This lesson plan is for a mixed ability Year 8 class studying Romeo and Juliet. The learning objectives are for students to understand Romeo's lovesickness and Mercutio's speech about Queen Mab in Act 1 Scene 4. Students will work on reading strategies to analyze lines 1-32 and discuss why Shakespeare included Queen Mab. Formative assessment includes questioning, a reading strategy activity on a target student, and a mind map of Queen Mab. Students will be challenged to focus on key parts of the scene. Homework involves drawing and annotating their depiction of Queen Mab and answering why Shakespeare included her in the play.

1. Lesson Plan pro forma
Class: 8NE
(mixed ability sets)
indicate levels of attainment
Date:
3/3/2016
Time: 12:20 –
13:25
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 Romeo’s
lovesickness and Queen Mab’s speech
by Mercutio
Expected Learning Outcomes:
all pupils? some pupils? a few pupils?
All pupils will be able to understand the
apprehension between Mercutio, Romeo
and Benvolio at the start of the scene. They
will also understand the character of Queen
Mab, her appearance and what she does to
people.Discussions will think aboutwhy
she is included in the play.
Opportunities for Assessment:
Formative & summative
Formative
 Teacher questioning – throughoutthe lesson,the T will use questions to check for
students understanding ofAct One, Scene Four.
 Reading Strategies – this will be used so that I can focus on my target by Francis. This
will demonstrate howto look for inferences. They will do this for lines 1 – 32. i
 APK – Checking whatthey already know aboutthe play, and what has just happened.
 Connotations ofQueen Mab – getting students to mindmap whatthey think of the name
‘Queen Mab’
 Questions for scaffolding – getting students to focus on three questions so that they are
not overwhelmed by the content
 Plenary – the plenary will show that they have thought meticulously aboutthe topic in
hand.

2. Cognitive challenges:
Desirable difficulties for all abilities; how will students progress?
To be able to think about Queen Mab’s speech and understand it – Ss will
be exposed to ‘reading strategies’ which will be extremely beneficial to
them, so they can be independent learners. Furthermore, giving themtwo
or three things to look for will help students focus on the content, as well
as the plenary question.
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 students about
what happens before this scene
 Collaborative learning & cognitive challenge – they will be
collaborating when they are working on their reading strategies and
writing a summary for lines 1 – 32
 Visual organiser – thinking about the connotations of Queen Mab
Key Terminology:
 Romeo & Juliet
 William Shakespeare
 Tragedy
 Queen Mab
 Mercutio
 Romeo
Resources:
 PPT
 Homework sheets (x28)
Homework and practice:
• Draw your depiction of what you think Queen Mab looks like using
the description that Mercutio gives. Label the drawing with
annotations around it showing why you have included it.
• There is a question at the end – Why do you think Shakespeare has
included Queen Mab in the play?
• Due Thursday 10th
March