Key Stage 3 History



Key Stage 3. English. Macbeth

Year 8 Unit 3 | |

|Key Concepts |Expectations |Cross Curricular Framework (CCF) |

|1.1 Competence | | |

|1.2 Creativity |At the end of this unit |Aspects |

|1.3 Cultural understanding |Most pupils will: 4C – 6C |i) PLTS and FS |

|1.4 Critical understanding |Reading: AF5, AF6 |1 Independent enquirers, 2 creative thinkers, |

| |explain and comment on writer’s use of language, commenting on the effect of writer’s language |3 reflective learners, 4 team workers, 5 self managers, 6 effective|

|Key Processes |choices. They will be aware of and begin to develop an explanation of the effect of Shakespeare’s |participators |

|2.1 Speaking and listening |language on the reader. | |

|2.2 Reading |Writing: AF1, AF3 |ii) PD, ECM and SEAL |

|2.3 Writing |Develop ideas with some imaginative detail, and shape material appropriately according to purpose |1 Safety, 2 Healthy, 3 Economic well being, 4 Enjoy and 5 |

| |and form. They will establish a clear viewpoint, and begin to develop an individual voice. |Participate |

|Range and content and Assessment |Material will be structured clearly into paragraphs and ideas will be developed effectively across| |

|opportunities |the text. |Dimensions |

|Reading “How does Shakespeare use | |1 Identity and cultural diversity 2 Community participation 3 |

|language to show us how Lady Macbeth has |Some pupils will not have made so much progress and will:1C – 3A |Healthy Lifestyles 4 Enterprise 5 Global dimension 6 Technology and|

|changed since the beginning of the play?”|Reading: AF5, Af6 |media 7Creativity and critical thinking |

| |Identify a few basic features of writer’s use of language, and identify the main purpose. They | |

|Writing: Lady’s Macbeth’s suicide letter.|will express a personal response. | |

| |Writing: AF1, AF3 | |

|Speaking and Listening: Group |Include some appropriate idea sand content, and attempt to organise ideas logically. | |

|dramatisations of the Act 3, scene iii | | |

| |Some pupils will have progressed further and will:6B – 7C | |

| |Reading: AF5, AF6 | |

| |Give detailed explanations of how language is used, and begin to show appreciation of how writer’s| |

| |language choices contribute to the overall effect on the reader. | |

| |Writing: AF1, AF3 | |

| |Develop imaginative treatments of appropriate materials, showing familiarity with conventions of | |

| |form and adapting them to suit purpose, and creating a distinctive, individual voice. They will | |

| |control and sequence material in a skilful way. | |

| | |Curriculum Opportunities and links (COL) (including themes of |

| | |Discovery and Play, Connections and Perspectives) |

| | |Resources |

| | |Photocopied packs of key scenes. |

|Key Stage 3. Subject. Unit Title |

|Year 7 Unit 1. Macbeth. |

|Enquiry questions, concepts and processes |Learning activities |Learning outcomes |CCF and COL (including themes) |

|Pupils should learn: | |Pupils: | |

|6.2 Students to analyse how writers’ use of | | |PLTS 1,4,6 |

|linguistic and literary features shapes and |Use mini laptops to research the dramatic genre – |All students will have a basic understanding of the |ECM 5 |

|influences meaning |students to produce their own powerpoint covering: |ingredients of tragedy, and the themes of the play |WCD 6 |

| | | |COL History |

|6.3 Students will explain how specific structural |Definition | | |

|and organisational choices in texts create | | | |

|particular effects |Greek and Shakespearean tragedy | | |

| | |Most students will have developed a good | |

|5.2 Students will respond to a text by making |Examples |understanding of tragedy as a genre, and will have | |

|precise points and providing relevant evidence in | |engaged with the themes of the play | |

|support of those points |Images | | |

| | | | |

|AFs 2,5,7 (reading) |An example of a plot from a famous tragegedy | | |

| | |Some students will have developed a sophisticated | |

| |(if you think this might be too much to do in the |understanding of how tragedy works as a genre, and | |

