ONE text, which represents the genre being studied in class. Students
will then compose a 400-word response evaluating how their text represents the codes and conventions
of the genre.
You must:
 Include the textual features of an evaluative text
 Use appropriate vocabulary, style and tone to demonstrate understanding of codes and
conventions of the genre
 Construct a sustained exploration of ideas
2. Imaginative Piece Representing the Genre
Students will use their knowledge of the codes and conventions of the genre, to compose a 500-word piece
of imaginative writing. Students should use a variety of language forms and features to represent the genre
in a creative perspective.
You must:
 Include the textual features of an imaginative text
 Use appropriate vocabulary, style and tone to demonstrate understanding of codes and
conventions of the genre
 Construct a sustained piece of imaginative writing
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Sassoon
Annotation of Poem
Students will annotate one Sassoon poem, which has not been studied in class. The annotations should
include identification of poetic techniques, and relevant information. In addition students must compose a
300-word paragraph analysing the effectiveness of THREE poetic techniques used.
You must:
 Include the textual features of a critical text
 Use appropriate vocabulary, style and tone to demonstrate understanding of poetic devices.
Macbeth
Review/Blog post/article
Individually, students will compose a review, blog post or newspaper article discussing how effective
Shakespeare’s play Macbeth is at exploring the concept of power. Student compositions should attempt to
convince readers of student’s perspective.
You must:
 Include the textual features of a persuasive text
 Use appropriate vocabulary, style and tone to demonstrate understanding of power in texts
The Individual Experience

Character Analysis
Students will compare and contrast TWO characters from their prescribed novel, exploring how people are
impacted by their individual experiences. Students will need to demonstrate an in-depth knowledge of
their chosen characters.
You must:
 Include the textual features of a discursive text
 Use appropriate vocabulary, style and tone to demonstrate understanding of individual
experiences in texts
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Reconstructed Unit – Changes highlighted in YELLOW
Rouse Hill High School - English Faculty - 2019
Year: 1.0 Term: 2B Topic: Macbeth Length of unit: 5 weeks
Driving question/s: Key Learning Ideas: Real world concept:

 To what extent is Shakespeare’s Macbeth about the  What language techniques are used
use and abuse of power? to create meaning?  Power
 What impact does the choice of  Anger
dramatic techniques have on  Greed
Shakespeare’s plays?  Fear
 How do choices in characterisation  Trust
affect meaning?  Lies
 How does context affect the meaning  Empathy
of a text?  Love
 What role do characters play in
Shakespeare’s texts?
 How do a variety of composers
interpret and respond to
 How do critics evaluate and respond
to Shakespeare’s Macbeth and how
do these responses influence our
own personal reading of the play?
Unit rationale: Syllabus outcomes: Textual Concepts:

(Significance)  EN5-3B: A student selects and uses  Character: can represent types of people,
Shakespearean drama offers students the chance to witness language forms, features and ideas and values
and imagine universal themes conveyed through dynamic, if structures of texts appropriate to a  Literary Value: value within personal and
28
often flawed, characters. Students will critically analyse and range of purposes, audiences and cultural value systems and that these may
evaluate the language, content and construction of one of contexts, describing and explaining change in different historical and cultural
Shakespeare’s plays to develop an appreciation of the original their effects on meaning. contexts
text and its adaptations. Students will develop their capacity to  EN5-4B: A student effectively  Style: understanding that styles vary and
form a thesis and personal response to a text, which in turn, transfers knowledge, skills and are valued differently
will reflect their growing understanding of the world around understanding of language concepts
them. into new and different contexts.
 EN5-5C: A student thinks
imaginatively, creatively,
interpretively and critically about
information and increasingly complex
ideas and arguments to respond to
and compose texts in a range of
contexts.
 EN5-6C: A student investigates the
relationship between and among
texts.
Assessment mode(s): Assessment for learning: Text/s:

Internal/External  Agree/Disagree: Justify activity  Macbeth (play)
 Kahoot/Google Form
Learning across the curriculum: Assessment as learning:
C&C Thinking,  Essential Vocabulary
Ethics,  Shakespeare Language
Literacy,  Alarm Tables, TEE Tables, PEEL &
P&S Capability, PETAL Paragraphs
Civics Assessment of Learning
 Portfolio Task
Outcomes: Quality Teaching and Learning activities: Differentiation: Evidence

