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The three lesson plans have been constructed in this particular sequence and with
certain activities, in order to engage with students in understanding, responding,
analysing and comparing and contrasting specific texts within the subject of English.
The three lessons intertwine to illustrate and assess students on how to approach a
variation of texts through different methods of activities. These sequenced lessons
have been conducted in a manner that illustrates a clear flow throughout them even
when the topics are differing.

The first lesson begins with a collaborative activity involving all students and the
teacher addressing what background knowledge students know of William
Shakespeare. This is used a foundation to build upon for the upcoming activities that
will delve deeper into understanding a Shakespeare text (Sonnet 18) in the second
lesson. The next activity conducted in the first lesson assesses the skill of how
students evaluate the meaning behind a poem through the techniques and language
forms presented throughout it. Taking into consideration “Charged with Meaning”
written by Susanne Gannon, Mark Howie and Wayne Sawyer. “poetry is arguably the
oldest literary form, one that is varied and always changing” (pp.113), by introducing
a poem for students to annotate, as a class, the teacher is able to assist them in being
able to distinguish different concepts and the ever changing nature of poems. With the
back thought of Shakespeare, the context and association students have put in the
mind map activity, the annotation of the poem provided “Immortal love, forever full”
by John Greenleaf, students are able to make the connection of shared themes and
techniques. This also prepares them for the third lesson when the teacher requires
students to compare and contrast themes and techniques between two texts.

Throughout these lessons there are methods in which the teacher has illustrated the
way they expect students to address certain texts. This has been conducted in a
manner that allows students to respond to and draw out necessary language forms.
They are then able to transfer this knowledge and effectively exhibit the context,
meaning and effect of these texts and explain them. Research is conducted to
understanding more about Shakespeare, then annotating the poem within the first
lesson has been created by the teacher as it addresses three syllabus outcomes EN5-
2A, EN5-3B and EN5-4B.

The second lesson is a direct focus on Sonnet 18 by William Shakespeare in which

students address the outcome EN5-1A where students “respond to increasingly
sophisticated and sustained texts for understanding, interpretation, critical analysis
and imaginative expression and pleasure” (NSW. B, 2017). Students are to annotate
the poem in pairs and be able to critically highlight the meaning and expression as
well as language techniques with the context of the poem in mind. Students are urged
to keep in mind the themes discussed in the first lesson for example immortality and
love and how certain language techniques portray these themes.

One of the main reasons the teacher has conducted the second lesson to have the
annotation of Sonnet 18 to be completed in pairs is for students to collaborate and
share ideas and thoughts of what they are reading. Students that read to each other
allow for new ways of interpreting the text.
Looking into “Teaching Poetry in High School” written by Clara Horine, she explains
how there is an art in hearing poetry rather than just reading it; “Another fundamental
fact that we have forgotten is that sound is the art medium in poetry, that poems are
addressed primarily to the ear, not the eye.” (pp.24). This method of teaching further
supports the outcome EN5-1A which students have sustained an understanding of
texts in an imaginative critical expression.

These lessons have been designed to build on skills and understanding as well as
previous knowledge towards a range of different texts. Students for homework after
lesson two are asked to bring in a related text that they believe shares and or contrasts
the previously annotated text of Sonnet 18. Bringing in related texts and annotating it
in class allows for students to push their current understanding and skillset further as
they analyse their related text to assess how different texts can either be compared for
similar themes or contrasted; regardless students are assessing how language
techniques and forms display these themes and meanings of each text and its
connectedness. Within the third lesson students are to fill out a comparative worksheet
that highlights the similarities and differences between their chosen text and the
prescribed text (Sonnet 18). Allowing students to contrast and draw similarities and
differences between texts develops their understanding on a wide range of texts and
the various ways they can be perceived.

The reason as to why the teacher had assigned for students to choose their related text
(not restricted to poems alone) rather than giving them another text to compare Sonnet
18 to, is due to the assessment of seeing the types of texts students would bring in to
compare to Sonnet 18. This allows for the teacher to grasp a better understanding on
the level of their knowledge and skill regarding what they have previous done in
class. This also allows for students to recognise that although certain texts come from
different times and styles they may still be compared and/or contrasted; thus
highlighting the use of language techniques and meanings which can be seen as an
overall theme across all three lessons.

Inclusively, all three lesson plans focus on assessing students’ understanding and
skillset in regards to language techniques, themes, how meaning is portrayed and how
different texts can still interrelate with the foundation of these lessons being a
significant English writer, William Shakespeare.
English Lesson 1

Class: 1 of 36 Time: 60minutes

Pre-service teacher’s Objectives:

Teacher creates class activities that implement the use of technology to assess students
on their skills and knowledge in describing texts through different contexts and
language techniques. Teacher will make sure that they are coherent when asking
questions to students. That they are able to lead the class in discussion especially
throughout class discussions. Teacher must assess how students break down the given
work whether they are working in groups or individually.


