This lesson plan is for a Year 8 class studying Romeo and Juliet. The learning objectives are to understand the key events in Act 3 Scene 1 and identify similarities and differences between the play text and a film adaptation. Students will sequence events from the scene, discuss what influences a fight, and complete a table comparing the play version to the film. Formative assessments include questioning, think-pair-share activities, and peer reviewing sequence worksheets. The lesson aims to challenge students of all abilities to analyze the text through collaboration and discussion of different interpretations.

1. Lesson Plan pro forma
Class: 8NE
(mixed ability sets)
indicate levels of attainment
Date:
22.4.2016
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 what happens in Act 3
Scene 1
 To identify the similarities and
differences in the film
Expected Learning Outcomes:
all pupils? some pupils? a few pupils?
All pupils will be able to understand the key
events in Act Three Scene One by jumbling
the events and putting them into an order.
They will also identify the similarities and
differences between the film and the
Shakespeare’s version,as well as think
aboutLurhmann’s reasoning behind it.
Opportunities for Assessment:
Formative & summative
Formative
 What do you expectin a fight – students will think aboutwhat they expectto see in a fight
– this activity will show the teacher what kind ofschema they have in relation to fights,
and gets students thinking aboutwhatthey are expecting to read
 Question whilst reading – Teacher will pose an open ended question which can be up for
debate – ‘who is to blame for the fight?’ This will allow for logical answers with different
opinions
 Think,Pair, Share – students will talk to the person to them and write down 5 key things
that has happened in the scene. They have to label one which they think is mostsevere.
This will allow them to think aboutwhat has happened,and to have a discussion about
what has influenced the scene the most
 Worksheet– sequencing events.This will follow on from the previous task,and will be
used for their assessment.Challenge componentwill allowthem to start finding key
quotes from each event.
 Peer Assessment – marking the sequencing worksheetofyour partner
 Baz Luhrmann’s interpretation – similarities and differences table.Students will fill in the
table to show what is differentand the same.
 Plenary – students will think aboutWHY Baz Luhrmann has changed aspects of
Shakespeare’s play.
Cognitive challenges:
Desirable difficulties for all abilities; how will students progress?
To be able to sequence the events in Act Three Scene One – students may find
it hard to sequence events, and this will be scaffolded with questioning, and a

2. think, pair, share exercise where students as pairs will make a list of five key
events.
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
 Collaborative learning & cognitive challenge – they will be collaborating
when they think about the different key events in the scene.
Key Terminology:
 Romeo & Juliet
 William Shakespeare
 Fight scene
Resources:
 Sequencing worksheet (x28)
Homework and practice:
• N/A