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EDUC3525
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Alyce Spicer
Unit Plan Assessment
EDUC3525
ID#2054939
Shakespeare is both accessible and enjoyable. Through the study of Macbeth, it is hopeful that students
will continue to value Shakespeares contribution to literature, and further develop their textual analytical
skills.
The play will be read within the classroom, whilst watching a visual stage production. Students will also be
involved in enacting scenes to the class. This method is employed to ensure students progress through the
text as a group, allowing for in depth small group and class based discussions. Assessment will include
both creative and academic writing, kinesthetic activities, class discussions, and artistic expression .
Resources used for lesson planning:
Barnes, S. & Coleman, A. (2009). Shakespeares Macbeth. Victoria: Insight Publications
Gibson, R. (2005). Macbeth. UK: Cambridge University Press
James, M. (1996). Alternative assessment for Macbeth. Iowa, USA: Perfection Learning Corp
Wenborn, K. Macbeth: The graphic novel. UK: Classical Comics
History of the English Language Shakespeare http://www.youtube.com/watch?v=BMkuUADWW2A
Macbeth Summary http://www.youtube.com/watch?v=rFtCYESosDw
Obeying a Man in Uniform http://www.youtube.com/watch?
v=16QMQXIjYVU&list=UUlQzKGw31DagWzBYebtltNg&index=23&feature=plcp
http://education.library.ubc.ca/files/2011/06/11Janice-Son-Manifestations-of-Macbeth.pdf
http://thisismacbeth.com/bm.assets/PDF/ThisIsMacbeth_LessonPlans_Worksheets.pdf
http://movieclips.com
Alyce Spicer
Unit Plan Assessment
EDUC3525
ID#2054939
English is a living language within which the creation
symbols, author intent within texts.
and loss of words and the evolution of usage is o Students will independently be able to use
ongoing.
their learning to confidently formulate,
articulate, and corroborate their position on
o ACELT1771 Present an argument about a literary
elements of a text, including characterization
text based on initial impressions and subsequent
and themes, using evidence from the text.
analysis of the whole text.
o Students will independently be able to use
their learning about Shakespearean language,
o ACELT1746 Create imaginative, informative and
to successfully navigate other works of
Shakespeare at a higher secondary level.
persuasive texts that present a point of view, and
advance or illustrate arguments, including texts that
integrate visual, prints, and/or audio features.
o ACELT1633
Interpret
and
compare
how
representations of people and culture in literary
texts are drawn from different historical, social, and
cultural contexts.
o ACELY1811 Use interaction skills to present and
discuss an idea and to influence and engage an
audience by selecting persuasive language, varying
voice tone, pitch, and pace, and using elements such
as music and sound effects.
o ACELT1638 Experiment with the ways that
language features, image and sound can be adapted
in literary texts, for example the effects of
stereotypical
characters
and
settings,
the
playfulness of humour and pun, and the use of
hyperlink.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand
that
o How is the work of
o The English
language is not
static, but everchanging and
evolving
o The themes and
characterization
within Macbeth
ensures the play
remains relevant
within todays
society.
Shakespeare still
relevant to students
today?
o A text is constructed
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Alyce Spicer
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Essential Criteria addressed through this unit plan includes:
Alyce Spicer
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to discuss the ethical and moral issues
dilemmas as they arise within Macbeth.
values
o
o Identify textual
themes,
Some factual
characterization
techniques, and use
information
of metaphor
regarding the
o Engage in classroom
cultural context of
Macbeth
discussions and
debates respectfully
o Actively and
Textual
reflectively listen to
interpretations of
other students
Macbeth will vary
thoughts
based upon
o
Formulate a critical
personal, cultural
and historical factors
opinion supported by
quotes, themes,
characterization,
It can be difficult to
and/or other textual
classify someone as
structures
good or bad
o Utilise different
modes of writing,
To manipulate the
including note
presentation of their
taking, journaling,
own view, whether
creative writing, and
oral or written, to
formal writing.
elicit a response
from the
reader/viewer
Alyce Spicer
EDUC3525
ID#2054939
Stage 2 Evidence
Assessment Evidence
TRANSFER TASK(S):
Students will be assessed both summatively and formatively
within this unit on Macbeth. Assessments require students
to complete creative writing, formal writing, reflective
writing, and kinaesthetic tasks to demonstrate their
knowledge and engagement with Macbeth.
