Year 10 English Homework Project
TERM 5
Studying Shakespeare
Name:
Form:
English Teacher:
WEEK1
Introduction to Shakespeare
Learning Objective: To be able to enhance your knowledge of
Shakespeare.
Everyone must discuss what they already know about Shakespeare.
Most should mind map their prior knowledge of Shakespeare.
Some will mind map their prior knowledge of Shakespeare and
identify any gaps in their knowledge.
Mindmapping
This is a great way to organise your
thoughts. You can you this to record what
you already know and where your gaps
are!
What do I already know
about Shakespeare?
What else would you like to know about Shakespeare? What are you going
to research?
WEEK 2
Shakespeare’s Language
Learning Objective: To understand the ways in which Shakespeare’s
language has influenced the way we speak today and comment on
the effect.
Everyone must discuss the sayings that have originated from
Shakespeare’s plays.
Most should discuss the sayings that have originated from
Shakespeare’s plays, work out what they mean and research where
they are from.
Some will be able to answer a passage based questions on Twelfth
Night in order to practise skills necessary for your assessment.
Phrase
All that
glitters is
not gold
All’s well
that ends
well
It was
Greek to
me
Dash to
pieces
Fair play
Good
riddance
Meaning
Play
Extract One:
Orsino:
There is no woman’s sides
Can bide the beating of so strong a passion
As love doth give my heart; no woman’s heart
So big, to hold so much; they lack retention.
Alas, their love may be called appetite,,
No motion of the live, but the palate,
That suffer surfeit, cloyment and revolt;
But mine is all as hungry as the sea, and can digest as
much.
Key questions:
 What is Orsino saying in this passage?
 What language does he use to describe his love?
 What are his views on women? How do you know
this?
 What is the effect of these words? How would
the audience feel?
WEEK 3
Shakespeare Scene
Everyone must Read key scene for Shakespeare task
Most should annotate scene, adding details about language and
impact on audience
Some will be able to add notes from other parts of the play which
also explore key characters/themes
AO1Shakespeare
Respond to texts critically and imaginatively; select
and evaluate relevant textual detail to illustrate and
support interpretations.
Key Scenes (Make sure you ask your teacher which play you are
studying!)
MACBETH:
Remind yourself of Act 2 scene 1 in the text. Explore the ways in which
Banquo is presented in this scene and elsewhere in Shakespeare’s play,
and in the performed version(s).
You should consider:
• the thoughts and feelings Banquo expresses
• the ways other characters react to him
• what makes Banquo such an important character.
OR
Remind yourself of Act 4 scene 3 in the text and in one or more performed
versions of the play.
Explore the ways in which Macduff and Malcolm are presented in this scene
and elsewhere in
Shakespeare’s play. You should consider:
• the thoughts and feelings Macduff and Malcolm express
• the ways other characters react to them
• what makes the relationship between Macduff and Malcolm so important.
THE MERCHANT of VENICE
Remind yourself of Act 1 scene 2 in the text and in one or more performed versions
of the play. Explore the ways in which Portia is presented in this scene and
elsewhere in Shakespeare’s play.
You should consider:
• the thoughts and feelings Portia expresses
• the ways other characters react to her
• what makes Portia such an important character.
OR
Remind yourself of Act 1 scene 1 in the text and in one or more performed versions
of the play. Explore the ways in which Antonio and Bassanio are presented in this
scene and elsewhere in Shakespeare’s play.
You should consider:
• the thoughts and feelings Antonio and Bassanio express
• the ways other characters react to them
• what makes the relationship between Antonio and Bassanio so important.
ROMEO and JULIET
Remind yourself of Act 3 scene 3 in the text and in one or more performed versions
of the play.
Explore the ways in which Friar Lawrence is presented in this scene and elsewhere
in Shakespeare’s Play.
You should consider:
• the thoughts and feelings Friar Lawrence expresses
• the ways other characters react to him
• what makes Friar Lawrence such an important character.
OR
Remind yourself of Act 2 scene 2 in the text and in one or more performed versions
of the play. Explore the ways in which Romeo and Juliet are presented in this scene
and elsewhere in Shakespeare’s Play.
