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Year 8 Module Two
Shakespeare
This Shakespeare module supports the reading component of the curriculum by focusing on the
Key Processes, through the explicit teaching of Assessment Focuses, allowing you, the teacher, to
deliver the module in a way that suits your students. Shakespeare will focus on RAF 4, 5, & 7.
Pupils will read selected extracts from one of Shakespeare’s plays with a large emphasis placed on
dramatic techniques, social and historical context and form and structure.
Curriculum Links
Reading:
Pupils should be taught to:
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Develop an appreciation and love of reading, and read increasingly challenging material
independently
Read a wide range of fiction, including in particular plays with a coverage of historical
periods
Read pre 1914 drama, Shakespeare
Understand increasingly challenging texts through learning new vocabulary, relating it
explicitly to known vocabulary and understanding it with the help of context
Know the audience for and context of the writing and drawing on this knowledge to support
comprehension
Know how language, including figurative language, vocabulary choice, text structure and
organisational features present meaning
Understand how the work of dramatists is communicated effectively through performance
and how alternative staging allows for different interpretations of a play
Make critical comparisons across texts
Writing:
Pupils should be taught to:
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Write accurately, fluently, effectively and at length for pleasure and information
Write for a wide range of purposes
Summarise and organise material, and support ideas and arguments with any necessary
factual detail
Apply their growing knowledge of vocabulary, grammar and text structure drawing on
knowledge of literary and rhetorical devices from their reading to enhance the impact of
their writing
Pay attention to accurate grammar, punctuation and spelling
Draw on new vocabulary and grammatical constructions from their reading and using these
consciously in their writing
Using Standard English confidently in their own writing and speech
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Reading
Reading for meaning:
Writing
Composition:
Key Processes:
Key Processes:
5.3 Reading and engaging with a wide and
varied range of texts:
7.1 Generating ideas, planning and drafting:
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explore how different audiences choose
and respond to texts
Understanding the author's craft:
6.1 Relating texts to the social, historical and
cultural contexts in which they were written:
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8.3 Improving vocabulary for precision and
impact:
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explore the concept of literary heritage,
why certain texts are important within it
and how some texts have influenced
culture and thinking
6.2 Analysing how writers' use of linguistic
and literary features shapes and influences
meaning:
explore the range, variety and overall
effect on readers of literary and
grammatical features used by writers of
literary texts
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explain how specific structural and
organisational choices in texts create
particular effects
explain how specific structural and
organisational choices in texts create
particular effect
create considered and appropriate
effects by drawing independently on the
range and variety of their own
vocabulary, and by using strategies and
resources to extend their available
choice
8.5 Structuring, organising and presenting
texts in a variety of forms
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6.3 Analysing writers' use of organisation,
structure, layout and presentation:
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explore, problem solve, connect and
shape ideas, and identify the most
appropriate approach to planning their
writing
use a range of cohesive devices with
audience and purpose in mind, drawing
on experience of how writers develop
and connect ideas within and between
paragraph
Conventions:
9.1 Using the conventions of standard
English:
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how to use standard and non-standard
English when appropriate in their own
writing
Reading Assessment Foci:
Writing Assessment Foci:
Reading – AF 7 – Relate texts to their social,
cultural and historical traditions
Writing – AF 3 – Organise and present whole
texts effectively, sequencing and structuring
information, ideas and events
Reading – AF 5 – Explain and comment on
writers' use of language, including grammatical
and literary features at word and sentence level
Reading – AF 4 – Identify and comment on the
structure and organisation of texts, including
grammatical and presentational features at text
level
Writing – AF 4 – Construct paragraphs and use
cohesion within and between paragraphs
Writing – AF 7 – Select appropriate and
effective vocabulary
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Assessment:
Teachers will build tasks relevant to their knowledge of pupil ability, assessments are to be
differentiated as necessary:
Possible Summative Assessment Content:
Reading (RAF 4, 5 & 7):
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Short questions linked to specific bullet points from the Assessment Guideline Sheets