Journal: Throughout this unit, students are required to write
down their thoughts and responses to Macbeth in a journal.
The purpose of the journal is to provide a personal space
whereby students can record their thoughts and reflections
in response to the play. The use of the journal will also
encourage students to think critically about the text and
their responses, and better prepare them for classroombased discussions. Students will mainly be assessed on their
written responses to a critical thinking question assigned by
the teacher at the end of each lesson. Responses to critical
questions are short, consisting of approximately 100 words,
and must be completed in students own time.
Journals will also be used during each lesson. Students will
be encouraged to record difficult words, symbols,
metaphors, or observations about characters.
Such
observations may help students with later assessments, and
engages students in the process of note taking whilst
reading and viewing Macbeth. Students will also use their
journal to record their responses to any class based
activities.
Journals will be collected at the end of the last lesson each
week, during weeks 1-4 of the unit, to assess participation
Evaluative Criteria
Through
engagement
with
assessment piece, students will:
the
journal
Alyce Spicer
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ID#2054939
and level of understanding. Students will receive a weekly
mark out of 2.5, as the teacher quickly reviews student
participation and presentation. Provided journals contain
evidence of student participation in class based activities,
note taking on the text, responses to critical questions, and
are presented neatly, students will receive a mark of 2.5. A
summative mark will be assigned at the end of the unit,
assessing the quality of the students responses, and their
level of understanding and engagement with the text.
Journals will be collected at the beginning of the first lesson
of week five, and will be awarded a mark out of 15. At the
end of the unit, students will receive a combined score out of
25.
Diary Entry: Students will be required to complete two
separate diary entries throughout the course of the unit.
Students will adopt the persona of main character Macbeth,
and write a diary entry from his perspective. The first diary
entry will be completed after reading/viewing Act I, Scene III,
which details Macbeths first encounter with the weird
sisters. This diary entry will be collected at the beginning of
the first lesson in week 2. Students will be required to
complete a second diary entry, after reading/viewing Act III,
Scene IV, in which Macbeth hallucinates the presence of
Banquos ghost at his coronation feast. This diary entry will
be collected at the beginning of the first lesson in week 3.
Students are encouraged to create their own metaphors and
similes to reflect Macbeths inner feelings and thoughts.
Each diary entry will be approximately 200 words long, and
delve into the personal thoughts and feelings of Macbeth at
each specific moment in time.
Each individual diary
Alyce Spicer
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response will be marked out of 15, with a combined mark
awarded at the end of the unit out of 30.
Symbol and Paragraph: Students will be asked to identify
and examine key quotations and use of figurative language
throughout Act 2. Students will then be asked to draw a
symbol that they feel represents an aspect of Act 2, whether
it be in reference to a character, an object, an animal, or the
setting. Students will need to pair their illustration with a
key quote or metaphor from the Act, and provide a summary
of why they picked the image and quote, and explain how
are they both significant to the play. The paragraph will be a
minimum of 150 words.
The symbol and paragraph
assessment and will be marked out of 15.
Alyce Spicer
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genre, and how it is typically represented visually.
Students should think about how they portray the
characters, what parts of the scene they use, and how
they manipulate aspects of the scene to reflect their
genre. Students will also need to consider their use of
camera angles, music, and sound effects within their
video, to further enhance the representation of their
genre. Students will be allocated a week, or two single
lessons and one double lesson of class time, to
complete this task, with videos to be shown to the class
in the last lesson of week 5. Students will be awarded a
group mark out of 30 upon the presentation of the
video.
Alyce Spicer
EDUC3525
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Students will then be required to present their
responses to the class, explaining any similarities and
differences in thought.
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Alyce Spicer
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Lesson One:
o Students will be introduced briefly to the life of playwright and poet William Shakespeare, the
Globe Theatre, and the play Macbeth. Students will be required to complete a brief preassessment, asking students if they have read the play before, if they know whom Shakespeare
is, and if they have any concerns about reading a Shakespearean play. The teacher will provide a
brief autobiographical history of Shakespeare and the Globe theatre, and explain Shakespeares
influence on the development of the English language.
o Activity: What Words (see appendix). It will be revealed to the students that Shakespeare
invented all words contained on the worksheet.
o Students will then watch the History of the English Language Shakespeare video on youtube,
accessed from http://www.youtube.com/watch?v=BMkuUADWW2A
o Students will then be introduced to the expectations of the journal assessment and will receive
their copy of Macbeth.
o Assessment - Assign critical question How would you react to someone who promised to reveal
your future? Question accessed from James (1996).