| |time available, each group could research a |will have engaged thoughtfully with the themes of | |

| |different aspect) |the play | |

|5.2 Students develop their understanding and | | |PLTS 1, 3 |

|respond to ideas, viewpoints, themes and purposes in|Read Act 1, scene 1. Discuss effects of setting, |All students will have a basic understanding of 16th|ECM 4,5 |

|texts |language choices etc |century attitudes to witchcraft |WCD 7 |

|8.1a) draw on some techniques and devices used by | | |COL History |

|writers in order to develop distinctive character |Students to annotate on their sheets, and to | | |

|and voice in their own fiction |illustrate on the sheet to show mood/atmosphere – |Most students will have a clear understanding of | |

| |encourage students to use colour and to fill the |16th century attitudes to witchcraft, and will | |

|AF 3 (reading) |page with design |understand how Shakespeare’s audience would receive | |

|AF1 (writing) | |them | |

| | | | |

| | | | |

| | |Some students will have a more sophisticated | |

| | |understanding of 16th century attitudes to | |

| | |witchcraft, insight into beliefs, and will begin to | |

| | |develop their own interpretations of how the | |

| | |audience would perceive the witches | |

| | | | |

| | | | |

| | | | |

|6.2Students will analyse how writers’ use of | | |PLTS 1,3 |

|linguistic and literary features shapes and |Students to use PEE to write three paragraphs in |All students will have identified basic features of |ECM |

|influences meaning |answer to the question |writer’s use of language with simple comments, and |WCD 7 |

| | |will have structured a simply organised response |COL Drama |

|6.1 Students will relate texts to the social, |(if you wish, students could write the first | | |

|historical and cultural contexts in which they were |paragraph and then swap and partners could set one |Most students will have identified a range of | |

|written |target according to the AF sheets. They could read |features and their comments will show an awareness | |

| |them out before they go on to write second |of their effects; they will have structured a | |

|AF2,5 (reading) |paragraph) |clearly organised response | |

| | | | |

| | |Some students will have given a detailed explanation| |

| | |of the effects of writers’ language choices, and | |

| | |will have structured a coherently organised response| |

| | | | |

| | | | |

|8.5 Students will develop the skills to structure, |Macbeth The Hero – give out sheets with the |All students will have identified basic structural |PLTS 1, 3, 4 |

|organise and present texts |Captain’s speech about Macbeth’s success on the |choices and made simple comment on them |ECM 4, 5 |

| |battlefield and stick in books – read, discuss, and | |WCD 7 |

|9.1 Students will use the conventions of standard |annotate on our impressions of Macbeth from this |Most students will have commented on writers’ |COL Drama |

|English |speech (remember, we haven’t met him yet at this |structural choices in a way which shoes awareness of| |

| |point) |writers’ craft | |

|9.2 Students will use grammar accurately and | | | |

|appropriately |Using PEE, write a paragraph in answer to the |Some students will have given a detailed explanation| |

| |question “How is Macbeth presented to us by |of how structural choices support the writers’ | |

|AF6 (writing) |Shakespeare in the Captain’s speech?” |purpose | |

| | | | |

| |Start a “mind map” for Macbeth – draw an outline | | |

| |figure and write outside the figure impressions of | | |

| |the character so far, giving | | |

| |evidence/opinions/predictions etc | | |

| | | | |

| |- students could do this in pairs on sugar paper, | | |

| |and they can return to it as the character is | | |

| |developed by Shakespeare – once we’ve met Macbeth, | | |

| |students can write inside the figure to show his | | |

| |inner thoughts/feelings | | |

| | | | |

| |discuss the reaction of both Macbeth and Banquo to |All students will adopt and maintain a |PLTS 2, |

| |the witches’ prophecies |straightforward viewpoint in their writing |ECM 4, 5 |

| | | |WCD 7 |

| |Write a diary entry for each character, exploring |Most students will establish a clear and consistent |COL Drama |

| |their thoughts and feelings about the prophecies. |viewpoint and develop a voice in their writing | |

| |Make sure you write about what each character thinks| | |

| |about the other. Although they should write in |Some students will adopt a convincing individual | |

