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Week 1 Lesson 2: Who is William Shakespeare and Plot is Romeo and Juliet

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Week 1 Lesson 2: Who is William Shakespeare and Plot is Romeo and Juliet

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(Lesson 1: Public Holiday)

Contextual Overview: Introduce William Shakespeare and his importance. Summarise the plot of Romeo and Juliet in simple terms. Explain that students will explore a different big idea (theme) each week. At the end of the unit, students will write lawyer paragraphs to defend these themes using evidence from the play.

Learning Goal: Students will describe who William Shakespeare is and summarise the context and plot of Romeo and Juliet by creating a visual story map.

Activate Prior Knowledge:

Visual:

·       Show photos of old theatres, actors in Elizabethan costumes, and a picture of Shakespeare.

·       Show a photo of modern couples (e.g., from popular TV shows or movies).

Discussion Prompt:

·       “Have you ever heard of Romeo and Juliet?”

·       “What love stories do you know from movies or books?” (e.g., The Notebook, Aladdin, Spider-Man and MJ)

Relevance:

·       Shakespeare’s stories help us understand emotions and choices people still face today—love, fighting, loyalty.

·       Romeo and Juliet shows how decisions can affect people’s lives—something we all deal with.

Concept Development:

Explicit Teaching:

·       Define and explain who William Shakespeare was

·       Define and explain why we still study Shakespeare

·       Summarise the plot of Romeo and Juliet

·       Introduce and explain the assessment task

Key Vocabulary

●       playwright: a person who writes plays

●       plot: the main events that happen in a story, from the beginning to the end.

Check for Understanding (Kahoot Quiz)

·       What was William Shakespeare known for?

·       Romeo and Juliet is a happy love story. (T/F)

Skill Development

·       I do: Teacher models how to complete the first two events in drawing –

●     We do: The class complete the next three events together:

●     You do: Students work on the next 5 events independently

Independent Practice

·       Put the events of Romeo and Juliet in order.

·       Which part of the story do you think is the saddest? Why?

·       Why do you think Shakespeare chose a sad ending?

Independent Extension

·       Create a visual story map of the main plot events.

https://www.bbc.co.uk/bitesize/guides/zx9xsbk/revision/1

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A summary of the Islamic world in the Middle Ages - The Islamic world in the Middle Ages - KS3 History Revision - BBC Bitesize

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Learn and revise about the Islamic world in the Middle Ages and what Christian Western Europe learnt from its neighbour with BBC Bitesize KS3 History.

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ClassDojo helps teachers, parents, and students build amazing classroom communities.

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Hello, I'm Lucas. I'm 19 and born in Darwin, but my family moved to Cairns when I was little. I am on the general committee for Southside Comets Football Club, as well as the U12 FQ Academy Coach and the FQPL Women's Video Analyst/Social Media person. I have my AFC C diploma. (coaching certificate). I am studying a Bachelor of Education (Secondary), and my minors are Business and English. For work, I am an assistant teacher at Mastery Schools Australia, a student ambassador for CQU, and a Woolworths team member.

Being a digital pedagogue: taking a stand, upholding principles, and leading students via online education

To truly embody the role of a digital pedagogue, one must go beyond simply incorporating technology into education and instead reimagine learning as a dynamic, participatory, and student-centered endeavour. In this light, I don't see digital learning as an add-on to more traditional methods but as a powerful tool for fostering engagement, critical thinking, and accessibility. In my view, digital learning should be thoughtful, equitable, and accommodating to students' diverse needs. Beyond its intrinsic value, technology should enhance education by facilitating collaborative projects, individualised lesson plans, and hands-on engagement with subject matter. What works now may not work tomorrow, which is an intriguing challenge, and teaching in a digital context also requires adaptability.

With a growth mindset, which allows me to explore, think, and refine my approach, I am navigating this unit by tackling digital paedagogy. I want to make sure that digital tools and techniques improve rather than diminish important learning possibilities by carefully evaluating them. In the long run, I want to design a teaching method that encourages students to think critically, work independently, and take responsibility for their own digital learning.

My enthusiasm for research, critical thinking, and collaborative efforts grows as I refine my approach to online education.

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Dr. Ruben Puentedura's SAMR model—Substitution, Augmentation, Modification, Redefinition—serves as a framework to assist educators in incorporating technology into their practices (Puentedura, 2006). From fundamental substitution to transformative methodologies that alter educational experiences, it empowers educators to reflect on their use of technology in the classroom (Hamilton, Rosenberg, & Akcaoglu, 2016). This text discusses the SAMR concept and its use in the classroom, using examples that encourage both lower-order and higher-order thinking (Bloom, 1956; Anderson & Krathwohl, 2001).

There is no operational alteration; technology serves as a direct tool replacement. For example, students write their essays on Google Docs instead of by hand. Basic level (e.g., recall, understanding). While the project remains unchanged (composing an essay), technology alters the learning process, enhancing its efficiency. It conserves effort, facilitates editing, and enhances readability, yet does not augment cognitive engagement (Puentedura, 2006).

Through functional enhancement, technology serves as a direct substitute. Students employ Google Docs for peer input, utilising its integrated features such as voice typing, spell check, and the commenting function. Basic to intermediate (e.g., application, analysis). The rationale is that technology offers practical benefits by improving pupils' writing and editing skills. Comment-based peer feedback fosters analysis and critique, thereby enhancing reflective thinking (Hamilton et al., 2016; Hughes, Thomas, & Scharber, 2006).

Technology facilitates significant work reconfiguration. Students create a multimedia presentation utilising Canva or Google Slides, incorporating photographs, videos, hyperlinks, and voice-over narration to exhibit a research project. Advanced level (e.g., analysing, evaluating). The rationale behind this redesign enables students to critically evaluate audience engagement, resource evaluation, and knowledge dissemination. Sharing and feedback facilitate collaborative efforts and iterative growth (Cohen, Manion, & Morrison, 2018).

Technology enables the creation of hitherto unimaginable tasks. Students collaborate with classmates from another country on platforms like Flipgrid or Padlet to co-develop a digital storytelling project focused on global environmental issues. Advanced level (e.g., generating, evaluating). At this juncture, students are capable of creating whole novel learning environments. They employ critical thinking and creativity while engaging in cross-cultural collaboration and global citizenship (Puentedura, 2009; Mishra & Koehler, 2006). It promotes authentic, significant learning beyond the limitations of the classroom (Beetham & Sharpe, 2013).

SAMR Level Classroom Example Thinking Level

Substitution Typing an essay in Google Docs instead of handwriting Remembering, Understanding

Augmentation Using Google Docs with spell check and peer comments Applying, Analysing

Modification Creating multimedia presentations with embedded media and narration Analysing, Evaluating

Redefinition Collaborating globally on a digital storytelling project about real-world issues Evaluating, Creating

Educators can facilitate students' progression from basic knowledge acquisition to profound, critical, and creative engagement with content by intentionally designing activities across all stages of the SAMR model, thereby empowering them to become active, independent learners in a digital context (Ertmer & Ottenbreit-Leftwich, 2010; Laurillard, 2012).

Reference List (APA 7th):

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.

Beetham, H., & Sharpe, R. (Eds.). (2013). Rethinking pedagogy for a digital age: Designing for 21st century learning (2nd ed.). Routledge.

Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals. Longmans.

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.

Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284.

Hamilton, E. R., Rosenberg, J. M., & Akcaoglu, M. (2016). The Substitution Augmentation Modification Redefinition (SAMR) model: A critical review and suggestions for its use. TechTrends, 60(5), 433–441.

Hughes, J., Thomas, R., & Scharber, C. (2006). Assessing technology integration: The RAT–Replacement, Amplification, and Transformation–framework. Proceedings of Society for Information Technology and Teacher Education International Conference 2006, 1616–1620.

Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology. Routledge.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017–1054.