Teaching: of
29
Learning
and
Evaluatio
n:
Week 1/2 - Context, Composer and Literary Value
EN5-4B: A student effectively Background Assessment for learning  Completed an

transfers knowledge, skills
and understanding of Knowledge independent task
language concepts into new Students engage in an Agree/Disagree Scenario Activity.  Completed in stations:
and different contexts  Students should be justifying their answers and each student walks to
Develop and apply
contextual knowledge drawing specifically on their own examples. each statement and
 Apply existing shares their ideas
knowledge, skills Teacher should be making note of student responses and  Their reasons
and understanding
about language to
draw students into questioning their perspective and how  Collaborative Learning
access and express they formed it - debate their
increasingly perspective
complex information
and ideas for new
purposes,
audiences and
contexts.
Higher-Order Essential Vocabulary Spelling Test  Completed an

thinking Students are to be introduced to the essential vocabulary independent task.
Background for success in this unit. A series of exploratory activities
Knowledge can be designed by teachers to enhance the meaning of
the words, and how to effectively apply them in their
analysis and compositions.
The words are as a follows: Glossary – Key Terms.
 Students are then to create a table with 3 columns
(Word – Definition – Example in a sentence).
 Students will then complete a guided writing task
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where they will be prompted with the vocabulary to

add into their stories.
Do Now Tasks:  Completed an

 Should take no longer than 10 minutes at the independent task.
beginning of every 80+ minute lesson.  Collaborative
 Tasks should involve: comprehension questions, Learning
research tasks, language activities, whole class
discussion, and small group work activities.
 Activities should be created and uploaded on
Google Classroom.
EN5-3B: A student selects Higher-Order 
and uses language forms, Introduction to the context, composer, text type, genre
features and structures of thinking Completed an
and the play -
texts appropriate to a range of independent task.
purposes, audiences and Background Exploring the genre of Shakespearean tragedy  Collaborative
contexts, describing and
Knowledge Learning
explaining their effects on  What are the features of a Shakespearean
meaning  Extended
Engage personally with Deep tragedy? SHAKESPEARE – what is in a play?
texts
responses
 Engage with a knowledge  Before commencing note taking, students are to  Multimodal
range of engage in a whole class discussion/brainstorm presentations
increasingly Deep about features they believe are included. Prompt  Completed a
complex language
forms, features and understanding with; language, storylines, characters, plot twists, drama performance
structures of texts in themes etc.
meaningful,
contextualised and Higher-order  Students are to write notes from the above-
authentic ways. attached PowerPoint.
EN5-4B: A student effectively
thinking
 Student’s in-group research the following topics
and understanding of Background
language concepts into new and present to the class via a small PowerPoint
knowledge
and different contexts presentation.
Engage personally with
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texts Real World  Revise Elizabethan England, Values of the Social

 Appreciate and Connections and Historical Context, Shakespeare’s language,
value the ways
language concepts, Ethical Shakespeare himself.
ideas and Understanding
information can be Making Shakespeare relevant
shaped and
transformed for new Critical Suggested Activities
and different Thinking
contexts.  ‘How far would you go?’ – Students are
Develop and apply
contextual knowledge Creative presented with moral dilemmas and should
 Apply existing Thinking consider how they would respond. Students should
knowledge, skills consider human nature and how different people
and understanding
about language to Collaborative would have individual responses.
access and express Learning
increasingly
Real World Focus - Power
complex information  DRAMA ACTIVITY: Improvisation - Status and
and ideas for new Incorporation Power
purposes, of ICT
audiences and o SETTING THE SCENE: Explain and
contexts. explore the idea of “status”. Level these on
Student a scale of 1-10; 10 being Godly and 1 being
EN5-6C: A student Direction
investigates the relationships
the lowliest creature you can imagine.
between and among texts o DISCUSSION: When was a time in which
Develop and apply Language you were a 10 – in other words, when you
contextual knowledge Techniques
 Students research
had complete power and authority in a
and explore the situation?
texts of specific o ACTING: Ask two students to take the
composers, e.g. a
novelist, poet,
stage and improvise a scene (you can give
filmmaker or them a setting and conflict if
dramatist, needed). Assign one student “high” status
considering themes,
language and the other “low” status.
techniques and o REFLECTION: How does someone’s status
similarities and or level of power alter our perceptions of
differences in their
works them? Is it possible to gain more power
and social status? What are some of the
32
EN5-3B: A student selects implications/consequences of seeking more

