Lesson Plan Format

Class: Year 8

Date: 28/04/2015

Time: Start: 8.10 am

Finish: 10.00 am

Key Learning Area: English

Lesson Topic: Dr Jekyll and Mr. Hyde Play

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Students have been previously studying the various characters and setting of scene 1 within the play of Dr Jekyll and Mr. Hyde.
Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.

Indicators of Learning for this lesson:

Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.

Assessment:
Strategies which will be used to assess
learners attainment of learning outcomes.
Should be linked to each learning indicator.

By the end of this lesson, the students will:

- Pans, composes and reviews a range of
texts that are more demanding in terms of
topic, audience and language. EN2-2A

- Students will be able to adopt and act out character roles within
the play

-Students will be able to form their own opinion about characters

and the setting of the play and provide their understanding and
- Cmmunicates in a range of informal and
interpretation of what the character backgrounds are like.
formal contexts by adopting a range of roles
in group, classroom, school and community - Students will be able to interact and engage with peers through
adopting a character role and acting it out as a group
contexts EN2-1A

- Group discussion. What are their thoughts on

the characters? Do they like them or not? Are
they relatable?
- Question and answer written review on
characters of the play
- Assigning students character roles and
asking them to read and role-play various
scenes

- Observing students when reading lines of the

- Understand different English language techniques in which theyre scene and asking them to stop when they see a
not normally exposed to and further develop their reading and
word they dont understand.
comprehension skills through this.

Any safety issues to be considered:

Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.

- none

Whiteboard and marker

Dr Jekyll and Mr. Hyde play textbooks

Students workbooks and writing materials eg. Pen or pencil

Board of Studies website http://syllabus.bos.nsw.edu.au/english/english-k10/content-and-

outcomes/

LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
INTRODUCTION

Timing
(mins)

Identifying character roles and setting of the(8:20)

play, as well as unfamiliar language
5-10
- What type of language is being usedminutes
in the scene?
- Is this language appropriate for the
setting?

Teaching Strategies / Learning Experiences:

(How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.

Resources and Organization:

After the teacher has marked the role, Ss are asked to take out
their Dr Jekyll and Mr. Hyde play books and notebooks.
T gives a brief recap of what the students were learning in their
previous lesson.

DEVELOPMENT
Task 1: Read and Summarize scene 1
(8:30)
plans, composes and reviews a range of texts

Following this summary, the teacher asks Ss to take out their Dr Whiteboard
Jekyll and Mr. Hyde play book and to read over the 1 st scene
again and write a review of the scene and their impressions of Dr Jekyll and Mr. Hyde Play book

that are more demanding in terms of topic, 30

minutes
audience and language
This section is designed to develop Ss skills in
analyzing a section of text and summarize that
text in their own words.

the characters and setting of the play.

Ss notebooks
Whilst the Students are reading over the first scene of the play,
the teacher begins to write up on the whiteboard reviewAssess and assist in reading skills
questions based on the main characters and the location of
where the play is set in.

(9:00)

Task 2: Role playing and group discussion

- Communicates in a range of informal and
formal contexts by adopting a range of roles in
group, classroom, school and community
contexts
This section is designed to develop Ss social
interaction with their peers, as well as allowing
students to role play characters within the play
and imitate their impressions of the character
roles.

45
minutes

Who are Dr Jekyll and Mr. Hyde, what is their

significance in the play?
How do these two characters differ in attributes?
What is the setting or mood of the scene?
If you could be any of the characters, which one would
you choose and why?

T breaks the class up into two groups of 10 made up of girls in

one group and boys in the other. The girls group moves into a
small quiet room within the classroom and the boys group stay inDr Jekyll and Mr. Hyde Play book
the classroom. Ss are asked to take their play and note books
Ss notebooks
with them.
Ss talk amongst themselves and decide which characters they Assess and assist in reading skills
would like to role play and act out. After the roles have been
designated, Ss begin to read and act out scene 2 up until scene
7.
In between scenes, questions outlined in the beginning of the
lesson will be addressed amongst group discussion. Ss are
asked to state their opinion on the characters and setting of each
scene.
As well as this after each scene would end, T will ask Ss if they
noticed any type of different language or language techniques or
terms were used, e.g. Figurative language

CLOSURE

- Plans, composes and reviews a range of(9:45)

texts that are more demanding in terms of
topic, audience and language
This section is designed to assess Ss
understanding and analysis of the play.
T asks students what their thoughts were on
the scenes they acted out.