Puentedura, R. R. (2006). Transformation, technology, and education [Slide presentation]. Retrieved from http://hippasus.com

Puentedura, R. R. (2009). As we may teach: Educational technology, from theory into practice [Slide presentation]. Retrieved from http://hippasus.com

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Blog Post 6: A Reflection on My Educational Journey from Digital Uncertainty to Digital Assurance

Initially, I perceived digital tools as mere embellishments—elements to augment a session's appeal. Upon completion, I observe a considerable transformation in my disposition. Digital technologies are not simply supplementary elements. They are powerful instruments for reevaluating pedagogical methods, student learning processes, and classroom interactions. This article examines the evolution of my beliefs, skills, and confidence in utilising ICT, as well as my plans to integrate this development into my teaching practice.

What alterations have occurred? APST 2.6 and 3.4:
Previously, I may have utilised an application such as Canva solely to enhance the visual appeal of my class presentations. Currently? I am developing assignments for students to assume the role of authors. Instead of composing a written report on a book, kids might develop an Instagram profile for a fictional character utilising Canva. Instead of delivering an oral presentation to the class, students could create a well-crafted Flip movie. What is the most significant aspect, then? They are engaged, dedicated, and demonstrating genuine expertise in authentic manners. This modification aligns with APST 3.4 utilising ICT to engage students in learning and 2.6 employing ICT to expand curriculum opportunities. Analysing tools such as Canva and Flip illuminated the enhanced inclusivity and depth of learning when students possess choice, voice, and creative autonomy. It is not technology for the sake of technology. Identifying suitable tools to provide students innovative methods for thinking, expressing, and collaborating is the essence of the matter (Trilling & Fadel, 2009). It also pertains to my role as the educator, adapting my methodology to foster creativity (Beetham & Sharpe, 2019).

Digital ethics and safety are crucial:
One observation that resonated with me throughout this lesson was that if we intend to educate using technology, we must also instruct about it. This encompasses all the ancillary responsibilities—privacy, copyright, consent, and polite communication. It encompasses more than merely protecting students. It concerns empowering children to become informed and principled digital citizens. I learned to develop assignments that prioritise secure sharing, locate and attribute Creative Commons resources, and understand the Australian Privacy Principles. Although technologies like as Flip and Canva provide privacy and moderation features, instructors must cultivate good digital behaviours instead of assuming that students inherently possess them (Livingstone et al., 2011). This directly pertains to Standard 4.5; I now possess greater confidence in assisting my students in employing technology ethically, responsibly, and safely. This is merely the commencement, not the conclusion.
This unit has not merely instructed me in the use of several new tools. It has demonstrated the importance of engaging with technology intentionally and with curiosity.

Models such as SAMR and TPACK have prompted me to critically evaluate my rationale for utilising a tool—not merely due to its popularity, but also for its impact on student learning (Puentedura, 2012; Koehler & Mishra, 2009). I have learned to co-learn with my students, so exemplifying the creative discovery I desire from them. This mindset will undoubtedly facilitate my future learning. Technology is ever evolving, although at present, I feel prepared to adapt accordingly.

The Efficacy of Internet Collaboration:
Engaging with colleagues through our blog platform was one of the most rewarding elements of this journey. Initially, offering feedback felt somewhat awkward; nevertheless, I soon recognised the true value in those interactions. Examining how others utilised Padlet or Edpuzzle provided me with novel insights and perspectives. Some utilised the same skills in previously unconsidered manners, and their remarks aided me in refining my own discoveries. This encounter heightened my awareness of the potential of online professional networks and the capacity of digital settings to facilitate substantial professional development (Trust, 2012). I plan to maintain connections through digital professional learning networks, Twitter dialogues, and online educator forums in the future. This unit should have imparted the lesson that teamwork must extend beyond the confines of the staffroom.

Final Reflections:
This training has transformed my viewpoint on pedagogy and the integration of technology in education. I now perceive ICT as a conduit connecting kids to authentic, innovative, and interconnected learning experiences rather than merely a tool. Departing from this experience with an enhanced sense of purpose and a stronger understanding of my responsibilities—both as a digital educator and as a mentor to my students in navigating the digital landscape—I anticipate further development, ongoing reflection, and continued exploration. Exceptional pedagogy encompasses all aspects of it.

References:

Beetham, H., & Sharpe, R. (2019). Rethinking pedagogy for a digital age: Principles and practices of design. Routledge.

Kalantzis, M., & Cope, B. (2012). New learning: Elements of a science of education. Cambridge University Press.

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.

Livingstone, S., Haddon, L., Görzig, A., & Ólafsson, K. (2011). Risks and safety on the internet: The perspective of European children. EU Kids Online, LSE.

OAIC. (2022). Australian Privacy Principles. https://www.oaic.gov.au/privacy/australian-privacy-principles

Puentedura, R. (2012). SAMR and TPCK: A hands-on approach to classroom practice. http://hippasus.com

Trust, T. (2012). Professional learning networks designed for teacher learning. Journal of Digital Learning in Teacher Education, 28(4), 133–138.

Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.

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Blog Post 3: A Digital Design Powerhouse—An Examination of Canva for Education Digital storytelling and visual literacy are crucial for student engagement in an increasingly visual environment. I examined Canva for Education, a complimentary online design platform intended for educational settings. My objective was to examine its technological features, applications in the classroom, and potential to enhance student creativity by transforming traditional assessment tasks.

Canva for Education is a browser-based application, not a dedicated mobile or tablet app. It enables students to create presentations, posters, infographics, films, and more with drag-and-drop tools, promoting collaborative, real-time design. The primary qualities are:

Collaborative authorship: Educators and learners can jointly alter designs.
Work may be maintained privately or disseminated through secure links or Learning Management System integrations (Canva, 2023).
Customisable templates to suit your requirements: Numerous educational templates facilitate scaffolding and differentiation.
Canva interacts with Learning Management Systems, Microsoft Teams, Google Classroom, and additional platforms.
No prior design expertise is necessary. The interface is straightforward, enabling use by upper-primary to senior secondary students.
Canva is a comprehensive creative and evaluation platform that enables educators to create tailored class kits, assign tasks, and provide in-app feedback.

I developed a Year 8 English project substituting a written character analysis with a character Instagram profile to evaluate Canva's functionalities. Students utilised Canva to design a fictional social media page for a character from their literary analysis. The tool's templates rendered this accessible even to students with minimal digital design expertise.

Facilitating multi-modal literacy development, students incorporated "posts" featuring in-character captions, textual citations, and replies from other characters (Walsh, 2010). In accordance with social constructivist theories (Vygotsky, 1978), Canva's commenting and collaboration features facilitate instructor input and student co-creation.

Potential Transformation Implementing SAMR Substitution Canva substitutes for a hand-drawn project or paper poster.
Enhancement: Real-time editing and multimedia integration enhance design and clarity.
Students convert text analysis into visual narratives utilising social media standards.
Students construct digital identities and engage through fictional character accounts, so facilitating a novel level of participation (Puentedura, 2012).

Canva for Education is an excellent resource for broadening learning, offering both creative flexibility and a structured framework. It fosters visual literacy, digital fluency, and advanced cognitive skills (Hobbs, 2017). This experience demonstrated that visual and multimodal exercises can engage diverse pupils and enrich literary analysis.

References

Beetham, H., & Sharpe, R. (2019). Rethinking pedagogy for a digital age: Principles and practices of design. Routledge.

Canva. (2023). Canva for Education: Features. https://www.canva.com/education/

Hobbs, R. (2017). Create to learn: Introduction to digital literacy. Wiley.

OECD. (2021). 21st Century Readers: Developing Literacy Skills in a Digital World. OECD Publishing.

Puentedura, R. (2012). SAMR and TPCK: A hands-on approach to classroom practice. http://hippasus.com/

Walsh, M. (2010). Multimodal literacy: What does it mean for classroom practice? Australian Journal of Language and Literacy, 33(3), 211–239.