and uses language forms,
features and structures of power?
texts appropriate to a range of
purposes, audiences and  You’ve got the power! - “If I ruled Australia, I
explaining their effects on would…”
meaning o INDIVIDUALLY - Ask students to complete
texts
the sentence with one or more ideas –
 Engage with a emphasise that the ideas don’t necessarily
range of have to be realistic.
increasingly o PAIRS - After a couple of minutes, ask
complex language
forms, features and students to compare answers in pairs – ask
structures of texts in for some suggestions and write them on the
meaningful, board.
contextualised and
authentic ways. o REFLECTION- Who chose to do things that
 Analyse and explain would benefit everyone? Who chose to do
how text structures, things to benefit themselves? Would you
language features
and visual features like to have that much power? What might
of texts and the be the good/bad things about being a ruler?
context in which
texts are
experienced may
influence audience Shakespearean Language
response Teachers should introduce Shakespearean language to
Understand and apply
knowledge of language students in a way appropriate to their class. Options
forms and features include: original text, modern texts, or a combination. The
 Evaluate techniques activity below can be used to gauge student’s aptitude for
(e.g. contrast,
exaggeration, translating Shakespearean language.
juxtaposition or  Translating Shakespearean using
changing
chronological order)
Word/Phrase/Sentence/Context.
used in spoken,  The teacher is to present a sentence in small
written and visual groups students are to try and deconstruct the
texts to, for
example, construct sentence to find its translation/meaning. Students
plot and create will then engage in a whole class discussion, as the
33
emotional teacher is to write their answers on the board.

responses.
Students are then to take a vote of which they think
best suits. The teacher will then reveal the
definition of the sentence.
 Students are to create sentences in Shakespeare
language.
Google Classroom.
Unit rationale and driving question
 Present students with the unit rationale.
 Students are to individually read through and
highlight key ideas and answer question sheet.
 Students are directed through analysis and
clarification of the unit’s rationale and driving
question.
 Students in pairs are to then re-write the rationale
in their own words.
 Make links to students’ prior knowledge and
expectations about the topic.
Week 3/4 - Understanding of Text
EN5-3B: A student selects Higher-Order

and uses language forms, Chronology, structure, setting, characters
features and structures of thinking  Completed an
texts appropriate to a range of  32 Second Macbeth - independent task.
purposes, audiences and Background https://mseffie.com/assignments/macbeth/Assignm  Collaborative
explaining their effects on Knowledge ents/32-second%20Macbeth.pdf Learning
 Intro video/cartoon to the play/plot - An excellent  Extended
34
meaning Deep way to introduce the storyline, making it exciting responses

knowledge and humorous for students: https://youtu.be/UkBp-  Read the play.
Engage personally with texts
 Engage with a 2fAbiU
range of Deep  CLOZE PASSAGE - Macbeth
increasingly understanding  Plot Outline - Vocabulary and Character Jumble
complex language
forms, features and activity.
structures of texts in Ethical  Who’s Who matching PDF
meaningful,
contextualised and
Understanding  Character map
authentic ways.  60 second Shakespeare
 Analyse and explain Critical  Macbeth rap video- http://flocabulary.com/macbeth-
how text structures, Thinking summary/
language features
and visual features  Read summary of the play/create
of texts and the Creative http://www.angelfire.com/mo/MACBETH/stor.html
context in which Thinking
texts are
experienced may
Characterisation
influence audience Collaborative Through exploring parts of the original text along with a
response
Learning range of interpretations, students should begin to
knowledge of language understand character intentions, motives and
forms and features Incorporation representation.
 Evaluate techniques of ICT
(e.g. contrast,
 After each analysis of character students should
exaggeration,
juxtaposition or Student engage in a whole class brainstorm with all the
changing Direction character traits
chronological order)
used in spoken,  Students will then create mock interviews where 1
written and visual Language student is to create questions and the other student
texts to, for is to answer in that characters persona. As weeks
example, construct
Techniques
plot and create progress students can do group interviews or live
emotional Analytical ‘Q&A’s’.
responses.
Reading and
EN5-4B: A student effectively Writing First Impressions:
35
and understanding of Initial Impressions – Character Traits

language concepts into new
and different contexts Context – Gender Roles – Now Vs. Then
texts
 Students are to create a timeline with the different
 Appreciate and
value the ways
roles throughout time.
language concepts,
ideas and Act 1 Scene 1 – Comparing Different Versions
information can be
shaped and  Students are to watch 3 different ‘Opening Scenes’
transformed for new with the Witches. Students are then to make note
and different about the differences between the 3 in a
contexts.
comparative table.
 Students focus on how Shakespeare is adapted for
EN5-5C: A student thinks modern relevance, encouraging students to
imaginatively, creatively,
interpretively and critically
consider how thematic concerns are adapted.
about information and  Students are to engage in a whole class discussion
increasingly complex ideas about the first scene (used as a scaffold for future
and arguments to respond to
and compose texts in a range independent work).
of contexts
Focus on Key Scenes - Soliloquies
Develop and apply
contextual knowledge
 Students are to define and interpret
 Understand how soliloquies?
language use can
have inclusive and  Students are to find examples in the text and
exclusive social translate this to modern English examples.
effects, and can
empower or  Students are to write TEE tables and ALARM about
disempower people.
Respond to and compose
soliloquies and language techniques.
texts
 Character Focus – Macbeth
 Understand and
explain the ways in
which composers
 Students are given ‘Stat
transform ideas and
experience into and
o Act 1, Scene 3 - ‘Two truths are told …’
36
within texts, o Act 1, Scene 7 - ‘If it were done when ’tis

