Lesson plan

1. Lesson Plan pro forma
Class: 8NE
(mixed ability sets)
indicate levels of attainment
Date:
11/3/2016
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 the thoughts and
feelings of Romeo and Juliet during their
first conversation
Expected Learning Outcomes:
all pupils? some pupils? a few pupils?
All pupils will be able to understand the
shared sonnetbetween Romeo and Juliet,
looking specifically atthe religious imagery
and the use of the body parts. Students will
be able to write a diary account from the
pointof view of either Romeo or Juliet,
using the terms in the shared sonnet and
the clip that they watch.
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 I give students time to decipher the religious imagery and body limbs.
There will also be images on the board to scaffold it for other students.
 APK – Checking whatthey already know aboutthe play, and their idea of religion.
 Questions for scaffolding – getting students to focus on three questions so that they are
not overwhelmed by the content
 Writing a diary entry – students will write their own thoughts and feelings,from the point
of view of Romeo or Juliet
 Plenary – on a post-it note, write down the quote you find most powerful and why
Cognitive challenges:
Desirable difficulties for all abilities; how will students progress?
To be able to discuss the connotations of the shared sonnet – students will have
visuals and questions to point them in the right direction. They will have to use
their own inference skills, working together in a pair and attempting to decipher
what the religious imagery means. For differentiation, students will see pictures
of the different religious images, so that they can think about the connotations.

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 their
perception of religion.
 Collaborative learning & cognitive challenge – they will be collaborating
when they are working on their reading strategies to decipher the shared
sonnet
Key Terminology:
 Romeo & Juliet
 William Shakespeare
 Tragedy
 Romeo
Resources:
 PPT
 Differentiated slips
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

3. Lesson Content and Timing:
Stages &
Timing
Learning goals, activities & teaching points Learning outcomes
and AfL
12:30
10’
Silent Reading – allows for latecomers to filter in as during this lesson, they have to
come over from North Side
Starter -
APK
12:40
10’
Students copy down title and date, and underline with a ruler.
APK – What does the word ‘religion’ make you think of? Students will talk with their
partner, and board up feedback
Teaching points:
- What religion do you think Shakespeare believed in?
Visual organiser –
Religion
Visuals
12:45
5’
Visuals – Students will look at two different interpretations of Romeo and Juliet in
visual form. T will pose the following questions:
1. What might be happening in this scene?
2. How are Romeo and Juliet feeling at this moment in time?
Prediction of scene &
thoughts about Romeo
and Juliet’s feelings
Annotations
& feedback
12:55
10’
Students will be either looking at Romeo or Juliet, dependent on whether theyare A
or B.
Students will listen to the shared sonnet and they will have to find/annotate the
following:
A. Words that remind you of religion
B. Words that mention body parts
C. Any repetition that you can find
D. Challenge – Think about the form of the shared speech. Rhyme scheme? What
is it called?
Annotations of the
scene
Question Slips – to
further challenge
student

4. Feedback to class – identifications
Meaning of
words
13:05
10’
Students will attempt to identify the connotations of these words that Shakespeare
has used. Theywill work in pairs. 3 minutes in, I will put up images of Saints, shrines
and pilgrims. I will ask them to think about the connotations of these images.
Annotations in book
Scene
13:08
3’
Students will watch the scene from Baz Lurhmann’s interpretation of Romeo and
Juliet, and have to jot down how they think Romeo and Juliet must be feeling.
Students can look back at their previous predictions at the start of the lesson, and see
whether they are the same/different.
Thoughts and feelings
– Romeo and Juliet
Task
13:18
10’
Write the start of a diary entry reminiscing the first time you saw Romeo/Juliet
Students will have to write the start of a diary entry reminiscing the first time you saw
Romeo/Juliet. Requirements:
 Include some of the phrases that Shakespeare has used
 Write about your thoughts and feelings towards either Romeo or Juliet
 Context of the situation
 Challenge – can you think of other religious terminology that you could
compare to either Romeo or Juliet
Start of a diary entry
Plenary
7’
13:25
Plenary – write down the quote you find most powerful and WHY Post-it notes – with
answers