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

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Blog Post 4: Amplifying Student Voice in the Digital Classroom with Flip

I tried Flip, a free video conversation tool from Microsoft, for this article. Promoting conversation, reflection, and metacognition, Flip lets students record and react to brief videos. I wanted to investigate its possibilities for student-led learning and to evaluate how it can change formative evaluation and involvement, particularly for quieter or EAL students.

Designed for asynchronous or live conversation, Flip is web-based and mobile-friendly. Using brief movies, teachers build "Groups" and "Topics" for students to react to. In a multi-author setting, students can see, like, and comment on one another's videos.
With Microsoft/Google login, subjects can be set to class-only or publicly shared (Microsoft, 2023). Teachers can activate time limitations, captions, stickers, and filters.
Flip is simple to use. Students require less training (Trust, 2017).
Professional development: Flip offers a wealth of PD material and teacher-made templates. Promoting inclusive practices, Flip helps video moderation and accessibility capabilities like auto-captioning (Rose & Meyer, 2002).

I tried Flip by turning a conventional oral presentation assignment for a Year 9 Humanities course into a "Video Pitch for Change". Inspired by their knowledge of global citizenship, students made two-minute films suggesting a social change project. This permitted real voice and decision (McCarthy, 2015). The asynchronous paradigm let students record, reflect, and revise—a useful tool for language growth and confidence building—thereby increasing their involvement. I structured evaluation and comments using Flip's built-in rubrics.

Possible Transformation Applying SAMR. Replaces a live oral presentation.
Augmentation: Includes teacher comments, subtitles, and re-recording.
Modification: In real-time, students engage with peer material and reflect on learning.
Redefinition: Allows an asynchronous conversation across the whole class in which ideas may be shared worldwide or across class cohorts (Puentedura, 2012).

Flip promotes fairness in class involvement and improves digital oracy. It is simple to use and encourages cooperation, metacognition, and formative assessment. Flip emphasises the need of student voice in mixed and inclusive settings as I grow my digital pedagogy (Knutson, 2021).

References

Hattie, J., & Yates, G. (2014). Visible learning and the science of how we learn. Routledge.

Knutson, A. (2021). Student voice and equity: The promise of Flipgrid. Journal of Digital Learning in Teacher Education, 37(2), 124–129.

McCarthy, J. (2015). Student voice: The classroom experience becomes more powerful. Edutopia. https://www.edutopia.org/blog/student-voice-powerful-classroom-experience-john-mccarthy

Microsoft. (2023). Flip: Empower every voice. https://info.flip.com/

Puentedura, R. (2012). SAMR and TPCK: A hands-on approach to classroom practice. http://hippasus.com/

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. ASCD.

Trust, T. (2017). Empowering educators with Flipgrid. TechTrends, 61(5), 486–492.

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Blog Post 5: Legal, Safe, and Ethical Use of Digital Tools in the Classroom – Empowering Student Creators

It is imperative to ensure that our methodologies are not just innovative but also legally compliant, secure, and socially responsible as educators integrate digital technologies such as Canva for Education and Flip into classroom settings. This essay highlights the educational significance of fostering student agency using ICT and examines the necessary protocols and responsibilities when students create content using these technologies. Supported by clear safety policies and educational research, the focus is on transforming students from passive information consumers to active digital creators.

Educators must ensure that children's digital material creation and dissemination adhere to privacy and child protection regulations. This in Australia encompasses Department of Education regulations on data use and consent, together with the Australian Privacy Principles (APPs) established under the Privacy Act 1988. Teachers must ensure that parental consent is obtained when students under 13 create accounts, since Canva for Education adheres to COPPA, FERPA, and GDPR regulations (Canva, 2023). Although Flip offers private groups and controlled access, sharing should be governed by school domain limitations (Microsoft, 2023). Educators must instruct students on digital citizenship—understanding the ethical implications of posting, sharing, and creating content.

Students developing digital projects that include images, music, or video require guidance on fair use, attribution, and Creative Commons licencing. It is essential to instruct children on how to appropriately attribute and locate resources (McGowan, 2020). Although both Canva and Flip provide royalty-free content libraries, students must be instructed on the appropriate methods and timing for modifying or utilising media. Educators ought to employ respectful digital communication and provide moderation features like as video approval in Flip. Digital activities must incorporate anti-bullying and regulations promoting courteous interactions. Educators must establish ethical conduct in their use and dissemination of student work. Educational Benefits of Student Creation In addition to consumption, digital output aligns with constructivist and student-centered methodologies.

Students utilise information in personalised and multimodal manners when creating using apps like Canva and Flip. Hattie (2009) asserts that profound learning occurs when students engage with material through innovation rather than mere memorisation. Utilising Canva for design fosters visual literacy, enhances creative thinking, and develops narrative skills. Flip fosters essential 21st-century competencies, like digital oracy, collaboration, and reflective thinking. Content production cultivates authentic voice, identity expression, and student agency (Kalantzis & Cope, 2012). Students who develop a digital campaign on Canva or produce a Flip video pitch acquire ownership of their education through effective communication and critical thinking. Digital platforms facilitate peer interaction, feedback, and iteration—three essential concepts of effective learning (Black & Wiliam, 2009). Flip facilitates asynchronous video discussions, so permitting time for reflection. Canva facilitates cooperative learning by offering real-time co-creation and editing.

Educators serve as both facilitators of digital technology and custodians of ethical and safe usage. The introduction of these platforms must be accompanied by education on privacy, intellectual property, and responsible conduct. The educational advantages of Canva and Flip become significant when students are afforded the autonomy, framework, and accountability to create, collaborate, and reflect. These tools can significantly transform education through structured digital literacy instruction and systematic guidance.

References

Australian Government OAIC. (2022). Australian Privacy Principles. https://www.oaic.gov.au/privacy/australian-privacy-principles

Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31.

Canva. (2023). Canva for Education – Privacy and Compliance. https://www.canva.com/policies/privacy-policy/

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Kalantzis, M., & Cope, B. (2012). New learning: Elements of a science of education. Cambridge University Press.

Livingstone, S., Haddon, L., Görzig, A., & Ólafsson, K. (2011). Risks and safety on the internet: The perspective of European children. EU Kids Online, LSE.

McGowan, C. (2020). Teaching copyright and Creative Commons in the classroom. Scan, 39(2), 40–45.

Microsoft. (2023). Flip: Empower every voice. https://info.flip.com/

Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.

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Canva is a free-to-use online graphic design tool. Use it to create social media posts, presentations, posters, videos, logos and more.

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> Explicit Direct Instruction (EDI) by DataWORKS: Offers comprehensive training resources, lesson templates, and research on EDI strategies https://www.dataworks-ed.com/

> AITSL: Provides guidance and examples on explicit teaching as part of high-impact strategies https://www.aitsl.edu.au/

> Teach Starter: Downloadable, curriculum-aligned resources using explicit teaching structures (WALT/WILF/TIB, I do/We do/You do) https://www.teachstarter.com/au/

> Twinkl Australia: Thousands of structured worksheets, PowerPoints, and scaffolded tasks suitable for explicit teaching K–10 https://www.twinkl.com.au/

> Queensland Department of Education – Pedagogical Frameworks: Includes guidance on Explicit Instruction, Archer & Hughes' model, and links to QLD's Effective Pedagogical Practices (including the “I Do, We Do, You Do” approach) https://education.qld.gov.au/curriculum/stages-of-schooling/pedagogical-framework

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> The Teaching Channel (US but adaptable): Explicit teaching strategies in real classrooms with reflective teacher commentary https://www.teachingchannel.com/

> Queensland Department of Education – Teaching and Learning YouTube Channel: Features real Queensland classrooms implementing explicit instruction strategies, including the Gradual Release of Responsibility (I Do, We Do, You Do) and high-impact teaching practices https://www.youtube.com/@QueenslandDepartmentofEducation