including
consideration of done …’
their insight,
imaginative powers o Act 2, Scene 1 - ‘Is this a dagger …’
and ingenuity
o Act 3, Scene 1 - ‘To be thus is nothing …’
o Act 4, Scene 1 - ‘Time thou anticipatest …’
EN5-6C: A student
investigates the relationships o Act 5, Scene 5 - ‘She should have died
between and among texts
hereafter …”
texts
 Character Focus - Lady Macbeth
 Explain and justify o Act 1, Scene 5 - lines 1-28 - “Unsex me”
responses to texts
and widening o Act 3, Scene 2
personal
preferences within o Act 5, Scene 1 - “Out damned spot”
and among texts.
Understand and apply https://www.youtube.com/watch?v=VS_Z4z
knowledge of language forms BDItw
and features
 Analyse and  Students are to focus on the manipulation that Lady
evaluate text Macbeth has on Macbeth. Students to engage in a
structures and
language features
research task to boost their understandings of Lady
of literary texts and Macbeth.
make relevant
thematic and  Students should be engaging in research,
intertextual comparing their own understanding and literary
connections with
other texts criticism analysing the play
 Use appropriate
metalanguage to  Students should incorporating PEEL & PETAL
identify, describe paragraph structures.
and explain
relationships *Note – Students should be independently reading the
between and text in their own time.
among texts
37
Analytical Writing
Students are to engage in analytical writing increasing their
writing skills and their understanding of the play.
 Essay Question 1
o “Absolute power corrupts the individual.” To
what extent is this idea represented within
Shakespeare’s tragedy Macbeth?
 Essay Question 2
o Shakespeare’s Macbeth presents the
audience with interesting ideas through his
representation of power and controversial
characters. Discuss this statement with
DETAILED reference to the play.
 Additional questions
o Is Macbeth a moral play? Is justice served
at the end of the play? Defend your answer.
o Discuss whether Macbeth is truly a tragic
figure.
Examine to what extent Lady Macbeth is to blame for her
husband's downfall. Discuss the relationship between the
couple as the play develops.
 Students should incorporating PEEL & PETAL
paragraph structures.
Google Classroom.
38
Week 5 – Assessment Task

EN6-1A, EN5-3B, EN5-4B, Assessment Portfolio Task:
EN5-9E
Individually, students will compose a review, blog post or
newspaper article discussing how effective
Shakespeare’s play Macbeth is at exploring the concept of
power. Student compositions should attempt to convince
readers of student’s perspective. You must:
 Include the textual features of a persuasive

text
 Use appropriate vocabulary, style and tone
to demonstrate understanding of power in
texts
 Use the English language accurately and
fluently.
39
References:
Australian Curriculum Assessment and Reporting Authority. (2019). Critical and Creative
Thinking. Retrieved from https://www.australiancurriculum.edu.au/f-10-
curriculum/general-capabilities/critical-and-creative-thinking/
Australian Curriculum Assessment and Reporting Authority. (2019). English, Foundation –

Year 10. Retrieved from https://www.acara.edu.au/curriculum/foundation-to-year-
10/learning-areas-subjects/english-foundation-to-year-12
Australian Curriculum Assessment and Reporting Authority. (2019). Ethical Understanding.

Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/ethical-
understanding/
Australian Curriculum Assessment and Reporting Authority. (2019). Information and

Communication Technology. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/general-
capabilities/information-and-communication-technology-ict-capability/
Australian Curriculum Assessment and Reporting Authority. (2019). Numeracy. Retrieved

from https://www.australiancurriculum.edu.au/f-10-curriculum/general-
capabilities/numeracy/
Australian Curriculum Assessment and Reporting Authority. (2019). School profile, My

School. Retrieved from https://www.myschool.edu.au/school/41813
Bennison, A., Dole, S., Forgasz, H., Geiger., Goos, M. (2013). Mathematics Education:
Yesterday, Today and Tomorrow. Retrieved from,
40
https://researchbank.acu.edu.au/cgi/viewcontent.cgi?referer=https://www.google.com/
&httpsredir=1&article=2712&context=fea_pub
Bhaumik, P. (2012). Use of ICT in the Classroom Teaching of Management. Vision:

