Babington Community
College
Scheme of Learning
English
Introduction to Shakespeare
Overview of Learning Activity
Impact of using iPad Technology
1. To explore the life and times of William
Shakespeare
2. To understand the different ways texts
can reflect the social, cultural and
historical contexts in which they were
written.
Students had better engagement with the tasks
and were able to use peer feedback to support
reciprocity and imitation.
Much better perseverance and absorption in the
tasks.
Students found their research skills improved
greatly over the course of a few lessons. Students
were sharing research tips for ease of locating
information.
Students had a much higher level of motivation,
especially when it came to the Assessment task,
to create an illustrated eBook using ‘BookCreator’
Stage 2, lessons 6-10:
1. To explore a main character in a
Shakespearean play
UNDERSTANDING
ANALYSING
2. To understand the character’s actions,
thoughts and feelings
The use of ‘Dropbox’ allowed students to view
their peers’ pieces of work, establishing a high
level of absorption, motivation and perseverance.
The students enjoyed the collaboration available
through reciprocity and the use of ‘Dropbox’ to
Blooms Taxonomy and iPad Use in
the Scheme of Learning
Stage 1, lessons 1-5:
REMEMBERING
UNDERSTANDING
Google
Google
Keynote
Dropbox
Book Creator
Developing the Use of iPads to Support the Learning Process: English SoL
3. To extract the main points and relevant
information from a text or source using a
range of strategies such as skimming and
scanning.
Plain Text
Simple Mind+
Dropbox
share work and ideas.
Students enjoyed the use of ‘Simple Mind+’ to
create simple mind maps, they seemed impressed
and were motivated to create a visually
impressive mind map that they could later refer
back to.
4. To use inference and deduction to
recognise implicit meanings at sentence
and text level.
5. To make a personal response to a text and
provide some textual reference in support.
Stage 3, lessons 11-15:
APPLYING
CREATING
PuppetPals
Keynote
ANALYSING
EVALUATING
Keynote
The students were very motivated to use the
‘PuppetPals’ App to create their Shakespearean
puppet shows. There was a very high
engagement and all students showed superb
resilience in the task.
The use of ‘DropBox’, again allowed students to
independently and through group work, analyse
and discuss work. Much better support or peer
feedback and use of constructive criticism.
1. To know and understand the storyline of a
Shakespearean play.
2. To develop their own viewpoint, drawing
on evidence, opinions and the particular
purpose of the task.
Students were able to plan their work to a high
standard before progressing into creating their
own comic strip using ‘Comic Life’.
Students had built confidence in internet research
and had visibly increased I.C.T levels.
Absorption in all tasks remained high throughout
and enjoyment of tasks was apparent.
Again, using ‘Dropbox’, student shared work and
demonstrated a high level of peer feedback.
Dropbox
Stage 4, lessons 16-20:
Comic Life
1. To understand the historical and social
context of the play.
2. To understand the different ways texts can
reflect the social, cultural and historical
contexts in which they were written
Dropbox
Developing the Use of iPads to Support the Learning Process: English SoL
Babington Community College Scheme of Learning
Long Term Planning
Subject: English – Introduction to Shakespeare
Year Group: 7
Topics/Modules
Autumn
Term 1
Autumn
Term 2
Spring
Term 1
Spring
Term 2
Summer
Term 1
Summer
Term 2
Low ability Shakespeare SOL.
The SOL incorporates the use of I Pads and certain apps. These are all free applications
which can be downloaded from ITunes.
Focusing on Romeo and Juliet. This SOL works towards two assessment tasks:
Reading- Create an EBook on the life and times of Shakespeare
Written Essay- Who was to blame for the death of Romeo and Juliet?
It also provides opportunities for speaking and listening- hot seating.
Developing the Use of iPads to Support the Learning Process: English SoL
Babington Community College Scheme of Learning
Medium Term Plans
Subject: English – Introduction to Shakespeare
Year group: 7
Context:
Students will be introduced to Shakespeare and his works. This will involve students
learning about the sort of life that existed at the time, including some social context.
Mainly students will learn the basic techniques behind analysing characters and themes
in his play.
Framework Objectives:
Reading 5 – Reading for meaning: understanding and responding to print,
electronic and multi-modal texts
5.1 Developing and adapting active reading skills and strategies.
5.2 Understanding and responding to ideas, viewpoints themes and purposes in texts.
6 – Understanding the Author’s craft.