The essay style response (obvious links to structured writing)
Staging a particular scene from the chosen play (S&L possibilities)
Comparative piece of writing
Writing (WAF 3, 4 & 7):
 The essay style response (obvious links to structured writing)
 Comparative piece of writing
 Or a re-creative piece
Differentiation:
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Open tasks that include something for the whole ability range (linked to outcome)
Marking and feedback (feedback, praise and personalised targets)
Seating for learning (peer support)
Support (teacher/SEN)
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Set Texts / Resources:
Full texts (Henry V / Macbeth
30 Minute Shakespeare
Key extracts
Films
Shakespeare animated tales
BBC - Bitesize www.bbc.co.uk/bitesize
RSC Resource Bank for Teachers: http://www.rsc.org.uk/education/resources/bank/
Virtual tour of the Globe Theatre: http://www.shakespearesglobe.com/about-us/virtualtour
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Possible approach / ideas:
Module title page with key words
Reading and writing AFs into texts / Set module targets
Private readers (classroom / HW)
Chosen Shakespeare text / extracts
Spelling programme (Starters / HW)
Shakespeare’s theatre (different audiences over time and their response)
History of the Globe Theatre (http://www.theatrehistory.com/)
Historical context surrounding chosen text
Shakespeare’s language (blank verse / couplets / prose) www.nosweatshakespeare.com
Imagery in language (figurative techniques and effects created)
Form and structure (include the use of prologue)
Story / events / plot
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Genre and Shakespeare (genre focus)
Shakespeare through film
Staging
Essay writing skills:
 Structure
 Paragraphs
 Topic sentences
 Linking sentences
 Cohesive devices
 Vocabulary for effect and precision
Assignment preparation
Summative assessment
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Assessing Pupil Progress:
Marking
Feedback
Revisit passed assignments
Learning from common mistakes
Record & track progress
Review learning to inform planning for next module
Teaching ideas:
Please add own ideas in order to evolve the module:
Show film versions / extracts
Story boards of chosen extracts
Posters / leaflets
Trivia quiz
Virtual tour of the Globe
Compare Shakespearean sonnet with a modern sonnet
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Introduction: Shakespeare
RESOURCES:
Introduction PP
KWL worksheet
Props (Love, Ghost, Dagger, Luck Posters)
Images handout
A3 paper
AFs handout
The Globe PP
Flyer template
BBC Cartoon version of play (YouTube)
Story-book version of play (Hard Copy)
Storybook and board PP
Storyboard template
IDEAS FOR TEACHING:
 Introducing Macbeth – pupils list characteristics of a great film (to return to in the
plenary) and connect to the play Macbeth>pupils complete a KWL worksheet (or table)
about the play, collating some of the questions onto the WB>using props (images on A3
paper), pupils, in pairs or groups, write down words they associate with the image and
then suggest how it could be connected to the play (could be completed individually with
a the Images handout) > each group feeds back their ideas to the class before,
individually, pupils write a paragraph predicting what is going to happen in the play >
pupils return to their characteristics list and circle three they think best represent
Macbeth> pupils design a poster in their book of the new unit of work, using key words
and ideas from the lesson.
 The Globe – pupils list things they do for entertainment before discussing what people
would do in the 1600s > use YouTube clips to introduce the Globe Theatre with pupils
making notes > using their predictions from the previous lesson, pupils produce a flyer
advertising Shakespeare’s Macbeth in the 1600s.
 As part of the introduction, particularly for lower-ability pupils read a story-book version
of the play written in simpler-prose and/or watch the BBC animated cartoon adaptation >
pupils demonstrate their understanding of the play by summarising it in 60 (or 100 words)
and/or creating a storyboard of the play.
POSSIBLE OUTCOMES:
 Predictive paragraph
 Flyer
 Storyboard of play
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Macbeth
NB pupils do not have to study Macbeth through reading the original text, but may access the play
through the story book version.
RESOURCES:
Act 1 Whoosh Character Vote handout
Act 1 Whoosh
Act 1 Whoosh dialogue
Act 1 Whoosh Character Profiles
Act 1 Whoosh PP
Act 1 Quiz PP
Act 1 Quiz worksheet
Act 1 S1-3 Cloze worksheet
Act 1 S1-3 Cloze Answers handout
Fate and Foreshadowing PP
Act 1 Scene 1 PP
Shakespearean Insults handout
Act 1 Scene 1 Extract
Act 1 Scene 1 Notes
Cloze worksheet (Macbeth’s Fate)
Cloze Answers (Macbeth’s Fate)
Act 2 Whoosh worksheet
Act 2 Whoosh PP
Act 3 Whoosh worksheet
Act 3 Whoosh PP
Act 3 Scene 1 – Banquo’s Opening Lines
Acts 4 and 5 Whoosh worksheet
Acts 4 and 5 Whoosh PP
Act 4 Scene 1 (Witches)
IDEAS FOR TEACHING:
 Act 1:
 Whoosh – 11 pupils are assigned characters from Act 1 (either by the teacher or by
class vote) > together as a class, pupils perform, with the direction of the teacher, Act
1: reading out short character profiles and summaries of events; reading out selected
lines; discussing key quotes; hot seating characters thoughts and feelings > pupils
complete a SA quiz about events in the first act and/or a cloze exercise.