You should consider:
• the thoughts and feelings Romeo and Juliet express
• the ways other characters react to them
• what makes the relationship between Romeo and Juliet so moving.
J4/K4 Task:
Romeo and Juliet
How does Shakespeare present the impact on Romeo and Juliet of
the words and/or actions of two older characters?
WEEK 4
Shakespeare on Film
Everyone must Watch an alternative version of the key scene for
Shakespeare task
Most should create notes while viewing, adding details about
language, performance and impact on audience
Some will be able to review a filmed version of the scene and create
a set of notes exploring how the filmed version brings the text to life in
a different way
Some examples—many more on YouTube:
Macbeth:
• Film – directed by Roman Polanski (1971)
• Film – directed by Philip Casson RSC production starring Judi Dench/Ian McKellen
(1976)
• Film – directed by Orson Welles (1948)
• Film – ‘Throne of Blood’ directed by Akiro Kurosawa (Samurai version) (1957)
• Film – CH4 RSC version starring Antony Sher (2003)
• Film – directed by Jack Gold BBC (1983)
• Film – ‘Macbeth on the Estate/BBC’ directed by Penny Woolcock (1998)
• Film – directed by Greg Doran (2001) RSC’s Swan Theatre production
The Merchant of Venice
Film – directed by Michael Radford, starring Al Pacino/Jeremy Irons (2004)
• Film – directed by Trevor Nunn and Chris Hunt (2001)
• Film – directed by Jack Gold BBC (1980)
• Film – directed by John Sichel (1974)
Romeo and Juliet
Film – directed by Baz Luhrmann (1996)
• Film – directed by Franco Zeffirelli (1968)
• Film – directed by Alvin Rakoff BBC (1978)
• Film – directed by Trevor Nunn (2006)
• Film – directed by Renato Castellani (1954)
• Film – directed by George Cukor (1936)
WEEK 5
Shakespeare Consolidation
Everyone must Evaluate impact of text and film
Most should add to notes, consolidating responses to language,
performance and impact on audience
Some will be able explore alternative ways a scene could be
interpreted
You have examined a performed version—now evaluate the quality of
the expression and the dramatic effect. Consider the different filmed
version/performances you have viewed:
Were they valid interpretations?
Did they do justice to what they had already discussed themselves in terms of
acting potential?
What part was played by the music?
How well were the characters portrayed?
Explore alternative ways in which the same actors could have presented the
characters.
WEEK 6
Shakespeare Controlled Assessment
Everyone must Create one page of notes (front and back of A4 or
one side A3). You will be able to use the key scene/playbook, as well.
Most should focus on language, performance and impact on
audience. Remember to include references from OTHER points in the
play not just your key scene
Some will review mark scheme and create notes based on how to
achieve the most marks
BAND
1
40
39
38
BAND
2
37
36
35
34
33
32
31
30
29
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
BAND
3
BAND
4
BAND
5
BAND
6
• sophisticated critical perception in response to and interpretation of the
chosen Shakespeare play and performed version
• cogent and precise evaluation of relevant detail from the chosen
Shakespeare play and performed version
• critical engagement and insight in response to and interpretation of
the chosen Shakespeare play and performed version
• evaluation of well-selected reference to detail of the chosen
Shakespeare play and performed version
• clear, sustained responses to the chosen Shakespeare play and
performed version
• support from careful and relevant reference to detail of the chosen
Shakespeare play and performed version
• reasonably developed personal response to the chosen
Shakespeare play and performed version
• use of appropriate support from detail of the chosen Shakespeare
play and performed version
• reasonably organised response to the chosen Shakespeare play and
performed version
• use of some relevant support from the chosen Shakespeare play and
performed version
• some relevant comments on the chosen Shakespeare play and
performed version
• use of a little support from the chosen Shakespeare play and
performed version
WEEK 7
Shakespeare Creative Expression
Everyone must Create one original project based on your play
and/or your key scene
Most should collaborate with others to create a group project
Some will use a range of mediums—painting, filming, writing
Some ideas. . .
Make a comic book/graphic novel of your play or key scene
Create a Shakespeare ‘playlist’ of 15 songs and a commentary how they
relate to the play
Create a programme for your play.