6.1 Relating texts to the social, historical and cultural contexts in which they were written.
Writing 8 – Composition: shaping and constructing language for expression and
effect.
8.1 Develop their own viewpoint, drawing on evidence, opinions and the particular
purpose of the task.
Developing the Use of iPads to Support the Learning Process: English SoL
Prior Learning Needed for this Unit
Pupils will need some understanding of reading strategies covered and practised
throughout the year. They need to be able to make basic notes by gathering information
from a text. They will also need an understanding of the process of peer assessment and
the ability to set targets.
Differentiated Learning Outcomes for LA, MA and HA within this Unit
Must have a basic factual understanding of Shakespeare’s life and times. Be able to
explore the actions, thoughts and feelings of at least one example of a main play
character and have a basic understanding of a selected play in its entirety.
Should be able to demonstrate their understanding of a main character and the main
events of a play using a range of written or dramatic techniques.
Could begin to gather an understanding of the range of Shakespeare’s works (sonnets
and plays) and link them to his context.
Assessment For Learning (AfL)
What are the AFL activities?
When will they be used in the scheme?
Students practice extracting and note-taking. AfL
Stage 1
Use newly obtained factual knowledge to create an
acrostic for display. AfL
Stage 1
Draw and label a diagram of the Globe theatre. AfL
Stage 1
Developing the Use of iPads to Support the Learning Process: English SoL
Task: Create an illustrated EBook that shows your
understanding of Shakespeare and the time in
which he lived. AfL
Stage 1
Draw a version of the character – annotate with ideas
and quotations where appropriate. AfL
Stage 2
Hot seating Exercise – how would you respond to…if
you were the character? What would the character
think if…? AfL
Stage 2
Pupils to respond the task question in pairs/small
groups initially for the first paragraph. Teacher to work
with a targeted group if required. AfL
Pupils to move to working independently on second
paragraph using scaffolding provided by teacher. AfL
Pupils continue to work independently with scaffolding
removed. AfL
Stage 2
Stage 2
Task: DIARY WRITING_ ROMEO OR JULIET Act 1,
Scene 5? AfL
Demonstrate understanding of the play’s main events
through a range of activities: Comic strips, timelines
AfL
Stage 2
Stage 2
Devise a poster for a section of the play- Banishment of
Romeo. AfL
Task: TASK: Create a puppet pals play based on
the masked ball scene.
TASK: Create a comic strip of the play (or section
of the play) that you have studied? AfL
Stage 3
Stage 3
Developing the Use of iPads to Support the Learning Process: English SoL
Stage 3
Stage 4
Building Learning Power (BLP)
What are the BLP activities?
When will they be used in the scheme?
Stage 1, 2, 3
Reciprocity
Stage 2, 3
Respect
Reflectiveness
Stage 1, 2, 3, 4
Resourcefulness
Stage 1, 2
Stage 2, 3, 4
Resilience
Developing the Use of iPads to Support the Learning Process: English SoL
Babington Community College Scheme of Learning
Short Term Learning Plan
Learning
Stage
Learning
Objectives
Differentiated
Learning
Outcomes
Teaching and Learning Activities
Blooms
Apps
Differentiated Process for
LA and HA
(cross-referenced to AfL, BLP, LfL and NfL)
(cross-referenced in
lesson planning)
(Linked to AFs
and Assessment
Criteria)
Stage 1
Lesson
1-5
To explore
the life and
times of
William
Shakespea
re-are
6.1 Understand
the different
ways texts can
reflect the
social, cultural
and historical
contexts in
which they were
written.
S: Introduce I Pads to students. Get all students
to log on to dropbox and load the PP for the
lesson.
Rally Robin- What do we already know about
Shakespeare?
M: students to
visithttp://www.artsalive.ca/pdf/eth/activities/shak
espeare_overview.pdf. For less able students
direct them to www.bbc.co.uk/history
R/AF3
And create a list of facts about Shakespeare.
R/AF6
Teacher to model the process of extracting
information from texts covering
relevant/appropriate reading strategies. (LFL)
R/AF7
Students practice extracting and note-taking.
(AfL, BLP, LfL)Reciprocity / Imitation
REMEMBERING
UNDERSTANDING
HA- Differentiation by
outcome / alternative task
Dropbox
Google
Keynote
P: Students to save finished list of facts to
dropbox.
S: Get all students to log on to dropbox and load
the PP for the lesson.
