Shakespeare Revision Lesson 1
Much Ado About Nothing:
Planning an answer
Objectives
9R1
extracting relevant information
9R5
evaluate their own critical writing
9S&L13
compare interpretations
Vocabulary
mood
character
dialogue
motivation
language
rhetoric
theme
deception
reference
evidence
Resources
Extracts from ‘Much Ado’ Act 3 Scene 2 and Act 4 scene 1 lines 1 – 163.
OHTs or slides of 1.1 to 1.7
Handouts of OHT 1.4 – 1.7
How is the theme of deception developed in these scenes?
Support your answer by referring to the printed extracts.
Remember
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10 minutes
Display the question above on the board and use OHT 1.1 to demonstrate the key
characteristics of an answer.
Use OHT 1.2a and OHT1.2b in sequence to model the initial planning of an essay.
Alternatively, demonstrate how to construct a plan that addresses the main
focuses of the question and links the key ideas with evidence using different shaped cards
or post-it notes for point, evidence, explain. Opportunity for pair or group work during this
process by asking pupils to complete one PEE per group.
Show pupils how to plan a line of argument that has an introduction,
a development that draws on both extracts and a conclusion that
relates back to the question, by putting the various group’s PEE suggestions in order on
the board and making links between them.
Model how this can be done either by numbering the big ideas in the
pattern plan or turning them into a linear sequence of big ideas (for
example, paragraphs) that addresses the question, as on OHT 1.3.
Point out that the time available for planning in the test is limited, and
that it needs to be used well.
Try
10 minutes
Take pupils’ suggestions about how it would be possible to structure the
main points of the answer in a way that is different from that on OHT 1.3.
Remind pupils of the good news that there is never just one ‘right
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answer’ on a Shakespeare question, but remind them that there is a right
way to answer a question, and that is to exemplify ideas with quotations
and text reference (for example, Point/Evidence/Explanation/Link or PEEL).
Apply
10 minutes
Show OHT 1.4 and ask pupils to identify the main focus targeted in each of
the following parts of questions: (Where more than one focus applies it
will be useful to discuss which is the dominant focus.)
Secure
10 minutes
Give pairs of pupils five minutes to annotate a question from OHT 1.5 and to
plan their answer. Help some pairs prepare their work on an OHT and after 5 minutes ask them
to explain their thought processes to the rest of the class. Cover as many questions as time
allows and review what has been learned about planning a Shakespeare answer.
Homework
Provide pupils with handout OHT 1.6, a sample answer to a question. Ask
pupils to identify the characteristics that the answer demonstrates, using
the criteria on OHT 1.7.
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Characteristics of level 5+ answers
OHT 1.1
An answer on Shakespeare worthy of level 5 or above will,
as required by the task set:
 comment on both parts of the text referred to in the task;
 comment with understanding on characters and their behaviour, relating
characters’ speech and actions to motives, rather than simply describing
what they do;
 analyse the features of language and what they contribute to
character and action;
 demonstrate understanding of ideas, themes and issues;
 show some awareness of audience response to characters’ speech and
action;
 illustrate by evidence and quotations from the text, picking out references,
words or phrases to support and develop points.
Explain how. Your answer needs to
make it clear how Shakespeare
explores the idea of deception in
terms of plot, character and action
on stage.
Explain how particular
words and actions
relate to the idea of
deception.
Comment on the development
of the theme of deception in
the two extracts, focusing on
the way the deception is
planned and executed.
Much Ado About Nothing
Act3 scene 2 & Act 4 scene 1 lines 1 – 163
How is the theme of deception developed in these two
extracts?
Support your answer by referring to the printed
extracts.
Use brief, relevant
quotations to provide
evidence for the points you
make.
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Both sections must be referred to in
your answer.
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Planning an answer
OHT 1.2a
Possible points to include, with textual evidence.
Shakespeare explores the
theme of deception in terms of
plot, language,
character and action on stage.
The idea of
deception is shown
in different lights
through particular
words and images.
Much Ado About Nothing
Act3 scene 2 & Act 4 scene 1 lines 1 – 163
How is the theme of deception developed in
these two extracts?
Support your answer by referring to the
printed extracts.
Shakespeare
develops the theme of
deception in the two
extracts from the
introduction of Don
John’s accusations in
Act 3 sc 2 to the
conclusion in Act 4 sc
1.
