Year 7 unit of work
Useful resources
Here are a list of resources that might be useful for you when completing your
study of A Midsummer Night’s Dream
Free film versions of the play
BBC Schools animated version: https://www.bbc.co.uk/teach/schoolradio/english-ks1--ks2-animated-series-full-versions/z4tdwty
Also split into clips: https://www.bbc.co.uk/programmes/p081xt5w
Globe Theatre version:
https://www.bbc.co.uk/iplayer/episode/p08b015k/culture-in-quarantineshakespeare-a-midsummer-nights-dream
If you’re happy to pay to watch a film version
2016 BBC modernised version:
https://www.amazon.co.uk/gp/video/detail/B01GD2KOEA/ref=atv_dp_share_cu
_r
1999 film version:
https://www.amazon.co.uk/gp/video/detail/B00FYH65HQ/ref=atv_dp_share_c
u_r
No Fear Shakespeare
Shakespeare’s original play, with a modernised version of the language alongside
to help understanding. https://www.sparknotes.com/nofear/shakespeare/msnd/
Contents
Lesson 1
Shakespeare’s Life and Times
Lesson 2
Shakespeare’s Theatre
Lesson 3
Get Creative!
Lesson 4
Shakespeare’s Language: Iambic Pentameter
Lesson 5
Understanding the Plot of A Midsummer Night’s Dream
Lesson 6
The Four Humours
Lesson 7
A Play of Problems
Lesson 8
Act 1 Scene 1: Analysing Egeus
Lesson 9
Act 1 Scene 2: Introducing the Mechanicals
Lesson 10
Act 2 Scene 1: Puck’s Pranks
Lesson 11
Act 2 Scene 1: Understanding Titania
Lesson 12
Costuming a Character
Lesson 13
Act 2 Scene 1: Demetrius and Helena
Lesson 14
Act 3 Scene 1: Titania and Bottom
Lesson 15
Act 3 Scene 2: The Big Fight
Lesson 16
Swear like Shakespeare
Lesson 17
Act 5 Scene 1: The Mechanicals’ Performance
Lesson 18
Act 5 Scene 1: Puck’s Epilogue
Lesson 19
Lesson 20
Lesson 21
Creative Staging Project
Lesson 1: Shakespeare’s Life and Times
Task 1
Watch the video “Introducing William Shakespeare”. List 10 facts you learn about
Shakespeare after watching it. https://www.youtube.com/watch?v=Wv7-nnUN5QI
Task 2
Research and make a list of at least 6 of Shakespeare’s other plays. Try and spot
similarities between them. What kinds of things did he write about? What kinds of
characters did he like to create? Did he always create his own stories, or did he pinch
some of them from other places?
Task 3
Research and make notes on:




Life for the rich in Elizabethan England
Life for the poor in Elizabethan England
Acting in Elizabethan England
Shakespeare’s life and family
Lesson 2: Shakespeare’s Theatre
Task 1
Watch the video “Shakespeare’s Theatre”. List 10 facts you learn after watching it.
https://www.youtube.com/watch?v=D1rbtHchv1g
Task 2
Look at this diagram of a Shakespearean stage. Then, do the virtual tours of both the
Globe Theatre in London and the Royal Shakespeare Company in Stratford-Upon-Avon
(links below the diagram). Can you spot these features?
The Globe: https://www.shakespearesglobe.com/discover/about-us/virtual-tour/
The RSC: https://www.rsc.org.uk/your-visit/theatre-tours/virtual-tour-rst
Task 3
List the differences and similarities you can see between the two theatres. How have
theatres modernised? Which features of the Shakespearean theatres have they kept?
Can you use any of the technical language from this diagram in your answers?
Lesson 3: Get Creative!
Using all the information you’ve gathered over the last three lessons, make a creative
fact file about the life and times of William Shakespeare. Imagine you will give this to
someone who has never heard of Shakespeare. What do they need to know about him,
his work, and when he was alive?
Try and present it in an interesting way. You could try:









A poster
A video (you could be presenting the information, or you could pretend to be
Shakespeare and tell everyone about “your” life!)
A leaflet
A PowerPoint presentation
A timeline (drawn or created with string)
A short autobiography, written from Shakespeare’s point of view
A song or rap; you could re-write the lyrics to a song you like to be all about
Shakespeare! You could even perform it and record it…
A comic (try this website: https://www.pixton.com/)
A hanging mobile
Lesson 4: Shakespeare’s Language: Iambic Pentameter
Task 1
Have a go at this quiz about Shakespeare’s language. Everyone always says it’s oldfashioned and difficult to understand, but this might prove to you that it’s more
modern-sounding than you think!
Just click the link and click “Play quiz” – but if you wanted to be competitive you could
organise to do it at the same time as some friends and choose the “Challenge friends”
option!
https://quizizz.com/join/quiz/5ebaaf84d3cf2b001ba95ec2/start?referrer=5e8321091f405f001b342337
Task 2
Watch the video “Why Shakespeare loved iambic pentameter”.
https://www.youtube.com/watch?v=I5lsuyUNu_4
Write down:


A definition of what it is
3 reasons Shakespeare used it in his plays
Task 3
All the lines below are from A Midsummer Night’s Dream. Try reading them aloud to
work out the rhythm. Can you mark out the iambs in each one? The first one is done for
you as an example. You could even mark them with pirate footprints like in the video!
With cun
ning hast
thou filched
my daugh
• — •— • — •—
ter’s heart
• —
How long within this wood intend you stay?
I love thee not, therefore pursue me not.
You do advance your cunning more and more.
Fair lovers, you are fortunately met.
Lesson 5: Understanding the Plot of A Midsummer Night’s
Dream
Task 1
Watch the Animated Tales version of the play (and then the summary videos if you
want some extra support) to understand the plot. While you watch, complete the
character relationships diagram using the names at the top (or draw your own).
https://vimeo.com/95722577
https://www.youtube.com/watch?v=kwPFobVRO_U&list=PLcvEcrsF_9zJGLD8ggnmWGSatendjca9u&index=6&t=0s
https://www.youtube.com/watch?v=Inu2A5iHROI&list=PLcvEcrsF_9zJGLD8ggnmWGSatendjca9u&index=9&t=0s
Lesson 6: The Four Humours
Task 1
Watch the video “The Four Humours”. There is a quiz for you to do in the video, so
please make sure you have a pen and paper ready!
https://www.loom.com/share/98e8594bbf7a47718ad447c2975eb14f
Task 2
Think of one of your favourite books, films or TV shows. Can you work out which
humour each of the main characters is? Write it down with an explanation of why
they fit the humour.
Task 3
Which of the humours do the key characters of A Midsummer Night’s Dream show?
You must choose at least 4 of the characters to identify, but you can do more if you
like. Use the relationship diagram from Lesson 6 to remind you who’s who. You could
set your ideas out in a table like the one below. You’ve been given an example to
start you off.
Character
Humour
Helena
Melancholy
Why?
She is always moping and complaining about something. Even when both
men are in love with her she complains that it’s a cruel trick and can’t
see the positive side.
Lesson 7: A Play of Problems
Task 1
A Midsummer Night’s Dream is a play that is full of problems. Read the character
list below to remind you what some of these problems are.
Task 2
Have a go at writing a letter to an agony aunt from the point of view of one of the
characters, asking for advice. An agony aunt is a person who gives advice to people
who have contacted her asking for it – usually in a magazine or newspaper.
You need to be detailed about your problem, or the agony aunt won’t be able to help
you! Don’t forget to set it out like a letter. (Use the example below for inspiration.
Can you guess whose problem it is?)
Dear Agony Aunt,
I love a man who seems to hate me. We were engaged years ago, and I never
really understood why we broke up. I still love him desperately. I have tried to do
nice things for him but he just seems to get more and more annoyed with me.
Even worse than that, he loves my best friend and wants to marry her now! I’ve
told him that she’s planning on running away with her boyfriend; I’m hoping he’s
so grateful he wants to be with me instead! Do you think that’s a good idea??
What should I do???
Yours,
Jilted, from Athens
Task 3 (optional)
Try writing the agony aunt’s response. What advice would you give to help solve your
character’s problem? (Use the example below for inspiration)
Dear Jilted,
Are you mad??! Leave the poor man alone! I know that’s tough love, but
sometimes you’ve got to be cruel to be kind (which is definitely not what