> Visible Learning with John Hattie: Videos explaining why explicit teaching works, based on effect size research https://visible-learning.org/

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> "I Do, We Do, You Do" Lesson Planner: Scaffolded template that helps structure teacher-led instruction, guided practice, and independent application

> Success Criteria & Learning Intentions Chart: Ensures alignment with curriculum and makes goals clear for students

> Worked Example Worksheets: Includes steps with annotations to model expert thinking

> Mini-Whiteboards + Response Cards: Used for frequent formative checks during "We Do" and "You Do" stages

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> Archer, A. L., & Hughes, C. A. (2011). Explicit Instruction: Effective and Efficient Teaching. (A foundational text on how to sequence instruction, build mastery, and avoid cognitive overload)

> Hattie, J. (2009). Visible Learning. (Highlights explicit teaching as one of the most effective strategies with a high effect size)

> Rosenshine, B. (2012). Principles of Instruction. (10 key principles for successful direct instruction, such as review, guided practice, and scaffolding)

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Mastery Schools Australia (MSA) is a not-for-profit educational organisation based in Queensland, dedicated to supporting students in Years 4 to 10 who face challenges in mainstream schooling due to learning difficulties, anxiety, or disengagement. Established in 2021, MSA offers an alternative educational pathway that emphasises structured, evidence-based teaching practices to help students achieve academic and personal success. https://msa.qld.edu.au

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Mastery Schools Australia believes all students can succeed. Our school supports student with approach of Science of Learning.

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MSA's approach is grounded in the Science of Learning, focusing on how students process and retain information. This methodology incorporates explicit instruction, scaffolded learning, and high-yield teaching strategies to ensure students master foundational concepts before progressing. Each class is led by a qualified teacher and supported by multiple assistant teachers, allowing for personalised attention and tailored instruction.

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MSA delivers the full Australian Curriculum, with an emphasis on literacy and numeracy. Key features include:

Daily two-hour literacy and numeracy blocks

Longer school days to ensure sufficient instruction time

Small school size, capped at 300 students per campus

Multi-age core classes for Years 4–6 and Years 7–10

Individualised learning plans tailored to each student's needs

Wrap-around mental health services through specialist staff

This structure aims to provide students with the necessary support to overcome learning barriers and achieve academic success.

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Parents have reported significant improvements in their children's academic performance and self-confidence since enrolling at MSA. One parent shared:

"After one term at MSA, our daughter can now read fluently. The school's research-based approach and dedicated staff have made an enormous difference to her literacy levels."

Such testimonials highlight MSA's commitment to transforming the educational experiences of students who have struggled in traditional settings. https://msa.qld.edu.au/testimonials/

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Testimonials - Mastery Schools Australia

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TESTIMONIALS I am very happy that we made the switch to Mastery Schools [Australia]. As a parent, I love that my kids come home from school enthusiastic and happy. As a neuroscientist, I appreciate that teachers use evidence-based teaching methods. The individualised learning plans for all of my children have supported them to catch up […]

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MSA operates several campuses across Queensland and beyond, including:

Springfield

Cairns

Varsity Lakes

Southport

Coolangatta

Mitchelton

Bundoora (VIC)

Tasmania (Coming Soon)

New Zealand (MSNZ)

Each campus is designed to provide a supportive and inclusive environment, with small class sizes and facilities tailored to meet the needs of students requiring additional support. https://msa.qld.edu.au/campuses/

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Campuses Cairns Learn More Coolangatta Learn More Bundoora Learn More Southport Learn More Springfield Learn More Varsity Lakes Learn More Mitchelton Learn More Tasmania Learn More New Zealand Learn More Future Campus Haven’t found what you’re looking for? Learn More

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Connecting Math Concepts (CMC) is a Direct Instruction (DI) program developed by Siegfried Engelmann and colleagues, designed to provide explicit, systematic mathematics instruction for students from kindergarten through Year 6. The program is structured into six levels (A–F), each building upon the previous to ensure mastery of mathematical concepts.

🔍 Key Features

Explicit Instruction: CMC employs scripted lessons that guide teachers in delivering clear and concise instruction, minimizing ambiguity and ensuring consistency across classrooms.

Incremental Learning: New concepts are introduced gradually, allowing students to build upon prior knowledge and achieve a deep understanding of mathematical principles.

Mastery-Based Progression: Students progress through the curriculum only after demonstrating mastery of current content, ensuring a solid foundation before moving on to more complex topics.

Integrated Review: Regular review sessions are embedded within the program to reinforce previously learned material and promote long-term retention.

Comprehensive Coverage: The curriculum encompasses a wide range of mathematical domains, including number operations, fractions, geometry, measurement, and problem-solving strategies.

🎯 Target Audience

CMC is particularly effective for:

At-Risk Students: Those who require additional support to grasp fundamental mathematical concepts.

Students with Learning Difficulties: Learners who benefit from structured and repetitive instruction.

Tier 2 and Tier 3 Interventions: Students needing targeted interventions beyond the core classroom instruction.

📘 Program Structure

Each level of CMC includes:

Teacher Presentation Books: Detailed scripts and lesson plans for educators.

Student Workbooks: Practice exercises aligned with daily lessons.

Assessment Tools: Regular evaluations to monitor student progress and inform instruction.

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Spelling Mastery is a Direct Instruction (DI) program developed by Siegfried Engelmann, designed to teach students in Years 1–6 reliable and transferable spelling skills. It employs a structured, evidence-based approach that integrates three key strategies:

1. Phonemic Approach: Students learn the relationships between sounds and letters, enabling them to spell words with predictable phoneme-grapheme correspondences.

2. Morphemic Approach: Instruction focuses on prefixes, suffixes, and root words, helping students understand word structures and apply consistent rules to spell complex.

3. Whole-Word Approach: Students memorize the spelling of irregularly spelled words that do not follow standard phonetic patterns.

The program is organized into six levels (A–F), each containing 60 to 120 scripted lessons. These lessons are designed to be delivered in 15–20 minute sessions, providing explicit instruction, guided practice, and immediate feedback. Placement tests ensure that students begin at the appropriate level, allowing for differentiated instruction tailored to individual needs. Spelling Mastery is suitable for a diverse range of learners, including those with learning difficulties and English language learners. Its structured methodology has been shown to improve spelling proficiency and support overall literacy development.

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Corrective Reading is a Direct Instruction (DI) program developed by Siegfried Engelmann, designed to provide intensive, structured reading intervention for students in Years 3 and above who are reading below their grade level. The program focuses on two key strands: Decoding and Comprehension, each comprising four levels to address a wide range of reading deficits and skill levels.

🔍 Key Features

Explicit Instruction: Lessons are scripted and carefully sequenced, ensuring consistent delivery and minimizing ambiguity.

Mastery-Based Progression: Students advance through the program only after demonstrating mastery of current content, ensuring a solid foundation before moving on.

Integrated Assessment: Regular assessments monitor student progress and inform instruction, allowing for timely interventions.

Flexible Implementation: The program can be used in small groups or whole-class settings, making it adaptable to various educational environments.

📘 Program Structure

Decoding Strand:

Level A: Designed for non-readers, focusing on basic decoding skills such as rhyming and sounding out words.

Levels B1 & B2: Target students who struggle with fluency and word recognition, aiming to develop automatic decoding

Level C: Bridges the gap between advanced decoding skills and the ability to read informational text, focusing on vocabulary and complex sentence structures.

Comprehension Strand:

Levels A–C: Emphasize reasoning, vocabulary development, and the ability to extract and organize information from texts.

🎯 Target Audience

Corrective Reading is particularly effective for:

At-Risk Students: Those who require additional support to develop foundational reading skills.

Students with Learning Difficulties: Learners who benefit from structured and repetitive instruction.

Older Students: Individuals in upper primary and secondary school who have not achieved reading proficiency.

