Stratford School Academy Schemes of Work

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1 Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) 8 weeks 26 lessons Shakespeare Romeo and Juliet. Reading and discussion of text. Activities designed to enable pupils to engage with and understand a complete Shakespeare play. Students learn to how to analyse and respond to a Shakespeare text looking at plot, theme, character, dramatic structure, language and social/historical context. Basic knowledge of Shakespeare/his plays/sonnets Understanding of Shakespearian language eg use of thee/thy etc. verbs ending in th rather than s. Assessment points and tasks Written feedback points Learning Outcomes (tested at the end and related to subject competences) Understanding Whole class feedback lessons: 4,15,23 I can summarise the main points of a passage in bullet point Teacher assessment of homework after Peer/self-assessment Lessons: 2,6,10 form lessons 8, 14 & 18 Teacher evaluation: Lessons: 8,14 & 18 I can link details of the text to its genre - Peer/self-assessment of other H/W tasks I can make comments about the thoughts and feelings End of unit test: Focused on Juliet expressed in a text - I can identify the opinions and bias expressed in a text - I can identify and explain the effect of the opinions and bias expressed in a text - I can summarise the main points in a passage using highlighted details and brief summaries I can make some valid inferences about the thoughts and feelings expressed in a text Language Analysis I can recognise the verb phrases used in sentences I can recognise the adjectival phrases used in sentences I can recognise the adverbial phrases used in sentences I can recognise the adverbials used in sentences and comment on their effect I can recognise the adjectival phrases used in sentences and comment on their effect I can recognise the verb phrases used in sentences and comment on their effect I can recognise the noun phrases used in sentences and Page 1 of 13

2 comment on their effect I can explain the use of the abstract nouns in a sentence by relating them to the overall meaning Analysis of Structure and Form I can identify and explain the effect of presentational features by relating them to the intended audience I can recognise complex sentences in a paragraph and comment on their effect I can explain the use of simple sentences in a text by relating them to the overall meaning - I can explain the use of compound sentences in a text by relating them to the overall meaning - I can recognise minor sentences in a paragraph and comment on their effect I can identify and explain the use of poetic features used in a text - Lesson Clear learning intentions Clear success criteria Hook Presentation of content Guided practice Independent practice (homework) Closure 1 To understand the function of the Prologue in Romeo and Juliet. All pupils to be able to identify key themes in the play from the prologue. Most pupils explain key themes. Discussion about the meaning of the word Feud. Pupils to give examples of contemporary feuds. Pupils to read and explore Prologue. Pupils to identify main themes with supporting quotations. Pupils to suggest what could have caused the feud between the two families. Pupils to share ideas with class. Some pupils analyse the key themes. Page 2 of 13

3 2 the main characters in Act 1and the effects of the feud on the two families. All pupils to be able to read and most understand text and to identify key aspects of the characters Some explore. Discussion of the cultural context of rude gestures and how biting one s thumb in Elizabethan times is the equivalent to sticking up two fingers in Pupils to read Act Scene 1 as a whole class with pupils taking parts. Pupils to discuss meaning of the text in tables and then contributing to whole class feedback. Pupils to complete character study sheet on Tybalt and Benvolio. Pupils to complete character study sheet on Romeo, and Lord/lady Montague/Capulet. Pupils to peer assess partners H/W at the start of next lesson. 3 how directors can present a play/film according to how they interpret the text. Pupils understand the differences of interpretation of text in Zefferelli s and Luhrman s films of Romeo and Juliet. Pupils watch the prologue of the two films. Pupils complete a sheet highlighting the differences between the how the prologue is presented in each film. Whole class feedback of observations. Pupils watch Act One Scene one to the point where Romeo walks away from Benvolio. They discuss the ongoing differences between the two films. Pupils produce a review of the prologue and Act One to the point specified explaining the differences between the two films and which they prefer and why. Pupils to read the responses of others on their table. 4 To understand the use of symbolism. Pupils understand how both directors use certain objects as symbols to enhance the audience s understanding of the characters/feud. Discuss how the symbolic meaning of an object changes with its context e.g. a fir tree in a forest/a decorated Christmas tree in a room/ the same Christmas tree put out for collection after Christmas. Pupils look at the symbolism of the following in Luhrmann s film: the clothes worn by the Montagues/Capulets, the guns, the cars, the phoenix sign, the boy who imitates the two families fighting, the fire, the prince s helicopter, the ruined cinema, the empty fairground. In pairs pupils complete a sheet explaining the symbolic significance of each of the objects listed. Whole class feedback. Page 3 of 13