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The characters on
stage react to the
theme of deception
in different ways.
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OHT
‘Out on thy seeming! I
will write against
it…….savage sensuality.’
Claudio says that Hero
appeared chaste as a
goddess, but was
actually like a wild
animal in her sexual
appetities.
Use of questions by Don
John in 3.2 and Claudio in
4.1 raises doubts in the
characters’ minds.
‘Means your lordship to be
married tomorrow?’ 3.2. l76
‘Know you any Hero?’ 4.1 l
14
Shakespeare explores the theme of
deception in terms of plot, language,
character and action on stage.
1.2b
Words: ‘You may think
I love you not.’ Act 3 sc
2 line 82. Don John
claims he loves
Claudio, although it
may not appear so
from what he tells him.
The idea of deception is
shown in
different lights through
particular
words and images.
Much Ado About Nothing
Act3 scene 2 & Act 4 scene 1 lines 1 – 163
How is the theme of deception developed in these two
extracts?
Support your answer by referring to the printed extracts.
Shakespeare develops the
theme of deception in the two
extracts from the introduction
of Don John’s accusations in
Act 3 sc 2 to the conclusion in
Act 4 sc 1.
3.2 line 90
Don John
says ‘the lady
is disloyal’.
This marks
the beginning
of the
deception.
Claudio and Leonato are
keen to believe the
deception.
‘If I see anything tonight
why I should not marry
her tomorrow….. shame
her.’ 3.2 line 109 – 111
‘..the wide sea………tainted
flesh.’ 4.1 line 139 - 142
‘Give not this rotten orange
to your friend! She is but
the sign and semblance of
her honour.’ Claudio is
accusing Hero of
deception, which further
develops the theme.
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The characters on stage
react to the theme of
deception in different
ways.
‘By noting of the
lady……truth.’ 4.1
line 157 – 163 The
friar questions the
accusations and
balances the
responses to the
deception.
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Shaping an answer
Paragraph/big point
1 Shakespeare develops the
theme of deception in the two
extracts from the introduction of
Don John’s accusations in Act 3 sc
2 to the conclusion in Act 4 sc 1.
2 The characters on stage react
to the theme of deception in
different ways.
3 Shakespeare explores the
theme of deception in terms of
plot, language, character and
action on stage.
4
The idea of deception is
shown in different lights through
particular words and images.
How is the idea of deception developed in these extracts?
Evidence
‘the lady is disloyal’.
Explanation
Don John’s statement is the first indication of the
deception.
‘If there be an impediment, I pray you
discover it.’
Claudio begins to have doubts, as the deception
develops.
‘Give not this rotten orange to your
friend! She is but the sign and
semblance of her honour.’
By this stage, Claudio believes everything Don
John has accused Hero of and is convinced of her
deception.
‘If I see anything tonight why I should
not marry her tomorrow….. shame
her.’ 3.2 line 109 – 111
‘..the wide sea………tainted flesh.’ 4.1
line 139 - 142
Leonato takes little persuading of Hero’s guilt. This
fuels the deception.
OHT 1.3
Link
Claudio’s progressive
anger reflects the
development of the
plot, but other
characters react
differently.
The friar’s more measured response acts as the
voice of reason, but fails to halt the progress of the
deception.
Reactions of other
characters add to the
tension.
Shakespeare uses questions to raise doubts in the
minds of the other characters.
The use of questions
helps Shakespeare to
create tension.
‘Out on thy seeming! I will write
against it…….savage sensuality.
Claudio says that Hero appeared chaste as a
goddess, but was actually like a wild animal in her
sexual appetities.
‘Give not this rotten orange to your
friend! She is but the sign and
semblance of her honour.’
Use of metaphor ‘rotten orange’ emphasises
Claudio’s anger.
Imagery reflects the
theme of deception, ie
Hero appears to be one
thing, but was actually
another.
Language, eg ‘sign’
and ‘semblance’,
reflects the theme of
deception.
‘By noting of the lady……truth.’ 4.1 line
157 – 163
‘Means your lordship to be married
tomorrow?’ 3.2. l76
‘Know you any Hero?’ 4.1 l 14
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Question Focus
OHT 1.4
Test questions usually address a specific assessment
focus. The expected focuses are:
a
b
c
d
the motivation and behaviour of characters;
ideas, themes and issues;
the language of the text;
the text in performance.
