Please note: Opportunities for the use of the visualiser and AVerVision3 software are highlighted in red.
KS4 Romeo and Juliet Scheme of Work
Kindly supplied by Ms C Hamer, The Long Eaton School
Outcomes:English/English Literature En2 (Reading) coursework - Shakespeare
English En1 (Speaking and Listening) coursework - Drama
1 - Aim
To explore the theme of love
Starter
All pupils have previously been asked to bring in one image or object connected to the idea of ‘love’. Select one image or object and project to rest of class using visualiser.
Pupils should describe what they can see in detail, using the five senses.
Share examples of writing. Repeat with different image or object.
Introduction
Give out key quotations from play e.g. “O brawling love, o loving hate”, “I never saw true beauty til this night”.
Pupils to discuss how their quotation develops our understanding of love.
Development
Show two or more of Shakespeare’s love poems e.g. ‘Sonnet 130’
Pupils to identify techniques used by Shakespeare, such as simile and metaphor, then write their own poems about love using these techniques.
Plenary
All pupils to individually come to the front and record one idea related to ‘love’ on an A3 sheet of paper. Use visualiser to project sheet as this is happening in order to trigger ideas in other pupils.
Homework
Bring in either an advert for a soap opera or a TV listings page from a magazine or website.
Be ready to explain how your example makes the reader want to watch the soap opera.
2 - Aim
To understand why the Prologue is an effective start to the play
Starter
Show advert or TV listing, collected for homework by pupils, using visualiser. Pupil to come to the front and explain how their clipping makes the reader want to watch the soap opera e.g. give plot clues, dramatic language, keep audience guessing as to what will happen.
Introduction
As a class, read the Prologue.
Each pupil needs to choose three quotations and then explain what they tell the reader about what will happen in the play. Show Prologue using visualiser and annotate together in AVerVision3.
Compare Prologue to advert/TV listings used in starter.
Development
How is the Prologue an effective start to the play?
Pupils to write answer Point/Evidence/Explanation response in their books.
Plenary
Show responses using visualiser. In silence, pupils must read response as it is projected and record the ideas expressed.
3 - Aim
To develop independent understanding How can we help ourselves understand the text?
Show glossary in text using visualiser and explain how it should be used.
Introduction
Show fight scene from modern version (dir. Baz Luhrman) of the play.
Then, pupils to read aloud as a class Act 1 Scene 1 lines 31-74.
Development
Produce a line chart showing the characters most to least willing to fight supporting their answers with quotations.
Plenary
Show one time line using visualiser. Pupils to say whether they agree/disagree. Changes can be made by annotating image in AVerVision3.
4 - Aim
To be able to find evidence to support ideas As a class read to the end of Act 1 Scene 1.
Introduction
Show section of Act 1 Scene 1 where Romeo is lovesick for Rosaline using visualiser.
What are the audience’s first impressions of Romeo?
Pupils to underline quotations on interactive whiteboard and explain what impression they create.
Development
Pupils to individually read Act 1 Scene 2 and answer comprehension questions, finding evidence to support their ideas.
Plenary
Show adjectives flash cards, using visualiser e.g. angry, lovesick, young. Pupils to shout ‘stop’ when they spot one that describes Romeo. They must then show the class evidence to support their idea in the play.
Homework
Pupils to answer in books: What are our first impressions of Romeo?
5 - Aim
To understand the impact of social and historical context
Starter
Write a paragraph about a time your parents made you do something you didn’t want to do.
Read and highlight that Elizabethan parents were much stricter, even having a say in who you would marry.
Introduction
Show list of ‘facts’ about Elizabethan life e.g. It was legal to marry with parental permission at the age of 12.
Pupils to decide whether they are true or false.
Development
Read Act 1 Scene 3.
Divide class into three groups and allocate a character; Juliet, Lady Capulet, Nurse. On large sheet of paper they should note
- What their character has said
- Why they might have said it
- How they feel about the Juliet marrying Paris and why
Each group to nominate one pupil to feedback, showing notes using visualiser.
Plenary
Discuss: What is the difference between the way a modern and Elizabethan audience might react to this scene?
6 - Aim
To develop understanding of the dramatic genre
Starter
Students list words related to ‘drama’.
Show longest list using visualiser – pupils to compare with their own, adding any they do not have.
Take photo of list using AVerVision3 to return to at the end of the lesson.
Introduction
What clues are given as to how an actor might perform Capulet’s speech at the start of the party? (Act 1 Scene 5, lines 16-33). Show section of play using visualiser and annotate in AVerVision3.
Then, as a class add stage directions to Tybalt and Capulet’s discussion about Romeo (Act 1 Scene 5, lines 53-91). Show section of play using visualiser and annotate in AVerVision3.
Development
You are directing a production of ‘Romeo and Juliet’. What advice would you give to the actor playing Capulet in Act 1 Scene 5? Pupils to answer in books.
Show one or more responses from main task using the visualiser. Pupils to use AVerVision3 to mark where the response shows understanding on the dramatic genre.
Plenary
Return to photo of list in AVerVision3 of drama-related words from starter. Pupils to identify which have been used this lesson.
