FORWARD PLANNING DOCUMENT

TERM/WEEKS: 1, week
1

YEAR LEVEL: 9

LEARNING AREA/TOPIC:

ENGLISH

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy

Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

WEEK
/
LESS
ON

W1,
L2

AUSTRALIAN
CURRICULUM
LINKS
Lang
Literacy
Literature
ACELA
1550
ACELA
1562
ACELA
1551

Critical and creative

thinking

Ethical Behaviour

Asia and Australias engagement with Asia

SPECIFIC
LESSON
OBJECTIVE
Demonstrate their
understanding of
Shakespearean
language and to
advance their
creative writing skills.

ASSESSMENT
(what & how)

As an informal
assessment,
students are to
send via email
their creative
writing task
translated into
Shakespearean
English.

Personal and social

Competence

Intercultural
Understanding

Sustainability

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

To begin the lesson, students will view a video which will

engage and prepare them for the lesson.
Students will then translate their own creative writing
into the ICT resource LingoJam and be able to
determine the differences between Shakespearean
English and Standard Australian English.
This will enable students to identify some of the
changes in the grammar of English over time and how
language has and continues to evolve.

Do you think
people still use
Shakespearea
n English?
How has the
English
language
evolved?
Do you think
you could write
in
Shakespearea
n English?

RESOURCES

Laptops
Copy of A
Midsummer
Nights Dream
YouTube
Lingojam

W1,
L3

W3, L1

ACELY
1748

ACELY
1746

ACELT
1773

Deepen their
comprehension of
Shakespearean
characters and the
play as well as
expanding their
knowledge of the plot
and its ramification.

As an informal
assessment,
students will
share their journal
entry with the
teachers so that
the objectives
have been met.

Review the stage

version of the play in
a journalistic format
and improve their
range of writing
skills.

As a formal
assessment,
students will
submit their
review of the play
and submit it to
the teacher via
email.

Students have the whole session to write their journal

entry using their knowledge of A Midsummer Nights
Dream. They are to choose a character, such as Puck,
Helena, Hermia, Lysander or Demetrius, and they write
in the voice of the character. Their journal entry must
have an engaging title, must capture the perspective of
the character from the original text, must experiment
with effective, interesting and engaging choices of
words, must be written in carefully constructed
sentences paying attention to spelling, punctuation and
grammar and must be about 400 words.
On the weekend, we had an excursion to see the stage
show of A Midsummer Nights Dream and students were
asked to use Spiderscribe to create a mind map
outlining their ideas in order to prepare for their formal
assessment.
Students are allowed access to their Spiderscribe during
the in-class review writing session, and it must be
submitted along with the review at the end of their
lesson.
The review must be written on a Word Document.
Students must demonstrate creativity and clear and
concise journalistic writing skills.

Why would
your character
be writing a
journal entry?
Who would
the audience
be of your
characters
journal?

Laptops

What is an
assessment?
Did your
opinions of the
play effect
your review of
the play?

Laptops

Copy of A
Midsummer
Nights Dream
Penzu

Spiderscribe
Word Processor