 Fate and Foreshadowing (2/3 lessons) – pupils discuss the key word of ‘fate’ and how
it is connected to an image of the stars > on a piece of small lined paper, pupils write a
sentence about their destiny, before sharing it with the class > use a horoscope
website and a Walk the Line activity to further discuss and explore the theme of fate >
transition to the witches and how they play with Macbeth’s fate > pupils use a Ladder
of Difficulty activity to consolidate some of their ideas from the class discussion about
the role of fate in the play > introduce the word ‘foreshadow’ before looking at key
quotes from the opening scene to explore its meaning > as an extension, use a clip
from the film ‘The Omen’ to introduce and discuss ‘pathetic fallacy’ as an example of a
foreshadowing technique > pupils answer the LO use the key words of fate,
foreshadow and pathetic fallacy > use a traffic light activity (or any other plenary) to
SA the pupils’ understanding of the key words from the lesson.
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 Modern-day English – to make the Shakespearean language more engaging pupils use
a handout to ‘insult’ each other (can be extended and differentiated into a card sorttype activity) > pupil use notes to annotate the lines from the first scene > pupils
rewrite the lines from the first scene in modern/colloquial-teenage language.
Act 2:
 Whoosh – pupils complete a character profile worksheet for the characters in Act 2,
before whoosing through the Act.
Act 3:
 Whoosh – pupils translate Banquo’s opening lines from the first scene of the Act >
pupils complete a PEE paragraph about Banquo’s feelings towards Macbeth at this
point in the play > pupils whoosh through the rest of the Act > individually, in pairs or
as a small group, pupils create a 10 question quiz for someone else (or pair or group)
to complete.
Acts 4 and 5:
 Whoosh – pupils whoosh through the final two Acts of the play > individually, in pairs
or as a small group, pupils create a 10 question quiz for someone else (or pair or
group) to complete.
POSSIBLE OUTCOMES:
 Act 1 Whoosh
 Act 1 Quiz
 Rewritten Act 1 Scene 1
 Act 2 Whoosh
 Act 3 Whoosh
 Act 3 Scene 1 PEE paragraph
 Acts 4 and 5 Whoosh
 Pupil quizzes
 Cloze activities
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Assessment
RESOURCES:
PEE PP (Witches)
Level Descriptor PP
Levels Card Sort
Levels Card Sort Answers
Act 1 Scene 1-3 Writing Frame (PEE)
Lady Macbeth (Manipulation) PP
Lady Macbeth (Guilt) PP
Lady Macbeth Venn Diagram
Lady Macbeth Quotes
Lady Macbeth Assessment Writing Frame (PEE)
NB the introduction of PEE can be introduced at any point in the unit. The Witches task could be
used as the assessment or in preparation for the Lady Macbeth task.
IDEAS FOR TEACHING:
 PEE – scaffold a modelled PEE paragraph answering a question on how Macbeth’s fate is
foreshadowed in the opening scene > joint construction of a PEE paragraph before pupils
complete their own, individually or in pairs.*
 Level Descriptors – pupils complete a card sort, arranging the level descriptors into the
correct order > using a writing frame pupils complete an essay on the first three scenes >
pupils use the card sort to PA mark each others’ work, setting targets for improvement.
 Lady Macbeth (Manipulation) – using images and a synonym game introduce Lady
Macbeth’s manipulative character > pupils translate three quotes into Modern English
that show how Lady Macbeth manipulates Macbeth at the start of the play > depending
on the ability of the class, pupils write individually, in pairs or as a class a PEE paragraph
(with at least two pieces of evidence) about how Lady Macbeth manipulates Macbeth.*
 Lady Macbeth (Guilt) – using the images of ‘bloody hands’ pupils discuss Lady Macbeth’s
guilt > pupils compare two quotes – from Acts 1 and 5 – about what Lady Macbeth says
about washing blood from her hands and compare the difference in her attitude and state
of mind > pupils complete a Venn Diagram to compare the differences and similarities of
Lady Macbeth’s thoughts and actions in Acts 1 and 5 of the play > pupils translate three
quotes into Modern English that show Lady Macbeth’s guilt > depending on the ability of
the class, pupils write individually, in pairs or as a class a PEE paragraph (with at least two
pieces of evidence) about how Lady Macbeth feels guilty for her and Macbeth’s actions in
the play.*
*Differentiation – for lower ability pupils using a different colour pen to write the different
sentences in a PEE paragraph may be useful.
ASSESSMENT:
Task: pupils complete a PEE-type essay on a selected question about the play (i.e. ‘How the
Witches foreshadow Macbeth’s fate in the first three scenes of the play’ or ‘How Shakespeare
presents Lady Macbeth in the play’)
Assessment Focuses:
Reading:
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AF2 – understand, describe, select or retrieve information, events or ideas from texts and use
quotation and reference to text
AF5 – explain and comment on writers’ use of language, including grammatical and literary
features at word and sentence level
AF6 – identify and comment on writer’s purposes and viewpoints and the overall effect of the text
on the reader
POSSIBLE OUTCOMES:
 PEE Paragraphs
 Act 1 Scenes 1-3 Essay
 Assessment Essay
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