Introduction
- Ask students what they already
know about Romeo and Juliet?
- Ask students about their current feelings
of Elizabethan writing?
- Are students familiar with some of the
terminology? (dost, thee etc.)
- Explain that this lesson will be spent
reading so that we can become familiarised
quickly
DoL1 Attitudes and perceptions
Help students understand
that attitudes and
perceptions related to
classroom climate
influence learning.
DoL1 A&P
Respond positively to
students' incorrect
responses or lack of
response.
DoL5 Habits of Mind
Persevere
Push the limits of your
knowledge and abilities
(Marzano & Pickering, 1997).
Resources
- Individual copies of
Romeo
and Juliet
- Writing tools
(paper or laptop)
The Romeo and Juliet
play is the crucial element of this learning experience as students are required to fully
comprehend and
understand the reading material.
Feedback
- Give appropriate
praise and prompts
to ensure reading
flows smoothly.
- Answer questions
students may have
as this helps the
students to develop
trust with the learning
manager.
- Allow students time
to answer questions
so that they achieve
a sense of worth for
when they are correct
or on the right track.
- Ask students why
they feel a certain
way as this will
help to keep them
engaged in the
material.
Body
- Assign speaking roles to students that will
change intermittently
- As the students are expected to read
through the play rather quickly, students
are to spend the lesson reading the play
together and familiarising themselves.
- Pause reading throughout the play to quiz
students: 'what happened? why did that
happen? How do you think X character felt?
How would you feel in that position?
What characters and aspects do you like?
Why/why not?'
ICTs
- As this is the
introduction to the Romeo and Juliet unit,
ICT will be kept to a
minimum. Students will
be gaining an understanding of the novel and thus the
use of ICTs are not
recommended
except for the small writing task at the end of the lesson.
SAMR
The technology that will be incorporated into this lesson is very minute and
will display no
change or
transformative
learning. Students
are merely using
the tool for a basic
purpose: to answer
a question that will
be presented to the
learning manager. (Department
of Education, Training
and Employment [DETE], 2013).
Conclusion
- At the conclusion of the lesson, ask
students to retrieve a writing tool (paper or
laptop) and write a paragraph regarding
their current thoughts.
- Write on board: "What do you think of
Romeo and Juliet? Do you think you will
like this novel? Why/why not?"
- Learning manager to walk around room and
check students responses
- Assign homework: Read up to X page
(Dependent on which part was reached in
class).
Learning Experience 2
Learning Experience
DoL Focus
Resources and ICTs Available
Feedback and SAMR
Introduction - Ensure that students completed homework by quizzing them on what happened during the assigned parts - Ask questions like 'what happened? Why did that happen? Major changes? Etc. - Spend 15 minutes reading as a hook into the exercise.
DoL1 Attitudes and Perceptions
- Engage in equitable
and positive class
room behaviour
DoL1 A&P
- Vary the positive
reinforcement offered
when students give
correct responses
DoL1 A&P
- Structure opportunities
for students to work
with peers
DoL5 HoM
-Be clear and seek
clarity
-Generate new ways of
viewing a situation that
are outside the
boundaries of standard
conventions
(Marzano & Pickering, 1997).
Resources - Romeo and Juliet play - Students laptops - Question task sheet -PowerPoint - Projector for showing PPT's.
Feedback
-Allow students
to discuss how the
information was
different/similar.
-Provide positive
feedback for good/
correct response.
Body - Assign students into groups of 4-5 - Hand out a task sheet that has a range of information they must source from online and that is found within the play. - Task sheet includes: 'Laws, roles of women, economy, hierarchy/patriarchy, relationships and fun facts PLUS,
anything that may be interesting or
useful. - Allow students 20 minutes to find as much information as they can. -Once time is up, in same groups, students are to compile a PowerPoint presentation that displays the information in whichever way they want. Allow students 15 minutes to start editing their PowerPoints
ICTs Students will better utilise ICT's as in this lesson they are required to use PowerPoint and also conduct research via the internet
Students will also
discover how information
can differ, depending
on what websites you
visit and how you find
information.
SAMR
In this lesson,
students are starting to
augment their learning,
by utilising all the
features of PowerPoint.