4 5 the similarities/ differences in the symbolism used in both films. Pupils understand how although the settings of the two films are very different the characters/themes of the play are presented in essentially the same way. Pupils watch the Zefferelli film Act One again to the point where Romeo walks away from Benvolio and into the Pool Room. Pupils identify in pairs all the objects they think are used symbolically (including what the Montagues/Capulets are wearing). Pupils complete a table showing the objects that have the same symbolic message in both films Eg The Prince s horse/helicopter in the Zeferelli/ Luhrman versions both symbolise the Prince s power. Pupils write a short essay explaining how the use of symbolism helps the audience to understand the characters and key themes at the start of Romeo and Juliet. Pupils peer evaluate their essay at the start of the next lesson. 6 & 7 Pupils to apply their understanding of the characters/theme to the reading of the next section of the play (Act 1 Scenes 2-5) up to the point that Romeo and Juliet meet. Pupils to start to evaluate how language is used symbolically in the dialogue between Romeo and Juliet when they first meet. Focus on Act 1 scene 5 lines ). Class discussion of how metaphors/similes are used to create pictures. Whole class reading of text pupils to take individual roles. Pupils to create a series of drawings showing the images/symbols that Romeo and Juliet use when they first meet each other. Pupils to design a Valentine card from Romeo to Juliet or vice versa using their own words/ pictures based on the imagery/symbolism the two characters use when talking to each other. Cards displayed on class display board. Page 4 of 13

5 8 Pupils to explore Shakespeare s use of language in more detail to focus the audience s attention on the issue of enmity between the Capulets and Montagues. the focus on the issue of names as defining the theme of the hatred of the two families and its impact on the newly discovered love of Romeo and Juliet. Pupils to watch the Luhrmann version of the balcony scene. Pupils to read Act 2 Scenes 1 & 2. Pupils to focus on Act 2 Scene 2 lines In pairs they discuss the following; What they think would be the effect of calling everyday objects by different names. How they would feel if they had to change their name. How calling a person /object by a different name changes our perception of it. E.g. The use of the following names for someone aged 14/15: child/teenager/young person/kid/young adult/ gangsta /youth. Pupils to write a paragraph explaining what they think would happen if Romeo went home to his parents after his meeting with Juliet and told them that he wants to disown his family and no longer be a Montague. Selected pupils to read their paragraph to the rest of the class. 9 how the theme of reconciliation and forgiveness is so central to the play. the role of Friar Lawrence and why he is such a key character. Pupils to list present day enemies who would seem impossible to unite (individuals or groups). Pupils to read Act 2 Scene 3 as a class and discuss the range of reactions the Friar has during his conversation with Romeo. Pupils to imagine they are Friar Lawrence and to write a letter to a friend explaining the on going feud between the Capulets and Montagues and why he has decided to agree to marry Romeo and Juliet. Pupils to share their letters with the rest of their table. Page 5 of 13

6 10 & 11 how Shakespeare uses comic characters such as the nurse to lull the audience in to a false sense of security about the dangers of Romeo and Juliet getting married before the tension and tragedy of the next act. Pupils be able to discuss the structure of the second half of Act 2 and its dramatic impact on the audience. At the beginning Act 2 Scene 4 Romeo finally catches up with Mercutio and Benvolio. How much is going to tell them about him and Juliet? In threes pupils improvise the meeting of the three friends and show how much Romeo is willing to reveal. Pupils read Act 2 Scenes 4-6 and discuss the following as a class: How closely their improvisations predicted how Romeo much Romeo actually told his friends about him and Juliet (nothing) The effect on the action/atmosphere of the Act with the introduction of the nurse How the events of Scene 6 change the atmosphere of again. Both Romeo and Juliet are desperate to convey/receive news but have to cope with the nurse teasing them and being deliberately slow in telling them what they long to hear. When they finally meet at Friar Lawrence s cell write a conversation between them when the both talk about their frustration with the nurse s delaying tactics. Conversations to be completed for homework. Selected pairs read their conversations to class. Pupils then self-assess their work against the following criteria: How well does what they have written show a good understandi ng of the characters of Romeo, Juliet and the Nurse 12 how Shakespeare builds a sense of tension and hatred in Act 3 Scene One. Pupils produce a piece of writing which reflects the tension and themes of hatred in the Scene. Pupils watch Luhrmann s depiction of Act 3 Scene One. Pupils read through a photocopied version of Act 3 Scene 1. Pupils use two different coloured highlighters to indicate every time the tension increases/ hatred is displayed or expressed. Pupils discuss words/actions they have highlighted on their copies of Act 3 Scene 1and their reasons for doing so with the rest of their table. Page 6 of 13

