E8 Lesson 26.5.

14 Monday Session 3
Lesson Title: Study of The Kings Speech context 3
TOPIC Elective 1: Context and Representation (The Kings Speech)
TIME 11:30 12:45
1hr 15min
INTRODUCTION LESSON RESOURCES
Today will help us better understand the ideas and values in the film, within
the context of the movies time & place (assess. task)
Study Guide- Kings Speech (questions and royal family activity)
Definition of Adversity (n): condition marked by misfortune or distress
LESSON LEARNING OBJECTIVE SYLLABUS OUTCOMES
To be able to understand how the world of royalty influences the context of
The Kings Speech
1. A student describes and explains the relationships between composer,
responder, text and context in particular texts.
TEACHING AND LEARNING ACTIVITIES
1. Mark roll settling activity: refresh on the royal family (10mins)
Teacher to instruct students to retrieve the resource from last lesson peek into the past. Provide instructions on expectations:
Students to add annotations that will make this article relevant to them. Name movies/events theyve seen or heard of with the royals on the sheet in them;
add the current royal family generations at the bottom of the page.
2. Writing task from study guide (30 mins) viewing focus questions that reflect on people in the movie
Teacher to display people category focus questions see page 2 of this lesson plan
Students to copy down these questions, leaving at least 2 lines for each answer
2.Teacher to screen the scene sequence Start with his family (David vs Bertie Scene 58:40-1:00:36) then move out to his community (Bertie vs Lionel 1:03:03-
1:04:40 and Bertie with PM 1:05:00-1:06:25) and then to British society in general. (Any speech scene)
2.Students to watch and answer the viewing questions that reflect on people in the movie establishing royal context
3. Deep understanding barometer (from Roseannes class)
Students to rate their response to the following statement, on a barometer were 0-absolutely disagree and 10-absolutely agree
Teacher to write up barometer and statement the royal family of England has significant power and ruling responsibility. Also write up that 3 dot points
explaining choice need to be included underneath.
Students to copy down barometer, then complete and explain their answer. Some will be shared with the class.
Teacher to screen republican perspective clip on youtube about royal family and ask students to re-do barometer with this new knowledge.
CLOSURE Teacher to explain that radio paragraph was supposed to be handed in last lesson; five minutes for adjustments, then I need a paragraph from
everyone paragraph answering Explain the role played by radio at the time of the action of The Kings Speech. Why was radio so important for
the monarchy to use?
ASSESSMENT Assess student ability to critically analyse aspects of a text independently (with focus questions)

Viewing questions - people category from The Kings Speech study guide (with key moment replaced by scene)
People
Look at the people in Berties world who have power. Start with his family (David vs Bertie Scene) then move out to his community (Bertie and
PM/Lionel Scenes) and then to British society in general. (Any speech scene)
For each scene answer these questions:
What kind of people appear in this scene?
Who has power in this scene? How is this power used?
What is the main concern of the people in this scene?
What values do the people in this scene see as important?
How do the people in this scene behave towards each other?
Do all the people in this scene think and act in the same way?
What quality of life have the people in this scene?
Do the people in this scene have a sense of responsibility?
What is the place/role of religion in this scene?
What expectations have the people in this scene?
What is the attitude of the people in this scene to Bertie?