Contemporary Teacher Leadership Assessment 1

17994936 Aamina Younis
Contemporary
Teacher Leadership
Assessment 1
Abstract
This report aims to evaluate, improve and provide recommendations of a Stage 5, Year 9
English Unit 'Introduction to Shakespeare'. This unit was originally designed to aim for a low
to average ability class at Liverpool Girls High school. This report aims to improve the unit
by providing recommendations to suit a class with Gifted and Talented students. In order to
achieve this, the unit has been reconstructed through the use of Understanding by Design
(UbD) framework to ensure the success in academic achievements of students. There are
areas that are specifically targeted for improvement such as literary, numeracy and the
personal and social capabilities of students.
1
Table of Contents
Executive Summary…………………………………………………………………. 3
Objective & Context………………………………………………………………. 3
Goals………………………………………………………………………………..3
Recommendations………………………………………………………………….3
Background Information…………………………………………………………….4
Comparative Table…………………………………………………………………...5
Recommendation Report.............................................................................................7
Reconstructed Unit..................................................................................................... 9
Scope and Sequence................................................................................................. 9
Concept Map............................................................................................................ 10
Assessment Task.................................................................................................... 11
Redesigned Unit....................................................................................................... 10
References............................................................................................................... 20
Appendix ................................................................................................................ 22
2
Executive Summary
Objective and Context
This report has been aimed to be presented to the English faculty at Liverpool Girls High
School, located in Greater Western Sydney. The philosophy at Liverpool Girls High School
is that of a 'school community committed to achieving set goals' (My School, 2017). The
school is a multicultural single-sex education with the population of 937 students as of 2017
(My School, 2017). The population of students is greatly diverse, with 88% of students that
come from a language background other than English. Although, only 1% of the population
identify as Indigenous students. The socio-educational advantage value of the school is 933
with 57% of parents in the bottom quarter. The attendance rate of students in the school is
87% which has gone down 2% since the previous year (My School, 2017).
The school's NAPLAN results illustrate concerns for numeracy as students in year 9 were
substantially below similar school and all school score. Whereas in literacy, both year 7 and
year 9 students are substantially above the score in similar school and all school scores in
writing and spelling.
Goals
The goals to improve this unit of work include:
o Provide differentiated learning for gifted and talented students.

o Developing a strong link between the subject content and the world of the students.
o Incorporate ICT in the lessons that enhances student's learning and engagement
o Building on student's literacy skills like vocabulary, writing and analysing skills.
o Use multiple and creative modes to teach students.
o To incorporate inquiry based learning
List of Recommendations
The following is a list of recommendations being suggested to approach and achieve the
goals outlined above.
o Activities that cater to the needs of gifted and talented students

o Project based learning
o Creative and critical thinking activities
o Role play
o Incorporating ICT and multimodal presentations
3
Background Information
The unit 'Introduction to Shakespeare' was taught to a year 9 class with majority of the
students being from a language background other than English. There were two students that
needed a support teacher in the class with them. The rest of the students ranged from low to
average ability. The unit of work provided to teach this class was very basic and did not
provide any guidelines or support the learning of the students.
Furthermore, the classroom lacked resources such as the smartboard and often the projector
would not work. This left little use of technology that may have improved the engagement
and learning of these students.
Comparative Table
4
Area of Strengths of Concerns of the Suggested Changes Research support

consideration the area of area of to counteract for the changes
consideration consideration concerns suggested.
Many activities Need to build Explicit teaching and McCollin, O'Shea &
that build on engage with modeling for McQuiston (2009)
Literacy student's vocabulary more students can guide discuss the
writing skills especially since it is students to clearer importance of
highly relevant to meaning. closing the gap of
the subject of Increase the poor
shakespeare comprehension vocabularies of
where appropriate students from
as it exposes cultural diverse
students to a wide background.
range of vocabulary
Numeracy is Numeracy could be Introduces students Bennison (2015)

relevant to this incorporated to Shakespeare's highlights the
Numeracy unit as students throughout the iambic pentameter significance of
learn about the whole unit, instead and sonnet at the integrating
iambic of introducing it start of the unit so numeracy within
pentameter, near the end of the students may use all curriculum
rhyming unit that information in subjects. There are
scheme and other places many
structure of opportunities for
sonnets all subjects to
develop numeracy
capability in
students.
Creative Critical thinking Integrate analysis Iverson, Pedersen,

Critical and thinking could have been work into the unit. Krogh & Jensen
Creative activities are utilised more by This analysis could (2015) discuss the
Thinking used like role students analysing either be through importance of
play and the plays of writing or visually allowing students
monologues. Shakespeare creative modes such to take control
as giving students over their
choices and control education while
over their learning. the teacher acts as
a facilitator. Huh
(2016) highlights
that since visual
learning requires
cognitive process,
it can promote
student's creative
thinking.
5
Students are Could have Incorporate Briggs (2014)

