YEAR 8
Shakespeare and Shadows
ENGLISH DEPARTMENT
MEDIUM TERM PLAN
Scheme of work: Shakespeare and Shadows
Duration: 9 weeks
Resources: Novel: King of Shadows by Susan Cooper
Videos: The Animated Tales - A Midsummer Night's Dream
The Tempest
Shakespeare in Love
Shakespeare extracts: A Midsummer Night's Dream:
- The play in ten actions
- Trouble Ahead
- Jealousy!
- Oberon's Revenge
- Farewell to the audience
Macbeth:
- The play in ten actions
- Meet the witches!
- The witches prepare their cauldron
- Lady Macbeth sleepwalks
The Tempest:
- The play in ten actions
- Ariel's story of the shipwreck
- Falling in love
As You Like It:
- The seven ages of man
Sonnet:
- Let me not to the marriage of true minds
Novel Extracts from The Shakespeare Connection by Avril Rowlands
Page 20 In an Elizabethan Street
Page 65 In the Theatre
Non fiction information on witches, witchcraft and fairies and Globe Theatre
Optional resources: Kar2ouche ICT package, Blackadder - the millennium edition
End of Unit Formal Assessment: Essay looking at presentation of magic and witchcraft
Scripting, performing, assessing own Shakespeare snippets
AIMS:


This scheme of work aims to build on students' knowledge, understanding and enjoyment of
Shakespeare using a novel King of Shadows and key Shakespeare scenes from a range of
plays as stimulus material.
It is designed to make them enthusiastic about reading and performing Shakespeare from
different eras and then recreate the effects in their own writing as well as being able to
write analytically about what they have read.
KEY TEACHING AND LEARNING OBJECTIVES
Pupils should be taught to:
TEXT LEVEL – READING
Read for Meaning
Trace the development of themes, values or ideas in texts (R5)
Understand the author's craft
 Analyse the overall structure of a text to identify how key ideas are developed e.g. through the
organisation of the content and the patterns of language used (R10)
Study of literary texts
 Recognise the conventions of some common literary forms e.g. sonnet and genres and explore how a
particular text adheres to or deviates from established conventions (R 14)
 Identify links between literary heritage texts and their times (R15)
 Recognise how texts refer to and reflect the culture in which they were produced e.g. in their
evocation of place and values (R16)

TEXT LEVEL - WRITING
Plan, draft and present

Re-read work to anticipate the effect on the reader and revise style and structure, as well as
accuracy, with this in mind (Wr2)
Write to imagine, explore, entertain


Experiment with figurative language in conveying a sense of character and setting (Wr6)
Experiment with different language choices to imply meaning and to establish the tone of a piece
(Wr7)
Write to inform, explain, describe

Organise and present information, selecting and synthesising appropriate material and guiding the
reader clearly through the text (Wr10)
Write to analyse, review,comment


Integrate evidence into writing to support analyse or conclusions e.g. data, quotations (Wr17)
Write a critical review of a substantial text, taking account of the context in which it was written and
the likely impact on its intended readers (Wr18)
SENTENCE LEVEL
Standard English and language variation
 Recognise some of the differences in sentence structure, vocabulary and tone between a modern
English text and a text from another historical period (S13)
WORD LEVEL
Vocabulary:

Appreciate the impact of figurative language in text (Wd11)
TEXT LEVEL – SPEAKING AND LISTENING
Drama:


Reflect on their participation in drama and identify areas for their development of dramatic
technique (S/L 13)
Collaborate in, and evaluate the presentation of dramatic performances, scripted and
unscripted, which explore character, relationships and issues (S/L 16)
POSSIBLE TEACHING SEQUENCE
Week 1: Introducing the main characters and links to Shakespeare
Objectives:
Read for Meaning
 Trace the development of themes, values or ideas in texts (R5)
Study of literary texts
 Identify links between literary heritage texts and their times (R15)
Write to inform, explain, describe

