Year:
Scheme:
Lesson Title and synopsis APP Link Functional skills outcomes WALT Assessment Opportunity Homework Opportunity GCSE strand embedded. 1 Introduction to
Shakespeare.
Work out the link between the films. What do you already know about
Shakespeare? Read the poem and decide if you agree with Shakespeare’s opinions.
Do you like Shakespeare?
RAF2 To understand, describe, select or retrieve information, events or ideas from texts.
Reading Level 2: 2.2 Read and understand texts in detail
To be able to pick out key facts about
Shakespeare.
To understand Shakespeare’s opinions on age and youth.
Research about Shakespeare.
Understanding Shakespeare as part of the literary cannon.
2 Understanding the plot of Much Ado (Lesson 1) Identify a romantic comedy.
Show films from different genres – pupils identify the genre and why they think this.
List 3 romantic
comedies that you have
RAF2 To understand, describe, select or retrieve information, events or ideas from texts.
Reading Level 2: 2.2 Read and understand texts in detail
To recognise the elements of ‘romantic comedy’ genre in the plot of Much Ado about Nothing.
heard of
List 3 things that are expected to happen in a typical rom com.
Watch Much Ado about Nothing, point out key scene (Beatrice
persuading Benedick to kill Claudio)
Which elements of a romantic comedy have you seen so far?
3 Understanding the plot of Much Ado (Lesson 2) Character
identification sort. Predict the ending. Finish watching the film.
How did the ending relate to rom com genre?
RAF3 – To deduce, infer or interpret information, events or ideas from texts.
Reading level 2: 2.4 Detect point of view, implicit
meaning and/or bias
To be familiar with the characters in Much Ado.
To predict the ending of Much Ado.
4 Understanding plot and the characters of the play.
Card Sort. Match Character description
SLAF3 – Talking within role-play and drama.
Speaking, listening and communicating
to the Character.
Plot sort, stick in books.
In groups of four create a tableau of one of the scenes. Other groups can move characters and say what they could be thinking.
level 2 1.3 Adapt contributions to suit audience, purpose and Situation.
5 Looking at Beatrice’s persuasive speech (this will be the scene the assessment is based on)
Do now: understanding the play’s name.
Fill in the deletion exercise of the plot.
Give background to the extract.
Pupils in pairs read out the extract.
RAF6 – To identify and comment on the writer’s purposes and viewpoints and the overall effect on the reader.
Reading level 2 - 2.3 Identify the
purposes of texts and comment on how meaning is conveyed.
Considering staging and reasoning for choices.
Understand the key terms – evaluate and analyse.
Find 5 important quotes and illustrate into books
Impressions of Beatrice.
Exit pass.
describe, select or retrieve information, events or ideas from texts.
Reading Level 2: 2.2 Read and understand texts in detail
illustrations for key quotes.
what they learn about the character in a key scene and picking out key quotes as evidence.
7 Role of women in Shakespeare’s time.
List what each slide reveals about attitudes towards women.
Show harry Enfield clip.
Pupils mind map the attitudes towards women.
Complete the evidence table.
What opinion does the
RAF7 – To understand the social, historical and cultural context of a text.
Reading level 2 - 2.4 Detect point of view, implicit meaning and/or bias
To explore the role of women and marriage in
play give of
8 Persuasive language. Match technique to the sentence handout.
Students find examples from the scene and fill in table.
Students answer the question ‘How does Beatice use language techniques to persuade Benedick’ using PEE.
Peer assessment.
Feedback responses.
RAF5 – To explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level.
Reading level 2 - 2.3 Identify the
purposes of texts and comment on how meaning is conveyed
To be able to analyse Beatrice’s persuasive speech.
RAF5 assessment opportunity (PEE chains)
9 Assessment
preparation.
Presentation keyword.
Look at assessment question and annotate to pick out skills.
Look at assessment focuses:
RAF2, RAF5, RAF6.
RAF2 To understand, describe, select or retrieve information, events or ideas from texts.
Set targets for three skill areas.
Look at WABOLL – look at up levelling.
Draw out adjectives for Beatrice – match with quotes/ actions in film.
level.
RAF6 – To identify and comment on the writer’s purposes and viewpoints and the overall effect on the reader.
10 Assessment writing Reviewing targets.
Begin writing assessment answer
Peer-assessment – 2 stars and a wish.
