HASTINGS SECONDARY COLLEGE TEACHING AND LEARNING PROGRAM
SUBJECT:
English
YEAR/CLASS:
8Z 2021
UNIT/TOPIC TITLE:
Shakespeare’s The Taming of the Shrew
DATE COMMENCED:
13/7/2021
RATIONALE:
What do I want the students to learn? Why does the learning matter? What do I want the students to produce? How well do I expect then to do it?
Students will learn how to understand Shakespearean language and why Shakespeare is still important.
STUDENT LEARNING OUTCOMES:
What knowledge, understandings, skills, values and/or attitudes will learners be able to demonstrate when the unit is complete?
Students will know the plot, themes and language of The Taming of the Shrew. They will be able to analyse the language both for technique and meaning. They will value Shakespeare both for
its greatness in its time and its enduring relevance. Students will demonstrate this knowledge through the summative assessment but also through class discussion and their engagement with
the text.
CROSS CURRICULAR PERSPECTIVES
THE GENERAL CAPABILITIES ARE
Aboriginal and Torres Strait Islander histories and cultures
Critical and creative thinking
*
Asia and Australia's engagement with Asia
Ethical understanding
*
Sustainability
Information and communication technology capability
Intercultural understanding
OTHER AREAS IDENTIFIED BY NESA
Literacy
Civics and citizenship
Difference and diversity
Work and enterprise
*
Numeracy
*
Personal and social capability
*
ESSENTIAL QUESTION/CONCEPT:
At the end of the program of study, the student will have a deeper understanding of this concept.
Shakespearean language and the enduring appeal of both the play The Taming of The Shrew and Shakespeare in general.
RESOURCES:
DVD 10 Things I Hate About You (also available on ClickView)
The Taming of the Shrew film
Play scrip The Taming of the Shrew
STUDENTS LEARN TO:
STUDENTS LEARN ABOUT:
 Critically evaluate the play, its themes and language

the contemporary society and how this impacted on the play

How Shakespeare positioned the audience to consider particular
themes

The language of Shakespeare and its enduring meaning and
beauty

Character analysis and how to use text to consolidate their opinion
 Apply this knowledge to various soliloquys throughout the play
 See the relationship between the play and the film ’10 Things I Hate
About You’
TEACHING AND LEARNING ACTIVITIES
ASSESSMENT AND EVIDENCE OF
LEARNING
ACCOMMODATIONS,
ADJUSTMENTS AND EXTENSION
Assessment FOR Learning
* class discussion on the play
* language analysis
* group discussions on translations and
themes
Wordflyers once a fortnight, TGIF
once a week.
Week 1




Begin with an introduction to Shakespeare in the form of a class discussion.
Have students continue to think about the play by instructing them to look at
the cover, read the back of the book, skim through it etc.
Read a summary of the play to gain an understanding of what happens and
try to limit confusion.
Homework assignment - Journal Write: What are your views on love and
marriage? How do you view the roles of women and men in love
relationships? Who should ask whom to get married? Out on a date? Is love
necessary for marriage? Discuss these responses briefly with the class (10
min) This can be done at the beginning of class the following day.
Week 2
 Brief discussion of Journal Write. (5 min)
 Students are assigned to small groups to research the way that women
have been treated at several stages in history and make a presentation
to the class on their findings. Student handout. pdf file. Use
computers to complete this research. Go over methods of determining
reliability and perspective on the Internet.
 Two days to research and plan and one day to present. During
presentation students complete their note chart pdf file. During their
research this is the guide that they will use to take notes on their
groups assigned time period.
 Homework: Choose a time period and issue that you feel strongly
about and write a petition or letter to an authority figure arguing about
this issue. Use strong persuasive writing techniques to write a strong
argument about the rights of women in history. (due in three days)
 An alternative to this project that seems to cover similar objectives is a
lesson plan called "The Good and the Badde: Are Stereotypes a Perfect
Fit?" This lesson can be found on the Folger Institute website. Teaching
Shakespeare: Lesson Plan
Assessment AS Learning
Activity:
* characterisations
* review script
FINAL Assessment Task
Activity: create essay
Outcomes assessed 1, 2, 3, 4,7
TEACHING AND LEARNING ACTIVITIES
Week 3
 Define Sexism-Students should look up several definitions and share
them with the whole class. Post the best definition on the wall and
leave up for the duration of the project.
 Read the induction and discuss the idea of a play within a play
 Read act 1.1 aloud, assign parts to students. Discuss the language as a
whole class. Make sure they understand that they don’t have to
understand every word to understand the play. That the language is
difficult for everyone, even the teacher and that they need only try to
understand the main ideas. "Start the Play" pdf file Activity is an option
for small groups.
Week 4
 Complete the Two Sisters pdf file activity. Alternatively students can
read aloud and the teacher can lead a class discussion of the issues that
come up in the play.
 What kind of guy is Petruchio? How do you know?
 Students should read Act 1.2 in small groups and then complete the
activities on Act 1.2 pdf file
 If you were making a new film production of Taming of the Shrew who
would you cast as Kate? Bianca? Petruchio? Lucentio? Why? Say
something about these characters that shows who they are.
 Discuss casting choices for the characters with the class. Who would
you cast as Kate? Bianca? Petruchio? Why? Give a short quiz on Act 1.
pdf file
 Read act 2 aloud in class or listen to the audiocassettes. Discuss the
scene as you go to check for understanding and interpretation.
 Does Kate envy Bianca? What do you make of their relationship?
 Read the rest of Act 2 & discuss. Complete questions on Act 2. pdf file
Complete questions review act 2
ASSESSMENT AND EVIDENCE OF
LEARNING
ACCOMMODATIONS,
ADJUSTMENTS AND EXTENSION
Week 5
 Start class with a short quiz on Act 2. pdf file
 Do Kate and Petruchio belong together? Explain. The next day have
students respond aloud to this.
 Have them read Act 3.1 if time or for homework.
 Have a student summarize the scene and then have students read 3.2
in small groups and complete the activities. pdf file
 Women’s Lib pdf file Activity as a whole class.
 Homework Journal Write: Is this play sexist? Explain.
 Quiz on Act 2 & 3. pdf file
Weeks 6 - 9
Lockdown – Students complete work from global warming booklet and then
narrative voice booklet. Students were asked to complete the reading of the
play at home as well as work on Wordflyers.
Week 10
Watch the film ‘10 things I Hate about You’ and compare similarities and
differences between the film and the play.
Teams meetings once a week
during lockdown to check on
student progress and wellbeing
Emails sent during lockdown to
check on student progress and
wellbeing
Messages sent in Google
Classroom during lockdown to
check on student progress and
wellbeing
TEACHER REFLECTION/REGISTRATION
STUDENT ASSESSMENT RESULTS:
EFFECTIVE
How do they inform future planning?
NEEDS
FOCUS
VARIATIONS:
What changes were made to the unit while teaching?
What modifications would you make for the future?
Students forgot much of the play in the lockdown. More revision was
needed on the contents of the play before completing the in-class task on
the play as man students had forgotten much of the content previously
studied and some had not finished reading the play.
DATE COMPLETED:
17/9/21
SIGNED:
A Black
Student learning goals and reflection
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Suitability of resources
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Time allocated
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Variety of teaching strategies
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Integration of Quality Teaching
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Integration of ICT
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Literacy strategies used
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Numeracy strategies used
Differentiation for Learning Support
students
Differentiation for extension students
Culturally inclusive strategies
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