Questions
Focus
In what ways does Shakespeare
use language to contribute to the
themes of honour and deception in
both scenes?
Show how and why Claudio’s
character changes in these
sections, from ... to ...
In this scene how does
Shakespeare use characters’
behaviour to suggest that ...?
Explain how you would direct the
actor playing Don John in these
extracts.
What impressions do you get of
Claudio from the ways he talks and
acts in ...?
In these extracts, how do Leonato’s
actions contribute to exploring the
theme of deception?
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Example questions on Much Ado About Nothing OHT 1.5
NB. The set scenes are Act 3 Scene 2 and Act 4scene 1 lines 1 to 163.
The questions in the test will specify particular extracts, approximately half of
the set sections, which will be printed in the paper and answers should relate
particularly to the extracts.
Example question 1
Explain how you would direct the person playing Claudio to show
the audience how he feels:
a)
when he hears Don John's accusation of Hero;
b)
when he is in church about to denounce Hero.
Example question 2
What impressions of the attitudes of men towards women might an
audience gain from these scenes?
Example question 3
How is language used to contribute to the themes of honour and
deception in both scenes?
Example question 4
What impression do you get of Claudio's character through what he
says and does in these extracts?
Example question 5
Drawing on the two extracts (Act 3 Scene 2 and Act 4 Scene 1),
show how and why Claudio changes his mind about marriage to
Hero.
Example question 6
How would you direct the actors to bring out the contrast between
the mood and atmosphere at the start of Act 3 Scene 2 (lines 1-68)
and that in Act 4. Scene 1 (lines 6-110)?
Example question 7
What does Don Pedro contribute to the development of the play in
these two extracts?
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Sample answer
OHT 1.6
Example question 6
How would you direct the actors to bring out the contrast between
the mood and atmosphere at the start of Act 3 Scene 2 (lines 1-68)
and that in Act 4. Scene 1 (lines 6-110)?
If I was directing ‘Much Ado About Nothing’, I would make sure that the
actors understood the change in mood between the two scenes by
looking in detail at the points in the scenes when the mood changes.
For example, in Act 3 scene 2 Claudio should be laughing and joking
with his friends at the beginning of the scene. As he says ‘If he be not
in love with some woman, there is no believing old signs. A brushes his
hat o’ mornings; what should that bode?’
However, once Don John enters the mood of the scene changes
dramatically. The actor playing Claudio should now look more serious
as he hears Don John ask to speak to Don Pedro in private, but that
what he has to say concerns Claudio too. ‘Means your lordship to be
married tomorrow?’
The actor playing Claudio should now be looking worried, because the
word ‘means’ has sown a seed of doubt in his mind.
Claudio’s response to the accusation should show mainly in his face, by
a shocked expression and a disbelieving tone of voice when he delivers
his short responses: ‘Who, Hero?’ and ‘Disloyal?’
After Don John has described the plot to catch Hero in the act of being
unfaithful, Claudio’s tone should change to one of doubt and anxiety as
he says ‘May this be so?’ Shakespeare has used a series of questions
to demonstrate the range of emotions Claudio is experiencing.
In contrast, once he has agreed to go with Don John, his mood changes
to one of anger and determination. ‘If I see anything tonight why I
should not marry her, tomorrow, in the congregation where I should
wed, there will I shame her.’ Shakespeare uses a statement rather than
a question to demonstrate Claudio’s determination.
In the second extract, Act 4 scene 1, the scene opens with preparations
for the wedding ceremony. Guests will be taking their seats, romantic
music will be playing and the atmosphere will be happy. However,
Claudio’s mood is very different. The actor playing Claudio should stand
out on stage, apart from the rest of the actors, looking anxious and
detached because he knows that the wedding will not take place as he
is about to shame Hero in public.
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In response to the Friar’s question,‘ You come hither my lord to marry
this lady?’ , Claudio’s ‘No’ should be delivered to the Friar in a cold tone
of voice without a glance at Hero, which hints at a change of mood.
However, it is not until lines 18 and 19 that Claudio’s mood becomes
apparent. Delivering the lines ’O what men dare do! What men may do!