Personal and given the explored empathy activities that are states that
Social opportunity to and relationships relevant to research has
Capabilities understand by incorporating it student's world and proved how
relationships throughout the context. relevant learning
and develop unit of work. leads to effective
empathy. For learning. If you
example seeing Students could connect learning to
how people have learnt a lot the student's
would act and about themselves world, it becomes
feel in the through various more effective.
Elizabethan era. activities.
Little use of ICT Provide students

with the
opportunity to use
ICT to enhance their
learning
The principles of To reconstruct the McTighe & Wiggins
UBD need to be unit of work by (2012) discuss the
Understanding applied to the unit using the UBD UBD framework
by Design of work to improve framework. and the
student learning. importance of
implementing it
Differentiation through planning
needed. and in the
classroom.
Was not provided Discuss these

with scope and concerns with the
sequence, concept head teacher or
map or assessment members of the
task. faculty so that they
can guide when
teaching and
planning.
Contrust a scope
and sequence,
concept map and
the assessment
task.
Recommendations
6
The reconstruction of this unit of work is designed to improve the Stage 5 'Introduction to
Shakespeare' English unit by meeting the needs and capabilities of diverse students. The
recommendations provided are to ensure an inquiry-based approach to teaching and learning
by implementing the Understanding by Design framework.
The original unit outline contained limited information on how this unit would be structured
to fit for a diverse classroom, engage students and develop their skills. It did not contain
scope and sequence, concept map and assessment task. With these not included, it raises
concern of how many teachers are not provided with these important documents. Scope and
Sequence is significant for teachers and students alike as it provides the correct direction and
clarification. The scope and sequenced was constructed to ensure all teachers are on right
path and to provide the appropriate flow of topics. The sequence of topics are constructed to
ensure effective learning throughout the year. The reconstruction of the unit was achieved
through incorporating the Understanding by Design (UbD) framework, an approach of
designing the curriculum backwards from the assessment task, by focusing on 'teaching and
assessing for understanding and learning transfer' (McTighe & Wiggins, 2012, p. 1).
Incorporating the framework in the planning of the unit outline, ensures that students will
have gained the skills to achieve appropriate outcomes for the assessment tasks. Informal
assessments inform teachers of their student's abilities thus incorporated in the unit outline
using the UbD framework. Peter, Harlow, Scott, McKie, Johnson, Moffatt and McKim
(2014) discuss the importance of threshold concepts as it assists students to learn new
concepts in their subject, and provides them with opportunity to raise new questions of the
ideas present in their learning. In particular, in the English subject where skills like analysing
and evaluating the meaning between a composer and their text, the impact of language and
understanding the relevance of a student's own world are all activities that are included in the
unit outline and comparative table.
This unit outline is reconstructed to meet the needs of gifted and talented students; however it
is not limited to these students. All students may benefit from extension activities and
relevant tasks. Inquiry-based learning is used throughout the unit of outline through giving
students the choice and opportunity to take control of their learning. Gifted and talented
students are provided with choices and options for their learning. This allows the student to
be challenged by their own choosing and provides them with the opportunity to further their
achievement (Reid, 2015). When you provide a student to make their own choice within the
appropriate framework, it ensures that their learning is meaningful, effective and relevant
(Iverson, Pedersen, Krogh & Jensen, 2011). This approach has been incorporated throughout
the unit of work, enabling students to take control of their task and therefore, it ensure their
interest and they can make connections with their own world. Such activities are to choose
from directing a scene from their own choice of play and allowing the students the option of
modern adaptation if they choose. These tasks allow students to achieve the appropriate
academic outcomes and threshold concepts like producing different effects of text in a
creative way. Group work allows students to mix witithin the classroom, ensuring mixed
abilitties to interact and offer their opinions and it also allows the development of personal
social capabilities.
7
Creativity thinking is incorporated in this unit of work as it allows other skills to be

developed (Renzulli, 2011). Creativity is seen through encouraging students to speak about
topics they are passionate about with their peers. Activities such as group work, role play and
multimodal presentations ensures students to develop their creative (Reid, 2015) and critical
thinking as well as collaborative work. Working on projects like creating and directing a play
is a technique that develops student's creative, critical and high order thinking (Reid, 2015).
Self-learning is another approach taken with the reconstruction of the unit outline. This is an
effective way to maximise the abilities of gifted and talented students (Reid, 2015). Using
ICT for projects or extension work that gifted and talented students can work on from start to
end is a suitable way of learning in their own speed and processes.
To successfully reconstruct this unit of outline, numeracy needed to be applied. During the
learning of the Iambic Pentameter, numeracy was applied as students learnt about the rhythm
that Shakespeare used in his plays which is significant to his writing. Students explored the
iambic pentameter while also collaborating and allowing for creativity to take place. Due to
the basic nature of the unit provided and with limited resources, the reconstruction followed
the UbD framework to improve the program to effectively achieve student outcomes. The
aim was to provide differentiation for gifted and talented students and fit the unit of work so
it is suitable for a classroom where these students are present.
8
Reconstructed Unit
Scope and Sequence created:

Term 1 Term 2 Term 3 Term 4
Unit: The Power of Unit: Introducing Mr Unit: Area of Study: Unit: Film Study – Sci-
Imagery Shakespeare Conflict Fi / Romance
Duration: Weeks 1-10 Duration: Weeks 1-10 Duration: Weeks 1-10 Duration: Weeks 1-10
Outcomes: En5-2A Outcomes: EN5-5C Outcomes: EN5-1A Outcomes: En5-5C
and EN5-3B and EN5-7D and EN5-8D and EN5-4B
Key Focus: Key focus: Key Focus: Key Focus:
 Picture Books /  A close study of the  Novel study  Genre study
Advertisements Elizabethan Era and  Essay Writing conventions.
 Articles / Narratives William Shakespeare.  WRITING /  Revision of film
and Non-Fiction.  Close study of a play READING. techniques.
 Purpose and Target or excerpts.  Students can study
Audience  Speech text form Formative Assessment: two films within this
 Visual Literacy  Sonnets  AOS Creative unit.
Formative Assessment:  SPEAKING / Writing  VIEWING /
 Comic Book / Picture WRITING  Unseen Text Style LISTENING
Book test.  WRITING
 Pre and Post Topic
Test
Formative Assessment:
 Reading
Comprehension Formative Assessment:
 Sonnet Writing  Creation of additional
 Modern adaptation of movie scene
scene from play.  Storyboard
 Interview
Summative Summative Assessment: Summative Summative
Assessment: Research Task and Assessment: Assessment:
Visual Literacy Speech Extended Response Viewing and Listening
Task
Texts: Picture Books, Texts: Drama Texts: Fiction Texts: Film and Drama
Comic and Images
9
Concept Map
Sonnets Close Study

Iambic
Much Ado Pentameter
About Nothing
Context
Globe Theatre
Plays Writing
Themes
Introduction to
Shakespeare
Macbeth Characterisation
Romeo and Juliet
Globe Theatre
Hamlet
Tragedy
Techniques
10
Assessment Task: created

Year 9 Assessment Task
Research Assignment and Speech
You will select a focus area from the provided list and with a small group research the topic.
Each student in the group will need to deliver a 2-3 minute speech. The speeches should
be delivered consecutively. Regardless of your area of research, you must include the legacy
of Shakespeare and the context of Elizabethan world.
Each student will be marked individually.
You may create a visual backdrop (Powerpoint, etc.) to add interest to your speech and speak
about the images. However, the visual will not be marked as part of your presentation.
TOPICS (– and suggestions of areas to research)
Shakespeare’s Life – his life experiences from childhood to death – including parentage,
marriage, children, where he lived, who he worked with, his fame – during his lifetime and
beyond
Theatre in Elizabethan Times – focus on The Globe, performances in private venues for the
rich, other theatres in competition with The Globe, audiences, the experience of being at the
theatre during this era
Life in Elizabethan England – including rituals of marriage, city vs rural life, occupations,
entertainment (other than the theatre), living conditions for the rich vs the common folk, life
expectancy
Superstitions/Beliefs/Witches/Medicine/ Plague – and how these impacted on the people of

this era
Shakespeare’s History Plays – where he got his inspiration, common features, synopsis of
some plays, interesting facts – were they accurate representations of ‘history’, descriptions of
modern productions – including film
Shakespeare’s Comedies - – where he got his inspiration, common features, synopsis of

some plays, interesting facts, descriptions of modern productions – including film
Shakespeare’s Tragedies - where he got his inspiration, common features, synopsis of some
plays, interesting facts, descriptions of modern productions – including film
Stratford –Upon-Avon – (Shakespeare’s birthplace) what tourist attractions can you find in
this town today, a tour guide of places to see and landmarks to visit on a pilgrimage tour
based on Shakespeare
11
Outstanding 5 High 4 Sound 3 Basic 2 Limited 1
Produces an Produces a speech Produces a speech Produces a basic Produces a speech

outstanding speech that is of a high that is of a sound speech about the that is limited
about the chosen standard about the standard about the legacy and influence about the legacy and
topic and influence legacy and influence legacy and influence of Shakespeare that is influence of
of Shakespeare and of Shakespeare and of Shakespeare that informative, Shakespeare that is
the Elizabethan Era that is informative, is informative, sophisticated and informative,
informative, sophisticated and sophisticated and entertaining. sophisticated and
sophisticated and entertaining. entertaining. entertaining.
entertaining.
.
Outstanding High standard of Sound standard of Basic research and Limited research and
research and research and research and information is information is
skillful careful consideration of included into the included into the
consideration of consideration of information is speech speech
information is information is included and
included and included and attempts to
integrated into the integrated into the integrated into the
speech speech speech
Outstanding use of High use of Sound use of Basic use of Limited or no use
techniques that techniques and techniques and techniques and of techniques that
and language language devices language devices language devices and language
devices that are that are commonly that are commonly that are commonly devices that are
commonly found found in speeches found in speeches found in speeches commonly found
in speeches and is and is appropriate and is appropriate and is appropriate in speeches.
appropriate to audience and to audience and to audience and
to audience and purpose. purpose. purpose.
purpose.
Outstanding use of High use of eye- Sound use of eye- Basic use of eye- Limited or no use
eye-contact, hand contact, hand contact, hand contact, hand of eye-contact,
gestures and tone gestures and tone gestures and tone gestures and tone of hand gestures and
of voice that of voice that of voice that voice that appeals tone of voice that
appeals and appeals and appeals and and engages the appeals and
engages the engages the engages the audience engages the
audience audience audience. audience.
Comment: ________________________________________________________________________________
12
____________________________________________________________________________________________
TOTAL: /20
13
Redesigned Unit Outline- Key: The orange colour and bold text are the changes made.
Year 9 Introducing Mr Shakespeare l Stage 5 l English
Summary Duration
This unit will introduce students to William Shakespeare. They will explore what it was like to live during the 6 weeks
Elizabethan Era as well as immerse themselves in Shakespearean plays and language. Students will read excerpts from
a variety of plays and familiarise themselves with characters, themes and language techniques that were used by
Shakespeare.
Unit Overview Assessment Overview