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Read to Achieve is a Direct Instruction (DI) program developed by SRA/McGraw-Hill, designed to enhance reading comprehension skills among students in Years 6–12. The program focuses on equipping students with transferable comprehension strategies applicable across various content areas, such as science, social studies, and English literature.

📘 Program Overview

Read to Achieve comprises two distinct modules:

1. Comprehending Content-Area Text: This module emphasizes strategies for understanding informational texts commonly found in subjects like science and social studies. Students engage with texts that mirror the structure and layout of standard textbooks, learning to navigate features such as headings, graphs, and glossaries. Instructional strategies include:

Utilizing text features effectively

Identifying main ideas and supporting details

Recognizing organizational patterns (e.g., cause/effect, sequence)

Employing graphic organizers for information synthesis

Applying study techniques like SQ3R (Survey, Question, Read, Recite, Review)

2. Comprehending Narrative Text: This module focuses on strategies for interpreting fictional and non-fictional narratives. Students work with authentic literature, including excerpts from trade books and full novels such as Gary Paulsen's Hatchet. Key instructional strategies encompass:

Analyzing story structure and literary elements

Making predictions and inferences

Summarizing content and identifying themes

Engaging in discussions to deepen understanding

🧑‍🏫 Instructional Approach

The program employs a structured, explicit teaching methodology characterized by:

Scripted Lessons: Detailed lesson plans guide teachers through instruction, ensuring consistency and clarity.

Gradual Release of Responsibility: Instruction follows the "I do, We do, You do" model, transitioning from teacher-led demonstrations to independent student practice.

Daily Sessions: Lessons are designed for 45–55 minute daily sessions, with the Content-Area Text module comprising 125 lessons and the Narrative Text module containing 75 lessons.

Assessment and Feedback: Regular assessments monitor student progress, allowing for timely feedback and targeted interventions.

🎯 Target Audience

Read to Achieve is tailored for:

Students in Years 6–12: Particularly those who require additional support in developing reading comprehension skills.

English Language Learners (ELLs): The program's explicit instruction benefits students acquiring English as an additional language.

Struggling Readers: Students who need structured strategies to improve their understanding of complex texts.

📚 Program Benefits

Transferable Skills: Students acquire comprehension strategies applicable across various subjects and real-world contexts.

Improved Academic Performance: By enhancing reading comprehension, students are better equipped to succeed in content-area classes.

Structured Support: The program provides a clear framework for instruction, benefiting both teachers and students.

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Expressive Writing 1 and 2 are Direct Instruction (DI) programs developed by Siegfried Engelmann, designed to systematically teach students in Years 4–12 how to write clear, coherent sentences and paragraphs. These programs are particularly effective for students who struggle with writing, including those with learning difficulties or English as an Additional Language/Dialect (EAL/D) learners.

✍️ Program Overview

The Expressive Writing series comprises two levels:

Expressive Writing 1: This level focuses on foundational writing skills. Students learn to construct simple sentences by identifying the naming and telling parts, use correct punctuation, and write paragraphs that describe sequences of events. The program includes 50 lessons that guide students through planning, writing, and editing processes.

Expressive Writing 2: Building upon the first level, this program enhances students' abilities to write and punctuate compound and complex sentences, use varied sentence structures, and produce structured paragraphs with topic sentences, supporting details, and conclusions. It consists of a ten-lesson preprogram followed by 50 regular lessons.

📚 Instructional Strands

Both levels incorporate four key instructional strands:

1. Mechanics: Teaching correct grammar and punctuation.

2. Sentence Writing: Constructing complete and varied sentences.

3. Paragraph and Story Writing: Developing coherent paragraphs and narratives.

4. Editing: Practicing self-editing skills to improve clarity and correctness.

🎯 Target Audience

Expressive Writing is suitable for students in Years 4–12 who:

Have not mastered basic writing skills.

Struggle with sentence and paragraph construction.

Need structured support to improve writing clarity and coherence.

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Schema refers to a mental framework or structure that helps individuals organise and interpret information. In psychology and education, a schema is a cognitive structure that represents knowledge about a concept or type of stimulus, including its attributes and the relationships among those attributes.

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Organizational Tool: Schemas help us make sense of complex information by connecting it to what we already know.

Built from Experience: They develop over time through exposure, learning, and interaction with the environment.

Activated Automatically: Schemas influence how we perceive, interpret, and remember information—often without conscious awareness.

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> Person schema: Expectations about how people behave. "Teachers are organised and caring."

> Event schema (script): Understanding of typical sequences of events. "Going to a restaurant" script: sit down, order, eat, pay.

> Role schema: Ideas about how someone in a particular role should act. "A doctor should be calm and knowledgeable."

> Self-schema: Beliefs about oneself. "I’m a good listener."

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In learning theory, schema theory is particularly important. It suggests that:

New knowledge is interpreted through existing schemas.

Effective teaching connects new content to prior knowledge, helping students integrate and retain information more easily.

Misconceptions can arise if existing schemas are inaccurate or incomplete.

Example in the Classroom:

A student learning about ecosystems might already have a schema for "animals in the forest." A teacher can build on that schema by introducing concepts like food chains and biodiversity, connecting new ideas to what the student already understands.

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Week 1 Lesson 3: Historical Context and Elizabethan England

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Week 1 Lesson 3: Historical Context and Elizabethan England

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Contextual Overview: Introduce students to what life was like in Elizabethan England, the time when Shakespeare wrote Romeo and Juliet. This helps students understand the rules, beliefs, and social expectations that shaped the characters' actions in the play. Explain that learning about this time will help them better understand the story and why certain things (family honour) were so important.

Learning Goal: Students will learn about life in Elizabethan England to understand the rules, beliefs, and social expectations that influenced the characters and events in Romeo and Juliet.

Retrieval practice:

●     What is the name of the two families in Romeo and Juliet?

●     Who wrote Romeo and Juliet?

●     Why do we study Shakespeare today?

Relevance:

·       Understanding what life was like in Elizabethan England helps us understand the world Romeo and Juliet was written in — including its rules about family, love, and social class.

Concept Development:

Explicit Teaching:

·       Define and explain Elizabethan England – the time when Queen Elizabeth I ruled (1558–1603).

·       Explain life during this time:

- People had strict rules about class and family.

- Girls had little freedom and often had arranged marriages.

- Medicine, hygiene, and laws were very different.

Key Vocabulary

●       Monarch: the king or queen in charge of a country

●       Noble: a rich and powerful person

Check for Understanding (Kahoot Quiz)

·       What is a monarch?

·       Who ruled England when Shakespeare was alive?

·       Why might Romeo and Juliet’s love have been a big problem back then?

Skill Development

·       I Do: Discuss what life was like in Elizabethan England.

·       We Do: Class discussion of the differences between today and Elizabethan England.

·       You Do: Students complete the cloze passages in relation to Elizabethan England and write a comparison to modern day.

Independent Practice

Write a comparison explaining how life was different in Elizabeth England compared to now.

https://www.youtube.com/watch?v=ADDurlHere

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Week 1 Lesson 4: Main Characters – Who’s Who and What They Show 

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Week 1 Lesson 4: Main Characters – Who’s Who and What They Show 

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Contextual Overview: Introduce students to what life was like in Elizabethan England, the time when Shakespeare wrote Romeo and Juliet. This helps students understand the rules, beliefs, and social expectations that shaped the characters' actions in the play. Explain that learning about this time will help them better understand the story and why certain things (like arranged marriage and family honour) were so important.

Learning Goal: Students will identify the key characters in Romeo and Juliet by completing a character chart with details about appearance, traits, relationships, and attached themes.

Relevance: Knowing who the main characters are helps us follow the story and understand the themes (like love and conflict).

Concept Development:

Explicit Teaching:

·       Define and explain that characters in a play are important because they show us different ideas (themes).

·       Model how to describe a character using simple traits and relationships.