What men daily do, not knowing what they do!’ Claudio needs to
address the general congregation and the audience in a knowing and
sarcastic tone. Turning to speak to Leonato in line 22, his tone should
continue to be sarcastic with the emphasis on the word ‘maid’. And
again in lines 26 and 27, the emphasis should be on the words ‘rich and
precious gift?’
Claudio’s real anger should not be apparent to the congregation until
line 30 where he ‘gives’ Hero back to Leonato, calling her a ‘rotten
orange’. The rest of this speech should be delivered to the audience and
congregation angrily. It is important that the actor makes it clear that
Hero is not directly addressed by Claudio at all. ’Her blush is guiltiness,
not modesty.’
Claudio should not address Hero until line 55 in response to her
question ‘And seem’d I ever otherwise to you?’ By describing her as a
‘pamper’d animal that rage in savage sensuality’, Claudio reveals the
extent of his anger and hatred, which should be made obvious to the
audience in his tone of voice and facial expressions.
The tone changes to one of regret when Claudio says ’But fare thee
well…….’ Line 101. These lines should be delivered to Hero in an
emotional way, which leads to Hero fainting, as she is overwhelmed by
his condemnation.
As Claudio leaves the stage, he should not look at Hero or take any
notice of the fact that she has fainted to demonstrate his dismissal of
her.
These two scenes would be challenging for the actor playing Claudio
because of the range of emotions and the speed at which the moods
change.
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Answer analysis sheet
OHT 1.7
How far do you think this answer meets these criteria?
Key features of a level 5+
answer:
This answer meets this
criteria:
 Fully
 Partly
 Not at all
Comments on both parts of
the text referred to in the
task
Illustrates by evidence from
the text, picking out words or
phrases
Comments with
understanding on character,
relating characters’ speech
and actions to motives,
rather than simply describing
what they do
Analyses the features and
effect of language
Shows awareness of
audience response
Writes about themes and
ideas
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Lesson 2: Writing an answer
Objectives
9W6 Terminology for analysis
9W7 Layers of meaning
9W8 Connectives
9R12 Rhetorical devices
9R14 Analyse scenes
9S&L13 Compare
interpretations
Vocabulary
mood
character
dialogue
language
rhetoric
Resources
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OHTs or slides of E1.6 and E1.7 from previous lesson.
OHTs or slides of 2.1 to 2.7
Handouts of 2.1, 2.6 and 2.7
Multiple copies of 2.8a OR 2.9a cut into strips for card sort
activity starter.
Starter
5 minutes
Using Multiple copies of 2.8a OR 2.9a (simplified version) cut into
strips ask pupils to complete a card sort activity to place the level
criteria into order.Teacher sheets 2.8b and 2.9b show the correct
order.
Remember
10 minutes
Display E1.7 and make sure pupils have access to E1.6 (sample
answer) to revisit the homework task, which was to assess a sample
answer to the question.
How would you direct the actors to bring out the
contrast between the mood and atmosphere at the
start of Act 3 Scene 2 (lines 1-68) and that in Act 4.
Scene 1 (lines 6-110)?
Take comments on how the answer, which is at least level 5:
• refers to the extracts as required;
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• has a clear focus on the central element of the question;
• gives advice to the actors;
• shows general understanding of the characters and of their attitudes
and situation;
• shows some awareness of the audience’s likely reaction to what they
see and hear on stage;
• illustrates points by quoting evidence from the text;
• develops a line of argument that often (but not always) relates to the
question.
Remind pupils that Shakespeare is assessed for reading, but point out
that writing well enables someone to make points economically and
effectively. Draw attention to mark-earning areas, less effective areas
and areas which earn no marks although they are well phrased.
Re-affirm the points made in lesson 1, by having selected pupils (who
have had time to prepare their presentations) demonstrate on the board
or OHT 2.1 how to annotate the question:
In these two extracts, what impressions of Benedick and Hero do other
characters give through the language they use?
Ensure that pupils remember that on the paper, the relevant extracts will
be printed out for use.
Clarify the main focuses of the task, for example:
 what these extracts reveal about the characters of Hero and
Benedick;
 the extent to which it is the figurative language that makes these
characteristics apparent;
 what forms of figurative language are used;
 why this particular choice of imagery is effective.
Highlight key words which tell you what to cover in your answer (e.g. two
extracts, characters, Hero, Benedick, figurative language).
Model
15 minutes
The focus of the previous lesson was the process of planning an
answer. This lesson is about writing an answer because pupils often
need help in expressing themselves with maximum economy and
impact.
