This lesson plan is for a mixed ability 8th grade class studying Romeo and Juliet. The learning goals are for students to understand different levels of PEE (point, evidence, explanation) analysis and improve their own PEE paragraph writing. Students will analyze Romeo's speech upon first seeing Juliet and then write their own PEE paragraph on it. Formative assessment includes teacher questioning, an activation quiz, paragraph analysis, and peer assessment. Cognitive challenges include writing independent PEE paragraphs with support. Strategies include collaborative learning, cognitive challenges, and peer review. Key terms are Romeo & Juliet, William Shakespeare, and tragedy. Resources include a PowerPoint and sample PEE paragraphs. The homework is a spelling test

1. Lesson Plan pro forma
Class: 8NE
(mixed ability sets)
indicate levels of attainment
Date:
14/3/2016
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.
… in pupil-friendly format:
LO: To understand the levels for
assessment and how to improve PEE
analysis
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 Juliet.
Opportunities for Assessment:
Formative & summative
Formative
 Teacher questioning – throughoutthe lesson,the T will use questions to check for
students understanding in howto improve their PEE writing
 APK – Checking whatthey already know, and making sure they knowwhat P.E.E is
 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 write their own P.E.E paragraphs – students will have to write
their own PEE paragraphs on Romeo’s speech where he first sees Juliet.
The students have alreadyanalysed the imagery in this scene in detail, and
they will have a checklist and models to help them with their paragraph.
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

2.  Collaborative learning & cognitive challenge –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 (x3)
Homework and practice:
• Spelling test – Due 17th
March
1. Adjective
2. Sonnet
3. Shakespeare
4. Religious
5. Pentameter
6. Infatuation
7. Imagery
8. Personification
9. Metaphor
10. Declarative
11. Alliteration
12. Bilabials