L.O. Starter Introduction Main Plenary Resources/ NC links Prepare for Present New Construct and Apply Review Additional info Learning/ Agree Information LOs To be able to Students are Explain that one As a class, read/ perform the Knowing how develop an given the strategy to help allocated scene that you class will one to language understanding understand perform for the project. think of at least (figurative, following of Shakespeare, is to try one question choices, grammar, sentences and rearrange the Groups re-read it together. that they want structure) present containing the structural words to see if the to have meaning same words features meaning becomes Answer the following: answered about placed in six clearer. Try it with a What happens immediately their scene/ its Recognising a different line discussed BEFORE your performance/ of poetic orders: previously: What happens immediately the project. Use conventions and AFTER your scene? this as an exit understanding - I have a pet I will speak daggers is your scene set? pass. their use dog called Bill. What is the main EMOTION to her, but use - Bill is my pet in your scene? none dog. Extension: create a 30 second -The dog, Bill, is modern version of the scene. Give pupils another my pet. line of your choice - My pet Bill, is Hammer out the practical things to do this needed to perform your scene: a dog. independently. props, setting, characters/ actors. What do they notice about the words arrangement?
L.O. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info NC links To be able to develop an understanding of structural features Students are given the following sentences containing the same words placed in six different orders: - I have a pet dog called Bill. - Bill is my pet dog. -The dog, Bill, is my pet. - My pet Bill, is a dog. What do they notice about the words arrangement? Explain that one strategy to help understand Shakespeare, is to try and rearrange the words to see if the meaning becomes clearer. Try it with a line discussed previously: I will speak daggers to her, but use none Give pupils another line of your choice to do this independently. As a class, read/ perform the allocated scene that you class will perform for the project. Groups re-read it together. Answer the following: What happens immediately BEFORE your What happens immediately AFTER your scene? is your scene set? What is the main EMOTION in your scene? Extension: create a 30 second modern version of the scene. Hammer out the practical things needed to perform your scene: props, setting, characters/ actors. one to think of at least one question that they want to have answered about their scene/ its performance/ the project. Use this as an exit pass. Knowing how language (figurative, choices, grammar, structure) present meaning Recognising a of poetic conventions and understanding their use
Topics.Themes.docx