7 13 & 14 the reasons for the different reactions to the situation in Act 3 Sc1 displayed by the characters involved. Pupils gain a more in depth understanding of some of the key characters. Pupils are asked to discuss in pairs the reactions of the characters in this scene for a few minutes. Pupils are allocated one of the following roles: Interviewer for a local newspaper Benvolio Mercutio Tybalt, Romeo Prince Lady Capulet Montague Pupils move around the class with the aim of speaking to all the other characters. The purpose of the conversations is as follows: The journalists want to get a good story for their paper. Benvolio, Mercutio, Tybalt and Romeo want to explain and justify their actions. The Prince, Lady Capulet and Montague want as much detail and explanation about the tragedy as possible. NB: For the purpose of this piece of improvisation all the characters tell the truth even to their worst enemies and Benvolio and Mercutio have come back to life. Pupils are given the template of the front page of a newspaper. They have to produce a news article about the double stabbing. Their article needs to include the following: An appropriate headline Clear details about what happened including a clear sense of a build up of tension. Quotations/detai ls of views of other characters using improvisation work as source of ideas and to convey the varying examples of hatred displayed by the characters Newspaper article to be completed for homework and when collected in assessed by the teacher. Page 7 of 13

8 15 Pupils to explore and understand the range of emotions Juliet experiences and expresses about Romeo in Act 3 Scene the differences and similarities between Romeo and Juliet in how they respond to bad news. Pupils are able to explain each of Juliet s emotions and also discuss the effectiveness of the language she uses to express them. Pupils are able to list differences/similarities and understand what new insights they have gained into the personalities of both characters. Pupils to consider how much the similarities of the two characters reactions challenge stereotypical assumptions about the way males/females are expected to react to bad news. Ask pupils to think of an episode of a soap opera they have seen recently in which a character has experienced a range of contradictory emotions. As them to discuss this with their partner explaining what the emotions were and the reasons behind the way the character felt/reacted. Pupils to discuss on their tables how they expect boys/girls to react to a range of situations e.g. being told off by a teacher, falling out with a close friend, being told unexpected bad news etc. Pupils to read Act 3 Scene 2 in pairs. Pupils to read Act 3 Scene 3 as a class. In pairs pupils to complete a table with the following headings: Juliet s emotion Reason for her emotion Supporting quotation from the text Use of language/effect. In groups of three pupils discuss: Romeo s range of emotions How they compare to Juliet s reactions Pupils write an essay comparing the differences/similarities between Romeo and Juliet in Act 3 Scenes 2 & 3 and how Shakespeare use language to convey these emotions. Pupils have to use quotations to support their points. Pupils feedback to rest of class. Teacher to ensure that the term oxymoron is used and understood when pupils are referring to Juliet s use of language in lines Pupils peer assess each other s essays in pairs. Page 8 of 13

9 17 how Shakespeare uses characters to help create balance and structure in the play. 18 & 19 the very difficult situation that Juliet is confronted with when told that she is to marry Paris. the role played by Friar Lawrence and the Nurse in Act 3 scenes 2 & 3. how the social and historical context of the play affects Juliet s reactions and decisions. In particular they need to appreciate: The power of parents over children The status of women The Elizabethan view of marriage The Christian and legal context stipulating that a person can only have one husband/wife Class to discuss the idea of a character whose role is both to support the main character, provide an opposite viewpoint and move the action on. They can give examples from films they have watched. Pupils to discuss as a class the concept of arranged marriages as it exists in some societies today and any personal/cultural knowledge/experience of arranged marriages they may have. Pupils individually skim read scenes 2 & 3 to remind themselves of the role of Friar Lawrence/Nurse. Whole class reads Act 3 Scenes 4 &5 and discuss in detail what the two scenes reveal about the Elizabethan s opinions about the issues listed in the bullet points in the Success Criteria column. Working as a group pupils prepare a presentation about either Friar Lawrence or the Nurse considering the following: How Friar Lawrence/the nurse supports Romeo/Juliet How they challenge/contradict Romeo/Juliet How Shakespeare moves the plot of the play forward by his use of the two characters in these scenes Pupils write a paragraph summarising their understanding of the four issues listed in the Success criteria column. They write a paragraph about each issue and an use quotations to support their claims about the what they believe to be the Elizabethan s views. Pupils imagine they are Juliet and write her diary describing everything that has happened in Scene 5 and her feelings and reactions. In particular they focus on how Juliet feels about the behaviour of her Mother, Father and the Nurse towards herself and in particular how she feels about the nurse s betrayal by arguing that she should forget about Romeo and marry Paris. Pupils show their presentation to the rest of the class. All pupils are asked to share their ideas with the rest of the class about the differences/ similarities in the role of Friar Lawrence/the nurse half way through the presentations and at the end. Teacher to assess diary. Page 9 of 13