Organise and present information, selecting and synthesising appropriate material and guiding the
reader clearly through the text (Wr10)
COVERAGE (Resources) - King of Shadows (front cover, back cover and blurb) Chapters 1 and 2
Animated Tales video - A Midsummer Night's Dream
Midsummer Night's Dream worksheet - The play in 10 actions
FOCUS  Students to brainstorm what they know of Shakespeare's world and the theatre of the time. This
could be extended into a mini fact finding task if this hasn't been covered before. What differences
would they expect to find if they were transported back into Shakespeare's time and made a visit to
the theatre? (Keep findings on flipchart or large paper and used to refer back to later in scheme.)
 Give students title King of Shadows and ask them to predict what the book may be about? What
images are created by words King and Shadows? Now show them front cover and ask them to refine
their ideas. Pick out rats and image of Shakespeare. Now read the blurb on back, which explains
Nat's journey back in time and ask them to predict answers to the question 'Why is he here?' Gather
ideas and keep for reference at end of reading.
 Read chapter one and focus on introduction of character of Nat and his dramatic role as Puck. What
do we learn of Nat? (Possible character study) What do we learn about the character of Puck from
this first chapter?
 Move onto video animated tale Midsummer Night's Dream. As they watch, focus on plot and
character of Puck. Students (groups) to retell plot of Midsummer Night's Dream in 60 seconds. (Use
play in ten actions to support this.) (Students could also depict this visually, story boarding - possible
use of Kar2ouche here.) Character study of Puck and his role in the play (could be done as reference
from Oberon for Puck, c.v. or character briefing sheet Nat received once he had been selected for
the theatre group.)
 Read chapter 2. Focus on what we learn of Globe theatre - key features. Shared writing to
independent writing of tour guide speech (as walking around the Globe) or of leaflet guiding visitors
around.
OUTCOMES to be selected from –
 Visual representation of Midsummer Night's Dream
 Possible character study of Puck (as reference, c.v. or character briefing sheet Nat received once he
had been selected for the theatre group.)
 Tour guide's speech for tour around Globe theatre or informative leaflet
Week 2: Time Travel and Shakespeare's World
Objectives:
Study of literary texts
 Identify links between literary heritage texts and their times (R15)
Write to imagine, explore, entertain

Experiment with figurative language in conveying a sense of character and setting (Wr6)
COVERAGE (Resources) – King of Shadows Chapters 3 and 4
Shakespeare in Love video
Extracts from The Shakespeare Connection by Avril Rowlands
Page 20 In an Elizabethan Street
Page 65 In the Theatre
FOCUS  Students to brainstorm knowledge of stories, films, T.V. programmes which incorporate time travel.
Key features of travel and consequences to be shared and recorded (Maybe even extract from Back
to the future etc.)
 Read chapter 3 and in shared reading and annotation, pick out the aspects that show time travel
features to students.
 Show students extract from Shakespeare in Love that depicts scene inside the theatre. Also read
extract from The Shakespeare Connection which depicts theatre scene p 65
 Students to collate key images gathered from extracts and video and then to write descriptive piece
as if they were a time traveller and have landed in Shakespeare's time as a groundling at the Globe
theatre just before a performance of A Midsummer Night's Dream. Key idea is to create sense of
atmosphere, experimenting with figurative language. Opportunity for teacher modelling at this point.
 Read chapter 4. Also read extract from The Shakespeare Connection which depicts Elizabethan
street scene. What do we learn from these extracts about the people in Elizabethan England?
 Tell students about links between Christopher Marlowe and Shakespeare. Students to research
major writers from 16th century onwards. Production of time line/information chart showing
influential writers and key information about the world they lived in. Could be divided into
playwrights, poets, novelists.
OUTCOMES to be selected from –


Descriptive piece as a time traveller landed in Shakespeare's time as a groundling at the Globe
theatre just before a performance of A Midsummer Night's Dream.
Production of time line/information chart showing influential writers and key information about the
world they lived in.
Week 3: Friend and Enemies
Objectives:
Read for Meaning
 Trace the development of themes, values or ideas in texts (R5)
Understand the author's craft
 Analyse the overall structure of a text to identify how key ideas are developed e.g. through the
organisation of the content and the patterns of language used (R10)
Write to imagine, explore, entertain

Experiment with different language choices to imply meaning and to establish the tone of a piece
(Wr7)
COVERAGE (Resources) – King of Shadows Chapters 5,6,7 and 8
Midsummer Night's Dream worksheets -Trouble Ahead
Jealousy
Oberon's Revenge
FOCUS –
 Read chapters 5 and 6. Students to do 'emotions chart' of Nat's feelings throughout chapter 6
showing highs and lows.
 Focus on notion of enemies and people seeking revenge. Refer back to Midsummer Night's Dream.
Which characters bear a grudge? How do they seek revenge? Read Jealousy and Oberon's revenge
as whole class. Annotate showing key images of mischief and evil in jealousy and then class to do same
with Oberon's revenge.
 In pairs students to add to annotations on their copies as director of new film version showing choice
of camera shots (long shot, medium shot, close up and point of view shot), special effects, and
behaviour/actions of characters. Students then to present ideas to class.
 Read chapters 7 and 8 and pick out key things Nat learns about playing Puck from Shakespeare.
 Read Trouble Ahead and pick out magical imagery. What view of Puck do we gather from this
extract?
 Using knowledge of Puck from King of Shadows, Scene extracts and Animated tales, write up Nat's
advice to any actor playing Puck. Include character brief, key movements, relationships with other
characters.
OUTCOMES to be selected from –