Through this lesson, students will:
o Understand that Shakespeare has influenced the development of the Standard English
Language, by inventing new words and phrases (ACELA1550).
Lesson Two (Double Lesson): Act 1, Scene 1 - 3
o Students will be introduced to the play Macbeth, further orientate them to Shakespearean
language, and to begin reading the play in conjunction with viewing the Royal Shakespeare
Production version.
o The teacher will provide students with a historical and cultural context for the play Macbeth,
explaining the influence of King James I, and the existence of the real Macbeth.
o Students will watch a short video titled Macbeth Summary, accessed from
http://www.youtube.com/watch?v=rFtCYESosDw.
o Activity: Weird Words - Students will then be asked to flick through the pages of the play, and
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Unit Plan Assessment
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write down 10 words in their journal that they have difficulty understanding. Students will be
asked to write down what they think each word means, before sharing a word with the class.
Teacher to write each word on the board, with a short definition, and leave for the course of the
unit.
o Students will then watch and read along until the end of Act 1, Scene 3.
o Think/pair/share What positive qualities do the characters in this scene see in Macbeth? What
does scene 2 tell us about the political situation in Scotland? Questions assessed from Barnes
and Coleman (2009).
o Activity: Students will then be asked to separate into groups of three, and reenact Act 1, Scene
1. Students should discuss the portrayal of the witches in their groups, and record in their
journals. Students should think about how the witches move, are the witches male or female,
how are each witch different from the other? Activity adapted from Gibson (2005).
o Activity: Close reading activity worksheet (see appendix) - Highlight words that create an
atmosphere of violence. As a class discuss how Shakespeare creates atmosphere through the
use of words. Activity adapted from Gibson (2005). (See appendix)
o Assessment - Assign critical question The witches gave the first prophecy to Macbeth and
Banquo. What did they promise Macbeth? How did Macbeth react at the time? How does his
reaction differ from his friend Banquo?
o Assessment - Students will receive first diary entry assignment
Through this lesson, students will:
o Become more familiar with Shakespeares contribution to the Standard English Language by
interacting with Shakespearean language in Macbeth (ACELA1550)
o Learn about the historical and cultural contexts surrounding the play (ACELA1633)
o Formulate and present an argument about the text, based upon their initial interpretations
and analysis through the think/pair/share activity (ACELT1771)
o Create persuasive texts expressing students point of view, and illustrate arguments about the
text, within their journals (ACELT1746)
o Use effective strategies for dialogue during peer and class, including speaking clearly and
coherently, at appropriate length, presenting a point of view, listening to other viewpoints,
and negotiating an agreed position on an issue, as evidenced through think/pair/share activity
(ACELY1811)
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Alyce Spicer
EDUC3525
ID#2054939
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Alyce Spicer
Unit Plan Assessment
EDUC3525
ID#2054939
o Read/watch until end of Act 2, Scene 2.
o Think/pair/share activity In your journals summarise Macbeths reasons for not wanting to kill
Duncan. How does Lady Macbeth respond to Macbeths statement in line 31 we proceed no
further in this business? What strategies does Lady Macbeth employ to make her husband
reconsider? Questions accessed from Barnes and Coleman (2009).
o On your own, respond to the question, using two quotes How does the murder of King Duncan
affect Macbeth?
o Teacher to engage class in discussion about the portrayal of masculinity and femininity within
Macbeth. What traits are used to describe Macbeth by other characters, consider Act 1, Scene 2,
Lines 16-23; Act 1, Scene 4, line 54. Is Macbeth a masculine character? What does Lady Macbeth
say about Macbeths masculinity, consider 1.5.13-17, and 1.7.49-51? Class encouraged to note
other uses throughout the play of how Shakespeare portrays masculinity and femininity. Activity
adapted from Barnes and Coleman (2009).
o Assessment Assign critical question To what extent do you think Lady Macbeths questioning
of her husbands manhood motivates him to murder Duncan?