As students have been
give free reign for
display, they can
insert pictures to boost
information, insert audio
and possibly use many
features of PowerPoint
(Department
of Education, Training
and Employment
[DETE], 2013).
Conclusion - At the end of the lesson, pick two groups to share what they have started to compile. -Ask other students for feedback as to whether they found the same information or not? -Assign homework: Write a small paragraph as to what aspects you do/don't like about the Shakespearean era/1570's. - Engage students with HW task by letting them know that there are chocolate frogs for those who complete it.
Learning Experience 3
Learning Experience
DoL Focus
Resources and ICTs Available
Feedback and SAMR
Introduction
- Check homework about likes
and dislikes about 1570's.
-Use reward system for
students who completed the
HW task.
-Start lesson by watching 20
mins of Romeo and Juliet
(1996), use this time to ensure
web spaces are properly set
up with generic passwords
and usernames
DoL1 A&P
- Respond positively to
students' incorrect
or lack of response
-Provide opportunities
for students to get
to know and accept
each other
-Use a variety of ways
to engage students
in classroom tasks
DoL5 HoM
-Identify and use
necessary resources
(Marzano & Pickering, 1997).
Resources
-Freddo Frogs
- Romeo and Juliet
movie
- Students laptops
Feedback
- Provide positive
feedback for incorrect
answers.
-Allow students to work
in a group so that they
get varied opinion
- Assist students who
may be having trouble
with online platforms or
PPT program
Body
-After 20 mins of film, quiz
students as to their feelings.
Questions: is it similar to the
book? What do you like about
the modernised version that
contains Elizabethan language?
What did you pick up here that
you didn't in the play?
-Assign students into groups of
4-5 (as previous lesson), and
hand each group the username,
password and group number of
their assigned WEB SPACE.
-Instructions: you are to open
the PPT you started to create
and you are to know transfer that
knowledge into a webspace. Edit
space how you like: allow 10 mins.
-Once information is placed in web
space, get students to log onto wordle.com, and they are to
transfer KEYWORDS into wordle
to create a word wall.
ICTs
-Blogger
-Powerpoint
-Wordle
- In this lesson,
students are showing
information in an online
space and therefore
allowing other members
of the community to view
their information. Students
have modified their learning
by moving to an entirely
different platform of
information display. They
are also using web sites
they may not have used
before, which helps
to keep them engaged
by learning a new skill.
SAMR
- Students have modified
their learning as they are moving
away from the traditional
learning environment into
something that can be viewed
and shared by a multitude of
people. Students are also
working collaboratively, so they
must find information as well
as be respectful of the opinions
of the other students
(Department of Education,
Training and Employment
[DETE], 2013).
Conclusion
-At the end of lesson, ask students
to insert their wordle into the web
space, so that LM may view and
see what was created.
-Homework: decide on which
character you are going to present
as.
Learning Experience 4
Learning Experience
DoL Focus
Resources and ICTs Available
Feedback and SAMR
Introduction
- Ask students to open their
laptops as they will be using
this class time to complete their
assignment before draft due date.
-Write on board: wordle and blogspot links, so that they are
able to utilise information and
connectivism.
DoL1 A&P
- Establish and
communicate
classroom rules
and procedures
- Provide
appropriate feed
back
- Help students
be clear about
the directions
and demands of
the task.
DoL5 HoM
- Maintain an
open mind
- Monitor your
own thinking
(Marzano & Pickering, 1997).
Resources
- Group web addresses
The students will be able to
include factual knowledge
from a range of student
perspectives when provided
with alternative information
Feedback - Remind all students
of draft due date to
ensure that they are
using their time
wisely
- Help students when
required
-Provide positive
feedback
Body
-Instruct students that this time
is for their assignment and LM
will be walking around checking
progress.
-Allow students to talk quietly
amongst themselves, separate
those who are talking and not
working.
-Give students minor feedback
as they have a draft due date to
utilise.
ICTs
-Students writing tools
- Blogger web space
SAMR
- As students have
access to the different
web spaces, they are
able to view a variety
of sourced information
to help enhance their
presentation.
Students will be able
to email the LM with
a draft copy of the
assessment for review
and thus, students are
able to use the email
service to send copy
to LM for review.
