Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 8 Time: 8.30-9.30am Date: Students Prior Knowledge:
- A basic understanding of character and how
Learning Area: they are constructed.
- Some idea about who each of the characters
English in the texts are.
- Students are somewhat familiar with the style
of Shakespears writing and are able to
interpret it to some extent.
Strand/Topic from the Australian Curriculum:
Use comprehension streategies to interpret and evaluate
texts.
ACEL1734
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:

Understand how characters are constructed.
Identify and interpret characterisation within a text.
Consolidate their knowledge about Romeo and Juliet and the poetic devices utilised by Shakespear.
Add and improve to their poster concerning character and characterisation within Romeo and Juliet.

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

- Have a clear and concise Weebly that is easy for
the students to navigate.
- Students have access to all resources needed
during the lesson (Technical devices, internet, QR
Code reader and SpiderScribe).
- Have all props collected.
Student with hearing impairment.
- Make sure videos are closed captioned.
Student with ADHD
- Use assistive technology such as a stress ball.
- Allow students to listen to music while they
work to allow them to focus.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
A Checklist will be used to:
- Determine if students can recall information from their previous lesson.
- Observe is the students understand what characterization is.
- Determine if students could actively interpret characterization within the text.
- Determine if the students were able to navigate the Webquest without difficulty.

- Determine if the students could access all of the resources.

Teacher self-reflection and self-evaluation:

Anecdotal notes about:
- Were students engaged with the lesson, interested in interpretation of characterisation.
- Were the students able to understand the instructions.
- Did the students improve upon their analytical ideas?
- Did students complete the task in the time given in the time provided?
- Were the ICT tools implemented effective in consolidating the students learning.

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

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

Resources/References
Time Motivation and Introduction:
Align these with the segment where they will
- Greet students a quote from Romeo and Juliet to grasp be introduced.
attention.
8.30am
- Consolidate students knowledge on what they have
previously learned about the Author and context.
- Split the students into three different groups, designate each
group with a character that they will be analysing.
- Romeo
- Juliet
- Mercutio
- Students are asked to use their device to scan a QR Code
displayed at the front of the classroom.
- Directs the students to a Padlet where the students can
input what they know already about each of the characters.
Weebly:

- Direct students to the Webquest Weebly and to begin

Lesson 2 about characterisation. https:jessetaraictintegratedplan.weebly.com

Lesson Steps (Lesson content, structure, strategies & Key

Questions):
https:www.spiderscribe.net

- Students are all to then create their own Spiderscribe

8.40 centred around their designated character. Study.com/academy/lesson/characterisation-
- Students are directed to the 10 minute video of which in-romeo-juliet.html
they have a link to which explains what
characterisation is for each of the characters.

- Students then have another 5 minutes to add words

to their Spiderscribe that describe their characters.
- To check if students are on task ask each group to
orally provide three words that describe their
character.

- From here the students are directed to create a Wordle.net

9.00am wordcloud about their character.
- The students use the words that they have listed in
their Spiderscribe to create their word cloud.
- Students should have at least 10 words to describe
their character.
- Once completing the wordle, students are to use the
snippet tool to take a snapshot of their word cloud and https://www.canva.com
add it to their poster.

9.15am - Students are now directed to the Voki website where

they will create their own Avatars according to what http://www.voki.com/site/create
they have learned about each of their characters.

- First students must create an account.

- Give students creative freedom with creating their

characters.

Lesson Closure:(Review lesson objectives with students)

9.25am
- Students must take a snapshot of their avatar and
add it to their poster and create a caption for the
image describing in two sentences who their
character is.
- Finalise the character section of their poster

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

- Students need to save the progress on their poster as
they will continue to add to it over the next couple of
lessons.
- Students should have completed and added both a
Wordle and Voki avatar to their Canva poster.

Checklist for assessment

Assessment: (Were the lesson objectives met? How will

these be judged?)
- During the lesson teacher makes an observational
assessment on the engagement of all the students.

- Did the students create relevant word clouds and

utilise their knowledge to create an accurate avatar?
- Could the students interpret and transfer the
knowledge they were learning to their poster to
consolidate their knowledge?
- Did the students use the ICT tools effectively?