o Assessment: First diary entry due
Through this lesson, students will:
o Formulate and present an argument about the text, based upon their initial interpretations
and analysis through the think/pair/share activity (ACELT1771)
o Create persuasive texts expressing students point of view, and illustrate arguments about the
text, within their journals (ACELT1746)
o Interpret and compare cultural and social representations of gender, in both an Elizabethan
context, and the social and cultural context within the play (ACELT1633)
o Use effective strategies for dialogue during peer and class, including speaking clearly and
coherently, at appropriate length, presenting a point of view, listening to other viewpoints,
and negotiating an agreed position on an issue, as evidenced through think/pair/share activity
(ACELY1811)
Lesson Five (double): Act 2, Scene 3 Act 2, Scene 4
o Read/view until the end of Act 2, Scene 4
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Unit Plan Assessment
EDUC3525
ID#2054939
o Think/pair/share - What is the significance of the porter imagining himself as the porter of hell?
List three unnatural events that are reported throughout the scenes. How do you think Macbeth
feels committing the murder Find two quotes to support your view. Lines 84-89, and lines 101111 Does Macbeth sound sincere? Questions accessed from Barnes and Coleman (2009).
o Activity: Great Chain of Being Activity adapted from
http://education.library.ubc.ca/files/2011/06/11Janice-Son-Manifestations-of-Macbeth.pdf
o Teacher creates 25 cards to include all the categories of the Elizabethan hierarchical view of the
universe. Cards are numbered 1 25, and include categories such as God (being numbered 1),
angels, king, heir to the throne, thanes, etc until chaos (being numbered 25). Students are not
allowed to look at their own card, and must stick their card to their forehead with the number
and name facing outward. The class must arrange themselves in order based upon their
number, but are unable to speak during the activity.
o Once students have completed the Great Chain of Being activity, teacher will engage the
students in a brief discussion on the Elizabethan view of the universe, the divine right of the
monarchy.
o Students will be asked to consider the question: When Macbeth kills Duncan, he violates the
order of the universe. What happens as a result?
o Assessment - Assign critical question What evidence can you find that Macduff is suspicious of
Macbeth?
o Assessment - Start working on their symbol and paragraph assessment
Through this lesson, students will:
o Formulate and present an argument about the text, based upon their initial interpretations
and analysis through the think/pair/share activity (ACELT1771)
o Create persuasive texts expressing students point of view, and illustrate arguments about the
text, within their journals (ACELT1746)
o Use effective strategies for dialogue during peer and class, including speaking clearly and
coherently, at appropriate length, presenting a point of view, listening to other viewpoints,
and negotiating an agreed position on an issue, as evidenced through think/pair/share activity
(ACELY1811)
Lesson Six Act 3, Scene 1 - 3
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Alyce Spicer
Unit Plan Assessment
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ID#2054939
o Watch/read play until end of Act 3, Scene 3.
o Think/pair/share questions - Is Banquo at all at fault for the murder? What reasons does Macbeth
give for killing Banquo? How is the planning and carrying out of Banquos murder different from
that of Duncans? What does this reveal about Macbeth? Questions accessed from
http://education.library.ubc.ca/files/2011/06/11Janice-Son-Manifestations-of-Macbeth.pdf
o Activity False Face In partners, one person slowly reads all Macbeths words in Act 3, Scene
1, lines 11-41. The other yells false face every time Macbeth says something insincere, and
adds what is really on Macbeths mind. Activity adapted from Gibson (2005).
o Activity: Comic Card 4 Worksheet Write a summary of what is happening in this comic
depiction. Then complete task two, as advised on worksheet. See appendix. Worksheet
accessed from Wenborn (2008).
o Assessment - Assign critical question Why does Macbeth want to kill Banquo and his son?
Through this lesson, students will:
o Formulate and present an argument about the text, based upon their initial interpretations
and analysis through the think/pair/share activity (ACELT1771)
o Create persuasive texts expressing students point of view, and illustrate arguments about the
text, within their journals (ACELT1746)
o Experiment with the way language and sound can be used to create an effect, while
completing False Face activity (ACELT1638)
o Use effective strategies for dialogue during peer and class, including speaking clearly and
coherently, at appropriate length, presenting a point of view, listening to other viewpoints,
and negotiating an agreed position on an issue, as evidenced through think/pair/share activity
(ACELY1811)
Week 3: Lesson Seven Act 3, Scene 4 - 6
o Watch/read play until end of Act 3, Scene 6.
o Think/Pair/Share questions What is Macbeths reaction to the news that Fleance has escaped?