Example (Teacher models Romeo):

Romeo

Looks: young, handsome, wears fine clothes

Traits: emotional, loving, dramatic

Relatives/Friends: son of Lord Montague, friends with Benvolio and Mercutio

Theme: love and fate

Key Vocabulary

·       Trait: what a person is like on the inside (kind, angry, brave)

Skill Development

·       I Do: Teacher discusses each character

·       We Do: As a class, complete filling in character description for each character

You Do: Students complete character chart

Independent Practice

·       Complete character descriptions for the main characters.

Create an Instagram post for your one of the main characters.

https://www.youtube.com/watch?v=_xQXm1nEoCo

(Lesson 5: Public Holiday)

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Week 2 Lesson 1: Introduction to Foreshadowing and Key Themes

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Week 2 Lesson 1: Introduction to Foreshadowing and Key Themes

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Contextual Overview: In this lesson, students are introduced to the Prologue of Romeo and Juliet, where Shakespeare sets the scene and gives clues about what will happen in the play. They will learn about the technique of foreshadowing and explore how the key themes of love, conflict, fate, loyalty, and identity are introduced right from the beginning.

Learning Goal: Students will identify the key themes and explain how foreshadowing is used in the Prologue by annotating the text and matching themes to examples.

Retrieval practice:

·       Who is Juliet’s cousin?

·       Romeo is a Capulet. (False)

·       Mercutio is Romeo’s close friend. (True)

Activate Prior Knowledge:

·       Show the word foreshadowing with a visual (clouds before a storm).

Relevance: Understanding foreshadowing helps us spot clues in stories and think ahead. The Prologue in Romeo and Juliet tells us a lot about what is to come.

Concept Development:

Explicit Teaching:

·       Define and explain Prologue: the introduction at the beginning of the play.

·       Read the Prologue together (old and modern version first).

·       Define and explain Foreshadowing: when the author gives hints about what will happen later.

·       Investigate how the Prologue reveals the ending of the play.

·       Identify key themes introduced:

-        Love – strong romantic feelings

-        Conflict – serious disagreement or fight

-        Fate – a future that is meant to happen

-        Loyalty – staying true to someone or something

-        Identity – who someone is and what makes them unique

Key Vocabulary

·       Prologue: an introduction at the start of a play or book

·       Foreshadowing: clues or hints about what will happen later

·       Star-crossed: unlucky or doomed by fate

Check for Understanding (Kahoot Quiz)

·       What does “star-crossed lovers” mean?

·       Which theme do you think is the strongest in the Prologue? Why?

Skill Development

·       I Do: Teacher models annotating one line of the Prologue, e.g. “A pair of star-crossed lovers take their life” and explains that it foreshadows the ending (Love + Fate).

·       We Do: Class annotates Prologue together, identifying hints and themes.

·       You Do: Annotate Prologue, match line to theme, and draw an image to represent a theme and select a quote from the Prologue to match.

Independent Practice (for all)

Match Prologue line to theme

Draw an image to represent a theme and select a quote from the Prologue to match

https://www.flocabulary.com/unit/romeo-and-juliet/

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Educational Hip-Hop Songs & Videos for All Subjects, K-12

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Week 2 Lesson 2: Catch lesson + Key Themes and Characters – What to Look For in the Film

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Week 2 Lesson 2: Catch lesson + Key Themes and Characters – What to Look For in the Film

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Contextual Overview: In this lesson, students will explore the five key themes in Romeo and Juliet — love, conflict, fate, loyalty, and identity — and learn how these themes connect to different characters. This will help students understand what to look out for in the upcoming film adaptation, so they can recognise these themes in action through dialogue, character choices, and visual cues.

Learning Goal: Students will identify key themes and understand how to identify themes while watching the film adaptation.

Relevance: Understanding how themes connect to characters helps us notice important moments in the story. When we watch the film, we’ll be ready to spot actions, words, and facial expressions that match these themes.

Concept Development:

Explicit Teaching:

·       Define each key theme in student-friendly language:

-        Love: Strong feelings of care or romance

-        Conflict: Fighting or disagreement

-        Fate: A future that feels already decided

-        Loyalty: Standing by someone you care about

-        Identity: Who you are and how you see yourself

·       Model evidence spotting:

-        Opening scene

-        The feud – dialogue

-        If you see Romeo staring at Juliet with soft music playing.

-        “I fear too early, for my mind misgives / Some consequence yet hanging in the stars...”

Key Vocabulary

·       Evidence: what we see or hear that shows the theme (a quote, action, music, look)

Independent Practice (for all)

·       Write correct themes next to different quotes and scenarios from Romeo and Juliet.

Kahoot Quiz to reinforce understanding of Romeo and Juliet

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Learning Goal: Students will summarise key events and identify characters and themes by watching film scenes and answering guided comprehension questions.

Activity: Watch Baz Luhrmann’s adaptation of Romeo and Juliet and complete the comprehension questions.

Kahoot at the end of Lesson to check for understanding.

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Week 3 Lesson 2: Review and Assessment A – Setting, Characters, and Key Plot Points

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Week 3 Lesson 2: Review and Assessment A – Setting, Characters, and Key Plot Points

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(Lesson 1: Public Holiday)

Learning Goal: Students will recall key details about the play’s setting, characters, and major plot points by completing a short review and completing Assessment A: Multiple-choice quiz.

Activity:

·       Review of setting, character and plot.

·       Assessment A (Multiple Choice Quiz)

Kahoot Quiz to practice before Assessment A

https://www.youtube.com/watch?v=I4kzYVlKQYw

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Week 3 Lesson 3: Understanding the Theme of Love 

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Week 3 Lesson 3: Understanding the Theme of Love 

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Contextual Overview: Introduce the theme of love and how it appears in different ways. In this lesson, students will learn how Shakespeare uses language to show Romeo’s emotional state in the first scene and begin to explore how the theme of love is introduced in the play.

Learning Goal: Students will understand the context of tragic love and analyse the language techniques used by Shakespeare to describe Romeo’s emotions in Act I, Scene 1.

Concept Development:

·       Define Tragic love (Romeo and Juliet): a type of love that leads to heartbreak, death, or sacrifice

·       Define Romantic love (Romeo and Juliet): Romantic love is a strong emotional and physical attraction between two people who care deeply for each other.

·       Define Parental love (The Nurse and Friar try to protect them): Parental love is the caring, guiding love that adults give to young people, often like a parent would.

·       Define love in Friendship (Mercutio and Romeo): Friendship love is the bond between friends based on loyalty, trust, and care for each other.

·       Explain how Shakespeare shows how each kind of love has power—and consequences.

·       Why is the theme of love important?

·       Read and explain Act I, Scene 1 (Romeo & Benvolio exchange) - Highlight language that shows a lovesick Romeo.

·       Discuss why Romeo and Juliet’s love is tragic: family feud, quick decisions, fate.

Key Vocabulary

·       Star-crossed: unlucky or doomed by fate

·       Lovesick:  feeling upset, daydreamy, or emotional because of love—like when someone can't stop thinking about their crush or feels heartbroken.

Check for Understanding (Kahoot Quiz)

Act I, Scene 1 (Romeo & Benvolio exchange)

·       Why is Romeo so sad?

·       What does Benvolio suggest Romeo should do to get over Rosaline?

·       How does Romeo describe love in this scene?

·       What kind of love is Romeo feeling in this scene?

·       How does Romeo’s language show he is overwhelmed by love?

·       What does this scene tell us about Romeo’s attitude toward love?

·       How does this early scene set up the idea of tragic love in the play?

·       What do Romeo’s comparisons (like “fire” and “smoke”) suggest about how love feels to him?