Students will consolidate their understanding of how composers and FORMATIVE SUMMATIVE
consequently the texts they write are affected by the context in which they are
written just as responders are being affected by their own contexts in the way Research Task on Elizabethan Era Speech
in which they receive the text. Students will also have the opportunity to
research the Elizabethan era and present a speech with their findings. They
will consolidate both their delivery techniques and ability to analyse how
language is being used to create meaning.
Outcomes Cross-Curriculum Priorities

English K-10 SUSTAINABILITY:
› EN5-1A responds to and composes increasingly sophisticated and sustained texts for understanding, Discuss the sustainability of literature and why it is that
interpretation, critical analysis, imaginative expression and pleasure Shakespeare is still a valued text to study.
› EN5-3B selects and 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
› 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 contexts.
› EN5-7D understands and evaluates the diverse ways texts can represent personal and public
worlds
Outcomes Teaching, Learning and Assessment Teaching Strategies Resources

Stage 5 - Learning Intention: Differentiated Teaching for Gifted & Talented Translation Guide
Outcome 6 Students:
Teacher introduces Shakespearean language by
choose a reading showing students a humourous and informative Students are given various options of play
technique and video on Shakespeare's language. excerpts to choose from to translate. They may
reading path create their own dialogue or slang languagae
appropriate for the Students translate play excerpts provided by the from the excerpts.
type of text, to teacher into modern language.
retrieve and Students create a vocabulary list of the most
connect ideas common Shakespearean words to consistently go Literacy Support:
within and back to if need be.
between texts Vocabulary Card – Students will select some of the
(ACELY1753) Feedback: terminology used in Shakespeare and complete a Vocab
card.
Teacher to provide verbal Feedback provided to
ensure student understanding.
Stage 5 - Learning Intention: Differentiated Teaching:

Outcome 1
Introduce students to Shakespeare's insults. In Can be individual or pair work: Students are
groups, students are given a guide to translate given some act and scene from various plays and
some insults given by the teacher. they have to identify the insults in these. They
investigate and may use the guide of insults to assist but will
experiment with Students create their own scene of insults. They have to identify the insults themselves.
the ways irony, perform in front of the class.
sarcasm and They also perform their own insults in front of
ridicule can be the class.
used to expose,
denounce and
deride, and how
these shape
responses
A selection of plays
or excerpts.
Differentiated Teaching:
Stage 5 - Learning Intention: All students can participate in the game.

Outcome 2
To understand the Iambic pentameter. Students Students can create their own dialogue with the
are introduced to this concept and play a game of Iambic Pentameter using ICT. They can audio
'living the Iambic Pentameter'. Students have to record and include sounds or songs to illustrate
evaluate the ways the beat.
film, websites and act it out to feel it come to life.
other multimedia Students will watch various clips of different
texts use important scenes from Shakespeare's plays. Allow
technology for students to choose to give them the opportunity to
different purposes, take control. They have to identify the where they
audiences and can hear the Iambic Pentameter.
contexts to convey
ideas and points of
view
Stage 5 - Learning Intention: A selection of plays

Outcome 3 or excerpts.
Close study of the play Much Ado About Nothing. Differentiated Teaching:
Teacher selects one key scene to read aloud. While Students are placed in different groups. They
analyse and reading the key scene, the teacher demonstrates analyse the key scene chosen by the group.
explain how text how to analyse the language features, characters
structures, and themes. Extension: Using the PEEL paragraph, students
language features write an extended response on how a directior
and visual features In groups of four or five, students read their own would represent this scene. Students should use
of texts and the scene from the play and analyse the key scene as ICT to assist them with this response. They may
context in which demonstrated by the teacher. present the information using a multimodel
texts are mode.
experienced may
influence audience
response (ACELT1641)
Stage 5 - Class Task: ICT Strategy: Class Task

Outcome 2 Instruction Sheet.
Interview a character from the play studied discussing the Students can film the interview using IPAD or Phones,
plot of the play and how it impacts them. or video camera.
consider how Assessment: Differentiated Teaching:

aspects of texts,
including Videos can be presented and assessed by the students Students create a new character to a scene that
characterisation, based on a criteria. they could interview. They are asked to imagine
setting, situations, a character who could be introduced into the
Feedback: scene and find out his or her own motivation.
issues, ideas, tone
and point of view, Students will provide feedback on the content of the This scene should be rewritten in an iambic
can evoke a range interview, the delivery techniques and the use of ICT. pentameter and the character should be
of responses, interviewed.
including empathy, Should work in pairs.
sympathy,
antipathy and
indifference
Stage 5 - Learning Intention: Differentiated Teaching:

Outcome 3 Research about a directors job, the style,
Students to research about a directors job and how purpose and interpretations of the stage. Create
a scene is directed and acted. This will lead into the a multimodel presentation on the information
next part. In groups, students are to direct a scene found that will go along with the direction of the
use voice effects, of the play Much Ado about Nothing.
eg tone, volume, scene.
pitch, pauses and
change of pace,
for specific effects
such as arguing a Designing a key scene: Students can direct a scene from two different
point of view or plays. This does not need to be a modern
In groups, students are to direct a scene and adapatation. Students to create a whole new
attempting to perform a modern adaptation of it. Make sure all
persuade an location for these scenes. For example,
groups have different scenes. characters from one play can end up in the
audience to a
course of action There needs to be a written report to go with the location of the other play.
performance. The students to write up this new play and to
focus on the impact of what these new locations
would mean for the characters.
use interaction Cross-Curricular Link to Drama.
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
(ACELY1811)
References
Bennison, A. (2015). Supporting teachers to embed numeracy across the curriculum: a
sociocultural approach. ZDM Mathematics Education, 47 (4): 561 – 573. Retrieved from https://link-
springer-com.ezproxy.uws.edu.au/article/10.1007/s11858-015-0706-3
Briggs, S. (2014). How to make learning relevant to your students (And why it’s crucial to their success).
Inform ED. Retrieved from https://www.opencolleges.edu.au/informed/features/how-to-make-learning-
relevant/
Heacox, D. (2017). Making Differentiation a Habit: How to Ensure Success in Academically
Diverse Classrooms. Retrieved from
https://books.google.com.au/books?hl=en&lr=&id=hSZWDwAAQBAJ&oi=fnd&pg=PP1&dq=differen
tiation+in+classrooms+&ots=8FTeded7uz&sig=MNwC6ykmD-
9qOpXeP0FnWRoqd0c#v=onepage&q=differentiation%20in%20classrooms&f=false
Huh, K. (2016). Visual Thinking Strategies and Creativity in English Education. Indian Journal of Science and
Technology, 9 (1): 1-6. Retrieved from
http://www.indjst.org/index.php/indjst/article/viewFile/109885/77447
Iversen, A., Pedersen, A. S., Krogh, L., Jensen, A. (2015). Learning, Leading and Letting Go of Control. SAGE
Open. Doi: 10.1177/2158244015608423. Retrieved from
http://journals.sagepub.com/doi/full/10.1177/2158244015608423#articleCitationDownloadContainer
McTighe, J., & Wiggins, G. (2012). Understanding by Design Framework. Retrieved from
https://www.uab.edu/elearning/images/facultytoolkit/Step1_UbD.pdf
Michelle McCollin, Doris J. O'Shea & Kathleen McQuiston (2009) Improving Vocabulary and Comprehension
Skills of Secondary-Level Students from Diverse Backgrounds, Preventing School Failure: Alternative
Education for Children and Youth, 54:2, 133-136, DOI: 10.1080/10459880903217846
Peter, M., Harlow, A., Scott, J., McKie, D., Johnson, M., Moffat, M., & McKim, A. (2014). Threshold conepts:
Impacts on teaching and learning at tertiary level. Teaching and Learning Research Initiative. Retrieved
from
http://www.tlri.org.nz/sites/default/files/projects/TLRI_Peter%26Harlow_Summary%28v3%29.pdf
Reid, E. (2015). 9 Teaching English to gifted children. Teaching Foreign Languages to Learners with Special
Educational Needs: e-textbook for foreign language teachers. Doi: 10.17846/SEN.2015.115-123.
Retrieved from http://www.klis.pf.ukf.sk/dokumenty/SEN/SEN-09-Reid.pdf
Renzulli, S. Joseph. (2011). What Makes Giftedness? Re-examining a Definition. Phi Delta Kappan, 92 (8):
81-88. Retrieved from
http://journals.sagepub.com/doi/abs/10.1177/003172171109200821#articleCitationDownloadContainer
Appendices
Original Unit Outline of Liverpool Girls High School Key: BOLD for aspects taught
Year 9 Introducing Mr Shakespeare l Stage 5 l English
Summary Duration
This unit will introduce students to William Shakespeare. They will explore what it was like to live during the 10 weeks.
Elizabethan Era as well as immerse themselves in Shakespearean plays and language. Students will read excerpts from
a variety of plays and familiarise themselves with characters, themes and language techniques that were used by
Shakespeare. They will also participate in the annual Shakespeare Day hosted during term 3.
Unit Overview Assessment Overview

Students will consolidate their understanding of how composers and FORMATIVE SUMMATIVE
consequently the texts they write are affected by the context in which they are
written just as responders are being affected by their own contexts in the way Assessment FOR Learning: Use Assessment OF Learning: Evidence of
in which they receive the text. Students will also have the opportunity to information about students to inform student learning to assess against
research the Elizabethan era and present a speech with their findings. They teaching and provide feedback standards.
will consolidate both their delivery techniques and ability to analyse how Assessment AS Learning: Students
language is being used to create meaning. monitor own progress and self-assess.
Link to Techniques Table: Revision of Speaking Techniques taught in Yr 7 TASK:

and 8. TASK:
 Reading Comprehension
Grammar Focus: Voice Active and Passive.  Sonnet Writing
Research Task and Speech on
 Modern adaptation of scene from play Elizabethan Era
Outcomes Cross-Curriculum Priorities

English K-10
› EN5-1A responds to and composes increasingly sophisticated and sustained texts for understanding,
interpretation, critical analysis, imaginative expression and pleasure
› EN5-3B selects and 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
› 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 contexts.