Use OHT 2.2 to remind pupils of the PEE(L) process, linking points with
evidence in the form of quotations and text reference. (You may wish to
use OHT E3.3 from the 2005 Booster Pack again here.)
Openings and endings are notoriously challenging, not just for pupils
working towards level 5. Use OHT 2.3 to provide the basic content for
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an answer, then demonstrate how to organise the ideas and focus on
writing the opening sentences and closing paragraph for that question.
If further support is needed, use OHTs 2.4 and 2.5 to model possible
opening sentences and closing paragraphs for the question under
consideration. Discuss the strengths and shortcomings of these opening
and concluding paragraphs. Can pupils suggest improvements or
alternatives? Ask pairs to generate suggestions on mini-whiteboards or
paper, then evaluate and develop these suggestions with the whole
class.
Try
15 minutes
Give pupils, working in pairs, 10 minutes to plan an answer to one of the
questions on OHT 2.6 and to write their opening paragraphs.
Ask some pupils to write on OHTs , flip chart sheets or A3 sheets to
make it easier to share and after 10 minutes discuss what is good about
the initial attempts and take suggestions on how they might be
improved. (With some classes it might be helpful to have the opening
paragraphs prepared on OHT in advance.)
Ensure that pupils are familiar with the language needed to answer a
question about directing what actors should say and do. Provide the
specific vocabulary by using or creating a phrase bank such as that on
OHT 2.7.
Apply
15 minutes
Ask pupils to identify the characteristics of an effective conclusion. Then
ask them to write a concluding paragraph for their planned answer to the
question above. Help two or three of the pairs to prepare their work on
an OHT and be ready to explain their thought processes to the rest of
the class and take constructive comment.
Secure
5 minutes
1
Ask pupils to work in pairs for 2 minutes and note down the five
things that they know they need to remember about answering
Shakespeare questions well in the tests. Take comments and
agree a top five for the class.
2
Invite pupils to give examples of things they do well in relation to
writing about Shakespeare.
Homework
Finally, for homework, set pupils to plan and write a full answer to time
on one of the questions from OHT 2.6.
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Reading the question
OHT 2.1
In these two extracts, what impressions of
Benedick and Hero do other characters give
through the language they use?
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Shaping an answer
OHT 2.2
In these two extracts, what impressions of Benedick and Hero do other characters give through the language they use?
Point
1. What Don Pedro
says about
Benedick’s usual
attitude to love.
Evidence
Don Pedro : …from the crown of his head to
the sole of his foot, he is all mirth.
He hath twice or thrice cut Cupid’s
bowstring, and the little hangman dare not
shoot at him.
He hath a heart as sound as a bell; and his
tongue is the clapper, for what his heart
thinks, his tongue speaks.
2. Benedick’s
appearance and
behaviour have
begun to change
now that he is in
love.
Claudio:… the old ornament of his cheek
hath already stuffed tennis balls. …
Don Pedro:: ..’a rubs himself with civet.
Claudio: Nay, but his jesting spirit, which is
now crept into a lute string, and now
governed by stops.
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Explanation
Benedick is regarded as being a bit of a laugh.
He is unlikely to fall victim to love’s charms which he has resisted two
or three times. Being shot by Cupid’s arrow would make someone
fall in love, but in Don Pedro’s metaphor Benedick is said to have cut
Cupid’s bowstring so he would be unable to shoot at Benedick.
Benedick’s heart has not been harmed by love (Cupid’s arrow) so it
is sound. Don Pedro plays with the simile (“sound as a bell”) to refer
also to Benedick’s love of talking, suggesting he is a straight talking
character. A “clapper” is what rings a bell.
By “the old ornament of his cheek” Claudio means Benedick’s beard.
Claudio argues that Benedick must be in love, as much of his time
has been spent at the barbers preening himself and Don Pedro
makes the point that he is wearing perfume. They also know that
Beatrice said she “could not endure a husband with a beard on his
face” (II.i), so he must have done this for her.
In this scene his mood seems to have changed – he is melancholy
and does not have much to say. Claudio uses a metaphor to express
how Benedick’s jesting spirit has gone; he is punning on “stops” (the
frets on a lute).
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3. Claudio has
viewed Hero as
pure and innocent
up until the point
that Don John
sows the seeds of
doubt.