he seems to be doing to you!). Move on, find yourself a nice boyfriend
who likes you for you, and let this guy be. And please, PLEASE, don’t go
following him into the forest. That’s what stalkers do!
Happy to help,
Agony Aunt
Lesson 8: Act 1 Scene 1: Analysing Egeus
Task 1
Quickfire recap question! You have 30 seconds to write down who Egeus is and
what his problem is at the start of the play.
Task 2
Read Egeus’ speech. Using 4 different colours, underline or write out:
Harsh or strong-sounding words
Language of dishonesty
Lysander and Hermia’s relationship
The threats Egeus makes
Tricky words
Task 2
Vexation: anger/upset
Bewitch’d: cast a spell
over
Bosom: heart
Feigning:
false/pretend
Stolen the impression
of her fantasy:
caught her imagination
Gawds…trifles: silly
little gifts
Nosegays: small
bunches of flowers
Sweetmeats: sweets!
Filch’d: stolen
The ancient privilege
of Athens: the law of
the city
Dispose of her: do
with her
What do you think Egeus’ relationship with Hermia is like? Have a go at writing
two PEE paragraphs. Use the writing frame and sentence starters below if you
need to. An example has been done for you.
Point
Egeus is controlling
Evidence
He thinks he owns
Hermia: “As she is mine”
Explanation
He doesn’t let Hermia be her
own person.
I think Egeus and Hermia’s relationship is…
I know this because he says…
From this I can tell that…
I think Egeus and Hermia’s relationship is one where he controls her entirely. I
know this because he believes he says “As she is mine”. From this I can tell that
he doesn’t let Hermia be her own person, and treats her more like a possession
than a daughter.
Lesson 9: Act 1 Scene 2: Introducing the Mechanicals
Task 1
Imagine that a group of friends who have NEVER acted before in their lives get
together to put on a play for the Queen. They’ve never heard of the play before
they start rehearsing. What do you think might happen? Make a list.
The Mechanicals
The Mechanicals are a group of working men who get together to put on a play.
They’re not professional actors and have no experience. These days we call them
amateur dramatic societies!
The Mechanicals are putting on a play for Theseus and Hippolyta’s wedding.
Theseus is the Duke of Athens, the most powerful and important person in the
land. It’s incredibly important that they choose a suitable play, and that nothing
goes wrong!
Remind yourself who the Mechanicals are:
Task 2
Watch the video of the story of “Pyramus and Thisbe”, the play that the
Mechanicals are putting on. Can you think of any problems with this choice?
https://www.youtube.com/watch?v=jrlvRv8JApc&t=80s
Task 3
Watch the Mechanicals in their first rehearsal (this version
is set is modern times). You can read along and look at the
modernised version of the language too.
https://www.youtube.com/watch?v=UIWBr72splQ
You can use these comic-style summaries to help your
understanding afterwards if you need:
https://goodticklebrain.com/home/2018/8/30/a-stick-figure-midsummer-nights-dreamact-1-scene-2-part-1
https://goodticklebrain.com/home/2018/9/4/a-stick-figure-midsummer-nights-dream-act-1-scene-2-part-2
Task 4
Answer these questions. Use the sentence starters if you need to.
1. What is strange about title of the play?
The title of the play is strange because…
2. Why is Flute playing Thisbe going to be funny?
Flute playing Thisbe is going to be funny because…
3. Why does Snug not seem very clever?
Sung doesn’t seem very clever because…
4. How would you describe Bottom? Why?
I would describe Bottom as … because…
5. List the things you think could go wrong with the Mechanicals’
performance of “Pyramus and Thisbe”.
Lesson 10: Act 2 Scene 1: Puck’s Pranks
Task 1
When you think of the word “fairy”, what image springs to mind? Either do a
quick sketch or a brainstorm of key words.
Task 2
Read Puck’s speech, introducing himself.
Tricky words
Jest: joke/entertain
Bewitch’d: cast a spell
over
Beguile: charm
someone
Filly foal: young
female horse
Gossip: someone who
talks a lot and spreads
rumours
Dewlap: neck (often of
an old person, with
wrinkly and loose skin)
“Tailor!”: an
exclamation of shock
or surprise
Quire: group of people
Waxen: pale
Neeze: sneeze or
Puck describes three different pranks that he plays. Describe them in your own
snort
words. Does he seem like the kind of fairy you imagined in Task 1?
Task 3
Design a prank that you think Puck might play on humans.
Write a monologue as Puck describing the prank, in modern English.
Think carefully about the kind of language Puck would use to describe it. How
would he act? How would his victims react?
Task 4 (optional)
Get some family members to help you act out and record your prank.
Think about:

Puck’s body language and facial expressions

The victims’ reactions. How can you make them as funny for the audience
as possible?
Lesson 11: Act 2 Scene 1: Understanding Titania
Task 1
Oberon and Titania are arguing about who gets to keep the changeling boy. They
are so angry that their fight affects the weather and seasons!
Who do you think deserves to keep him? Why?
Task 2
Read Titania’s speech, explaining who the boy is. You can also watch the speech
(from 04:42). https://www.youtube.com/watch?v=XL2-MbVniR4
Tricky words
votaress: follower
marking: watching
th/embarked traders:
sailing merchants
flood: sea
wanton: playful
swimming gait:
graceful movement
trifles: small items
Task 3
Answer these questions:
1.
2.
3.
4.
What country is the beach in?
What do Titania and her friend do on the beach?
What happens to Titania’s friend?
What does Titania promise?
Task 4
Imagine there is a scene in the play where we see Titania with her friend, just
before her death.
Write the conversation between them, where Titania promises to take care of
the child. Think about:

What emotions is she feeling?


What language would she use?
How she feels about her friend
How can you make this as sad as possible?
Extension: Can you get someone to perform it with you and film it?
Task 5
Think back to your answer to Task 1. Do you still believe the same person
deserves to keep the boy? Why?
Lesson 12: Costuming a Character
Today, you are going to design and create a costume for a character of your
choice from A Midsummer Night’s Dream!
Your costume does not have to be Elizabethan; you could create a completely
modern costume and bring the play into 2020!
Task 1
Think about and design your character’s costume. You must show you’ve thought
about:





Fabrics
Colours
Garments (pieces of clothing)
Accessories
How it reflects the character’s personality
Task 2
Create your character’s costume. You could:





draw or paint it
create a model
make a collage
make a digital image on the computer
create it in any other way you can think of! The more creative the better.
Task 3
Write at least 150 words explaining your costume. You need to describe your
costume and the choices you made. Why did you choose this
colour/garment/fabric?
Stretch: You could record yourself showing and explaining your costume instead
of writing about it!
Lesson 13: Act 2 Scene 1: Demetrius and Helena
Task 1
Who do you think has the most dysfunctional relationship in A Midsummer
Night’s Dream? Why? (Use the relationship diagram from Lesson 5 to remind
yourself of the different relationships if you need to)
Task 2
In this scene, Helena has followed Demetrius into the woods. She’s telling him
how much she loves him but he’s having none of it!
You can watch it here: https://youtu.be/T5IhwBmEkos


Highlight (or write out) at least 5 horrible things Demetrius says to Helena
to try to put her off and make her go away and leave him alone.
In another colour, highlight (or write out) things that Helena says that
makes her sound desperate for Demetrius and begging for his love.
Stretch: can you identify any language techniques they use?
Task 3
Write three PEE paragraphs to answer the question How does Demetrius treat
Helena? Use the writing frame and sentence starters below if you need to. An
example has been done for you.
Point
Demetrius insults Helena’s
looks
Evidence
“I am sick when I do
look on thee”
Explanation
Key word: sick (adjective)
He thinks she’s so
unattractive it makes him
physically ill.
Key word:
Key word:
Key word:
Demetrius insults…
I know this because he says…
The [word type] “…” tells me that…
Demetrius insults Helena’s physical looks. I know this because he says “I am sick
when I do look on thee”. The adjective “sick” tells me that he thinks she’s so
unattractive it makes him physically ill.
Lesson 14: Act 3 Scene 1: Titania and Bottom
Task 1
Can you unscramble this word?
NAOFIFTEC
Now can you define it?
Task 2
Read and watch this scene (from 8:20). Look for how and when affection is
being shown, and who is showing it. https://www.youtube.com/watch?v=tyCcS4XnA1o
Task 3
Label the scene for as many language techniques as you can find.
Challenge: Can you find any words or phrases that link to magic? Can you explain
the effect of this?
Task 4
Write three PEE paragraphs to answer the question How does Shakespeare use
language to show affection? Use the writing frame and sentence starters below
if you need to. An example has been done for you.
Point
Titania is in love with Bottom
Evidence
“Thou art as wise as
thou art beautiful”
Explanation
Key word: wise / beautiful
(adjectives)
The love was real as Titania
refers to Bottom’s mind as
well as his body
Key word:
Key word:
Key word:
Shakespeare uses…
I know this because she says…
The [word type] “…” tells me that…
Shakespeare uses adjectives in order to describe the way in which Titania loves
Bottom.
I know this because she says ‘Thou art as wise as thou art beautiful.’
From this quotation we can infer that Titania is in love with Bottom. The impact
on the audience is that they recognise how much Titania is in love with Bottom.
The intention of Shakespeare was to make the audience understand that the
love was real as Titania refers to Bottom’s mind as well as his body. The effect
of the word ‘wise’ creates the idea that Titania has known Bottom for a while
and understands his personality as well as his physical appearance.
Lesson 15: Act 3 Scene 2: The Big Fight
Task 1
Make a list of the things that fight scenes in film, TV and stage often have.
Think about:






Costumes
Weapons
Weather conditions
Buildings
Movements
Dialogue (what the characters say)
Task 2
Watch the clip of the lovers’ fight scene. Make notes on the things from the list
in task 1. Are any of them the same as your first list? (It’s on page 33 of “No
Fear Shakespeare if you want to read along)
https://www.youtube.com/watch?v=oqmoIyIPEcc
Task 3
Now it’s your turn to be the playwright! You are going to script a fight scene,
inspired by the lovers’ fight.
Choose what the fight is about. It could be anything, even something as simple
as siblings fighting over the remote control!
Start writing! You will need to include:


stage directions as well as dialogue, so we know what your characters are
doing.
Insults between the characters
How could you make it funny? Scenes like this are about actions as well as
dialogue.
Stretch: could you perform and film your fight scene?
Lesson 16: Swear like Shakespeare
Task 1
These are some genuine Shakespearean insults! Read and discuss why they’re so
insulting. How are they similar to the insults we use now?
Your bum is the best thing about you.
Thy breath is like a rotten lung.
Pray you, stand farther from me.
I am sick when I do look on thee.
Thou whoreson, senseless villain!
Task 2
Using the insults dictionary on the next pages, have a go at creating a few
Shakespearean insults of your own.
GUIDE FOR INSULTS
Think carefully about which words will go together to create a really effective
insult.
Some ideas of insult structure:
 Thou art a/n [adjective] + [adjective] + [noun] !
 Thou art a/n [adjective] + [noun] whose mother/father was a
[noun] !
 Thou art like a [noun]: [adjective] and [adjective] !
Stretch: could you record yourself using your Shakespearean insults and send it
to your teacher?
Task 3
Read some of the insults the lovers use during the big fight you studied last
lesson. Put them into the following categories:
Appearance
Personality
Behaviour
Though she be but little, she is fierce!
Out, loathèd medicine! O hated potion, hence!
You juggler! You canker-blossom! You thief of love!
Out, tawny Tartar, out!
You puppet, you!
If you were men, as men you are in show, You would not use
a gentle lady so.
Thou painted maypole!
Task 4
Which of the insults did you find:



Why?
The meanest?
The funniest?
The least impressive?
Lesson 17: Act 5 Scene 1: The Mechanicals’ Performance
Task 1
Complete this quick quiz about the Mechanicals:
Name
Job
Role in play
........................................ Quince
the carpenter
.......................................................
Nick .............................................
.......................................................
Pyramus
.......................................................
the bellows mender
Thisbe
.......................................................
the joiner
.......................................................
.......................................................
the tinker
.......................................................
Starveling
the ...............................................
.......................................................
Task 2
Watch the Mechanicals’ final performance of Pyramus and Thisbe
https://www.bbc.co.uk/iplayer/episode/p08b015k/culture-in-quarantine-shakespeare-a-midsummer-nights-dream
(2:19:20)
If you’d like to read along, it’s from the middle of page 55 in “No Fear
Shakespeare”.
If you want to watch the scene from any of the other film versions, please feel
free.
As you watch, keep a list in note form:
Good things about the
performance
Bad things about the
performance
What makes the
performance funny
Task 3
Imagine you are a journalist for the local newspaper. Write a review of the
Mechanicals’ performance of “Pyramus and Thisbe”.
You will need to include:






Information about who plays which character
A short summary of the story of “Pyramus and Thisbe”
Good things about the production
Bad things about the production
Your overall opinion
A star rating out of 5
Remember to use sophisticated, formal vocabulary! Your article will also need a
headline.
Lesson 18: Act 5 Scene 1: Puck’s Epilogue
Task 1
Complete the wordsearch about Puck.
V C C E T I R P S T K C
X Q W Y G U K N S P A Z
D A O R D L C I U K I U
W S L R H D U L O P Q A
A T L E K X P B V R X J
N F E M O F X O E O V K
D W F G Y H H G I B T N
E W D O R Q V B H I W A
R H O D I G C O C N B V
E E O N A Z Q H S B B I
R H G U F L O M I Q O S
U R V M G L E X M S J H
Fairy
Goodfellow
Hobgoblin
Knavish
Merry
Mischievous
Puck
Robin
Sprite
Wanderer
Task 2
Read and watch Puck’s epilogue (there are a few different versions in this video,
try and watch them all). Answer the questions.
https://www.youtube.com/watch?v=tMOaAp42QRw
A * means they are trickier questions. Try and challenge yourself by answering
at least one of them!
An epilogue is a section at the end of a book or play that acts as a
comment on or a conclusion to what has happened.
1.
2.
3.
4.
5.
6.
7.
8.
*What rhyme scheme has been used here?*
*What are two lines which rhyme in poetry known as?*
What does the use of rhyme show about the character?
What type of rhythm is used in this speech?
*What is the effect of this rhythm?*
*What do you think Puck means by ‘the serpent’s tongue’?*
Label two adjectives that Puck uses to describe himself
*What are the connotations of Puck’s use of the word ‘shadows’? Why do you
think he refers to himself in this way?*
Task 3
What do you think of this ending to the play? Write 250 words explaining
whether or not you think this is a satisfactory ending to the play. Make sure you
explain the reasons for your opinions.
Lessons 19-21: Creative Staging Project
Your final task of the year is to create your own staging of A Midsummer
Night’s Dream!
Task 1
Imagine you are a theatre director. You have been asked to put on a new staging
of A Midsummer Night’s Dream at the Royal Shakespeare Company in Stratford.
Decide what your staging is and why you think it will work. Think about period,
location, costumes, and mood.
For example:
A Midsummer Night’s Dream set in space, in the not-too-distant future.
The human characters (Hermia, Lysander, Demetrius, Helena, Egeus, Theseus,
Hippolyta) are all astronauts living on the British Space Station. Theseus and
Hippolyta are the captains, and are in charge of the BSS.
When out on an exploration mission to Mars, Hermia meets Lysander, an
astronaut from another country’s Space Station. They fall in love, but because
they are from rival countries Egeus won’t let them marry. Lysander knows
there is a neutral country’s Space Station on Mars, so they steal a rover and
run away to find it. Demetrius and Helena follow them.
The Supernatural characters (Titania, Oberon, Puck & fairies) are aliens living
on Mars, which is why they cross paths with the humans.
The Mechanicals all work on the British Space Station (repairmen, cooks,
plumbers etc). They want to put on a play to celebrate Theseus and
Hippolyta’s marriage on the BSS, but they want to practice somewhere in
private. They go out to a maintenance hut on Mars to rehearse.
At the moment, there is lots in the news about space exploration. I think this
staging makes the play relevant for a new age.
Task 2
Choose one scene from the play to stage. Some good ideas might be:

The Mechanicals’ first rehearsal (Act 1 Scene 2)
Oberon and Titania’s first fight (Act 2 Scene 1)
Helena and Demetrius (Act 2 Scene 1) or the lovers’ fight (Act 3 Scene 2)
Titania and Bottom (Act 3 Scene 1 / Act 4 Scene 1)
The wedding scene (not shown, but would be before the start of Act 5
Scene 1)
 The Mechanicals’ play (Act 5 Scene 1)
 Puck’s epilogue (Act 5 Scene 1)
 Is there a scene you would have liked to see in the play that wasn’t
there? Create it and add it in!




Create a plan of your staging. You could sketch or make notes. Think about:






Setting: time period and location
Which characters are present
Background and scenery
Props
Costumes
Music and sound effects
Task 3
Create your staging of your chosen scene! You could:




Decorate a shoebox (or any cardboard box) to create a stage setting,
using whatever you have at home to make it (search on Google for
“shoebox stage” for examples). You must make sure it’s clear which scene
you have staged.
Use your family (or one socially-distanced friend) to perform your scene,
making your own background and costumes from whatever you have at
home. You could perform the original script or write your own new one.
Record it and send it to your teacher, or upload it to YouTube (with your
parent/carer’s permission)!
Create a comic book of your scene, illustrating it and writing the script
yourself. (You could use https://www.pixton.com/)
Create a mini-book of your scene, like these: https://www.bl.uk/childrens-
books/activities/make-a-miniaturebook?utm_source=facebook&utm_medium=social&utm_campaign=content&utm_content=discovering_childrens_
books_miniature_books
 Do you have another idea for your staging? Get in touch with your
teacher and ask!