Stage 5 - Learning Intention: Guided Teaching:
Outcome 4
Brainstorm what students know about William As a class the teacher will guide the students is
analyse texts from familiar Shakespeare and the Elizabethan Era. Class discussion and discussing what they know about William Shakespeare.
and unfamiliar contexts,
and discuss and evaluate then students can individually write a paragraph
their content and the
appeal of an individual
highlighting what they know about Shakespeare and the
author's literary style Elizabethan Era.
(ACELT1636)
Assessment:
Verbal Check to consolidate what students know about the

Elizabethan Era.
Stage 5 - Learning Intention: Explicit Teaching: How to sheet –

Outcome 4 Advanced Google
How to research effectively using both books and the The teacher will explicitly explain how to research Search.
recognise different uses of internet. Complete an Advanced Google Search into the effectively.
visual texts, media and
multimedia, including the Elizabethan Era - specifically on the Globe Theatre.
internet, eg browsing the Independent Learning:
web to locate information,
using the internet to
communicate socially or
Students will complete an Advanced Google search into
professionally, watching a the Elizabethan Era.
documentary to gain
knowledge and/or
pleasure
Stage 5 -
Outcome 2
understand the nature,

scope and ethical use of
digital technologies and
apply this knowledge in
their own composing and
responding in digital
media
Stage 5 - Learning Intention: Independent Learning:
Outcome 1
Introducing the Elizabethan Era, using book boxes and the Students will select a focus area to research and design
internet students can research the Era answering the a poster to demonstrate their understanding of their
questions. Focus areas could include: Queen Elizabeth I, focus area. They should also create a list of instructions
explore real and
imagined (including Fashion and Make Up, Structures of Society - Class and focusing on how a certain group of people would have
virtual) worlds the Divine Right of Kings., Belief and Customs and behaved in the Elizabethan Era.
through close and Astronomy. Students can use their research to design a
wide reading and
viewing of poster and a set of instructions on how to behave
increasingly
demanding texts
depending on your class at the Globe Theatre.
Literacy Strategy:
Feedback:
Think, Pair, Share – students will inform their peers of
The teacher will check the student’s understanding of the what they found in their research.
target specific research and fill in the blanks.
Stage 5 - Learning Intention: Explicit Teaching: Speech - text form

Outcome 1 worksheet.
Revision lesson on how to write and deliver an effective The teacher will revise speaking delivery skills with the
speech. Select one of the topic you researched and give a class. They will ensure that they remember what is What did you learn
short speech informing the class of your findings. required to deliver an effective speech. from listening to
identify and the speech.
explore Assessment:
Peer assessment
the purposes and Impromptu speaking task to assess their understanding of sheet for speech.
delivery techniques.
effects of different
text structures and Peer Evaluation:
language features
of spoken texts, Peers will provide feedback regarding delivery techniques
and use this and strategies to improve.
knowledge to
create purposeful
texts that inform,
persuade and
engage (ACELY1740,
ACELY1750)
Stage 5 -
Outcome 2
plan, rehearse and

deliver
presentations,
selecting and
sequencing
appropriate
content and
multimodal
elements to
influence a course
of action (ACELY1741,
ACELY1751)
Stage 5 -
Outcome 3
use voice effects,

eg tone, volume,
pitch, pauses and
change of pace,
such as arguing a
point of view or
attempting to
persuade an
audience to a
course of action
Stage 5 - Formative Assessment: Independent Learning: Assessment Task

Outcome 3 Notification.
Students can work on their assessment task for a double Students will take the research completed in a previous
period. This time will be spent researching the focus area lesson for their Elizabethan Focus and include it in a Speaking Text
they have selected in preparation for their speech. speech. They will be expected to deliver the speech Form Sheet.
compare and which will be used as part of their formative
evaluate assessment. They will be examined on their ability to
how 'voice' as a write a speech for a specific audience and their ability
literary device can to use speaking techniques effectively.
be used in a range
of different types
of texts such as
poetry to evoke
particular
emotional
responses
(ACELT1643)
use organisation
patterns, voice and
language
conventions to
present a point of
view on a subject,
speaking clearly,
coherently and
with effect, using
logic, imagery and
rhetorical devices
to engage
audiences
(ACELY1813)
Stage 5 - Learning Intention: Independent Learning: Text Form - Diary

Outcome 5 Entry
Students will select a character from an envelope and Students will complete a diary entry outlining what life
write a diary entry as that character highlighting the life was like during the Elizabethan Era. Character Selection
and times in the Elizabethan Era.
critically respond
to texts by drawing Assessment:
on knowledge of
the historical Empathy task will be assessed according to marking
context in which criteria.
texts were
composed through
a program of wide
reading and
viewing
Stage 5 -
Outcome 7
analyse the ways

in which creative
and imaginative
texts can explore
human experience,
universal themes
and social contexts
respond to and
compose sustained
imaginative,
creative and
critical texts that
represent aspects
of their expanding
personal and
public worlds, for a
wide range of
purposes, including
for enjoyment and
pleasure
Stage 5 - Learning Intention: Guided Teaching: Biography either

Outcome 1 written or audio or
Introducing Mr Shakespeare. Teacher to present The teacher will assess how much the students know film.
biography of Shakespeare using any medium that they about William Shakespeare and his plays. They will then
would like. Students will answer short answer style fill in the blanks using any medium they choose. Short answer style
explore real and questions or multiple choice questions. questions or
imagined multiple choice
(including virtual) based on the
worlds through Assessment: Cooperative Learning:
stimulus.
close and wide Teacher check of short answer style questions. The students will work together to complete a short
reading and
viewing of quiz on Shakespeare.
increasingly
demanding texts
Stage 5 -
Outcome 2
use
comprehension
strategies to
compare and
contrast
information within
and between texts,
identifying and
analysing
embedded
perspectives, and
evaluating
supporting
evidence (ACELY1744,
ACELY1754)
Stage 5 - Learning Intention: Cooperative Learning: Letter Text Form