Claudio: Who? Hero? … Disloyal?
Claudio use of single word questions shows his disbelief at what Don
John is saying.
Claudio: You seem to me as Dian in her
orb, As chaste as is the bud ere it be
blown.
Claudio’s words echo the theme of Act III scene 2 of women having
to be ‘pure’ before marriage. Hero is likened to Diana, the chaste
goddess of the moon; Claudio’s second simile compares her to a
pure bud before it has blossomed.
4. Characters
respond differently
to Hero’s public
shaming at the
wedding.
Claudio: Give not this rotten orange to your
friend!
…
Leonato: O she is fallen / Into a pit of ink,
that the wide sea / Hath drops too few to
wash her clean again
The intensity of Claudio’s and Leonato’s outbursts and the use of
vivid imagery convey the men’s outrage that Hero is not a virgin.
Claudio’s metaphor refers to her as a bad fruit. Her falling into ‘a pit
of ink’ symbolises that she is stained with sin which cannot be
washed off by the entire sea.
Friar : And in her eye hath appear’d a fire /
To burn the errors that these princes hold
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Only the Friar defends Hero, using a metaphor to describe her
indignant innocence.
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Planning an answer
OHT 2.3
In these two extracts, what impressions of Benedick and Hero do other
characters give through the language they use?
Possible points to include, with textual evidence:
Don Pedro sees Benedick as a keen wit who is not inclined to fall in love easily.
- When he says “from the crown of his head to the sole of his foot, he is all mirth.”,
he means that Benedick is full of fun.
- Don Pedro is planning a trip to Arragon and argues that Benedick, not Claudio,
should accompany him because Benedick is less likely to be thinking of love as
“He hath twice or thrice cut Cupid’s bowstring”.
Benedick’s appearance and behaviour have begun to change now that he is in love.
- Firstly, Claudio tells us that Benedick has had his beard shaven off: “the old
ornament of his cheek hath already stuffed tennis balls”, suggesting that he has
done this to please Beatrice; while Don Pedro states that he now uses perfume: “’a
rubs himself with civet”.
- Claudio also suggests that Benedick’s mood is now more serious. Claudio uses a
metaphor to express how Benedick’s jesting spirit has gone: “his jesting spirit,
which is now crept into a lute string, and now governed by stops.”
Claudio has viewed Hero as pure and innocent up until the point that Don John sows the
seeds of doubt.
- Claudio’s use of single word questions e.g. “ Disloyal?” shows his disbelief at
what Don John is saying. In Shakespearian times it was expected that a woman
would remain pure before marriage (a major theme of both scenes).
- Claudio continues the theme of purity before marriage by likening Hero to Diana,
the chaste goddess of the moon: “You seem to me as Dian in her orb”. His second
simile, “As chaste as is the bud ere it be blown”, compares her to a pure bud
before it has blossomed.
Characters respond differently to Hero’s public shaming at the wedding.
- The intensity of Claudio’s and Leonato’s outbursts and the use of vivid imagery
e.g. “rotten orange” convey the men’s outrage that Hero is not a virgin. Claudio’s
metaphor refers to her as a bad fruit, while Leonato’s statement that she has fallen
into ‘a pit of ink’ symbolises that she is stained with sin which cannot be washed off
by “the wide sea”.
- In contrast, the Friar is the only one to defend Hero. His use of phrases such as
“a thousand blushing apparitions” and “angel whiteness” shows that he reads her
face as one that shows her innocence.
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Example question
OHT 2.4
In these two extracts, what impressions of Benedick and Hero do other characters give
through the language they use?
Possible opening sentences:
The language that the other characters use gives a clear impression of
how they see Benedick and Hero.
I am going to write about the language that the characters use when
talking about Benedick and Hero. I shall discuss what it says about
them.
In these extracts we learn much about Benedick and Hero and how
others see them from the language that other characters use when
talking about them.
Shakespeare’s vivid and interesting language gives us clear
impressions of how the other characters see Benedick and Hero.
Year 9 booster kit: English 2005 |
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19
Example question
OHT 2.5
In these two extracts, what impressions of Benedick and Hero do other characters give
through the language they use?
Possible final sentences:
As I have explained, the language that the other characters use when
describing Benedick in Act 3 scene 2 shows us how he has changed
since falling in love with Beatrice. In contrast, the language used to
describe Hero in Act 4 Scene 1 shows how the attitude of the male
characters towards Hero has changed because they suspect she is no
longer pure.