Students to complete the people hunt for
Book
creator
Developing the Use of iPads to Support the Learning Process: English SoL
LA- Peer support – paired
work
LA- Use of a range of
pictures, visuals, artefacts
to support learning
Shakespeare.
M: Use newly obtained factual knowledge to
create an acrostic for display. (AfL BLP) –
This can either be paper based or on key note.
Resourcefulness / Capitalisation
P: Students to save finished acrostic to dropbox
S: Get all students to log on to dropbox and load
the PP for the lesson.
Numbered heads- facts about Shakespeare
M: load saved picture of the globe theatre and
using the extra resource sheet label the Globe
theatre
Discussion- why was the globe theatre
important? What do we learn about the life of
Shakespeare? What do we learn about the
1500’s? AfL
P: Student to save finished work to dropbox.
Share examples with the class.
Assessment Task: Create an illustrated
eBook that shows your understanding of
Shakespeare and the time in which he lived.
AfL LfL BLP – Resourcefulness /
Reflectiveness
Citizenship opportunities
Developing the Use of iPads to Support the Learning Process: English SoL
3i: Understand the changing nature of UK
society, including the diversity of ideas,
beliefs, cultures, identities, traditions,
perspectives and values that are shared
S: Create a list of 5 facts you know about
Shakespeare.
Share your list with a friend- how many new
facts can you add.
M: Using all the ideas from this week students
are to create an illustrated EBook that shows
your understanding of Shakespeare. This must
be produced using students own knowledge,
can use research skills (www.bbc.co.uk/history)
to help, but students must be encouraged to
transfer the information.
P: Student to save finished work to dropbox.
Share examples with the class.
Stage 2
Lesson
6-10
To explore
a main
character
in a
Shakespe
arean play
To
understan
d the
character’
s actions,
thoughts
and
feelings
5.1 Extract the
main points and
relevant
information from
a text or source
using a range of
strategies such
as skimming
and scanning.
Use inference
and deduction to
recognise
implicit
meanings at
sentence and
USING AN ABRIDGED VERSION
S: What do you already know about Romeo and
Juliet- mind map
UNDERSTAN
DING
ANALYSING
MA- Engagement with the
full text for challenge.
Dropbox
M: Read abridged version of act 1 the playMatch and discuss traditional/ modern language.
LA- Use moderntranslations of the text.
P: Predictions- what do I think will happen next?
S: Read through the short synopsis of the play.
Choose a character
Simple
mind+
M: Create a character description of the
character – annotate with ideas and quotations
where appropriate. AfL BLP –
Developing the Use of iPads to Support the Learning Process: English SoL
LA- Think/Pair/Share –
peer support.
Resourcefulness / Reflectiveness
text level.
P: How is your character important to the play?
5.2 Make a
personal
response to a
text and provide
some textual
reference in
support.
R/AF2
R/AF3
S: Get all students to log on to dropbox and load
the PP for the lesson.
Plain Text
Snowball- statements about Romeo and Juliet
M: Read Act 1 scene 2. How do Romeo/ Juliet
feel during this scene? BLP – Reciprocity /
Respect.
Create a mind map to show how the character
was feeling during the extracts. This can either
be paper based or created on simple minds+
P: Hot seating Exercise – how would you
respond to…if you were the character? What
would the character think if…? AfL BLP –
Reciprocity / Respect
Citizenship Opportunities
2.1a Engage with and reflect on different
ideas, opinions, beliefs and values when
exploring topical and controversial issues
and problems
Writing Assessment Task: DIARY WRITING_
ROMEO OR JULIET Act 1, Scene 5 AfL LfL
BLP – Resilience / Resourcefulness
S: Share an example diary text, which
demonstrates using information from the
character display in a correct style using
Developing the Use of iPads to Support the Learning Process: English SoL
embedded quotations. This can be handwritten
or typed using Plain Text APP.
M: Pupils to respond the task question in
pairs/small groups initially for the first paragraph.
Teacher to work with a targeted group if
required. AfL LfL BLP
Pupils to move to working independently on
second paragraph using scaffolding provided by
teacher. AfL LfL BLP
Pupils continue to work independently with
scaffolding removed. AfL LfL BLP – Resilience
P: Students to save their work to dropbox. Share
examples with the class.
Stage 3
Lesson
11-15
To
understan
d the
historical
and social
context of
the play.
6.1 Understand
the different
ways texts can
reflect the
social, cultural
and historical
contexts in
which they were
written.