Skill Development

·       I Do: Teacher models analysing quotes and explanations

·       We Do: Class works through quotes and explanations together

·       You Do: Students annotate the rest of the lines (highlight the theme of love)

Independent Practice (for all)

Annotate speech

Answer comprehension questions

https://www.bbc.co.uk/teach/class-clips-video/english-ks3-shakespeare-language/zf6vxyc

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Week 3 Lesson 4: Analysing Scenes of Love 

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Week 3 Lesson 4: Analysing Scenes of Love 

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Contextual Overview: Continue to discuss the theme of tragic love and how it appears Romeo and Juliet. In this lesson, students will learn how Shakespeare uses language to show Romeo’s and Juliet’s emotional state in the love scenes and continue to explore the theme of love in the play.

Learning Goal: Students will understand the context of tragic love and analyse the language techniques used by Shakespeare to describe Romeo and Juliet’s emotions in different scenes.

Concept Development:

·       Why is the theme of love important?

·       Read, explain and annotate Act I, Scene 5 (Romeo seeing Juliet for the first time) and Act 2, Scene 2 (balcony scene and what’s in a name?).

Key Vocabulary

·       Infatuation: A strong feeling of attraction for someone, often happening quickly and not based on really knowing the person.

Check for Understanding (Kahoot Quiz)

Act 1, Scene 5: Romeo seeing Juliet for the first time

·       What similes does Romeo use to describe Juliet?

·       How does this speech show the theme of love at first sight?

·       What does this moment suggest about Romeo’s personality or approach to love?

·       Why could this scene be seen as the beginning of tragic love?

·       Romeo was heartbroken over Rosaline earlier. What does this speech suggest about how quickly he changes his feelings?

·       Do you think Romeo is truly in love, or just attracted to Juliet's appearance? Why?

Act 2, Scene 2: Romeo’s Monologue

·       How does Romeo describe Juliet when he first sees her at the window? What does this suggest about how he views her?

·       What metaphors and imagery does Romeo use to describe Juliet’s beauty? How do these show the intensity of his love?

·       Romeo compares Juliet to the sun. What does this metaphor suggest about how important she is to him?

·       How does Romeo’s speech reflect the idea of ‘love at first sight’? Do you think Shakespeare wants the audience to see this as romantic or dangerous? Why?

·       How does this monologue build on the theme of impulsive love? What might this suggest about future events in the play?

Skill Development

·       I Do: Teacher models analysing quotes and explanations

·       We Do: Class works through quotes and explanations together

·       You Do: Students annotate the rest of the lines (highlight the theme of love)

Independent Practice

Annotate speech

Answer comprehension questions

https://www.bbc.co.uk/teach/class-clips-video/english-ks3-shakespeare-language/zf6vxyc

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Week 3 Lesson 5: Assessment Paragraph 1 - Love 

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Week 3 Lesson 5: Assessment Paragraph 1 - Love 

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Learning Goal: Students will write a lawyer paragraph explaining how love is an important theme in Romeo and Juliet, using evidence from the text and persuasive language techniques.

Vocabulary:

Concept Development:

·       Love is the central theme in Romeo and Juliet—it drives the plot and influences every major event.

·       Shakespeare explores different types of love, including romantic, forbidden, parental, friendship and tragic love.

·       The intense love between Romeo and Juliet leads to both beautiful moments and heartbreaking consequences.

·       Their love challenges the expectations of their families and society, making it both powerful and dangerous.

Activity:

·       Write a paragraph about the theme of LOVE in Romeo and Juliet.

·       Must use evidence from the text to support their claims and convince the reader of the theme's significance. The paragraph should be well-structured, coherent, and demonstrate your understanding of the theme.

·       Example structure:

Love is an important theme in Romeo and Juliet because _______________.
Shakespeare shows this when __________________________.
This is important because ____________________________.
It helps the audience understand that ____________________.
Therefore, love is a key part of the story and makes the play more ___________________.

Kahoot Quiz to review how to write a paragraph.

https://www.bbc.co.uk/teach/class-clips-video/english-ks3-shakespeare-language/zf6vxyc

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Week 4 Lesson 1: CONTINUE with Assessment Paragraph 1 - Love 

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Week 4 Lesson 1: CONTINUE with Assessment Paragraph 1 - Love 

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Learning Goal: Students will write a lawyer paragraph explaining how love is an important theme in Romeo and Juliet, using evidence from the text and persuasive language techniques.

Vocabulary:

Concept Development:

·       Love is the central theme in Romeo and Juliet—it drives the plot and influences every major event.

·       Shakespeare explores different types of love, including romantic, forbidden, parental, friendship and tragic love.

·       The intense love between Romeo and Juliet leads to both beautiful moments and heartbreaking consequences.

·       Their love challenges the expectations of their families and society, making it both powerful and dangerous.

Activity:

·       Write a paragraph about the theme of LOVE in Romeo and Juliet.

·       Must use evidence from the text to support their claims and convince the reader of the theme's significance. The paragraph should be well-structured, coherent, and demonstrate your understanding of the theme.

·       Example structure:

Love is an important theme in Romeo and Juliet because _______________.
Shakespeare shows this when __________________________.
This is important because ____________________________.
It helps the audience understand that ____________________.
Therefore, love is a key part of the story and makes the play more ___________________.

Kahoot to review points on how to write a paragraph.

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Week 4 Lesson 2: Introducing the Theme of Fate

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Week 4 Lesson 2: Introducing the Theme of Fate

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Contextual Overview: Shakespeare lived during a time when many people believed in fate, astrology, and destiny. In Romeo and Juliet, fate is mentioned right from the start and plays a major role in the events that unfold.

Learning Goal: Students will understand what fate means and how it is introduced in Romeo and Juliet.

Vocabulary:

·       Fate: A power that is believed to control what happens in the future.

·       Destiny: Something that is meant to happen, no matter what people do.

·       Foreshadowing: Hints in the text about what will happen later.

Concept Development:

·       Fate is introduced in the Prologue, where Romeo and Juliet are called “star-crossed lovers.”

·       Fate is shown as something out of the characters’ control.

·       The play contains many references to stars, dreams, omens, and death that show fate is working behind the scenes.

Check for understanding (Kahoot Quiz)

·       What do the words “star-crossed lovers” suggest about Romeo and Juliet?

·       Why might Shakespeare include references to fate right at the start of the play?

·       Romeo says he feels like something bad will happen before the Capulet party. How is this an example of fate or foreshadowing?

·       Do you think Romeo and Juliet have control over their own choices, or is their future already decided?

https://www.youtube.com/watch?v=linkHere

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Week 4 Lesson 3: Fate in Key Moments of the Play

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Week 4 Lesson 3: Fate in Key Moments of the Play

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Contextual Overview: As the play progresses, fate continues to appear through coincidences, timing, and missed chances, suggesting the tragedy was meant to happen.

Learning Goal: Students will identify and explain how fate influences key events in Romeo and Juliet.

Vocabulary:

·       Inevitable: Something that cannot be avoided.

·       Coincidence: When things happen by chance in a way that seems planned.

·       Tragic outcome: A sad or disastrous ending, often caused by fate or a flaw.

Concept Development:

Fate can be seen in:

·       Romeo and Juliet meeting by chance at the Capulet party.

·       Mercutio’s death, leading to Romeo’s banishment.

·       The undelivered letter from Friar Laurence.

·       Romeo’s early arrival at Juliet’s tomb.

These moments suggest that no matter what choices they made, fate was always guiding them toward tragedy.

Check for understanding (Kahoot Quiz)

·       Why is the letter from Friar Laurence so important?

·       Do you think Romeo and Juliet’s meeting at the party was fate or just a coincidence? Explain.

·       How does the missed letter show that fate controls the characters’ lives?

·       How does the timing of Romeo’s arrival at Juliet’s tomb help create a tragic ending?

·       Do you think Romeo and Juliet could have avoided their deaths? Why or why not?

·       How does the play suggest that fate is responsible for the tragedy?

Activity:

·       In small groups, examine key scenes (e.g., the party, Tybalt’s death, the letter not arriving, the tomb scene).

·       Complete a cause-effect chart showing how fate played a role.