Complete assessment answer
RAF2 To understand, describe, select or retrieve information, events or ideas from texts.
RAF5 – To explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level.
RAF6 – To identify and comment on the writer’s purposes and viewpoints and the overall effect on the reader.
Reading level 2: 2.3 Identify the
purposes of texts and comment on how meaning is conveyed.
11 Re-draft lesson.
Model lower PEE chain example – pupils work in pairs to discuss how to up level according to WILF.
Reading teacher’s Afl feedback – either general to the whole class or specific to individual pupils
Redrafting assessment answer
RAF2 To understand, describe, select or retrieve information, events or ideas from texts.
RAF5 – To explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level.
RAF6 – To identify and comment on the writer’s purposes and viewpoints and the overall effect on the reader.
RAF2, RAF5, RAF6
12 Thought tunnel on key characters after Hero has been jilted.
Writing a newspaper
WAF1 – To write imaginative, interesting and thoughtful texts.
article on the events WAF8 – To use correct spelling.
Level 2 writing - 3.6 Ensure written work is fit for purpose and audience, with
accurate spelling and grammar that
support clear
meaning in a range of text types.
13 Who went to the theatre in
Shakespeare’s day?
Watch BBC schools clip about the theatre.
Looking at how The Globe theatre is
different, the sorts of people who attended and what their experience was like.
RAF 7 To be able to relate texts to their social, cultural and historical traditions.
To identify and understand what sorts of people went to The Globe
theatre.
14 Writing a letter. Pupils are to write a letter, taking on the character of either a Groundling or a Noble person and are to use
WAF 8 To use correct spelling.
To be able to use ambitious vocabulary spelt correctly in our writing.
appropriate vocabulary that is correctly spelt.
about a visit to the theatre. 15 Drama – Jeremy Kyle
Jilted on my wedding day, abandoned by my father and accused of being a cheat!
Pupils create drama
SLAF3 – Talking within role-play and drama.
Speaking, listening and communication 1.3 Adapt
contributions to suit audience, purpose and situation.
To use dramatic techniques to create characterisation.
Preparation for SLAF3
16 Performing SLAF3 drama.
SLAF3 – Talking within role-play and drama.
Speaking, listening and communication 1.3 Adapt
contributions to suit audience, purpose and situation.
To use dramatic techniques to create characterisation.
Assessment SLAF3
17 Havisham poem – key word ‘impression’
Background and literary link of Great Expectations.
RAF3 To infer and deduce information.
RAF2 To understand, describe, select or retrieve information, events or ideas from
Explore what
impression the poet is giving of Havisham.
Reading and group work to analyse different stanzas of the poem.
Peer-teaching each part of the poem to the rest of the class.
Adjectives to describe Havisham – give-one, get-one.
Quotes as evidence.
Feedback.
texts.
Reading level 2: Detect point of view, implicit meaning and/or bias
18 Dramatic monologues and representations of Havisham.
Keyword: monologue.
Idea Dickens was a famous public speaker as well as a writer. To enable him to give dramatic readings he would give himself prompts on the text of how to read the words.
SLAF3 – Talking in role-play and drama.
To analyse the character of
Havisham in order to use dramatic
techniques effectively
Outcome: To create a dramatic reading of the poem and a short monologue.
Model example on noteboard with notes on and read in a dramatic style. Shows a richer characterisation.
Task: pupils are to use their ideas on the character of Havisham to create their own dramatic reading of the poem and a short monologue for
Havisham to say after the dramatic reading. Model monologue for Havisham at the end to show an example of what the monologue could look like.
Pupils prepare dramatic readings.
Practise readings in groups.
Peer-assessment.
Pupils practise their dramatic readings.
Pupils perform and assessed for SLAF3.
Put pupils into groups of four and whilst watching pupils must makes notes on the other three pupils’ performances ready for a SLAF4 discussion next lesson.
role-play and drama.
Speaking, listening and communication Level 2 1.2 Present information and ideas clearly and
persuasively to others.
create a suitable dramatic
characterisation of Havisham.
20 Group discussion.
Self-analysis of SLAF4 making comparisons to the way other members of the class had chosen to perform their
readings and
monologues to think about other choices and their impact.
SLAF4 – Talking about talk.
Speaking, listening and communication Level 2 1.4 Make significant contributions
to discussions, taking a range
of roles and helping to move
discussion forward
To analyse the use of spoken language for meaning and effect.
SLAF4