10
minutes

Groups return to their tables

T assigns a homework task and asks Ss to take out their student
diaries to write down the question, which character did you like, if
you could be any one of the characters within the play, which
one would you choose?
T then asks students to quietly pack up whilst still discussing the
play and asking Ss if they found the reading of the scenes
effective and relatable to their upcoming assessment.
T asks students to stand behind their desks until the bell rings

(add further pages as required)

Student Teachers Evaluation (write reflections on the following):

(Shared lesson with prac coordinator)

Assessment of Learning Outcomes

To what extent did the learners achieve the intended learning outcomes?
The students understood the tasks assigned and were able to critically analyze and summarize the first
scene within the play. To help assist with summarizing the text, students were asked to refer back to
their Dr Jekyll and Mr. Hyde play books to refresh their minds and guide them into writing this summary.
As well as the summary students were asked to write their thoughts and impressions on the character
roles through the provided questions that were written up on the whiteboard which was also used as a
guide in writing their review of scene 1 within the play. The students summarized written responses, are
a reflection of the students achieving of the first learning outcome; plans, composes and reviews a
range of texts that are more demanding in terms of topic, audience and language. EN2-2A.
The second task enabled the students to achieve the learning outcome; communicates in a range of
informal and formal contexts by adopting a range of roles in group, classroom, school and community
contexts EN2-1A. This learning outcome enabled the students to interact with their fellow peers to share
their ideas and decide amongst one another which role suited them or preference was. Amongst the
group readings, students were enthusiastic and put on voices appropriate to the setting and character
background of the play.
Describe the evidence you have for this.
The evidence I have for this is the written responses the students completed in their notebooks. As well
this, students performed and acted out multiple scenes in two sets of group through imitation and
demonstrations acting out multiple scenes from the Dr Jekyll and Mr. Hyde play book.
Outline the follow-up to this lesson for the learners.
The follow up for this lesson would be asking the students to outline which words they came across
when reading the scenes that they were unfamiliar with or had troubles pronouncing. Making a list of
these words and language techniques and asking the students to research these words using their
online internet sources provided. Through questioning and class discussion, these terms and language
techniques will be explained in depth and elaborated on further; ensuring references to the play are
made. Further more asking students to research what type of clothing and lifestyle would have been like
in the time of the Dr Jekyll and Mr. Hyde play, preparing students for their upcoming assessment.

_________________________________________________________________________________________

Evaluation of Teaching
Identify the teaching strategies / learning experiences that were most effective. Explain why.
One teaching strategy that was most effective would have been the group role play activity, where
students were able to express and demonstrate their creativity and opinions on characters within the
play. The role playing task also allowed students to interact with their fellow peers to reenact and act out
scenes from the play, allowing social interaction as well as developing reading skills.
Identify the teaching strategies / learning experiences that were least effective. Explain why.
One strategy that was probably least effective would have been allowing the students in the group role
playing task to choose their own roles, as the same students were always volunteering to read and act
out scenes rather than it being disturbed evenly amongst the group, disadvantaging others who didnt
get a chance to read.
How appropriate was the timing throughout the various sections of the lesson? Why?
The timing throughout each task was effective and distributed equally. The written comprehension task
took up half of the lesson time, 30 minutes allowed students to think and write their summary on scene 1
of the play. The second task took up the other half of the lesson which was more interactive and timing
was effective as their were six scenes that needed to be read and acted out which within the remaining
45 minutes, which was sufficient enough for this task.
Describe how the selection and use of resources supported learning in the lesson.
The main resource used in this lesson was the Dr Jekyll and Mr. Hyde play books. This play book is the
prescribed textbook for this subject and is a necessity in conducting this lesson. In order to act out and
summarize these scenes, this play is essential in assisting the students in their understanding of the
various language techniques it has.
Identify what motivated the students. Explain why.
One of the main things that motivated the students was the aspect of them being able to express
themselves creatively and imitate the characters they were studying in this play. After the readings of the
scenes finished and students were discussing the different themes that were present within the text,
they also expressed that they found many aspects of the play fascinating, e.g. characters, costume,
mood and setting. This idea of this grim/ dark natured fantasy intrigued the students and motivated them
to get into character when role-playing.

Identify the classroom management strategies that were most effective. Explain why.
At the beginning of the lesson if the students are loud and havent settled yet, remaining silent and
notifying the class that youre not going to talk over them and wait for them to be quite, along with firm
eye contact. This demonstrates to the students that youre assertive and there is an expected rule of
behavior within the classroom.
What was most satisfying about the lesson?
The most satisfying thing about the lesson would be the students genuine enthusiasm and interest in
the play. The level of creativity that came from the students reading and acting out of scenes were
exemplary. Also during the readings of the scenes when one student came across a difficult word, other
students would be quick to assist or correct when pronouncing difficult words, rather than making fun
of them.
Based on these reflections, outline the steps you should now take to improve your teaching in future lessons.

A thorough study of the lesson content and curriculum is essential in preparing and organizing
an effective lesson.

Considering different learning styles and ensuring every students has the chance to contribute
to the lesson

Incorporating more class discussion to allow students to stimulate their thoughts and opinions
on different aspects of the subject that is being studied.

Colleague teachers comments: (Reference could be made, for example, to planning and preparation,
knowledge of curriculum, organization, motivation of pupils, strategies used, interaction with students, classroom
management, catering for individual needs, use of resources, etc.)
More preparation and organization would be essential in future reference, but when conducting a lesson
its essential you need to think on the spot to teaching an effective lesson.

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