The Journal of Business Perspective, 16(4), 245-252. Retrieved from
https://journals-sagepub-
com.ezproxy.uws.edu.au/doi/pdf/10.1177/0972262912460180
Collins, R. (2014). Skills for the 21st Century: Teaching Higher-Order Thinking.
Curriculum& Leadership Journal Website. Retrieved from,
http://www.curriculum.edu.au/leader/teaching_higher_order_thinking,37431.html?iss
ueID=12910
Dochy, F., Kyndt, E., Raes, E., Vangrieken, K. (2015). Teacher collaboration: A
systematic review. Educational Research Review, 15, 17-40. https://www-
sciencedirect-com.ezproxy.uws.edu.au/science/article/pii/S1747938X1500024X
Fung, D., To, H., & Leung, K. (2016). The influence of collaborative group work on
students' development of critical thinking: The teacher's role in facilitating
group discussions. Pedagogies: An International Journal, 11(2), 146-166.
http://web.b.ebscohost.com.ezproxy.uws.edu.au/ehost/pdfviewer/pdfviewer?vid=1&si
d=e860ed44-3ca9-4f05-be98-684aae4dfe2c%40sessionmgr102
Himmele, P, Himmele, W., Keely Potter, W. (2014). Total Literacy Techniques: Tools
to Help Students Analyse Literature and Informational Texts. Alexandria:
Association for Supervision & Curriculum Development. Retrieved from
https://ebookcentral.proquest.com/lib/uwsau/reader.action?docID=1756005
41
Iakovos, T. (2011). Critical and Creative Thinking in the English Language Classroom,
International Journal of Humanities and Social Science, Vol. 1(8). Retrieved from
https://pdfs.semanticscholar.org/fe7b/047e44fae84131d84b1639b07dc8e6412521.pdf
Lang, R., Page, S. (2011). Benefits of Teacher Collaboration Across Varying Stages of
the Research Process. Intervention in School and Clinic, 46(4), 230-234.
https://journals-sagepub-
com.ezproxy.uws.edu.au/doi/abs/10.1177/1053451210389031
Mangelsdorf, N. (2013). Understanding by design. TLN Journal, 20(1), 38-39.

https://search-informit-com-
au.ezproxy.uws.edu.au/fullText;dn=302937402730691;res=IELHSS
Mousley, A. (2007). Ethics: Macbeth, Re-Humanising Shakespeare: Literary Humanism,

Wisdom and Modernity, Edinburgh Scholarship Online. Retrieved from
https://edinburgh.universitypressscholarship.com/view/10.3366/edinburgh/978074862
3181.001.0001/upso-9780748623181-chapter-6
42
Appendix – Original Unit Of Work
Rouse Hill High School - English Faculty - 2019
Year: 1.0 Term: 2B Topic: Macbeth Length of unit: 5 weeks
Driving question/s: Key Learning Ideas: Real world concept:

 To what extent is Shakespeare’s Macbeth about the use and  What language techniques are used to
abuse of power? create meaning? Power
 What impact does the choice of dramatic
techniques have on Shakespeare’s plays?
 How do choices in characterisation affect
meaning?
 How does context affect the meaning of a
text?
 What role do characters play in
 How do a variety of composers interpret
and respond to Shakespeare’s texts?
Advanced Candidates
 How do critics evaluate and respond to
Shakespeare’s Macbeth and how do these
responses influence our own personal
reading of the play?
Unit rationale: Syllabus outcomes: Textual Concepts:

(Significance)  EN5-3B: A student selects and uses  Character: can represent
Shakespearean drama offers students the chance to witness and language forms, features and structures of types of people, ideas and
imagine universal themes conveyed through dynamic, if often flawed, texts appropriate to a range of purposes, values
43
characters. Students will critically analyse and evaluate the language, audiences and contexts, describing and  Literary Value: value within
content and construction of one of Shakespeare’s plays to develop an explaining their effects on meaning. personal and cultural value
appreciation of the original text and its adaptations. Students will  EN5-4B: A student effectively transfers systems and that these may
develop their capacity to form a thesis and personal response to a text, knowledge, skills and understanding of change in different historical
which in turn, will reflect their growing understanding of the world language concepts into new and different and cultural contexts
around them. contexts.  Style: understanding that
 EN5-5C: A student thinks imaginatively, styles vary and are valued
creatively, interpretively and critically about differently
information and increasingly complex ideas
and arguments to respond to and compose
texts in a range of contexts.
 EN5-6C: A student investigates the
relationship between and among texts.
Assessment mode(s): Assessment for learning: Text/s:

Internal/External  Agree/Disagree: Justify activity  Macbeth (play)
Assessment as learning:
Learning across the curriculum:  Essential Vocabulary
C&C Thinking,  Shakespeare Language
Ethics,  Alarm Tables & Paragraphs
Literacy, Assessment of learning:
P&S Capability,  Yearly Examination
Civics Portfolio Task:
 review, blog post or newspaper article
Outcomes: Teaching and Learning activities: Differentiation: Evidence

of
Learning
and
Evaluation
:
44
Week 1 - Context, Composer and Literary Value
EN5-4B: A student effectively Assessment for learning  Completed an

transfers knowledge, skills and
understanding of language concepts independent
into new and different contexts Students engage in an Agree/Disagree Scenario activity. task
Develop and apply contextual  Completed in
knowledge
Teacher should be making note of student responses and draw students into stations: each
 Apply existing knowledge,
skills and understanding questioning their perspective and how they formed it student walks
about language to access to each
and express increasingly
complex information and statement
ideas for new purposes, and shares
audiences and contexts. their ideas
 Movement
activity -
moving to
side of room
depending on
answer and
must justify
their reasons
 Team activity
- debate their
perspective
 Google Form
Option
Essential Vocabulary  Completed as

Students are to be introduced to the essential vocabulary for success in this unit. home
A series of exploratory activities can be designed by teachers to enhance the learning or
meaning of the words, and how to effectively apply them in their analysis and extension
compositions. task
45
The words are as a follows: Glossary - Key Terms
Common Do Now Tasks

 To be completed in core classes prior to moving into I.C.E. classes.
 Should take no longer than 10 minutes at the beginning of every 80+
minute lesson.
EN5-3B: A student selects and uses
language forms, features and Introduction to the context, composer, text type, genre and the play -
structures of texts appropriate to a
range of purposes, audiences and Exploring the genre of Shakespearean tragedy
contexts, describing and explaining
their effects on meaning  What are the features of a Shakespearean tragedy? SHAKESPEARE –
Engage personally with texts What’s in a play?
 Engage with a range of
increasingly complex Note taking worksheet. (If needed for structure)
language forms, features
and structures of texts in  Revise Elizabethan England, Values of the Social and Historical Context,
meaningful,
contextualised and
Shakespeare’s language, Shakespeare himself. These resources should
authentic ways. be chosen for the class group based on needs of Enrichment program
options
EN5-4B: A student effectively Making Shakespeare relevant
understanding of language concepts Suggested Activities
into new and different contexts
Engage personally with texts  ‘How far would you go?’ – Students are presented with moral dilemmas
 Appreciate and value the and should consider how they would respond. Students should consider
ways language concepts,
ideas and information can human nature and how different people would have individual responses. Formative
be shaped and Moral Dilemmas. Assessment to
transformed for new and
different contexts. determined how
Develop and apply contextual to proceed with
knowledge Shakespearean Language the remainder
 Apply existing knowledge, of unit:
skills and understanding Teachers should introduce Shakespearean language to students in a way
about language to access appropriate tot their class. Options include: original text, modern text, or a
and express increasingly Particularly for
46
complex information and combination. The activity below can be used to gauge students’ aptitude for comprehensive
ideas for new purposes,
audiences and contexts. translating Shakespearean language. students.
EN5-6C: A student investigates the

 Translating Shakespearean using Word/Phrase/Sentence/Context
relationships between and among  Word: direct student to define any word they are unsure of (dictionary,
texts Google).
Develop and apply contextual
knowledge  Phrase: Teacher breaks up the sentence into phrases. Students discuss
 Students research and what individual phrases may mean. Multiple interpretations are
explore the texts of encouraged.
specific composers, e.g. a
novelist, poet, filmmaker  Sentence: The whole sentence is looked at as a combination of phrases.
or dramatist, considering Meaning of the sentence is discussed.
themes, language
techniques and  Context: Teacher (usually) supplies the context of the sentence to assist
similarities and meaning making.
differences in their works
Unit rationale and driving question
 Students are directed through analysis and clarification of the unit’s
rationale and driving question.
 Make links to students’ prior knowledge and expectations about the
topic.
o Unit Rationale
language forms, features and Chronology, structure, setting, characters
structures of texts appropriate to a
range of purposes, audiences and Suggested Activities
their effects on meaning  32 Second Macbeth -
Engage personally with texts https://mseffie.com/assignments/macbeth/Assignments/32-
 Engage with a range of second%20Macbeth.pdf
increasingly complex
language forms, features  Intro video/cartoon to the play/plot - An excellent way to introduce the
and structures of texts in storyline, making it exciting and humorous for students:
meaningful,
contextualised and https://youtu.be/UkBp-2fAbiU
47
authentic ways.  CLOZE PASSAGE – MACBETH – Plot outline cloze passage.

