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Appendix 1


Year Level: 8 Time: 4.30 Date: Friday 17/03 Students Prior Knowledge:

Learning Area: English - An overview of the plot Romeo and Juliet.

- Previous knowledge of William Shakespeares
life and major events of the time.
- Knowledge of the characters within the play.
- Anecdotal knowledge of the context in which
the play was written.

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
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 fact that the play is situated in Verona, Italy rather than London, England.
Compare the two different settings in accordance to the context of the time the play was written.
Hypothesise as to why Shakespeare chose to put the play in Verona.

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

1. Setting up a Weebly with clear instructions about Hearing Impairment

the tasks students are required to complete for As all instructions will be clearly written on the weebly,
lesson 3. there are no other additional provisions needed.
2. The set up of a kahoot quiz with the relevant pin
implemented onto the blog for students to access. ADHD Student
3. All relevant links embedded onto the blog. - 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 Objective 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 setting of the play?
Could the students easily understand the instructions on the blog?
Could the students utilise the resources that were linked on the blog?
Were the ICT tools helpful? Why?

Teacher self-reflection and self-evaluation:

Anecdotal notes will be taken about:

Were the students engaged in the tasks given?
Did the plays setting 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 the plays setting be fostered in the classroom in the future?

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

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

Time Motivation and Introduction:
Align these with the segment where they will
4.30 Students will be directed to log onto the class Weebly and be introduced.
then to Lesson 3 which will be set up with instructions for the http://jessetaraictintegratedplan.weebly.com/
tasks expected to be completed during the lesson.

The motivator task which is Step 1 of the lesson is a Kahoot
quiz which will be already organised by the teacher and linked www.kahoot.it
on the blog.
Possible questions for the kahoot quiz
1. Who wrote Romeo and Juliet?
2. When was the play published?
3. Where was the play set?
4. Who said, These violent delights have violent ends
And in their triumph die, like fire and powder,
Which, as they kiss, consume ?
5. Who did Leonardo di Caprio play in the 1996 version
Romeo + Juliet?
6. Who played Mercutio?

7. Who died first?

Lesson Steps (Lesson content, structure, strategies & Key

Questions): www.popplet.com

The first task will instruct students to set up an individual

Popplet which they will then use to complete the rest of their
tasks. The link will be embedded in the blog.
The second task will direct students to Google earth. Using
coordinates on the blog, students will be instructed to find
unknown places that relate to the plays setting in Verona.
The students will not know where they are going on Google
Earth until they have put the coordinates in.
The places the students will be direct to are
- Juliets balcony in Verona
- Romeos House in Verona
- Volto Barbaro in Verona
- Palazzo Carlotti in Verona
5.05pm Once the students have found the place on Google earth,
they are required to take a screenshot of the place (after
touring the area) that relates to the play.
The screenshot is then to be added to the Popplet.

Task three will be expanding on the settings. Students will be

required to add information on their Popplet relating to each
of the settings. This will include
- A summary of what happened in each particular
setting. http://nfs.sparknotes.com/
- A reference to the scene of the play where the setting https://www.britannica.com/
is used. http://www.shmoop.com/romeo-and-
- A quote from the play relating to each setting juliet/
5.25pm - An explanation of why that scene is important.

Students will be linked to the websites No Fear Shakespeare,

Encyclopaedia Brittanica and Schmoop to aid in their

Lesson Closure:(Review lesson objectives with students)

Students will be directed to pick at least two of the places

they investigated and add the pictures and some relevant
information to the Canva poster they are creating.

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

Students will need to have added the information of two parts

of the setting to their posters if this is not completed by the
end of the lesson.

Assessment: (Were the lesson objectives met? How will

these be judged?)

The teacher will assess the work of three different

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.
Able to recognise the different settings and relate
them to different scenes in the play.
Able to make meaning of the settings of the play by
relating the important parts of the plot to where the
action took place.