Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 8 Time: 4.30 Date: Friday Students Prior Knowledge:
17/03/17
- The basic structure of a Shakespearean
Learning Area: English tragedy.
- Background knowledge/anecdotal knowledge
of Romeo and Juliet.
- What context, characterisation and setting
actually mean.
- A basic understanding of how to use the ICT
tools Answergarden, Padlet, Youtube and
Canva.

Strand/Topic from the Australian Curriculum

Explore the ways that ideas and viewpoints in
literary texts drawn from different historical, social
and cultural contexts may reflect or challenge the
values of individuals and groups

ACELT1626
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:

Recognise the author and the authors context and how both relate to the play.
Brainstorm ideas with other classmates to create a word cloud from watching a video.
Investigate Shakespeares life using online resources to create a timeline of his life with a small group of
classmates.
Begin to make a poster that summarises Romeo and Juliet and how different English conventions work within
the play.

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

1. Setting up a Weebly with clear instructions about
the Webquest students are to begin.
2. Set up a class Padlet and a class Answer Garden
to make sure everything is ready to be used by
students.
Student with Hearing Impairment:
- Make sure that the videos used are close
captioned
Student with ADHD
- Use assistive technology such as a stress ball.
- Allow student to listen to music while working
to enable focus.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objectives and Suggestions for Improvement:

A checklist will be used to determine:

Could the students recall information previously have learnt about William Shakespeare?
Could students understand the context of the play?
Did the students critically engage with the play?
Were the students able to discuss the play amongst peers?
Could the students relate the poem to their own experiences? How was this achieved?
Was the meaning made by the students articulated clearly or does their vocabulary need to be expanded?
Were the videos used helpful? Why?
Were the ICT tools used helpful? Why?

Teacher self-reflection and self-evaluation:

Anecdotal notes will be taken about:

Were the students interested about the context given?
Did the play appear to have any relevance or importance to their lives?
The different vocabulary used by the students for future expansion.
Did each student participate in the lesson?
How did the at-risk students cope with the play and the activity?
How could relevant, animated discussion about poetry be fostered in the classroom in the future?

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

N/A

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

Resources/References
Time Motivation and Introduction:
Align these with the segment where they will
be introduced.
Class weebly:
4.30pm The class will be directed to the Webquest which they will http://jessetaraictintegratedplan.weebly.com
be completing over the next four lessons. They will then be
instructed to begin lesson 1.

The class will be motivated to draw upon prior knowledge

by logging into a class answer garden and answering the https://answergarden.ch
following question:

What do you know about William Shakespeare and Romeo

and Juliet?

4.10pm
Lesson Steps (Lesson content, structure, strategies & Key
Questions):

The second step of the lesson will include the class each
4.15pm individually watching the first part of a Youtube video by https://www.youtube.com/watch?v=I4kz-
author John Green from 0:00 to 5:00 and to make notes C7GryY&t=480s
about any interesting ideas or thoughts they find

Students will then be instructed to get into small groups of https://tagul.com/

3-4 people, combine their notes and create a Wordcloud
(using tagul) which they will then post to a class padlet
embedded into the weebly.
4.30pm The Weebly will then instruct students, in their small groups,
to create a timeline of Shakespeares life. They must https://www.timetoast.com/
collaborate together and create a timetoast to include these
events;
Birth
Death
Marriage
Reign of English Monarch
When Romeo and Juliet was first performed
2 major social or political events of the time
between his birth and death.
They will be directed to use Encyclopoedia Brittanica as a https://www.britannica.com
recommended resource to aid them in creating their
timeline.

Lesson Closure:(Review lesson objectives with students)

4.50pm After the timeline is created, the students will be instructed

to send a copy of the timeline to eachother to make sure
everyone has a copy.

Students will then be instructed to access Canva to begin https://www.canva.com/

their poster on Romeo and Juliet. They are to add their
timeline and wordcloud to their poster.
(The poster will eventually be completed at the end of the
webquest).

Transition: (What needs to happen prior to the next

lesson?)

4.55pm A small-group created wordcloud and timeline needs to

have been added to an individually created Canva poster
titled Shakespeare and Romeo and Juliet.

Assessment: (Were the lesson objectives met? How will

these be judged?)

Checklist for assessment

The teacher will assess the work of one of the
allocated groups, who contain students with various
learning capabilities (includes a high-performing
and moderately performing student as well as a
student who struggles with the content).
This will be done via a checklist.
This checklist will include notes on, and an evaluation of,
each students:
Ability to use ICT effectively.
Ability to engage critically with the play.
Ability to articulate the facts about Shakespeares
life.