 EN5-2A: effectively uses and critically assesses a wide range of processes,

skills, strategies and knowledge for responding to and composing a wide
range of texts in different media and technologies.

 EN5-3B: selects and uses effectively uses language forms, features and
structures of texts appropriate to a range of purposes, audiences and contexts,
describing and explaining their effects on meaning.

 EN5-4B: effectively transfers knowledge, skills and understanding of

language concepts into new and different contexts.


 Poem in a document
 ICT monitor
 Lesson takes place in a room that has access to internet and devices that
students can search information on
 Classroom has both whiteboard and ICT monitor

Time Organisation Teaching/ learning activities
2.5mins Takes the Teacher: Takes the roll of the class. Introduces the topics that are
roll and going to be addressed in class. Teacher explains that there will be
introduces discussion and mind map regarding students’ thoughts on
what the Shakespeare. In groups, students will analyse the poem ‘Immortal
lesson will love, forever full’ by John Greenleaf Whittier that the teacher has
in tale. brought in then together both students and teacher will draw out
themes and language techniques from this poem.
15mins Whole class: Students are given the time to individually search the internet to take
Background notes about William Shakespeare. Class discussion and a mind map
knowledge created on the board about what comes to mind when they hear the
on William words William Shakespeare.
Shakespeare Teacher writes on the board ideas and words presented by students.
10mins Explaining Teacher starts another class discussion regarding Poetry and what the
Poetry and students’ views and understanding of ‘poetry’ is. Teacher then
Presenting presents on an ICT monitor an example of a poem with strong themes
an example and language techniques. Poem is read by the teacher, not discussed,
of Poem then removed off the monitor.
15mins Discussing Students are given another opportunity to individually search the
themes and internet to find a range of language techniques and themes keeping
techniques. the poems previously presented to them in mind.
15mins Where are Teacher presents poem on ICT monitor again for students and the
the class draws out the themes and techniques (from their research and
techniques understanding of themes and techniques). Students explain why
and themes certain language techniques are used. Students explain how they’ve
found drawn out these themes and the meaning behind the poem itself.
throughout Students demonstrate how those techniques and themes are used to
the poem give meaning to the poem.
presented. Examples of themes and language techniques:
Themes presented in the poem are: brevity of life, immortalisation,
love, desire and beauty.
Language techniques: imagery, imagery, personification and
2.5mins Wrapping Teacher summaries what was expected for students to complete in
up the class then allocates students homework for them to search one a
lesson and Shakespearean text of their choice (not in great depth) that contains
Setting similar themes to the ones discussed in class with evidence of how of
Homework how these themes and techniques express meaning.

Evaluation/ Extension:
Evaluation: Students must have grasped a deep understanding of how to develop
their skills in researching and responding to certain texts and their context. They must
have achieved strategies that explain the meaning behind why they have reached
certain conclusions with the text provided to them.
Extension: Students must look up on devices provided to them for another
Shakespearean Poem with similar themes and language techniques.

In retrospect:
Lesson went well, improvement needed when managing the class regarding devices.
Teacher must be walking around monitoring students’ work. Timing needs to be taken
into consideration for each activity as some students may either finish quickly whilst
others fall behind.
Lesson 1 Resources:

Mind map on the board:

The Poem ‘Immortal love, forever full’ by John Greenleaf Whittier that is presented
by the teacher to be analysed by students:,-forever-full
English Lesson 2

Class: 2 of 36 Time: 60mins

Pre-service teacher’s Objectives

Teacher’s objective is to assist students in grasping a more sophisticated and better
understanding of texts through different language forms, structures and being able to
explain the effects on the text that these features have. Teacher will assign class
activities that allow students to gain skills that generates knowledge in in
understanding and extracting new concepts and contexts from different texts. Teacher
is to motivate students in critically interpreting the texts prescribed to them. Teacher is
to be certain of the way they have structured their lesson in order for it to flow in a
coherent manner to allow students to effectively to transfer knowledge.


 EN5-1A: responds to and composes increasingly sophisticated and sustained

texts for understanding, interpretation, critical analysis and imaginative
expression and pleasure.

 EN5-3B: selects and uses effectively uses language forms, features and
structures of texts appropriate to a range of purposes, audiences and contexts,
describing and explaining their effects on meaning.

 EN5-4B: effectively transfers knowledge, skills and understanding of

language concepts into new and different contexts.