Students are able to
utilise the strengths
of other members of
the class for clarification
of knowledge and
enhancement of their own
assessment.
Conclusion
-At end of lesson, instruct students
to finish their presentation in time
for draft check.
- Instruct students to email their
draft to LM
Learning Experience 1
- Ask students what they already
know about Romeo and Juliet?
- Ask students about their current feelings
of Elizabethan writing?
- Are students familiar with some of the
terminology? (dost, thee etc.)
- Explain that this lesson will be spent
reading so that we can become familiarised
quickly
Help students understand
that attitudes and
perceptions related to
classroom climate
influence learning.
DoL1 A&P
Respond positively to
students' incorrect
responses or lack of
response.
DoL5 Habits of Mind
Persevere
Push the limits of your
knowledge and abilities
(Marzano & Pickering, 1997).
- Individual copies of
Romeo
and Juliet
- Writing tools
(paper or laptop)
The Romeo and Juliet
play is the crucial
element of this learning
experience as students
are required to fully
comprehend and
understand the
reading material.
- Give appropriate
praise and prompts
to ensure reading
flows smoothly.
- Answer questions
students may have
as this helps the
students to develop
trust with the learning
manager.
- Allow students time
to answer questions
so that they achieve
a sense of worth for
when they are correct
or on the right track.
- Ask students why
they feel a certain
way as this will
help to keep them
engaged in the
material.
- Assign speaking roles to students that will
change intermittently
- As the students are expected to read
through the play rather quickly, students
are to spend the lesson reading the play
together and familiarising themselves.
- Pause reading throughout the play to quiz
students: 'what happened? why did that
happen? How do you think X character felt?
How would you feel in that position?
What characters and aspects do you like?
Why/why not?'
- As this is the
introduction to the
Romeo and Juliet unit,
ICT will be kept to a
minimum. Students will
be gaining an
understanding of the
novel and thus the
use of ICTs are not
recommended
except for the small
writing task at the
end of the lesson.
The technology that
will be incorporated
into this lesson is
very minute and
will display no
change or
transformative
learning. Students
are merely using
the tool for a basic
purpose: to answer
a question that will
be presented to the
learning manager. (Department
of Education, Training
and Employment [DETE], 2013).
- At the conclusion of the lesson, ask
students to retrieve a writing tool (paper or
laptop) and write a paragraph regarding
their current thoughts.
- Write on board: "What do you think of
Romeo and Juliet? Do you think you will
like this novel? Why/why not?"
- Learning manager to walk around room and
check students responses
- Assign homework: Read up to X page
(Dependent on which part was reached in
class).
Learning Experience 2
Available
- Ensure that students completed
homework by quizzing them on
what happened during the assigned
parts
- Ask questions like 'what happened?
Why did that happen? Major
changes? Etc.
- Spend 15 minutes reading as a
hook into the exercise.
Perceptions
- Engage in equitable
and positive class
room behaviour
DoL1 A&P
- Vary the positive
reinforcement offered
when students give
correct responses
DoL1 A&P
- Structure opportunities
for students to work
with peers
DoL5 HoM
-Be clear and seek
clarity
-Generate new ways of
viewing a situation that
are outside the
boundaries of standard
conventions
(Marzano & Pickering, 1997).
- Romeo and Juliet play
- Students laptops
- Question task sheet
-PowerPoint
- Projector for showing
PPT's.
-Allow students
to discuss how the
information was
different/similar.
-Provide positive
feedback for good/
correct response.
- Assign students into groups of
4-5
- Hand out a task sheet that has
a range of information they must
source from online and that is
found within the play.
- Task sheet includes: 'Laws,
roles of women, economy,
hierarchy/patriarchy, relationships
and fun facts PLUS,
anything that may be interesting or
useful.
- Allow students 20 minutes to find
as much information as they can.
-Once time is up, in same groups,
students are to compile a PowerPoint
presentation that displays the
information in whichever way
they want. Allow students
15 minutes to start editing their
PowerPoints
Students will better
utilise ICT's as in this
lesson they are required
to use PowerPoint
and also conduct
research via the internet
Students will also
discover how information
can differ, depending
on what websites you
visit and how you find
information.
