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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