10 20 why the Friar devises a plan to help Juliet to escape having to marry Paris and also to be reunited with Romeo. that Friar Lawrence acts out of principle Juliet cannot morally or legally marry Pairs (and Friar Lawrence is the person who married her to Romeo); out of idealism he believes that the marriage of Romeo and Juliet does have the power to eventually unite the families; out of compassion and concern for Juliet, Romeo and also Paris who has no idea that he is about to be caught up in a very difficult and dangerous situation as well as unknowingly committing bigamy. Pupils to discuss the concept of a moral dilemma. Pupils to read Act 4 Scene 1 as a whole class. Pupils to discuss on their tables the following: The extent and implications of the moral dilemma facing Friar Lawrence The reasons he makes the decisions he does. How Lord and Lady Capulet and Paris would react if they knew that Friar Lawrence was helping Juliet to deceive them into believing she is dead/that the reason for this was that he had married Juliet to Romeo in secret and without her parents knowledge/consent Pupils to feedback to the rest of the class. Page 10 of 13

11 21 & 22 how the various characters in Act 4 are likely to feel about Juliet s death given the social and historical context of the play. 22 both Romeo s grief on hearing the (incorrect) news that Juliet is dead and the reasons for his subsequent actions. Pupils to be able to describe how they think Lord and Lady Capulet, Paris and the Nurse will react to Juliet s death giving text based explanations for their answers. Pupils are able to explain clearly the reasons for Romeo s decisions and actions in this scene with reference to the relationship between Romeo and Juliet that has been developed throughout the play. Pupils to discuss the difference between private and public displays of emotion and to think of examples of people who feel that they have to present emotions in a way that people expect. In pairs pupils are asked to discuss how they think Romeo will react to Balthasar s news: I saw her laid low in her kindred s vault. Pupils to read Act 4 Scenes 2-5 as a whole class. Pupils to read Act 5 Sc1 in pairs. Pupils to discuss in pairs the reaction of Lord and Lady Capulet, Paris and the Nurse. They are to: Look at the evidence in the text# Think about how Juliet s parents and the Nurse reacted when they thought she was not going to do as they wished and marry Paris. In pairs pupils list Romeo s reactions and actions and the reasons for these. Pupils to write a public Twitter message for each of the characters whose comments will be exactly what people will expect them to say about the death of Juliet. Pupils will then write a private Twitter message only to be read by their very close friends saying what they really feel. Twitter messages have a character limit and although this can be extended for this exercise the amount of words/characters allowed should be restricted to ensure the messages are really focused and to the point. Pupils share their twitter messages with the rest of their table. Each table nominates one public/private Tweet that they think reflects what the character would say most accurately and this is shared with the rest of the class. Pupils to compare their predictions to how Romeo actually reacts and evaluate how closely their predictions match his behaviour. Page 11 of 13

12 23 Pupils to look closely at the devices that Shakespeare uses to move the play towards its climax. 24 Pupils to be certain that they understand the key components of the whole plot. 25 Pupils to develop their ability to write in a style appropriate to a review. Pupils to be able to list techniques of pace, action, language, character interaction and actions and explain how Shakespeare uses them effectively to start building an emotional and dramatic conclusion to the play. Pupils to be able to identify and depict key plot events as described in Friar Lawrence s explanation to the Prince after Romeo and Juliet s dead bodies are discovered in the tomb. Pupils to have a clear understanding of how to structure a piece of review writing. Pupils think about a film/television programme they have watched that has had a particularly dramatic end. Pupils to explain to the rest of their table why it was such an effective ending. Pupils are to cross reference to skills they have learn in drama with regard to freeze frames. Pupils to read a newspaper review of a book or a play and discuss its structure and content. As a whole class pupils read Act 5 Scenes 2 & 3 up to line 170 when Juliet stabs herself and dies. Pupils to read from Act 5 Scene 3 line 171 to the end of the play. Based on class feedback from hook activity teacher to model the structure required for a review of Romeo and Juliet. In pairs pupils then complete a table which has the following headings: Action/Effect Use of language/effect Creation of emotion/effect Character interaction/effect. Pupils are divided into groups of six. One person reads Friar Lawrence s explanation to the Prince lines and the rest of the group present freeze frames of the actions/events referred to in his explanation. Pupils to plan their review with reference to the following: Outline of plot/key themes Which character they liked best/least and why Details of their favourite scene in the play If they would recommend the text to other Year 9 pupils and why/why not. Pupils to complete review for homework. Pupils to feedback selected information from their table, as directed by the class teacher. Pupils peer evaluate the effectiveness of the freeze frames formed by each group in the class. Review to be assessed by teacher. Page 12 of 13

13 26 what is involved in completing the end of unit assessment. Pupils to be able to understand and answer assessment question to the best of their ability. Importance of assessment emphasised to pupils. Assessment title: Starting with the conversation between Friar Lawrence and Juliet in Act 4 Scene 1 lines explain how Shakespeare presents Juliet as a brave young woman. Write about: How Shakespeare presents Juliet in this conversation. How Shakespeare presents Juliet in the play as a whole. Pupils to complete the assessment over two lessons in test conditions. Teacher to mark assessment against appropriate criteria and award a mark/level. Page 13 of 13