Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: Nine
Date:16/1/15

Time:

1.30pm-2:00pm

Learning Area: English

Students Prior Knowledge:

-Understanding of characterisation, setting, place and
context
-Previous study and knowledge of A Midsummer
Nights Dream, in year 8
-Three attempts at writing a formal essay
-Basic contextual understanding of Shakespeare
-Basic contextual understanding of Romeo and Juliet
-Watched and read the play
-Proficient use of Mac Software
-Creation of a personal blog to collaborate with other
students and provide and receive feedback

Strand/Topic from the Australian Curriculum: Language

Curriculum
Literature: Compare and evaluate a range of
representations of individuals and groups in different
historical, social and cultural contexts (ACELT1639)
-Literature: Create imaginative texts that make relevant
thematic and intertextual connections with other texts
(ACELT1644)
-Literacy: Create sustained texts, including texts that
combine specific digital or media content, for imaginative,
informative, or persuasive purposes that reflect upon
challenging and complex issues (ACELY1756)
Relevance of Lesson to Curriculum
Literature, 1st Point, 'Interpret and compare how
representations of people and culture in literary texts are
drawn from different historical, social and cultural contexts.'
- Ensure scenes watched do include a discussion of what
possible historic, social cultural influences were used in the
interpretation.
Literature, 4th Point, 'Explore and reflect on personal
understanding of the world and significant human
experience gained from interpreting various representations
of life matters in texts.'
Have children explain why their character is acting the way
he does.
Language, First Point, 'Understand that Standard Australian
English is a living language within which the creation and


loss of words and the evolution of usage is ongoing
Language, Second Point, Understand that roles and
relationships are developed and challenged through
language and interpersonal skills
Language, Fourth Point, 'Understand that authors innovate
with text structures and language for specific purposes and
effects.'
Literacy, 4th Point, 'Plan, rehearse and deliver
presentations, selecting and sequencing appropriate
content and multimodal elements for aesthetic and playful
purposes'
Literacy, 7th Point, 'Use comprehension strategies to
interpret and analyse texts, comparing and evaluating
representations of an event, issue, situation or character in
different texts.'
Literacy, 9th Point, 'Create imaginative, informative and
persuasive texts that present a point of view and advance
or illustrate arguments, including texts that integrate visual,
print and/or audio features.'

General Capabilities (that may potentially be covered in the lesson)

Critical and
Literacy
Numeracy
ICT
competence

creative thinking

Ethical
behaviour

Personal and
Social
competence

Intercultural
understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander
histories and cultures
Proficiencies:(Mathematics only)

Asia and Australias engagement with Asia

Sustainability

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:
1. Recreate modern interpretations of Shakespearean insults
2. Engage with the program Todays Meet so as to be able to competently modernise Shakespearean
language
3. Compare and contrast modern language with older styles.

Teachers Prior Preparation/Organisation:

-High level of knowledge and research into Romeo and
Juliet
-Researched and collated Shakespearean insults
-Researched the program TodaysMeet
-Create a privatised chatroom
-Written and uploaded insults to be accessed by students
through class website.

Provision for students at educational risk:

Autism: ensure that instructions are clear and that this
student is supervised a little more closely than the
other students. Education Assistant would be
requested to be present during this lesson.

LESSON EVALUATION (to be completed AFTER the lesson)


Assessment of Lesson Objective and Suggestions for Improvement:

Students will be asked to take a screen shot of their insult page and post it on their class blog for
us to review and ensure they have engaged with and completed the activity.
Teacher self-reflection and self-evaluation:

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

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

Time

Motivation and Introduction:

1.30pm

Recap the previous lesson in which the context of Shakespeare was studied.
-retell the overall plot of Romeo and Juliet, focusing on first insults scene.
-acknowledge that Shakespeares insults are hard to understand now but that
the insults have effectively the same meaning in 16th century as they are do in
the 21st century, but the LANGUAGE is different.

Resources/References
Align these with the
segment where they will
be introduced.
-Romeo and Juliet:
William Shakespeare

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

1:35pm
1:40pm
1:45pm

I:50pm
2:00pm

1. Play YouTube video 62 Insults to introduce the theme of todays

lesson on Shakespearean Insults.
2. Recap the plot of Romeo and Juliet.
3. How do we feel when we heard these insults? Do you understand
them? Are the insults relevant?
4. Select one insult and ask students to suggest modern interpretations
of this insult.
5. Introduce group to Todays meet program and instruct them to post a
creative modern insult that we would use today. Eg. Your Mumma is
so fat that she left the house in high heels and came home in flip
flops.
6. Ask students to use Todays Meet in modern language, be creative
but NOT PROFANE.
7. After this section, with silliness out of the way. Direct them to now
post Shakespearean insults using the 3 column document create an
insult.
8. Ask the class what is different about the two versions of the same
insult. Why does language change? Who changes it?
9. Instruct Students to screen shot their insults page and upload them
on their personal blog.

-Youtube vide: 62 Insults

-Printed out
Shakespearean insults:
one per three
-Mac Computer

Lesson Closure:(Review lesson objectives with students)

Review of the ICT
-Ask class to provide feedback on the Todaysmeet program. (Positives &
Negatives?)
-Was it easy to navigate?
-Was it enjoyable?
-Did you need prior ICT knowledge to use it?


-How is it relevant to your subject?
-Will you use it
Curriculum
Literature: Compare and evaluate a range of representations of individuals
and groups in different historical, social and cultural contexts (ACELT1639)
-Literature: Create imaginative texts that make relevant thematic and
intertextual connections with other texts (ACELT1644)
-Literacy: Create sustained texts, including texts that combine specific digital
or media content, for imaginative, informative, or persuasive purposes that
reflect upon challenging and complex issues (ACELY1756)
Relevance of Lesson to Curriculum
Literature, 1st Point, 'Interpret and compare how representations of people
and culture in literary texts are drawn from different historical, social and
cultural contexts.'
- Ensure scenes watched do include a discussion of what possible historic,
social cultural influences were used in the interpretation.
Language, First Point, 'Understand that Standard Australian English is a living
language within which the creation and loss of words and the evolution of
usage is ongoing

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

Students are asked to read two other groups blog post and write a comment
on it. This encourages the student to critically consider their own work, as well
as the work of others.
Assessment: (Were the lesson objectives met? How will these be judged?)
-the lesson will be assessed on the quality of the class feedback, the blog
post and the student feedback. The blog is easily accessible by the teacher
who can view whether the assessment was done, the quality of the
collaboration and creativity and whether the students furthered their
understanding of language and context.