Outcome 3
After reading / viewing stimulus about Shakespeare's life Students will work together to create a range if letters Instruction sheet
students can create a collection of letters demonstrating highlighting their understanding of both Shakespeare
their understanding of his life and times. Letters can be and the time in which he lived. They will demonstrate
create literary written from the perspective of people surrounding him or their ability in creating a voice through the collection of
texts with a from William himself. This can be completed in small letters.
sustained 'voice', groups or individually.
selecting and
adapting
appropriate text Peer Assessment and Feedback:
structures, literary
devices, language, Students will be issued with a marking criteria and will
auditory and visual mark the letters according to the criteria.
structures and
features for a
specific purpose
and intended
audience (ACELT1815)
Stage 5 -
Outcome 4
creatively
transform a range
of different types
of texts, including
their own, into
new imaginative
texts,
experimenting with
patterns,
representations,
intertextuality and
appropriations
Stage 5 - Learning Intention: Guided Teaching: Matching activity

Outcome 6
Introduce students to different genres of Shakespeare's The teacher will lead a discussion about the different Worksheet on the
plays ie: Tragedy, Comedy and History. The specific features of Tragedy, comedy and Historical genres that different elements
features of the genre will be identified and discussed. Cut Shakespearean plays are often classified under. of the Tragedy,
investigate and and paste activity where students will allocate different Comedy and
describe the plots to specific genres. History genres.
recurring features
of particular Independent Learning:
genres, eg Students will complete the matching activity
westerns or individually.
science fiction,
focusing on their
storylines,
iconography, value
systems and
techniques
study and evaluate

variations within
conventions of
particular genres
and how these
variations reflect a
text's purpose
Stage 5 - Learning Intention: Guided Teaching: Passage

Outcome 6 The basics of reading Shakespearean Language. The teacher assist students in becoming familiar Translation Guide
Using the translation guide, translate the following with key terms used in Shakespearean Texts.
into modern English. Teachers can select their own
choose a reading passages.
technique and Assessment:
reading path
appropriate for the Students will be assessed on their understanding of
type of text, to key words from the Elizabethan Era and how they
retrieve and translate into modern Day English.
connect ideas
within and Feedback:
between texts Verbal Feedback provided to ensure student
(ACELY1753)
understanding. Visual check of matching activity.
Stage 5 - Learning Intention: Cooperative Learning: Shakespearean

Outcome 1 Insults
Introduce students to the insults used during Students will work together to create
Shakespeare's time. Write a conversation in humourous conversations. This will then be Conversation /
modern English, then translate into Shakespearean performed. Dialogue structure
investigate and English and finally perform the conversation for the
experiment with class. Performance
the ways irony, criteria for peer
sarcasm and marking.
ridicule can be
used to expose, Resource – Thou
denounce and Spleeny Swag-
deride, and how Bellied Miscreant
these shape Insult Book.
responses
Stage 5 - Learning Intention: Guided Learning: A selection of plays

Teachers can select a Shakespearean play and Students will be guided as they read / view
show them a film relating to the play and read certain excerpts from Shakespearean Plays. The
excerpts / close study of soliloquies. teacher will explain the plot, characters and
appreciate, explain themes as well as any language devices that are
and respond to the being used.
aesthetic qualities
and the power of
language in an
increasingly
sophisticated
range of texts
Stage 5 -
Outcome 2
evaluate the ways

film, websites and
other multimedia
texts use
technology for
different purposes,
audiences and
contexts to convey
ideas and points of
view
understand and
apply a wide range
of reading
strategies to
enhance
comprehension
and learning for a
range of print,
multimodal and
digital texts
Stage 5 - Learning Intention: Guided Learning: A selection of plays

Close study of selected play. Examination of plot, The teacher will guide the students in developing
character, themes and techniques. their understanding of the selected
Shakespearean Play.
identify, explain
and discuss how
narrative
viewpoint,
structure,
characterisation
and devices
including analogy
and satire shape
different
interpretations and
responses to a text
(ACELT1642)
Stage 5 -
Outcome 3
analyse and
explain how text
structures,
language features
and visual features
of texts and the
context in which
texts are
experienced may
influence audience
response (ACELT1641)
Stage 5 - Class Task: ICT Strategy: Class Task

Outcome 2 Instruction Sheet.
Interview a character from the play studied Students can film the interview using IPAD or
discussing the plot of the play and how it impacts Phones, or video camera.
them.
consider how
aspects of texts, Assessment:
including
characterisation, Videos can be presented and assessed by the
setting, situations, students based on a criteria.
issues, ideas, tone
and point of view, Feedback:
can evoke a range
of responses, Students will provide feedback on the content of
including empathy, the interview, the delivery techniques and the use
sympathy, of ICT.
antipathy and
indifference
Stage 5 - Learning Intention: Cooperative Learning: Excerpts from the

Outcome 3 play.
Select a scene from a play studied and perform a Students will work together to create a modern
modern adaptation of it. It can be an entire scene interpretation from the play they have read. Staging Techniques
or a monologue. Students can work in pairs, or
use voice effects, small groups. They can design props, costumes and Activity Instruction
eg tone, volume, stage setting etc. These performances can be
pitch, pauses and showcased to other classes.
change of pace,
such as arguing a
point of view or
attempting to
persuade an
audience to a
course of action
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
(ACELY1811)
Stage 5 - Learning Intention: Explicit Teaching: Examples of