Should the audience be able to see the ghost of Banquo, or not? Describe and explain Lady
Macbeths behavior during the banquet scene. Questions accessed from Barnes and Coleman
(2009).
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Unit Plan Assessment
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ID#2054939
o Assessment - Give diary entry assignment Start working on in class.
o Assessment - Assign critical question What is the significance of Banquos ghost sitting in
Macbeths place?
Through this lesson, students will:
o Formulate and present an argument about the text, based upon their initial interpretations
and analysis through the think/pair/share activity (ACELT1771)
o Create persuasive texts expressing students point of view, and illustrate arguments about the
text, within their journals and diary entry assessment (ACELT1746)
o Experiment with the ways that language features, such as point of view, can be adapted from
a text, to produce an effect, through the diary entry assignment (ACELT1638)
o Use effective strategies for dialogue during peer and class, including speaking clearly and
coherently, at appropriate length, presenting a point of view, listening to other viewpoints,
and negotiating an agreed position on an issue, as evidenced through think/pair/share activity
(ACELY1811)
Lesson Eight (Double): Act 4, Scene 1 -3
o Watch/read play until end of Act 4, Scene 3.
o Think/pair/share - List three ingredients of the witches charm you find particularly disgusting.
Explain the irony in Macbeths statement about the Witches damned all those that trust
them. What evidence can you find that Macbeth was in a state of desperation? Compare Lady
Macduff with Lady Macbeth? How are they different? Could they be considered opposites of each
other? Why does Malcolm lie to Macduff? How does Macduffs statement But I must also feel it
as a man contrast with Lady Macbeths definition of manhood (Act 1, scene 7, lines 49-51)?
Questions accessed from Barnes and Coleman (2009).
o Destruction Follows activity Act 4, Scene 1, Lines 49-60 one person whispers the lines 49 60, and partner echoes outloud every though. Activity adapted from Gibson (2005).
o Create a Biopoem (see appendix)- Activity adapted from
http://thisismacbeth.com/bm.assets/PDF/ThisIsMacbeth_LessonPlans_Worksheets.pdf
o Some time allocated to work on either symbol and paragraph assessment, or second diary entry
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Unit Plan Assessment
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assignment.
o Assessment Assign critical question - Identify what traits are associated with being a good
king? Do you think Malcolm will be a good king, in light of how he describes himself?
Through this lesson, students will:
o Formulate and present an argument about the text, based upon their initial interpretations
and analysis through the think/pair/share activity (ACELT1771)
o Create persuasive texts expressing students point of view, and illustrate arguments about the
text, within their journals (ACELT1746)
o Experiment with the ways that language features, such as point of view, can be adapted from
a text, to produce an effect, through the diary entry assignment (ACELT1638)
o Use effective strategies for dialogue during peer and class, including speaking clearly and
coherently, at appropriate length, presenting a point of view, listening to other viewpoints,
and negotiating an agreed position on an issue, as evidenced through think/pair/share activity
(ACELY1811)
Lesson Nine: Act 5, Scene 1 -4
o Read/view until end of Act 5, Scene 4
o Think/Pair/Share What details does the Gentlewoman report to the Doctor? How is it ironic that
Lady Macbeth cannot get the blood off her hands? Compare Lady Macbeths mental state with
Macbeths directly after he murdered the king. Questions accessed from Barnes and Coleman
(2009).
o Close reading activity (see appendix) Scene 2, Lines 1-61 Highlight any references to
Macbeths mood, and where his mood and tone of voice change in the scene.
o Activity - Shakespeare swearwords worksheet (see appendix) Macbeth and the servant trade
insults in scene 2. With a partner, select words from each list and insult each other! Worksheet
accessed from Wenborn (2008).
o Assessment Assign critical question Why does Macbeth claim he does not fear the advancing
army? Think back to the witches prophecy.
o Assessment - Symbol and Paragraph assessment due today.