Presentation of director's notes for new film version of Oberon's Revenge scene.
Nat's advice to any actor playing Puck.
Week 4: Poetry and Madness
Objectives:
Read for Meaning
 Trace the development of themes, values or ideas in texts (R5)
Study of literary texts
 Recognise the conventions of some common literary forms e.g. sonnet and genres and explore how a
particular text adheres to or deviates from established conventions (R 14)
Standard English and language variation
 Recognise some of the differences in sentence structure, vocabulary and tone between a modern
English text and a text from another historical period (S13)
Plan, draft and present

Re-read work to anticipate the effect on the reader and revise style and structure, as well as
accuracy, with this in mind (Wr2)
COVERAGE (Resources) – King of Shadows Chapters 9,10 and 11
Macbeth worksheets - Macbeth in ten actions
- Lady Macbeth Sleepwalks
FOCUS
 Get students to think about dreams and nightmares - what are they like? How do they appear to us?
 Read chapter 9 and pick out images of madness and illness.
 Introduce students to plot of Macbeth through play in ten actions. (Could use animated version here
too)
 Focus in on Lady Macbeth and introduce Lady Macbeth Sleepwalks. Explain references within the
text. How might they play this scene if they were Lady Macbeth? Focus on clothing, actions, and
speech patterns.
 Students could use their ideas of nightmares and sleepwalking to write their extra scene for
Midsummer Night's Dream showing Oberon sleepwalking.
 Read chapter 10. Pick out key historical facts from chapter about Elizabethan politics. Compile class
list.
 Extension activity. Focus on how Nat saves Roper's life and watch Blackadder - the millennium edition
and pick out how time travel could affect the future.
 Read chapter 11. Focus particularly on Sonnet 'Let me not to the marriage of true minds.' Shared
reading and annotation of poem, focusing particularly on language choice. Explain key features of
writing sonnets.
 Work students through process of writing new sonnet as Shakespeare. Sonnet to show admiration
and friendship for youth playing character of Puck.
OUTCOMES to be selected from –




Lady Macbeth's notes on playing sleepwalking scene.
Extra scene for Midsummer Night's Dream showing Oberon sleepwalking.
Class record of key historical facts from chapter about Elizabethan politics.
The undiscovered Shakespearean Sonnet.
Week 5: All the World's a Stage
Objectives:
Study of literary texts
 Recognise how texts refer to and reflect the culture in which they were produced e.g. in their
evocation of place and values (R16)
Vocabulary:

Appreciate the impact of figurative language in text (Wd11)
Write to imagine, explore, entertain

Experiment with figurative language in conveying a sense of character and setting (Wr6)
COVERAGE (Resources) –
King of Shadows Chapters 12, 13, 14, and 15.
As You Like it worksheet - The Seven Ages of Man
FOCUS
 Read chapter 12. Students to discuss why Mrs Fischer and Mrs Field are not allowed to see Nat.
What clues are there in the text?
 Read chapters 13 and 14. Students to pick out Nat's thoughts and emotions as he prepares for the
performance of The Dream in front of Queen Elizabeth.
 What do we also learn about Shakespeare from these chapters? Remind students of diary writing
conventions and write Shakespeare's diary recording the day's preparations and performance of The
Dream, including his thoughts on the reactions of the audience and also his thoughts on his new young
co-actor Nat Field.
 Read The Seven Ages of Man. Pick out the stage imagery within it as well as the differences as man
ages and changes in life.
 Using Seven ages as a model, students to write Seven Ages of an Actor (from non-speaking part to
starring role) or other seven ages as proposed by students. Collectively, brainstorm ideas they may
include, and then ask students to write independently.
 Read chapter 15. Predict what will happen to Nat.
OUTCOMES to be selected from –
 Shakespeare's diary recording the day's preparations and performance of The Dream
 Seven Ages of an Actor (or other)
 Prediction of what may happen next to Nat's (could be narrative form)
Week 6: Magical Revelations
Objectives:
Read for Meaning
Trace the development of themes, values or ideas in texts (R5)
Understand the author's craft
 Analyse the overall structure of a text to identify how key ideas are developed e.g. through the
organisation of the content and the patterns of language used (R10)

