Lesson plan

1. Lesson Plan pro forma
Class: 8NE
(mixed ability sets)
indicate levels of attainment
Date:
10/3/2016
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.
… in pupil-friendly format:
LO: To understand how Shakespeare
uses literary devices to show Romeo’s
lust for Juliet
Expected Learning Outcomes:
all pupils? some pupils? a few pupils?
All pupils will be able to understand the
difference between a level 6, level 7 and
level 8 NC P.E.E analysis paragraph. They
will write their own P.E.E paragraph using
the analysis of Romeo’s speech when he
first sees Juleit.
Opportunities for Assessment:
Formative & summative
Formative
 Teacher questioning – throughoutthe lesson,the T will use questions to check for
students understanding ofAct One, Scene Five
 Reading Strategies – this will be used so that I can focus on my target by Francis. This
will be used when we look atRomeo’s imagery in Act 1, Scene 5.
 APK – Checking whatthey already know aboutthe play, and what has just happened.
 Prediction – analysis of Lord Capulet’s picture – reminder ofwhat sort of character he is
 Questions for scaffolding – getting students to focus on three questions so that they are
not overwhelmed by the content
 Analysis of paragraphs – check students’ understanding ofthe NC levels,and how to get
the very bestmark.
 Writing a P.E.E paragraph – students will write their own P.E.E paragraph using Romeo’s
speech
 Peer assessment– students will swap books to peer assess their P.E.E paragraph.
Cognitive challenges:
Desirable difficulties for all abilities; how will students progress?
To be able to discuss what the images could mean – students will be using
their reading strategies to think about what these images could mean.
Beforehand, students will know what images are created, and the different
literary techniques (similes, metaphors and personification).

2. 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 to
decipher Romeo’s imagery in Act 1 Scene 5. Students will also work
together to look at the P.E.E paragraphs, as well as peer assessing
each other’s work
Key Terminology:
 Romeo & Juliet
 William Shakespeare
 Tragedy
 Romeo
Resources:
 PPT
 P.E.E sample paragraphs (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 Monday 14th
March 2016