Prepare for Present New Learning/ Agree Information LOs To be able to use two What would you Remind students Explain to pupils that this speech How does the Cymbeline Extending different say to someone about the work they shows that the speaker is happy speaker feel? speech (R3) grammatical strategies to who has lost did on re-ordering that the dead woman does not How do you knowledge understand a someone they the sentences so have to experience any more now? through scene from love? they made sense. troubles/ pain. challenging texts Cymbeline. Hot-seat the Recap: how does Repeat and with Pupils to locate other lines that speaker of the Checking this link to last the line: no prove this to be true. Differentiate speech using understanding to ‘Fear lesson’s more the heat o'th' for less able by giving them line G&T student. ensure reading learning? references/ key words to look for/ makes sense sun’ only a section to look at. Model how to infer Knowing how the meanings of Pupils should write the line and language words by using the their interpretation/ understanding (figurative, context of the lines. of it underneath. choices, grammar, structure) present Feedback. meaning 17 - L.O. Starter Introduction Main Plenary Resources/ NC Links Prepare for Present New Construct and Review Additional info Learning/ Agree Information LOs How would you Make students Divide the class into groups of four Each Chorus – To be able to perform a play of the performance Tell them to read the opening responds to the Henry V Understanding develop an Chorus in V other groups’ how dramatists
Prepare for Learning/ Agree LOs Present New Information To be able to use two different strategies to understand a scene from Cymbeline. What would you say to someone who has lost someone they love? Recap: how does this link to last lesson’s learning? Remind students about the work they did on re-ordering the sentences so they made sense. Repeat and with the line: ‘Fear no more the heat o'th' sun’ Model how to infer the meanings of words by using the context of the lines. Explain to pupils that this speech shows that the speaker is happy that the dead woman does not have to experience any more troubles/ pain. Pupils to locate other lines that prove this to be true. Differentiate for less able by giving them line references/ key words to look for/ only a section to look at. Pupils should write the line and their interpretation/ understanding of it underneath. Feedback. How does the speaker feel? How do you now? Hot-seat the speaker of the speech using G&T student. Cymbeline speech (R3) Extending grammatical knowledge through challenging texts Checking understanding to ensure reading makes sense Knowing how language (figurative, choices, grammar, structure) present meaning 17 - L.O. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Plenary Review Resources/ Additional info NC Links To be able to develop an How would you perform a play Make students of the performance Divide the class into groups of four Tell them to read the opening Chorus in V Each responds to the other groups’ Chorus – Henry V Understanding how dramatists