The use of figurative language is a good way of showing the audience
what characters feel about other characters in the play. This is what
Shakespeare does in these two extracts.
I think that the language used to describe how Benedick’s appearance
and attitude have changed is not only effective but justified. However,
the language that most of the characters use when talking about Hero is
vivid but cruel and unfair.
Year 9 booster kit: English 2005 |
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20
Examples of questions on Much Ado About Nothing OHT 2.6
NB. The set scenes are Act 3 Scene 2 and Act 4 Scene 1 lines 1 – 163.
The questions in the test will specify particular extracts, approximately half of the set sections, which will
be printed in the paper and answers should relate particularly to the extracts.
Example question 1
How does Shakespeare create dramatic tension in each of these two extracts?
Example question 2
Explain how you would direct the person playing Claudio to show the audience how he feels
a) when he hears Don John's accusation of Hero
and b) when he is in church about to denounce Hero.
Example question 3
How would you direct the actors to bring out the contrast between the mood and atmosphere
at the start of Act 3 Scene 2 (lines 1-68) and that in Act 4. Scene 1 (lines 6-110)?
Example question 4
How important is Don John's role in these two extracts?
Example question 5
What impressions of the attitudes of men towards women might an audience gain from these
scenes?
Example question 6
How is language used to contribute to the themes of honour and deception in both scenes?
Example question 7
Drawing on the two extracts (Act 3 Scene 2 and Act 4 Scene 1), show how and why Claudio
changes his mind about marriage to Hero.
Example question 8
Explain the importance of Don Pedro's role in these two extracts.
Or What does Don Pedro contribute to the development of the play in these two extracts.
Example question 9
What impression do you get of Claudio's character through what he says and does in these
extracts?
Example question 10
What impression do you get of Leonato's character through what he says and does in these
extracts?
Example question 11
How does the relationship between Leonato and Claudio change in these two scenes?
Year 9 booster kit: English 2005 |
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21
Useful terms
OHT 2.7
language
figurative language
dialogue
imagery
character
simile
mood
metaphor
impressions
symbolises
vocabulary
argue
phrase
reactions
describe
pun
description
Year 9 booster kit: English 2005 |
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22
Card sort: marking criteria
Pupil Sheet
OHT 2.8a
Pupils cut up these jumbled criteria and sort them into six mark bands.
Pupils give an answer focused on the task and showing understanding
of the extracts. They comment on features of language and its impact,
as well as on attitudes and behaviour. They select appropriate
references from the text to support and justify their ideas.
Pupils comment on plot rather than language, but do try to give some
explanation. They show some understanding of attitudes and
behaviour shown in the extracts. They may paraphrase the text or
include a few words or phrases.
Pupils’ answers show general understanding of the text. They
comment on attitudes and behaviour, although their ideas may be
undeveloped. They show some awareness how use of language
contributes to the presentation of character. They refer to the text to
support their ideas.
Pupils make a few simple comments on the extracts, but with hardly
any explanation. They show limited understanding of the ways
characters behave. They retell or virtually copy some parts of the text,
and answers may be only partly relevant.
Pupils give a confident answer, clearly focused on the task and
reflecting thoughtful understanding. The commentary they offer shows
insight into the attitudes and behaviour of characters. They analyse
features of language and appreciate how language contributes to the
presentation of character. They justify ideas through precisely
selected references to the text.
Pupils give an answer reasonably focused on the task and showing
understanding of the extracts. They comment on attitudes and
behaviour, showing some awareness of how characters use language,
not just on what they say. They select appropriate references from the
text to support their ideas.
Year 9 booster kit: English 2005 |
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23
Card sort: marking criteria
OHT 2.8b
Teacher’s Sheet
(In the order that matches the six bands of the mark scheme)
1 Pupils make a few simple comments on the extracts, but with hardly any
explanation. They show limited understanding of the ways characters behave.
They retell or virtually copy some parts of the text and answers may be only
partly relevant.
2 Pupils comment on plot rather than language, but do try to give some
explanation. They show some understanding of attitudes and behaviour shown in the extracts.
They may paraphrase the text or include a few words or
phrases.