| |modern English, students should be encouraged to use|voice and sustain it throughout their writing | |

| |words/images from the text. | | |

| |Discuss what we find out about the relationship |All students will have picked out basic examples of |PLTS 1, 2, 3, 6 |

| |between Macbeth and his wife. Discuss the |language and made simple comment on them |ECM 4, 5 |

| |presentation of Lady Macbeth and fill in PEE grid | |WCD 7 |

| | |Most students will have identified and explained |COL Drama |

| |Create a “mindmap” for Lady Macbeth and start to add|various examples of language use | |

| |quotes/ideas | | |

| | |Some students will have given a detailed explanation| |

| | |of language choices, and commented on their effect | |

| | |on the reader | |

|4.1 use specific dramatic approaches and conventions|Meeting Lady Macbeth worksheet. |All students will have organised ideas in a simple |PLTS 1, 3, 5 |

|in structured ways for effective exploration of | |way and attempted to use paragraphs to structure |ECM 5 |

|ideas, texts, issues and themes |Write a detailed answer to the question “How is Lady|content |WCD 7 |

| |Macbeth presented in Act 1 Scene 5?” (can be used as| |COL |

|AF1 |reading and/or writing assessment) |Most students will have structured material clearly | |

| | |and organised content into appropriate paragraphs | |

| | | | |

| | |Some students will show clear control of the | |

| | |organisation of their material, and paragraphs will | |

| | |be constructed to support meaning and purpose | |

|4.1a) develop and sustain processes, narratives, | | |PLTS |

|performances and roles through the use of a variety | | |ECM |

|of dramatic conventions, techniques and styles | | |WCD |

| | | |COL |

|AF | | | |

|4.1a) develop and sustain processes, narratives, | | |PLTS |

|performances and roles through the use of a variety | | |ECM |

|of dramatic conventions, techniques and styles | | |WCD |

| | | |COL |

|AF | | | |

|6.2 Students will analyse how writers’ use of |Discuss what we learn about the relationship in this|All students will have organised some relevant ideas|PLTS 2, 5, |

|language shapes and influences meaning |scene – put hands up again in answer to the question|and material |ECM 4, 5 |

| |asked at the beginning of the lesson. Discuss the | |WCD 7 |

|AFs Reading 5, 7 |techniques she uses to persuade him. |Most students will have developed ideas using some |COL Drama |

|Writing 3, 4 | |imaginative detail and shaped them appropriately | |

| |Imagine you are Lady Macbeth. Write an extra scene |according to form | |

| |which consists of a soliloquy* spoken by her, | | |

| |explaining how she feels about a) her husband and b)|Some students will have created a convincing | |

| |the murder they are planning. |individual voice | |

| | | | |

| |* write a definition of this term on the board so | | |

| |they can copy it into their books (or they could | | |

| |look it up in the dictionary) | | |

|7.1 Generating ideas, planning and drafting |In pairs, students given the opportunity to |All students will have used drama to explore and |PLTS 2, 4, 6 |

| |dramatise the scene a manner of their choice. For |respond to character in a basic way |ECM 4, 5 |

|7.2 Using and adapting the conventions and forms of|example, they could | |WCD 7 |

|texts | |Most students will have used drama to explore |COL Drama |

| |Create a series of freeze frames |character, themes and ideas in an interesting way | |

|AF 1,2, 6 (Writing) | | | |

| |Translate the scene into modern English and perform |Some students will have used drama to explore | |

| |it |character, themes and ideas in an imaginative and | |

| | |original way | |

| |Dramatise key lines from the original text | | |

| | | | |

| |*(alternatively, you could do this scene as | | |

| |“director’s notes”) | | |

|6.3b) explain how specific structural and |Students to give their performances to the rest of |All students will have used drama to explore and |PLTS 2, 4, 6 |

|organisational choices in texts create particular |the class – teacher and class to offer feedback |respond to character in a basic way |ECM 4, 5 |