S: Shakespeare language cut and stick- quotes
from act 1 scene 5.
R/AF3
P: Students to save their work to dropbox. Share
examples with the class.
R/AF6
Get all students to log on to dropbox and load
the PP for the lesson.
APPLYING
MA- Can they translate
the language to modern
text?
CREATING
Dropbox
M: Students to design an invitation to the
masked ball using Shakespearian language.
This can either be done on paper or using
keynote
MA- Students to be given
homework on
Masquerade balls. Why
did people wear masks?
Keynote
R/AF7
S: Memory game- venetian masks
M: Re-read scene 5 extract- arriving to the
masked ball. Students to create a mask based
on those used in Verona at the time the play
was set.
Puppet
Pals
P: Cloze passage on masked balls.
Developing the Use of iPads to Support the Learning Process: English SoL
LA- Work in pairs (Peer
support) when creating
their play.
S: Get all students to log on to dropbox and load
the PP for the lesson.
People hunt- The masked ball
M: TASK: Create a puppet pals play based on
the masked ball scene. (AfL) (BLP)Reciprocity
P: Share example of the plays with the group.
Stage 4
Lesson
16-20
To know
and
understan
d the
storyline
of a
Shakespe
arean
play.
8.1 Develop
their own
viewpoint,
drawing on
evidence,
opinions and the
particular
purpose of the
task.
W/AF2
W/AF3
S: Recap on the main characters. Last man
standing- words to describe… (character)
Get all students to log on to dropbox and load
the PP for the lesson.
M: Read the ‘death of Mercutio’ scene. Create a
short comic strip on how Mercutio was killed.
Using their viewpoint put which character was to
blame at the end of your character. “He wouldn’t
have died if it wasn’t for…” (AFL) (BLPReflectiveness)
ANALYSING
MA- Use challenging text
EVALUATING
Dropbox
MA- Include description
on their poster
Keynote
MA- Comic strip of the
whole play
P: Discuss who they thought was to blame and
why.
S: Read ‘banishment’ scene.
LA- Provide modern
translation
Comic Life
M: Create a poster for the town square to show
Romeo’s punishment. This can either be done
on paper or on keynote.
P: Students to save their work to dropbox. Share
examples with the class.
READ REST OF THE TEXT WITH CLASS
Developing the Use of iPads to Support the Learning Process: English SoL
LA- Comic strip of a
section of the play
Stage 5
Lesson
21-25
To
understan
d who was
to blame
for the
death of
Romeo
and Juliet
8.1 Develop
their own
viewpoint,
drawing on
evidence,
opinions and the
particular
purpose of the
task.
W/AF2
W/AF3
S: Jigsaw activity- Events in Romeo and Juliet.
(AFL)
M: Discuss the plotline with students. Explain
how the events happened over a very short
space of time. Students to create a timeline for
the story. (BLP- Resilience)
ANALYSING
MA- Use challenging text
EVALUATING
LA- Provide modern
translation
P: Timeline quiz.
Assessment TASK: Written Assessmentwho was to blame for the death of Romeo
and Juliet? AfL LfL
S: Look at examples of the opening paragraph.
What features do they all have? Make a class
list of features.
M: Pupils to respond the task question in
pairs/small groups initially for the first paragraph.
Teacher to work with a targeted group if
required. AfL LfL BLP
Pupils to move to working independently on
second paragraph using scaffolding provided by
teacher. AfL LfL BLP
Pupils continue to work independently with
scaffolding removed. AfL LfL BLP – Resilience
P: Work in pairs or small groups using
WOW/HOW/NOW peer assess draft comic
strips. AfL LfL BLP – Resilience /
Reflectiveness
Developing the Use of iPads to Support the Learning Process: English SoL
MA- Include quotes on
their comic strip
MA- Comic strip of the
whole play
LA- Comic strip of a
section of the play
Babington Community College
Other Cross Curricular Links
ICT
Use interactive websites and resources to enliven the research process.
Citizenship
2.1a Engage with and reflect on different ideas, opinions, beliefs and values when
exploring topical and controversial issues and problems
2.1b Research, plan and undertake enquiries into issues and problems using a range of
information sources
3i Understand the changing nature of UK society, including the diversity of ideas, beliefs,
cultures, identities, traditions, perspectives and values that are shared
Developing the Use of iPads to Support the Learning Process: English SoL by Babington Community College is
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Developing the Use of iPads to Support the Learning Process: English SoL