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Unit Plan Assessment
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coherently, at appropriate length, presenting a point of view, listening to other viewpoints,
and negotiating an agreed position on an issue, as evidenced through think/pair/share activity
(ACELY1811)
o Formulate and present an argument about the text, based upon their initial interpretations
and analysis through the think/pair/share activity (ACELT1771)
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Unit Plan Assessment
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ID#2054939
o Use interaction and communication skills to present mock debate position to the class, by
selecting persuasive language, varying voice tone, pitch, and pace (ACELY1811)
o Present an argument about characterization of Macbeth and Lady Macbeth based upon
analysis of the play as a whole (ACELT1771)
Lesson Twelve:
o Introduce students to genres, and their conventions.
o Get students to think of their 2 favourite movies, and identify what genre the movies are.
o Activity - What Genre worksheet, asking students to decide what genre is being suggested by the
words on the worksheet (see appendix)?
o Show the clips below to students accessed from the website movieclips.com. Ask them to
determine what genre the clips are depicting. Brainstorm as a class some common features of
each genre, based on the clips eg. Action typically depicts a hero vs a villan, fighting, defending
the people, and the world, defending their beliefs, close up, slow motion, explosions etc.
o Action - http://movieclips.com/sNgZ-300-movie-this-is-sparta/
o http://movieclips.com/nB5r-iron-man-2-movie-suitcase-suit/
o Horror - http://movieclips.com/HgQX4-the-shining-movie-heres-johnny/
o http://movieclips.com/fxdR-a-nightmare-on-elm-street-movie-grocery-store-nightmare/
o Western - http://movieclips.com/NPid-a-fistful-of-dollars-movie-pistol-vs-rifle/
o Comedy - http://movieclips.com/YiRZu-anchorman-the-legend-of-ron-burgundy-movie-60-of-thetime-it-works-every-time/
o http://movieclips.com/R6TZK-anchorman-the-legend-of-ron-burgundy-movie-the-news-teambattle/
o Romance - http://movieclips.com/MzcTb-50-first-dates-movie-nothing-beats-a-first-kiss/
o http://movieclips.com/amrVc-how-to-lose-a-guy-in-10-days-movie-losing-andie/
o Assessment - Students to be divided into 5 groups, with each group assigned one of the genres
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reviewed in class. Students will receive the Adaptation assignment handout, and will need to
decide on a scene to reenact using their specific genre.
o Assessment - Journals collected at end of lesson.
Through this lesson, students will:
o Formulate and present an argument about the text, based upon their initial interpretations
and analysis through the use of their journal (ACELT1771)
o Explore how an audience can be influenced and engaged by selecting persuasive language,
varying voice tone, pitch, and pace, and by using sound effects and music, as seen within the
movie genre examples discussed by the class (ACELY1811)
o Explore how language features and devices can be used to achieve intended effects in film, as
part of the movie genre example discussions in class, and through the adaptation assessment
(ACELT1638)
Lesson Thirteen:
o Students break into their already allocated groups, decide on scene, and begin to brainstorm
adaptation ideas.
o Students need to plan and use their time efficiently if they are to complete assessment in the
given time.
o Teacher to observe all groups, and help students during their planning phase, if groups appear to
be struggling to get started.
Through this lesson, students will:
o Demonstrate how an audience can be influenced and engaged by selecting persuasive
language, varying voice tone, pitch, and pace, and by using sound effects and music, through
engaging with the adaptation assessment (ACELY1811)
o Demonstrate how language features and devices can be used to achieve intended effects in
film, through engaging with the adaptation assessment (ACELT1638)
Lesson Fourteen (Double):
o Students break into their already allocated groups, and should be starting to film their
adaptation.
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Unit Plan Assessment
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o Teacher to observe all groups, to ensure the participation of all group members, and help
students to stay focused on their task.
Through this lesson, students will:
o Demonstrate how an audience can be influenced and engaged by selecting persuasive
language, varying voice tone, pitch, and pace, and by using sound effects and music, through
engaging with the adaptation assessment (ACELY1811)
o Demonstrate how language features and devices can be used to achieve intended effects in
film, through engaging with the adaptation assessment (ACELT1638)
Lesson Fifteen:
o Students break into their already allocated groups, and should be finalizing their adaptation.
o Teacher to observe all groups, and help students to complete their assessment if help is required.
o Teacher to collect videos with 15 minutes remaining in lesson, and show the short videos to the
class.
o Students to engage in peer assessment, rating videos on a scale of 1 5 for being entertaining.
o Assessment Adaptation Assessment due before end of lesson today.
Through this lesson, students will:
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