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Lesson Plan

Day: Friday Date: 13/10/2017 Time: 10:00-11:05 Year: 10 General

Learning Area: English Topic: Tragedy: Romeo & Juliet (Lesson 3)


Curriculum content description: Compare and evaluate a range of representations of individuals and groups in
different historical, social, and cultural contexts. (ACELT1639). Analyse and evaluate how people, cultures, places, events,
objects and concepts are represented in texts, including media texts, through language, structural and/or visual
choices. (ACELY1749) Reflect on, extend, endorse, or refute others interpretations of and responses to
literature. (ACELT1640). Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices
including analogy and satire shape different interpretations and responses to a text. (ACELT1642)
Students prior knowledge and experience:
- Students have watched Romeo & Juliet as well as done some limited reading of the play.
- There has been some engagement with the idea of tragedy
- They have started engaging with elements of tragedy in relation to Romeo and Juliet
- Students have given a 1-minute presentation in pairs or groups of 3-4 on one of the conventions of tragedy drawing on evidence
from Romeo and Juliet
- They have also participated in small group and whole class discussions on act 1, scene 1 of the play
- We have started exploring the ideas of characterisation and the use of language to characterise and differentiate the characters
- Looking at the ways language is used to tell the audience of characters behaviours and dispositions
Learning purpose: The purpose of this lesson is to explore the use of narrative conventions by looking at language as a
way to examine them. We will look at the ways sonnet is used in the play to compare characters to each other. It will be a way
to interact with the use of language conventions such as alliteration and extended metaphors.
Learning objectives: Evaluation:
On completion of this lesson, students will be able to: - Students will be able to explain what a sonnet is.
- Understand a sonnet (what they are, their rhyme scheme, their They will be able to talk about rhyme scheme,
purpose, the difference between a Petrarchan sonnet and an structure (14 lines, ABAB structure with a rhyming
Elizabethan/Shakespearean sonnet). couplet at the end) which will be evaluated through a
- Why sonnet has been used in Act 1 Scene 5, what purpose it class discussion.
serves. - They will be able to talk about and identify different
- Examine language conventions used to characterise and language conventions used in Act 1 Scene 5
differentiate different personalities in the play.
- Start looking at extended metaphors and what it does to
characterise relationships in the play.

Preparation and Resources:


- Copies of the play (at least 1 between 2)
- Worksheet on sonnets
Catering for diversity
- A range of discussion activities for those too shy to contribute to whole class discussion
- Peer mentoring for those who dont quite understand (teacher assistance if necessary)

Timing: Learning Experiences:

Introduction:
5-10
Go through homework questions. Share their answers with a partner then a discussion as a class to open
mins the lesson. Remind students that they need to hand these in at the end of the topic for a grade so they
must be completed.

Sequence of learning experiences:


15-20 Sonnets: (Give sonnet sheet after this discussion)
mins - What is a sonnet?
- What is the structure of a sonnet? (14 lines, ABAB rhyme scheme, 3 quatrains, 1 rhyming couplet)
- Difference between Shakespearean sonnet and Petrarchan sonnet?
- What kind of language conventions do sonnets contain? (extended metaphor, oxymoron, simile, imagery)
- Read R&Js sonnet to class. Ask them to identify extended metaphor
- What is a pilgrim? (a traveller on a long journey, often on foot, physical journey)
- Pilgrimage- a long journey to a holy place or place of significance to the pilgrim
- How does the extended metaphor characterise the relationship between the two lovers?
- Why is a sonnet an appropriate poetic form with which to bring the two lovers together?
- (Shakespeares use of lyric forms and conventions in R&J spotlights moments in the drama and thereby
heightens the impact of the action on stage).
- Whose sonnet is it, ultimately?
- What does the effect of the fourth quatrain have on the sonnet? Repeated image of sin. Foreshadowing for
the rest of the play?

Students to create a T chart that compares Romeos use of language with Rosaline to his use of language with
25 Juliet.
- Talks of sex with Rosaline (Act 1, Scene 1, p. 31) shell not be hit/ with Cupids arrow; she hath Dians
mins wit;/ and, in strong proof of chastity well armed
- Talks about marriage with Juliet (Act 1, Scene 5 Is she a Capulet?/ Oh dear account! My life is my foes
debt p. 48)
- Students must provide two lines of each
- Students must also find language conventions in these lines
- Concrete language when talking about Juliet (he is persistent and set on marrying Juliet at any cost.
Flowery language with Rosaline, he speaks a lot on lust and infatuation, doesnt go out of his way to pursue
Rosaline, locks himself in his room and mopes, goes to Juliets home and climbs up to her balcony to speak
with her.
Lesson conclusion:
- ask students to list and explain some language conventions (looking for extended metaphor, simile, oxymoron,
5 mins characterisation
- remind them of the homework due the following Monday
Lesson Evaluation:
I feel I need to be far more conscious of the timing of my lessons. I do worry when creating my plans that I will not have enough
time to finish activities or that I will be stuck at the end with nothing for students to do. Unfortunately for this lesson, I was
unable to get through everything I had planned so I will need to add that into next weeks lesson (flowery vs concrete
language).
I definitely need to find some different strategies (maybe some board work or moving students into different groups for some
discussions) rather than just think, pair, share followed by class discussion.
Students were engaged for most of the discussion and the tasks they were given but I needed to be more available to assist
students and to provide some extension activities or some substitute discussions.