Lesson Plan

Day: Monday Date: 16/10/2017 Time: 10:00-11:05 Year: 10 General

Learning Area: English Topic: Tragedy: Romeo & Juliet (Lesson 4)

Curriculum content description: Compare and evaluate a range of representations of individuals and
groups in different historical, social, and cultural contexts. (ACELT1639). Analyse and evaluate how people,
cultures, places, events, objects and concepts are represented in texts, including media texts, through
language, structural and/or visual choices. (ACELY1749) Reflect on, extend, endorse, or refute others
interpretations of and responses to literature. (ACELT1640). Identify, explain and discuss
how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different
interpretations and responses to a text. (ACELT1642)
Students prior knowledge and experience:
- Students have watched Romeo & Juliet as well as done some limited reading of the play.
- There has been some engagement with the idea of tragedy
- They have started engaging with elements of tragedy in relation to Romeo and Juliet
- Students have given a 1-minute presentation in pairs or groups of 3-4 on one of the conventions of tragedy
drawing on evidence from Romeo and Juliet
- They have also participated in small group and whole class discussions on act 1, scene 1 of the play
- We have started exploring the ideas of characterisation and the use of language to characterise and differentiate
the characters
- Looking at the ways language is used to tell the audience of characters behaviours and dispositions
- We have looked at sonnets and the use of language and extended metaphor as a means of highlighting character
interaction.
Learning purpose: To have students identify narrative conventions in Romeo and Juliet and discuss them
and look at how language is used to characterise relationships in the play.
Learning objectives: Evaluation:
On completion of this lesson, students will be able to: - I will be able to evaluate students knowledge
- Identify characteristics of their chosen characters based on the boards they create together and
personalities, comparing them with other their contributions to the other boards in the
characters in their groups. room.
- Find supporting evidence in the text regarding
their character descriptions.
- They will be able to identify narrative conventions
of language, style, and imagery.
Preparation and Resources:
- Whiteboards (1 per four students)
- Copies for each student

Catering for diversity

- A range of discussion activities for those too shy to contribute to whole class discussion
- Peer mentoring for those who dont quite understand (teacher assistance if necessary)
- Having students work in small groups to help each other identify conventions in the text
Timing: Learning Experiences:

Introduction:
10 mins
- Quick class brainstorm on language techniques
- Draw up an example of the whiteboard activity and go through what is expected of the
students.

30-35 Whiteboard activity:

- Groups of 4, each has a character from Act 1, Scene 5 (students are allowed to choose but
mins they cant double up).
- Students will study the scene and find a few words to describe their character in detail.
- They will then find relevant quotes to support their word choices.
- Students will be focussing on language and style as well as use of imagery
- Once they have completed their character profiles, students will walk around the class and
look at each others boards, adding words and descriptions and examples as they go.

10 mins Extension work:

- Read the entirety of Act 2, Scene 2 and see is students can add anything to their boards
about Romeo and Juliet.
5 mins Lesson conclusion:
- Have students read out some examples of others work on the boards looking at any points they
think are relevant, important, or interesting.
- Remind them of homework for the night

Management of behaviour:
- Walking around the classroom, maintaining a presence.
- Helping students stay on track by giving them any assistance necessary to help their discussions
along.
- Maintaining a steady volume with discussion, ensuring the class doesnt get too loud

Lesson Evaluation:
I really enjoyed this lesson. Having students up and moving to keep their blood pumping was quite effective.
There were some excellent discussions coming out of the groups and I feel they were able to benefit from
the activity.
I also believe students benefitted from adding to each others whiteboards and taking photos of
them.