Activity:

Read and annotate the Prologue and Romeo’s dream speech from Act 1, Scene 4.

https://www.youtube.com/watch?v=linkHere

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Week 4 Lesson 4: Assessment Paragraph 2 – Fate 

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Week 4 Lesson 4: Assessment Paragraph 2 – Fate 

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Learning Goal: Students will write a lawyer paragraph explaining how FATE is an important theme in Romeo and Juliet, using evidence from the text and persuasive language techniques.

Vocabulary:

Concept Development:

·       Fate is present in both small details (missed letters, warnings) and big ideas (the idea of destiny and “star-crossed lovers”).

·       Fate makes the audience feel the tragedy was unavoidable and helps us understand the powerlessness of love and youth in a harsh world.

Activity:

·       Write a paragraph about the theme of FATE in Romeo and Juliet.

·       Must use evidence from the text to support their claims and convince the reader of the theme's significance. The paragraph should be well-structured, coherent, and demonstrate your understanding of the theme.

·       Example structure:

Fate is an important theme in Romeo and Juliet because _______________.
Shakespeare shows this when __________________________.
This is important because ____________________________.
It helps the audience understand that ____________________.
Therefore, fate is a key part of the story and makes the play more ___________________.

Kahoot to review points about Fate.

(Lesson 5: Public Holiday)

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Week 5 Lesson 1: CONTINUE Assessment Paragraph 2 – Fate 

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Week 5 Lesson 1: CONTINUE Assessment Paragraph 2 – Fate 

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Learning Goal: Students will write a lawyer paragraph explaining how FATE is an important theme in Romeo and Juliet, using evidence from the text and persuasive language techniques.

Vocabulary:

Concept Development:

·       Fate is present in both small details (missed letters, warnings) and big ideas (the idea of destiny and “star-crossed lovers”).

·       Fate makes the audience feel the tragedy was unavoidable and helps us understand the powerlessness of love and youth in a harsh world.

Activity:

·       Write a paragraph about the theme of FATE in Romeo and Juliet.

·       Must use evidence from the text to support their claims and convince the reader of the theme's significance. The paragraph should be well-structured, coherent, and demonstrate your understanding of the theme.

·       Example structure:

Fate is an important theme in Romeo and Juliet because _______________.
Shakespeare shows this when __________________________.
This is important because ____________________________.
It helps the audience understand that ____________________.
Therefore, fate is a key part of the story and makes the play more ___________________.

Kahoot for Students to check their paragraph.

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Week 5 Lesson 2: Introduction to the theme of Loyalty

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Week 5 Lesson 2: Introduction to the theme of Loyalty

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Contextual Overview: In Shakespeare’s time, loyalty to one’s family, friends, and social expectations was very important. In Romeo and Juliet, characters show loyalty in different ways, which creates both strong bonds and serious conflict.

Learning Goal: Students will understand what loyalty means and how it appears in Romeo and Juliet.

Vocabulary:

·       Loyalty: staying faithful or supportive to someone or something

·       Obligation: a duty or something you feel you must do

·       Betrayal: breaking someone’s trust or disloyalty

Concept Development:

·       Loyalty appears in many forms: to family, friends, and romantic partners.

·       Loyalty can lead characters to make both brave and destructive choices.

·       Conflicts often happen when loyalty is divided (e.g. Juliet: Romeo vs Tybalt).

Check for understanding (Kahoot Quiz)

·       What does loyalty mean in your own words?

·       Can a person be loyal to more than one thing at a time? Why or why not?

·       How does Juliet show loyalty to Romeo even after Tybalt’s death?

·       Why is the Nurse seen as loyal at first but later considered disloyal?

·       Do you think Tybalt is loyal or aggressive? Why?

Activity:

·       Loyalty Spectrum – Students write down or sort different actions from the play and place them on a “Loyalty Line” from “Very Loyal” to “Disloyal.” Discuss:

Examples:

·       Juliet marries Romeo secretly

·       Tybalt wants to kill Romeo for crashing the party

·       Nurse switches sides and tells Juliet to marry Paris

Discussion prompt: Can someone be loyal and still hurt others?

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Week 5 Lesson 3: Exploring Loyalty in Key Scenes

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Week 5 Lesson 3: Exploring Loyalty in Key Scenes

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Contextual Overview: In Shakespeare’s time, loyalty to one’s family, friends, and social expectations was important. In Romeo and Juliet, characters show loyalty in different ways—sometimes to family, sometimes to love, and sometimes to friends. This loyalty causes both powerful moments and tragic consequences.

Learning Goal: Students will analyse how loyalty influences the plot and character decisions in Romeo and Juliet.

Vocabulary:

·       Devotion: strong love or loyalty

·       Conflict of loyalty: when a character feels pulled in two directions

·       Consequences: what happens as a result of choices

Concept Development:

·       Key examples of loyalty in action:

o   Romeo to Mercutio → kills Tybalt → causes banishment

o   Juliet to Romeo → forgives him for killing her cousin

o   Nurse to Juliet → helps her marry Romeo, but later supports marriage to Paris

o   Tybalt to the Capulets → seeks revenge on Romeo

·       Examine quotes of the play that show loyalty.

Check for understanding (Kahoot Quiz)

·       Why does Romeo kill Tybalt even though he doesn’t want to fight?

·       How does Juliet feel torn between her family and her love?

·       Why does Juliet feel betrayed by the Nurse?

·       What might have happened if the Nurse had stayed loyal to Juliet’s wishes?

·       Is Tybalt's loyalty to his family honourable or harmful?

Activity:

·       Students complete the fill in the blanks and comprehension questions

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Week 5 Lesson 4: Assessment Paragraph 3 – Loyalty

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Week 5 Lesson 4: Assessment Paragraph 3 – Loyalty

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Learning Goal: Students will write a lawyer paragraph explaining how LOYALTY is an important theme in Romeo and Juliet, using evidence from the text and persuasive language techniques.

Concept Development:

·       Loyalty helps us understand the relationships and motivations of the characters.

·       Shakespeare shows that loyalty can be both noble and dangerous.

·       The tragedy in the play is caused by conflicting loyalties (e.g. Juliet’s love vs family, Romeo’s friendship vs law).

Activity:

·       Write a paragraph about the theme of LOYALTY in Romeo and Juliet.

·       Must use evidence from the text to support their claims and convince the reader of the theme's significance. The paragraph should be well-structured, coherent, and demonstrate your understanding of the theme.

·       Example structure:

Loyalty is an important theme in Romeo and Juliet because _______________.
Shakespeare shows this when __________________________.
This is important because ____________________________.
It helps the audience understand that ____________________.
Therefore, loyalty is a key part of the story and makes the play more ___________________.

Kahoot Quiz to review Loyalty and paragraph rules.

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Week 5 Lesson 5: Assessment Paragraph 3 – Loyalty

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Week 5 Lesson 5: Assessment Paragraph 3 – Loyalty

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Learning Goal: Students will write a lawyer paragraph explaining how LOYALTY is an important theme in Romeo and Juliet, using evidence from the text and persuasive language techniques.

Concept Development:

·       Loyalty helps us understand the relationships and motivations of the characters.

·       Shakespeare shows that loyalty can be both noble and dangerous.

·       The tragedy in the play is caused by conflicting loyalties (e.g. Juliet’s love vs family, Romeo’s friendship vs law).

Activity:

·       Write a paragraph about the theme of LOYALTY in Romeo and Juliet.

·       Must use evidence from the text to support their claims and convince the reader of the theme's significance. The paragraph should be well-structured, coherent, and demonstrate your understanding of the theme.

·       Example structure:

Loyalty is an important theme in Romeo and Juliet because _______________.
Shakespeare shows this when __________________________.
This is important because ____________________________.
It helps the audience understand that ____________________.
Therefore, loyalty is a key part of the story and makes the play more ___________________.

Kahoot Quiz for students to check their paragraph.

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