 Analyse and explain how  Who’s Who matching PDF
text structures, language
features and visual  60 second Shakespeare
features of texts and the http://www.bbc.co.uk/drama/shakespeare/60secondshakespeare/themes
context in which texts are
experienced may
_macbeth.shtml
influence audience  Macbeth rap video- http://flocabulary.com/macbeth-summary/
response  Read summary of the play/create
knowledge of language forms http://www.angelfire.com/mo/MACBETH/stor.html
and features
 Evaluate techniques (e.g.
contrast, exaggeration,
juxtaposition or changing
chronological order) used
in spoken, written and
visual texts to, for
example, construct plot
and create emotional
responses.
EN5-4B: A student effectively

understanding of language concepts
into new and different contexts
Engage personally with texts
 Analyse texts from
familiar and unfamiliar
contexts, and discuss and
evaluate their content and
the appeal of an individual
author's literary style
Week 2/3/4 - Understanding of Text
Characterisation Comprehensive
:
Through exploring parts of the original text along with a range of interpretations,
 Students
students should begin to understand character intentions, motives and
48
representation. should be
Suggested Activities focusing on
thematic
First Impressions:
understandin
Initial Impressions – Character Traits g, using
language forms, features and
Context – Gender Roles – Now Vs. Then modern
structures of texts appropriate to a English
range of purposes, audiences and
Act 1 Scene 1 – Comparing different versions adaptations
their effects on meaning  Short
Engage personally with texts  Student worksheet.
extracts of
 Engage with a range of Focus on Key Scenes - Soliloquies text, rather
increasingly complex
language forms, features  What is a soliloquy? – What is a soliloquy than
and structures of texts in focusing on
meaningful,  Character Focus - Macbeth the whole
contextualised and
authentic ways. o Act 1, Scene 3 - ‘Two truths are told …’ play.
 Analyse and explain how  Could focus
text structures, language o Act 1, Scene 7 - ‘If it were done when ’tis done …’ on how
features and visual
features of texts and the o Act 2, Scene 1 - ‘Is this a dagger …’ Shakespeare
context in which texts are is adapted for
experienced may o Act 3, Scene 1 - ‘To be thus is nothing …’ modern
influence audience
response o Act 4, Scene 1 - ‘Time thou anticipatest …’ relevance,
Understand and apply encouraging
knowledge of language forms o Act 5, Scene 5 - ‘She should have died hereafter …” students to
and features
 Evaluate techniques (e.g. o Act 1, Scene 5 – Understanding Lady Macbeth Comparing Two consider how
contrast, exaggeration, Scenes – Macbeth’s Ambition thematic
juxtaposition or changing
concerns are
chronological order) used  Character Focus - Lady Macbeth adapted.
in spoken, written and
visual texts to, for
o Act 1, Scene 5 - lines 1-28 - “Unsex me”  Reading
example, construct plot
and create emotional Activities
o Act 3, Scene 2, Act 5, Scene 1
responses. Extensive:
o Act 5, Scene 1 - “Out damned spot”  Depending on
49
EN5-4B: A student effectively https://www.youtube.com/watch?v=VS_Z4zBDItw the needs of

understanding of language concepts students, they
into new and different contexts only need
Engage personally with texts focus on a
 Appreciate and value the
ways language concepts,
combination
ideas and information can of modern
be shaped and English and
transformed for new and
different contexts. Shakespeare
an language -
how is the
concept of
power
created and
explored.
EN5-5C: A student thinks
 Focus on key
imaginatively, creatively, scenes and
interpretively and critically about soliloquies
information and increasingly
complex ideas and arguments to  Reading
respond to and compose texts in a Activities
range of contexts Immersion:
Develop and apply contextual
knowledge  Should be
 Understand how language reading the
use can have inclusive entire play -
and exclusive social
effects, and can empower independently
or disempower people.  Key scenes
Respond to and compose texts to teach
 Understand and explain specific skills
the ways in which
composers transform of dramatic
ideas and experience into texts types
and within texts, including
consideration of their
 Reading
Activities
50
insight, imaginative Immersion:

powers and ingenuity Concepts and Distinctive Ideas

Students
Explore the distinctive ideas/conceptual ideas of the text should be
E.g. Guilt, revenge, demise and destruction, ambition, kingship, fate engaging in
etc. research,
comparing
http://www.rsc.org.uk/explore/shakespeare/plays/macbeth/teachers- their own
resources/ understandin
Suggested Activities: g and literary
EN5-6C: A student investigates the
criticism
relationships between and among
 Activity requires students to move around the classroom and also analysing the
texts produce short written responses. Cut each one out and put onto large play
Engage personally with texts paper sheets. Students can respond independently or in groups. Extensive:
 Explain and justify (Differentiated process - may be more suitable as “do now” prompting
responses to texts and  Students
widening personal questions for lessons based around key ideas.) THEMES - MACBETH should be
preferences within and  Note Taking Activity on some key ideas with direct reference to the play – developing
among texts.
Understand and apply knowledge of
Brief Introduction to Concepts & Ideas their writing
language forms and features  Variety of resources available in the share drive skills through
 Analyse and evaluate text  Questioning Manhood a conceptual
structures and language  Post Reading – Character Development understandin
features of literary texts
and make relevant  Gender Roles ALARM (Use and Abuse of power) g.
thematic and intertextual  Key Quotes from Macbeth
connections with other
texts
 Who has the power?
 Use appropriate
metalanguage to identify, EXTENSION
describe and explain
relationships between and
http://study.com/academy/lesson/macbeth-literary-criticism.html
among texts
Optional Analytical Writing Comprehensive
Students should be engaging in analytical writing increasing their writing skills :
and their understanding of the play.  Questions
 Essay Question (2018 exam) should be
o “Absolute power corrupts the individual.” To what extent is this scaffolded if
51
idea represented within Shakespeare’s tragedy Macbeth? attempted or

 Essay Question (2017 Exam) alternate task
o Shakespeare’s Macbeth presents the audience with interesting  Students
ideas through his representation of power and controversial could engage
characters. Discuss this statement with DETAILED reference to in a
the play. kinaesthetic
 Additional questions study of how
o Is Macbeth a moral play? Is justice served at the end of the play? concepts and
Defend your answer. text could be
o Discuss whether Macbeth is truly a tragic figure. adapted for
o Examine to what extent Lady Macbeth is to blame for her modern
husband's downfall. Discuss the relationship between the couple audience
as the play develops. Immersion:
 Students
should be
developing
their
responses
through use
of literary
criticism

Week 5 Assessment Task

EN6-1A, EN5-3B, EN5-4B, EN5-9E Assessment Portfolio Task:
Individually, students will compose a review, blog post or newspaper article
discussing how effective Shakespeare’s play Macbeth is at exploring the
concept of power. Student compositions should attempt to convince readers of
student’s perspective.
52
You must:
 Include the textual features of a persuasive text
 Use appropriate vocabulary, style and tone to demonstrate
understanding of power in texts
53

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School. This report focuses on the improvement of the Stage 5, Year 10

students. This report proposes recommendations for the unit to be taught

require the extension of activities. Through the use the Understanding by

Design (UbD) framework and academic research, the unit as been

PETAL), student direction and the development of deeper understanding

through contextual background and metalanguage.

Executive Summary: ...............................................................................3

Executive Summary: Objective and context

school. In relation to the Index of Community Socio-Education Advantage

2019). This co-education government secondary school is a large comprehensive

quite diverse with a total of 33% of students coming from a language

‘compacted curriculum’ meaning that the students have a different timing of

Wales that follow this academic system.

*The data below is represented in the ‘Objective and Context’.

ACARA. (2019). School profile, My School. Retrieved from

Executive Summary: Goals

This report will aim to:

 Address general capabilities – specifically enhancing literacy skills.

 Incorporate strategies to meet literacy and ICT learning needs.

 Focus on integrating the use of ICT within the classroom to enhance

higher order thinking.

 Enhance students’ communication and problem solving skills through

collaborative learning experiences.

 Emphasis student direction and development through independent

 Offering differentiation through extensions of activities.

 Draw focus on contextual background and its application to the modern

Executive Summary: Recommendations

involved to be taught for Gifted and Talented students/extension students. These

recommendations can assist students in reaching their maximum academic

potential. All recommendations can be added to the lower/mixed ability units of

work as an extension for some students, however these recommendations

specifically target the higher ability classes and students.

 Improve the differentiation provided within the classroom, ensuring that

the students’ academic needs are being meet/challenged.

 Providing students with opportunities to individually explore and

challenge their problematic knowledge abilities and engagement in

 Extend and improve analysis skills through extended response questions

and analysis tables.

 Improve paragraph writing through heightened structure targeting

analysis and evaluating skills.

 Providing opportunities for collaborative learning through group

research and analysis tasks.

 Extend analysis through enquiry questions with students engaging in

their higher order thinking to provide sophisticated responses.

 Enhance the incorporation of ICT within the classroom, creating more

opportunities for research and multimodal tasks.

 Provide students with specific outlines/guidelines

targets a number of students. research tasks, collaborative curriculum. The

different literacy learning, TEE and ALARM recommendations in this unit

techniques. tables as well as more focus on improve the skills

extensive writing tasks using that the Australian

PEEL and PETAL structures. Curriculum, Assessment and

This unit also includes Reporting Authority discuss

practice essay writing as necessities. Through the

exploring the ideas within the added recommendations

text. This provides the students will learning to

students with an extension of boost or gain control over

their literacy skills. learning strategies such as;

higher-order thinking and

(ACARA 2019). These

recommendations also make

explicit connections to the