Worlds of Upheaval

Overview

This 45-minute Year 12 English class explores how Samuel Beckett's Waiting for Godot represents the theme of "Worlds of Upheaval". Students will analyse the play's depiction of a fragmented, uncertain world and characters’ responses to existential upheaval, guided by the Australian Curriculum (v9) English standards for Year 12 (English Advanced or Literature).

Australian Curriculum Alignment

Year Level: 12 (Senior Secondary)
Subject: English
Content Descriptions:

ACELA1562 – Analyse how text structures can influence meaning and shape responses in literary texts.
ACELT1634 – Analyse and explain how the context, purpose and audience influence choices of language and evaluation in literary texts.
ACELT1806 – Analyse the ways texts present ideas and perspectives through literary devices, stylistic features and text structures.
ACELT1642 – Evaluate the impact of point of view on text and audience response in literary texts.

These relate to exploring themes, literary techniques, and contextual elements in Waiting for Godot as a modernist play reflecting post-war "Worlds of Upheaval"【9:AC9E8LY06.md†Australian Curriculum English Year 12】.

Learning Objectives

By the end of the lesson, students will be able to:

Identify and analyse how Waiting for Godot depicts "Worlds of Upheaval" through its setting, characters, and dialogue.
Explain how Beckett’s use of absurdist and modernist literary devices reflects a world of uncertainty and upheaval.
Reflect critically on the ways the text challenges traditional notions of time, meaning, and human existence.
Communicate analytical ideas clearly both orally and in writing.

Lesson Breakdown

1. Introduction & Context (8 minutes)

Activity: Brief lecture and discussion on "Worlds of Upheaval" — focus on historical context (post-WWII, existentialism, Theatre of the Absurd).
Teacher Guidance: Discuss how upheaval denotes political, social, existential instability. Introduce Beckett’s Waiting for Godot as a text embodying this upheaval in form and content. Use visuals or short video excerpt (optional) to embed mood.

2. Close Reading & Analysis (15 minutes)

Activity: Students read selected key extracts aloud from Waiting for Godot (e.g., opening scene depicting barren setting, dialogue between Estragon and Vladimir).
Focus: Identify language features and literary devices (repetition, pauses, cyclical dialogue, symbolism of “waiting”) that represent disruption and uncertainty.
Teacher Prompts:
- How does the setting depict a world in disarray?
- What do the characters’ actions and dialogue suggest about human existential crisis?
- How does the structure contribute to the sense of upheaval?
Use guided questions to scaffold analytical thinking.

3. Group Discussion (10 minutes)

Activity: In small groups (2-3 students), discuss how Waiting for Godot’s fragmented world challenges traditional storytelling and reflects contemporary social and philosophical upheavals.
Task: Each group prepares 2-3 points explaining the "Worlds of Upheaval" theme, citing textual examples.

4. Sharing & Reflection (7 minutes)

Activity: Groups share highlights of their discussion with the class. Teacher facilitates synthesis and clarification, highlighting key insights aligned with Australian Curriculum expectations of explaining literary effects.

5. Written Response (5 minutes)

Activity: Individually, students write a brief response summarising how Waiting for Godot represents "Worlds of Upheaval," using at least one literary device discussed.
Assessment: Informal formative assessment of responses to gauge understanding and articulate analytical skills.

Assessment

Ongoing formative via group discussion participation and oral presentations.
Written responses reviewed for analytical clarity and connection to text.
Teacher feedback focuses on use of textual evidence and linking devices to themes.

Resources & Materials

Copies of selected Waiting for Godot extracts (print or digital).
Whiteboard or digital board for thematic and literary device mapping.
Optional: short video clip or visuals showing post-war context or Beckett’s theatre.

Differentiation & Engagement Tips

Provide scaffolded question prompts and literary device lists for students needing support.
Encourage creative responses by suggesting students imagine alternative 'upheaval' scenarios or settings.
Use think-pair-share to support quieter students in discussion.

Reflection & Link to Further Learning

This lesson builds critical thinking about how modernist texts depict complexity and chaos in human experience. It links well to later units exploring existential themes in literature and prepares students for comparative work with other "Worlds of Upheaval" texts (e.g., war poetry, dystopian narratives).

This detailed plan is designed to actively engage Year 12 students with Waiting for Godot while fulfilling the rigour and depth required by the Australian Curriculum (v9) for senior English students, particularly in literary analysis and contextual understanding.【9:AC9E8LY06.md†Australian Curriculum English Year 12】

Teaching Instructions