3 Pupils’ answers show general understanding of the text. They comment on
attitudes and behaviour, although their ideas may be undeveloped. They show
some awareness of how use of language contributes to the presentation of
character. They refer to the text to support their ideas.
4 Pupils give an answer reasonably focused on the task and showing
understanding of the extracts. They comment on attitudes and behaviour,
showing some awareness of how characters use language, not just on what
they say. They select appropriate references from the text to support their ideas.
5 Pupils give an answer focused on the task and showing understanding of the extracts. They
comment on features of language, and its impact, as well as on attitudes and behaviour. They
select appropriate references from the text to support and justify their ideas.
6 Pupils give a confident answer, clearly focused on the task and reflecting
thoughtful understanding. The commentary they offer shows insight into the
attitudes and behaviour of characters. They analyse features of language and
appreciate how language contributes to the presentation of character. They
justify ideas through precisely selected references to the text.
Year 9 booster kit: English 2005 |
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24
Card Sort Marking criteria (simplified version)
Pupil Sheet
OHT2.9a
Pupils cut up these jumbled criteria and sort them into six mark bands.
The answer is mainly retelling what happens. There are a few
comments about the ways characters behave, but not much
explanation. The answer is not always a response to the question that
was asked.
The answer refers to the question and shows understanding of the
extracts. There is comment on the attitudes and behaviour of
characters and understanding of how these are presented through
language and performance. Appropriate quotations support the points
made in the answer.
The answer is focused on the question and shows understanding of
the extracts. There is comment on features of language and its impact
on an audience as well as on the attitudes and behaviour of
characters. Well-chosen quotations support the points made in the
answer.
The answer shows general understanding of the question. Ideas may
be undeveloped, but there is comment on the attitudes and behaviour
of characters. There is some understanding of how use of language
helps to present characters and ideas. Quotations are used to make
points.
The answer is clearly focused on the question and shows thoughtful
understanding. It shows insight into the attitudes and behaviour of
characters. The answer analyses features of language and explores
how language contributes to the presentation of character and ideas.
The points made are relevant and are justified through carefully
selected references to the text.
The answer is more about what happens than about the language
used, but it is not just an account. The explanation of characters’
attitudes and behaviour shows understanding. It may include a few
words or phrases from the extracts.
Year 9 booster kit: English 2005 |
Adapted by Birmingham LEA for 2006 SATs
25
Card sort: marking criteria (simplified version)
Teacher’s Sheet
OHT 2.9b
(In the order that matches the six bands of the mark scheme)
1 The answer is mainly retelling what happens. There are a few
comments about the ways characters behave, but not much
explanation. The answer is not always a response to the question
that was asked.
2 The answer is more about what happens than about the language
used, but it is not just an account. The explanation of characters’
attitudes and behaviour shows understanding. It may include a
few words or phrases from the extracts.
3 The answer shows general understanding of the question. Ideas
may be undeveloped, but there is comment on the attitudes and
behaviour of characters. There is some understanding of how use
of language helps to present characters and ideas. Quotations are
used to make points.
4 The answer refers to the question and shows understanding of the
extracts. There is comment on the attitudes and behaviour of
characters and understanding of how these are presented through
language and performance. Appropriate quotations support the
points made in the answer.
5 The answer is focused on the question and shows understanding
of the extracts. There is comment on features of language and its
impact on an audience, as well as on the attitudes and behaviour
of characters. Well-chosen quotations support the points made in
the answer.
6 The answer is clearly focused on the question and shows
thoughtful understanding. It shows insight into the attitudes and
behaviour of characters. The answer analyses features of language
and explores how language contributes to the presentation of
character and ideas. The points made are relevant and are justified
through carefully selected references to the text.
Year 9 booster kit: English 2005 |
Adapted by Birmingham LEA for 2006 SATs
26
From Booster Pack:
Linking points to explain evidence
E3.3
Point: what the writer does
The writer ...
shows this by...
describes ... as ...
uses ... to ...
compares ... to/with ...
suggests that ...
Example/evidence from the text
For example, ‘__(quote)__’
For instance, ‘__(quote)__’
Explanation: what effect this has on the
reader
This / which
creates the/an impression of/that ...
shows that ...
emphasises that ...
makes the reader feel that ...
suggests that ...
Year 9 booster kit: English 2005 |
Adapted by Birmingham LEA for 2006 SATs
27