Homework
Complete a costume design for Tybalt or Capulet, explaining how the costume shows their character.
7 - Aim
To understand sonnet structure
Starter
Show homework examples using visualiser.
Pupils to explain to class how they have tried to show character and context.
Introduction
Discuss: What sort of things do pupils expect a love sonnet to say?
Use worksheet to explain sonnet form.
Development
Read lines where Romeo and Juliet meet in Act 1 Scene 5.
Then, using visualiser, show text and ask pupil to mark where the structure of the sonnet e.g. quatrains, couplet, pentameter.
Extension: Where else is sonnet form used – why?
Plenary
Why might Shakespeare have used sonnets at these points in the play?
Think. Pair. Share.
8 - Aim
To develop understanding of dramatic devices
Starter
Give out phrases from Act 2 Scene 2. Pupils to draw image representing phrase on A4 paper. Show images using visualiser. The rest of the class to guess which quotation it represents.
Introduction
Read through Act 2 Scene 2.
Introduce key concepts of foreshadowing and dramatic irony.
Development
Pupils to complete timed response to question: How does Shakespeare use foreshadowing and dramatic irony to create sympathy for Romeo and Juliet in this scene?
Plenary
Show responses using visualiser. Pupils to proofread and self assess own responses, annotating in AVervision3.
9 - Aim
To be able to use drama techniques to explore character
Starter
Use visualiser to project the face of a pupil using facial expressions to show different emotions e.g. happy, scared. Ask pupils to evaluate effectiveness.
Repeat activity but using visualiser to project just the hands of a pupil.
Introduction
Write a monologue for either Romeo or Juliet exploring how they feel at this point in the play.
Peer assess examples using visualiser.
Development
Pupils to practice and perform monologues as En1 (Speaking and Listening) coursework – Drama.
Record one or two examples using visualiser and AVerVision3.
Plenary
Play recorded examples of monologues in AVerVision3.
Pupils to self assess effectiveness of monologues and performance.
Homework
Write an evaluation of your monologue and performance.
10 - Aim
To develop understanding of how Shakespeare develops tension
Starter
Shakespearean compliments starter: Pupils need to select one word from each column to create their compliment. They should then greet each member of the class.
Introduction
Pupils to read Act 3 Sc. 1
Pupils to unjumble plot summary. Show response using visualiser. Pupils to state whether they agree or disagree.
Development
Pupils to create a tension graph showing key events of this scene. Then, add quotations to the peaks and troughs.
Plenary
As a class, read the Prince’s commandment (lines 178-193). Pupils to predict, in book, what will happen next.
11 - Aim
To develop confidence when reading archaic language
Starter
Pupils to read Act 3 Sc. 5 lines 1-30 and summarise in their own words.
Show example using visualiser, other pupils to add to summary using text tool in AVervision3.
Introduction
As a class, read 4 Scene 1 lines 72-120.
Development
Pupils to write letter to Juliet as the Friar explaining his plan. They should try and include Shakespearean language.
Plenary
Begin mind map on large paper ‘How does Shakespeare create sympathy for Romeo and Juliet?’ All pupils to contribute one idea.
Project using visualiser. Take photo using AVerVision3.
12 - Aim
To consider how the final scene creates sympathy for the protagonists
Starter
Read Act 5 Sc. 1. Imagine you are Romeo, how/why have you come to this awful decision. Write diary entry.
Introduction
Act 5 Sc. 3 group task. Divide class into five working groups. Pupils to read allocated section of scene and answer questions.
Create jigsaw groups to share answers.
Development
Hot seat Lady Capulet, Capulet, Lady Montague, Montague or the Nurse. How do they feel now Romeo and Juliet are dead?
Plenary
Return to mind map from last lesson. Pupils to volunteer to contribute additional ideas.
Compare mind map with last week’s using photo in AVerVision3 and visualiser.
13 - Aim
To understand the assessment criteria
To be able to create an effective essay plan
Starter
Show coursework question: ‘How does Shakespeare create sympathy for Romeo and Juliet?
Ask one pupil to bulletpoint/mind map their initial ideas, using visualiser to show the rest of the class – record movement using AVerVision3 as this is done. (Take photo of final plan using AVerVision3 to be used in plenary.)
Replay video in AVerVision3. Rest of class to suggest ways of improving e.g. underline key words in question, recording key words/quotations.
Using visualiser, teacher to then model how they would record plan.
Introduction
Give out grade A response to the question. Pupils to highlight signposts in text e.g. connectives, links to the question, opening and concluding argument.
Show annotated response using visualiser and discuss.
Development
Take photo of annotated A grade response in AVerVision3 and, using visualiser, show alongside a C grade response.
Give out paper copies of C grade response. Pupils to mark how and why they would develop this response to make it more coherently structured.
Plenary
Students to create detailed essay plan for coursework question, using their knowledge gained this lesson.
Show photo from starter in AVerVision3 and ask them to compare their own planning with that done by pupil at start of lesson.
Homework
Write draft response to coursework question ‘How does Shakespeare create sympathy for Romeo and Juliet?’