|effects |after each one - 2 stars and a wish | |WCD 7 |

| | |Most students will have used drama to explore |COL Drama |

|AF 4 (reading) | |character, themes and ideas in an interesting way | |

| | | | |

| | |Some students will have used drama to explore | |

| | |character, themes and ideas in an imaginative and | |

| | |original way | |

|6.2 Analysing how writers’ use of linguistic and |Use PEE to complete task on worksheet. |All students will have picked out basic examples of |PLTS 1, 2, 5 |

|literary features shapes and influences meaning | |language and made simple comment on them |ECM 5 |

| | | |WCD 7 |

| | |Most students will have identified and explained |COL |

| | |various examples of language use | |

| | | | |

| | |Some students will have given a detailed explanation| |

| | |of language choices, and commented on their effect | |

| | |on the reader | |

|8.1a) draw on some techniques and devices used by |Students produce creative responses to the scene. |All students will chose relevant ideas and content, |PLTS 2, 3, 5 |

|writers in order to develop distinctive character |These could include: |and the main features of the selected form are clear|ECM 4 5 |

|and voice in their own fiction | | |WCD 7 |

| |An news report on the events which happened at the |Mot students will have developed relevant material |COL |

| |Banquet |with some imaginative detail, and features of | |

| | |selected form are clearly established | |

| |An extra scene, between two of the lords who were at| | |

| |the Banquet, discussing Macbeth’s behaviour |Some students will show an imaginative treatment of | |

| | |appropriate materials, using a range of stylistic | |

| |A modern adaptation of the scene |devices to achieve effect | |

| | | | |

| |(this could be used as a Writing assessment) | | |

|6.2 Students will analyse how writers’ use of |Sorting activity to establish the events of the |All students will be familiar with the events of the|PLTS 4, 6 |

|language shapes and influences meaning |whole play. |play |ECM 4, 5 |

| | | |WCD 7 |

|AFs Reading 5, 7 |Re-cap on order of events in the play and stick in |Most students will have reflected on the structure |COL |

| |the correct order in books. |of the play and the effect of Shakespeare’s | |

| | |structural choices | |

| |Draw tension graph of the action so far – choose ten| | |

| |main events |Some students will have a detailed understanding of | |

| | |the structural choices made by the author and their | |

| | |effect on the audience | |

| |Discuss how Lady Macbeth has changed. Using |All students will have picked out basic examples of |PLTS 1, 2, 5 |

| |worksheet, use PEE to answer the question “How does |language and made simple comment on them |ECM 4, 5 |

| |Shakespeare use language to show us how Lady Macbeth| |WCD 7 |

| |has changed since the beginning of the play?” |Most students will have identified and explained |COL |

| | |various examples of language use | |

| | | | |

| | |Some students will have given a detailed explanation| |

| | |of language choices, and commented on their effect | |

| | |on the reader, and will have selected evidence form | |

| | |different places in the text to support their ideas | |

| |Write letter using worksheet to help plan/organise |All students will chose relevant ideas and content, |PLTS 1, 2, 3, 5 |

| |ideas. |and the main features of the selected form are |ECM: 4,5 |

| | |clear. All students will adopt and maintain a |WCD: 7 |

| | |straightforward viewpoint in their writing | |

| | | | |

| | |Most students will have developed relevant material | |

| | |with some imaginative detail, and features of | |

| | |selected form are clearly established Most students | |

| | |will establish a clear and consistent viewpoint and | |

| | |develop a voice in their writing. | |

| | | | |

| | |Some students will show an imaginative treatment of | |

| | |appropriate materials, using a range of stylistic | |

| | |devices to achieve effect. Some students will adopt | |

| | |a convincing individual voice and sustain it | |

| | |throughout their writing. | |

| |Discuss Shakespeare’s language in this speech. How |All students will have picked out basic examples of | |

| |does he use figurative language to present Macbeth’s|language and made simple comment on them | |

| |state of mind to the audience? | | |

| | |Most students will have identified and explained | |

| |How would you direct an actor playing Macbeth to |various examples of language use | |

| |read these lines? | | |

| | |Some students will have given a detailed explanation| |

| | |of language choices, and commented on their effect | |

| | |on the reader | |

| | | | |

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