In this lesson,
students are starting to
augment their learning,
by utilising all the
features of PowerPoint.
As students have been
give free reign for
display, they can
insert pictures to boost
information, insert audio
and possibly use many
features of PowerPoint
(Department
of Education, Training
and Employment
[DETE], 2013).
- At the end of the lesson, pick
two groups to share what they
have started to compile.
-Ask other students for feedback
as to whether they found the same
information or not?
-Assign homework: Write a small
paragraph as to what aspects
you do/don't like about the
Shakespearean era/1570's.
- Engage students with HW task by
letting them know that there are
chocolate frogs for those who
complete it.
Learning Experience 3
Available
- Check homework about likes
and dislikes about 1570's.
-Use reward system for
students who completed the
HW task.
-Start lesson by watching 20
mins of Romeo and Juliet
(1996), use this time to ensure
web spaces are properly set
up with generic passwords
and usernames
- Respond positively to
students' incorrect
or lack of response
-Provide opportunities
for students to get
to know and accept
each other
-Use a variety of ways
to engage students
in classroom tasks
DoL5 HoM
-Identify and use
necessary resources
(Marzano & Pickering, 1997).
-Freddo Frogs
- Romeo and Juliet
movie
- Students laptops
- Provide positive
feedback for incorrect
answers.
-Allow students to work
in a group so that they
get varied opinion
- Assist students who
may be having trouble
with online platforms or
PPT program
-After 20 mins of film, quiz
students as to their feelings.
Questions: is it similar to the
book? What do you like about
the modernised version that
contains Elizabethan language?
What did you pick up here that
you didn't in the play?
-Assign students into groups of
4-5 (as previous lesson), and
hand each group the username,
password and group number of
their assigned WEB SPACE.
-Instructions: you are to open
the PPT you started to create
and you are to know transfer that
knowledge into a webspace. Edit
space how you like: allow 10 mins.
-Once information is placed in web
space, get students to log onto
wordle.com, and they are to
transfer KEYWORDS into wordle
to create a word wall.
-Blogger
-Powerpoint
-Wordle
- In this lesson,
students are showing
information in an online
space and therefore
allowing other members
of the community to view
their information. Students
have modified their learning
by moving to an entirely
different platform of
information display. They
are also using web sites
they may not have used
before, which helps
to keep them engaged
by learning a new skill.
- Students have modified
their learning as they are moving
away from the traditional
learning environment into
something that can be viewed
and shared by a multitude of
people. Students are also
working collaboratively, so they
must find information as well
as be respectful of the opinions
of the other students
(Department of Education,
Training and Employment
[DETE], 2013).
-At the end of lesson, ask students
to insert their wordle into the web
space, so that LM may view and
see what was created.
-Homework: decide on which
character you are going to present
as.
Learning Experience 4
- Ask students to open their
laptops as they will be using
this class time to complete their
assignment before draft due date.
-Write on board: wordle and
blogspot links, so that they are
able to utilise information and
connectivism.
- Establish and
communicate
classroom rules
and procedures
- Provide
appropriate feed
back
- Help students
be clear about
the directions
and demands of
the task.
DoL5 HoM
- Maintain an
open mind
- Monitor your
own thinking
(Marzano & Pickering, 1997).
- Group web addresses
The students will be able to
include factual knowledge
from a range of student
perspectives when provided
with alternative information
- Remind all students
of draft due date to
ensure that they are
using their time
wisely
- Help students when
required
-Provide positive
feedback
-Instruct students that this time
is for their assignment and LM
will be walking around checking
progress.
-Allow students to talk quietly
amongst themselves, separate
those who are talking and not
working.
-Give students minor feedback
as they have a draft due date to
utilise.
-Students writing tools
- Blogger web space
- As students have
access to the different
web spaces, they are
able to view a variety
of sourced information
to help enhance their
presentation.
Students will be able
to email the LM with
a draft copy of the
assessment for review
and thus, students are
able to use the email
service to send copy
to LM for review.
Students are able to
utilise the strengths
of other members of
the class for clarification
of knowledge and
enhancement of their own
assessment.
-At end of lesson, instruct students
to finish their presentation in time
for draft check.
- Instruct students to email their
draft to LM