Outcome 4 Sonnets
The structure of a Sonnet will be discussed for example, The structure of a sonnet will be explicitly taught, the
rhyming scheme (14 lines - 8, 4, and 2) rhyming couplet, students will focus on Rhyming Scheme, Figurative Sonnet Analysis
figurative language and Iambic Pentameter. Students will Language and Iambic Pentameter. question sheet.
experiment with view the scene from 10 Things I Hate About You (Kat's
the ways that poem about Patrick). Students will read one of
language features, Shakespeare's Sonnets and identify the above.
image and sound
can be adapted in Feedback: Numeracy Strategy:
literary texts, for
example the Verbal feedback as teacher will check student As a class students will clap the rhythm of the Iambic
effects of understanding of the sonnet structure. Pentameter.
stereotypical
characters and
settings, the
playfulness of
humour and pun
and the use of
hyperlink
(ACELT1638)
Stage 5 -
Outcome 5
respond to and
compose texts that
use inference and
figurative
language, eg
symbolism and
allusion, in
complex and
subtle ways
Stage 5 - Learning Intention: Cooperative Learning: Sequencing activity

Outcome 6
Cut and Paste activity of two or more sonnets that Students will work together to place the sonnets in the
students place in the correct order. This will be discussed correct sequence.
and the original of the sonnet will be provided to show
analyse and them the difference.
evaluate text
structures and
language features
of literary texts
and make relevant
thematic and
intertextual
connections with
other texts
(ACELT1772, ACELT1774)
Stage 5 - Learning Intention: Cooperative Learning: Writing a Sonnet

Outcome 6 instruction sheet.
Students will use their knowledge of themes and structure Students will work together to create their own sonnet
of a sonnet. They will write their own in groups. demonstrating their understanding of the themes and
structure.
create imaginative
texts that make
relevant thematic
and intertextual
connections with
other texts
(ACELT1644, ACELT1773)

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Contemporary Teacher Leadership Assessment 1

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17994936 Aamina Younis

Objective & Context………………………………………………………………. 3

Scope and Sequence................................................................................................. 9

The goals to improve this unit of work include:

o Provide differentiated learning for gifted and talented students.

o Activities that cater to the needs of gifted and talented students

Area of Strengths of Concerns of the Suggested Changes Research support

Numeracy is Numeracy could be Introduces students Bennison (2015)

Creative Critical thinking Integrate analysis Iverson, Pedersen,

Students are Could have Incorporate Briggs (2014)

Little use of ICT Provide students

Was not provided Discuss these

Creativity thinking is incorporated in this unit of work as it allows other skills to be

Scope and Sequence created:

Sonnets Close Study

Assessment Task: created

Research Assignment and Speech

Each student will be marked individually.

TOPICS (– and suggestions of areas to research)

Superstitions/Beliefs/Witches/Medicine/ Plague – and how these impacted on the people of

Shakespeare’s Comedies - – where he got his inspiration, common features, synopsis of

Outstanding 5 High 4 Sound 3 Basic 2 Limited 1

Produces an Produces a speech Produces a speech Produces a basic Produces a speech

Year 9 Introducing Mr Shakespeare l Stage 5 l English

Unit Overview Assessment Overview

Outcomes Cross-Curriculum Priorities

Outcomes Teaching, Learning and Assessment Teaching Strategies Resources

Stage 5 - Learning Intention: Differentiated Teaching:

Stage 5 - Learning Intention: All students can participate in the game.

Stage 5 - Learning Intention: A selection of plays

Stage 5 - Class Task: ICT Strategy: Class Task

consider how Assessment: Differentiated Teaching:

Stage 5 - Learning Intention: Differentiated Teaching:

Bennison, A. (2015). Supporting teachers to embed numeracy across the curriculum: a

Inform ED. Retrieved from https://www.opencolleges.edu.au/informed/features/how-to-make-learning-

Heacox, D. (2017). Making Differentiation a Habit: How to Ensure Success in Academically

Diverse Classrooms. Retrieved from

Technology, 9 (1): 1-6. Retrieved from

Open. Doi: 10.1177/2158244015608423. Retrieved from

Educational Needs: e-textbook for foreign language teachers. Doi: 10.17846/SEN.2015.115-123.

Retrieved from http://www.klis.pf.ukf.sk/dokumenty/SEN/SEN-09-Reid.pdf

81-88. Retrieved from

Unit Overview Assessment Overview

Link to Techniques Table: Revision of Speaking Techniques taught in Yr 7 TASK:

Outcomes Cross-Curriculum Priorities

Outcomes Teaching, Learning and Assessment Teaching Strategies Resources

Verbal Check to consolidate what students know about the

Stage 5 - Learning Intention: Explicit Teaching: How to sheet –

understand the nature,

Stage 5 - Learning Intention: Explicit Teaching: Speech - text form

plan, rehearse and

use voice effects,

Stage 5 - Formative Assessment: Independent Learning: Assessment Task

Stage 5 - Learning Intention: Independent Learning: Text Form - Diary

analyse the ways

Stage 5 - Learning Intention: Guided Teaching: Biography either

Stage 5 - Learning Intention: Cooperative Learning: Letter Text Form

Stage 5 - Learning Intention: Guided Teaching: Matching activity

study and evaluate

Stage 5 - Learning Intention: Guided Teaching: Passage

Stage 5 - Learning Intention: Cooperative Learning: Shakespearean

Stage 5 - Learning Intention: Guided Learning: A selection of plays

evaluate the ways