Lesson plan

1. Lesson Plan pro forma
Class: 8NE
(mixed ability sets)
indicate levels of attainment
Date:
29/2/2016
Time: 09:45 –
10:50
No. of pupils:
28
Unit /SoW: Romeo & Juliet Shakespeare Unit
Key Learning Goals:
ref. to exam board criteria/NC as appropriate
Shakespeare - reading a wide range of
fiction and non-fiction, including in
particular whole books, short stories,
poems and plays with a wide coverage of
genres, historical periods, forms and
authors.
knowing the purpose, audience for and
context of the writing and drawing on this
knowledge to support comprehension
understanding how the work of dramatists
is communicated effectively through
performance and how alternative staging
allows for different interpretations of a
play
… in pupil-friendly format:
LO: To understand the society in
Shakespeare’s time compared to the
modern day
Expected Learning Outcomes:
all pupils? some pupils? a few pupils?
All pupils will be able to understand the
difference in society nowadays compared to
that in Shakespeare’s time.Students will
produce a script which modernises the
exchange between Capuletand Count
Paris, who wants to marry Juliet
Opportunities for Assessment:
Formative & summative
Formative
 Teacher questioning – throughoutthe lesson,the T will use questions to check for
students understanding ofAct One, Scene Two.
 Question sheet on Act 1, Scene 2 – this will see whether students can infer from the text,
as well as check for understanding when we go through it as a class
 Modern script between CountParis and Capulet – students will write a script,
modernising the exchange between CountParis and Lord Capulet.This will check to see
whether they write a dramatic piece of writing, using their creativity, butalso including the
inferences that they made on the question sheet task.
 Performance ofplay – A select number ofstudents will perform their scripts, with the
students having to observe very carefully how the speech is delivered,the language and
the paralinguistic features that are extremely importantin a play.
 Peer feedback/assessment – Students will be competing these tasks in pairs or groups,
which means that they will be assessing and helping each other constantly.

2.  Plenary – the plenary will show that they have thought meticulously aboutthe topic in
hand.
Cognitive challenges:
Desirable difficulties for all abilities; how will students progress?
To be able to modernise the exchange between Count Paris and Capulet –
Students will be shown a model, and a question sheet will be the basis for
this exchange. This will effectivelybe a check list for students to see what
they should include and how many they have included.
EBT strategies:
e.g. APK, reciprocal teaching, collaborative learning, advance & visual organisers,
similarities and differences, goals, repetition and practice, meta-cognition, feedback,
cognitive challenge, subject knowledge, summaries and note-taking
 APK – Asking questions about the plot, and asking the students
what their idea of marriage is
 Collaborative learning – they will be collaborating when writing their
scripts, as well as sharing their ideas about the text
 Cognitive challenge – modernising Romeo and Juliet is extremely
hard, so giving them a model, as well as using the question sheet
as a checklist should give sufficient scaffolding.
Key Terminology:
 Romeo & Juliet
 William Shakespeare
 Tragedy
Resources:
 PPT
 Question sheets (x30)
 ‘Cheat’ sheets (x2)
Homework and practice: N/A

3. Lesson Content and Timing:
Stages &
Timing
Learning goals, activities & teaching points Learning outcomes
and AfL
09:50
10’
Silent Reading – allows for latecomers to filter in as during this lesson, they have to
come over from North Side
Starter -
APK
10:00
10’
Students copy down title and date, and underline with a ruler.
APK – What is your idea of marriage? T will pose this question to students, and they
will have 30 seconds to discuss with their partner. Class feedbacks, and a visual
organiser is used to jot down their ideas.
Teaching points:
- Does anyone else interfere with the marriage process?
- Arranged marriage? What’s wrong with it?
Visual organiser –
Marriage
Annotations
10:07
7’
Students will watch Act One Scene Two (Zephirelli’s version), and they will think
about the following questions on the PPT.
Questions posed will be:
1. What reasons does Capulet give for Paris NOT marrying Juliet yet?
2. What does Capulet warn and instruct Paris of?
3. Think of the differences between marriage in Shakespeare’s time to marriage
nowadays
Afterwards, they will have 1 minute to share their annotations with their partner.
Highlighted words and
annotations in R&J
books

4. Question
sheet
10:17
10’
Students will answer questions on the exchange between Count Paris and Lord
Capulet – and have to use quotes from their R&J book.
Class feedback
Question sheet filled
out
Modern
Interpretatio
n
10:32
15’
Pair work - Students have to make a short script modernising the exchange between
Count Paris and Lord Capulet. They will have to think about the paralinguistic
features – body language, and the proximity of where they stand and how they stand.
It also has to include WHY Lord Capulet does not want Juliet to marry Paris yet.
For the last 5 minutes, they have to practice their speeches, using the body language
and positions that they have thought about.
Production of modern
speeches between
Count Paris and
Capulet
Performanc
e
10:42
10’
Students will performtheir speeches to the class, and students have to give feedback
to their peers – mostly thinking about the language, and paralinguistic features.
Peer feedback to class
Performance of
speeches
Plenary
8’
10:50
Plenary – how would you feel if your marriage was decided by your parents? Use at
least 3 adjectives to describe your feelings.
Post-it notes – with
answers