 Sonnet 18 printed on a worksheet for each student

 Sonnet 18 Paraphrased printed on a worksheet for each student

Time Organisation Teaching/ learning activities
5mins Taking the Teacher: Takes the roll of the class. Teacher explains to the
roll and students that they will be annotating Sonnet 18 ‘Shall I
introduces compare thee to a summer’s day?’ by William Shakespeare
what the in pairs. Teacher provides each student with a copy of the
lesson will sonnet to write on.
in tale.
25mins Annotating Teacher: instructs students to pair up and annotate the poem
the Sonnet to the best of their ability. Students must critically analyse
(18) by the poem and interpret its meaning and expression based on
William its context. They must also provide be able to present their
Shakespeare understanding of the context of the poem, its meaning.
25mins Drawing the In pairs, students must provide both the poem and the notes
key themes on the page provided to them by the teacher along with a
and short written analysis. Students must be able to explain how
language the language techniques and themes they have drawn out
techniques effect the meaning that the writer (William Shakespeare) is
from the trying to illustrate.
along with
its meaning
and how its
5mins Wrapping Teacher assess work completed in class and assigns students
up the to find a related text that is not a poem or film that highlights
lesson and the key themes and techniques presented in this sonnet.

Evaluation/ Extension:

Evaluation: Students are able to effectively and critically analyse the poem. They are
able to understand the context and the effects that certain language concepts
mean. They have then gained the skill to then transfer what they have learned
and then explain the meaning of the text based on language techniques, themes
and contexts that they have drawn out.
Part 1: Students translate the sonnet into modern English, teacher then provides them
with a copy of a translated copy once they’ve completed it.
Part 2: Students are to write their own poem with the highlighted key themes and
techniques drawn from Sonnet 18.

In retrospect
Lesson was very effective considering we had previously discussed themes and
languages techniques. Students were able then to draw their own understanding and
meaning from the poem going off previous discussion and understanding in class.
Timing was more managed this lesson but working in pairs can be distracting for
certain students so teacher must be consistent in keeping students focused. This can be
done by walking and assessing their work as well as asking them questions about
what they have gathered so far.
Lesson 2 Resources:

Sonnet 18 by William Shakespeare:

Paraphrased version of Sonnet 18 alongside the original:
English Lesson 3
Class: 3 of 36 Time: 60mins

Pre-service teacher’s Objectives

Teacher’s objective is to improve on being able to assess how students creatively and
critically link their texts together especially throughout their written response. Teacher
must be able to draw on students’ complex ideas and pave a way for their arguments
to be imaginative and creative as they investigate the relationships among texts.

 EN5-5C: thinks imaginatively, creatively, interpretively and critically about
information and increasingly complex ideas and arguments to respond to and
compose texts in a range of context
 EN5-6C: investigates the relationships between and among texts


 Comparative Worksheet


Time Organisation Teaching/ learning activities

2.5mins Taking the Teacher: Takes the roll of the class. Teacher explains to the
roll and students that they will be annotating the related text they
introduces have found (from homework) in class, comparing and
what the contrasting it to Sonnet 18 and then explaining why they’ve
lesson will chosen that specific text.
in tale.
20mins Assessing Students will individually annotate their related text,
their related drawing out themes and language techniques much like the
text, way they did in the previous lesson about Shakespeare’s
drawing out Sonnet 18.
and themes
20mins Comparing Students will use the previous annotation of Sonnet 18 and
their text to the current annotation of their related text to both compare
Sonnet 18 and contrast the likeness and differences between the two
both their texts on the comparative worksheets handed out.
likeness and
15mins Explain why Students will spend this allocated time to explain in short
they picked sentences why they’ve chosen their specific related text and
their related to elaborate further its connection to Sonnet 18.
text (in
context to
Sonnet 18)
2.5mins Wrapping Teacher assess the short responses completed in class then
up the allocates homework for students answer the following
lesson and question in essay format: Discuss how the themes of
Setting immortality and love are highlighted among your texts with
Homework supporting evidence.

Evaluation/ Extension

Evaluation: Students are able to not only draw out themes and languages techniques
and be able to see the similarities and differences between Sonnet 18 and their own
related text but they have now gained the skills to be able to complete a short written
response based off what they have gathered.

Extension: Upon completing their designated work, students are to pair up with the
person next to them, exchange their short texts and then mark each other’s work.

In retrospect
The lesson could potentially be split across two lessons rather than just the one due to
the amount of work allocated to the students. There were a lot of activities to
complete and to be done in depth. The activities given to students were more of an
extension to previous lessons as they were already prepared by annotating the sonnet
together and another poem with similar characteristics (in the previous lessons)
leading them up to the work that is too be completed in this lesson. The introduction
of the short written response of the two texts may take students longer time than
allocated as it is a new concept that assigned to them rather than a similar
activity(activities) to previous work they’ve done.

Lesson 3 Resources:
Sonnet 18 Your related text


Boas, E., & Gazis, S. (2016). The artful English teacher.

Gannon, S., Howie, M., & Sawyer, W. (2009). Charged with meaning. Australia:
Phoenix Education.

Horine, C. (1926). Teaching Poetry in High School on JSTOR. Retrieved 9

August 2017, from

NSW, B. (2017). English K–10 :: Stage 4 - Activity 3.

Retrieved 9 August 2017, from