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: 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: 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 1 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: 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: 8.3 Improving vocabulary for precision and impact: 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 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 6.3 Analysing writers' use of organisation, structure, layout and presentation: 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: 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 2 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): 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: 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) 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 3 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 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 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 4 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 5 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. 6 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 7 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: 8 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 9