COVERAGE (Resources) – King of Shadows Chapters 16 and 17
Macbeth worksheets - Meet The Witches
-The Witches Prepare their Cauldron
FOCUS
 Read chapter 16 and refer back to work on dreams and nightmares.
 Focus in on aspects of magic we have come across so far with fairies, Puck and time travel. Students
to collate ideas/knowledge on witches and research Elizabethan beliefs on witchcraft.
 Read Meet the witches and pick out how this speech relates to Elizabethan beliefs i.e. weather
control, vanishing, ability to disturb natural world.
 Now students to read The witches prepare their cauldron. Look at rhythm of speech and aspects of
spell making. What kind of things do we expect to see as instruments of spell making?
 Students to create own spells to bring Nat back to the 20th century.
 Read chapter 17 and trace Nat's emotions.
OUTCOMES to be selected from –
 Research Elizabethan beliefs on witchcraft.
 Students to create own spells to bring Nat back to the 20th century.
 Emotions chart for Nat
Week 7: Shakespeare's Legacy to Nat
Objectives:
Read for Meaning
Trace the development of themes, values or ideas in texts (R5)
Understand the author's craft
 Analyse the overall structure of a text to identify how key ideas are developed e.g. through the
organisation of the content and the patterns of language used (R10)

COVERAGE (Resources) – King of Shadows Chapters 18 and 19
Tempest worksheets - The Play in ten actions
- Ariel's story of the shipwreck
FOCUS
 Read chapters 18. Focus on the swap of Nat Fields. What might the Shakespearean Nat have
thought of the 20th century? (Possible short narrative)
 Focus on The Tempest. Tell the story using the play in 10 actions and focus in on character of Ariel.
Also show Animated Tales and students to note key features of Ariel's characters.
 Read as class Ariel's story of the shipwreck. What do we learn about Ariel?
 Read chapter 19. Focus on who Arby really is. Recreate the missing narrative scene when Arby is
'tasked' with saving the life of Shakespeare.
 Recap on the relationship between Shakespeare and Nat, especially his naming of Nat as 'Sprite.'
 Write Shakespeare's dedication of The Tempest to Nat.
OUTCOMES to be selected from –



Note key features of Ariel's characters.
Recreate the missing narrative scene when Arby is 'tasked' with saving the life of Shakespeare.
Shakespeare's dedication of The Tempest to Nat.
Week 8: Magic in Shakespeare - The Critic's View
Objectives:
Write to analyse, review,comment


Integrate evidence into writing to support analyse or conclusions e.g. data, quotations (Wr17)
Write a critical review of a substantial text, taking account of the context in which it was written and
the likely impact on its intended readers (Wr18)
Plan, draft and present

Re-read work to anticipate the effect on the reader and revise style and structure, as well as
accuracy, with this in mind (Wr2)
COVERAGE (Resources) – Class notes on magic and witchcraft
FOCUS
 Students to collate notes on magical images, good and bad encountered in extracts and videos studied.
 Students to prepare for and write an analytical response to the following:

Which characters with magical or 'strange' powers does Shakespeare introduce us to in A Midsummer
Night's Dream, The Tempest and Macbeth?

What different views of the characters does the audience have?
 Students to collect ideas and key quotations and feedback before planning and writing of essay.
OUTCOMES:
Analytical Essay:

Which characters with magical or 'strange' powers does Shakespeare introduce us to in A Midsummer
Night's Dream, The Tempest and Macbeth?

What different views of the characters does the audience have?
Week 9: Creating Your Own Magical Shakespeare The Director's Cut
Objectives:
Drama:


Reflect on their participation in drama and identify areas for their development of dramatic
technique (S/L 13)
Collaborate in, and evaluate the presentation of dramatic performances, scripted and
unscripted, which explore character, relationships and issues (S/L 16)
COVERAGE (Resources) – Any of the Shakespearean extracts studied
FOCUS
 Students to revisit key extract studied and select one
 In groups students think about how they would stage their chosen scene including introductions of
characters, setting, lighting, dialogue and character actions and responses, creation of tension in a
scene.
 Students also to prepare the director's notes to accompany presentation of the scene to explain
choices.
 Group performance of scenes with peer assessment and targets for future presentations
OUTCOMES –
 Group performance of chosen Shakespeare scene with director's explanation of choices made
 Peer assessment of performance