Lesson plan

1. Lesson Plan pro forma
Class: 8NE
(mixed ability sets)
indicate levels of attainment
Date:
18.4.2016
Time: 09:45 –
10:50
No. of pupils:
28
Unit /SoW: Romeo & Juliet Shakespeare Unit
Key Learning Goals:
ref. to exam board criteria/NC as appropriate
Shakespeare - reading a wide range of
fiction and non-fiction, including in
particular whole books, short stories,
poems and plays with a wide coverage of
genres, historical periods, forms and
authors.
… in pupil-friendly format:
LO: To modernise the balcony scene in
Romeo and Juliet
Expected Learning Outcomes:
all pupils? some pupils? a few pupils?
All pupils will be able to write a script
recreating the balcony scene between
Romeo and Juliet.In the previous lesson,
we translated parts of the speech, and
throughoutthe lesson,we will have small
tasks to make sure they are moderinising it,
and including imagery.
Opportunities for Assessment:
Formative & summative
Formative
 Recap of balcony scene – What do Romeo and Julietspeak aboutduring the balcony
scene? This reminds students what was said during the conversation from last lesson,
and gets students thinking aboutwhatthey could write about
 Think,pair, share – what do couples say to show their affection? This will allow students
to think aboutthe modern day, and how they confess their love using utterances and
phrases.Challenge is also present – use of symbols
 Example script – students will be shown an example scriptto get an idea for their script
 Students will write their script – individually,students will write a script that is at least10
turns long
 Peer assessment – once students have completed their script,they will peer assess each
other’s work using a checklist.They will copy down the checklist,ticking ones which have
been completed.This will show that they are able to adhere to the task, as well as
building up their own ability to peer assess
 Plenary – writing a memorable sentence thatthe students have written in their script. This
will show whether they have hit all the requirements from the task, as well as showing off
their creativity
Cognitive challenges:
Desirable difficulties for all abilities; how will students progress?
To be able to write their own script for the balcony scene – students will have
sufficient scaffold for this task. They have already practiced translating parts of
the speech into modern English, and they will think about using modern phrases
that are used today to show affection. They will also think of symbols (for the
ones who want to be challenged). They will also have an example script as a

2. model. A differentiation sheet of ‘love and affection’ vocabulary will be up at the
back of the classroom.
EBT strategies:
e.g. APK, reciprocal teaching, collaborative learning, advance & visual organisers,
similarities and differences, goals, repetition and practice, meta-cognition, feedback,
cognitive challenge, subject knowledge, summaries and note-taking
 APK – Asking questions about the plot
 Collaborative learning & cognitive challenge – they will be collaborating
when they are thinking of affectionate phrases, and writing a script is a
significant cognitive challenge
Key Terminology:
 Romeo & Juliet
 William Shakespeare
 Tragedy
 Balcony scene
Resources:
 PPT
 Differentiated vocab worksheet (x2)
Homework and practice:
• N/A