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Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 8 Time: 8.30am Date: Students Prior Knowledge:
- Students have a moderate knowledge of
Learning Area: Shakespeare and the manner in which he
writes.
English - Students have some ability to interpret texts.
- Students have sufficient knowledge in writing
in a contemporary context.
- Students have sufficient knowledge about the
language used in contemporary culture.

Strand/Topic from the Australian Curriculum


Experiment with text structures and language features to
refine and clarify ideas to improve the effectiveness of
students own texts (ACELY1810)
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australias engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:


Critically analyse a text and be able to interpret its meaning.
Students will create their own text inspired by the events depicted by Shakespeare using contemporary
language.
To develop students awareness of changes in grammar since Shakespeares day, and some key items of
Shakespearean vocabulary, so that students are better able to understand Shakespeare in the original
Edit and interpret the work of their peers.
Finalise their Canva posters and print out the final product as a tool to use which consolidates their
knowledge about Shakespeare, the Characters, Setting and Language within Romeo and Juliet.

Teachers Prior Preparation/Organisation: Provision for students at educational risk:


- Make sure the Weebly Webquest is easy to Student with hearing impairment.
navigate for the students. - Make sure videos are closed captioned.
- Ensure all links to resources are up to date and
have relevance to the curriculum. Student with ADHD
- Use assistive technology such as a stress ball.
Allow students to listen to music while they work to
allow them to focus.

LESSON EVALUATION (to be completed AFTER the lesson)


Assessment of Lesson Objective and Suggestions for Improvement:
- Were the students able to recall majority of the information that they had learned about
Shakespeare thus far?
- Were the students able to interpret the language used in Shakespeares writing?
- Were the students able to complete their summative posters?
- Were the ICT tools utilised relevants and used effectively? Why?
- Do the students now have comprehensive knowledge about Romeo and Juliet?

Teacher self-reflection and self-evaluation:


- Were the students engaged throughout the lesson?
- Did the students complete the tasks designated?
- Were the students able to navigate the Weebly to establish their tasks?
- Did the student ultimately understand the content.
- Were the students at risk participating fully in the activities? If no, then how can they be more fully involved
and engage in the classroom?

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)


Resources/References
Time Motivation and Introduction:
Align these with the segment where
8.30am - Greet students as they enter the classroom. they will be introduced.
- Once students are seated, explain that the lesson will
consist of learning how to interpret Shakespeares language
and sub sequentially translating it into contemporary.
- Explain that this lesson they will be completing their posters
and printing them out so that they then can have a hard
copy.

Lesson Steps (Lesson content, structure, strategies & Key


Questions):
- Students are directed to the Weebly to open the Webquest http://jessetaraictintegratedplan.w
and begin lesson 4. eebly.com/
- Students are directed to an online worksheet where they are
expected to complete task 2 and 3. This should allow the
https://www.teachingenglish.org.u
students to be more comfortable in interpreting
k/sites/teacheng/files/Shakespear
Shakespeares language.
e
%27s_language_student_worksh
- Students are then to get into pairs and create a Primary Pad
eet.pdf
document between them and designate who will be Romeo
and who will be Juliet.
- Students then translate the text from task 4 on the work https://primarypad.com/
sheet from Shakespearean to contemporary language on the
primary pad.
-

- Once completed, students are to take a snippet/snapshot of


their translated conversation and add it to their Canva
poster. https://www.canva.com/

Lesson Closure:(Review lesson objectives with students)

- Students are able to use the rest of the lesson to use their creative
talents to perfect the look of their poster and then finally print their
summative product.

Transition: (What needs to happen prior to the next lesson?)


- Students are required to pack away and shut down their
devices.
- Students are congratulated on working so efficiently on their
activities.

Assessment: (Were the lesson objectives met? How will these be


judged?)
Collect the finished posters of which will be returned during the next
lesson so that they are able to refer to it to consolidate and reaffirm
their knowledge in the future.
- Were all elements of the ICT tools utilised evident on the
poster. Checklist for assessment
- Was the poster completed?
- Did the students understand the tasks and content
sufficiently.
- Were the students at-risk able to fully participate in the
activities.
- Were the students content with what they had learned? Ask
for a Thumb radar.

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