Teacher+Notes

Teacher Notes




 * Curriculum Area:** English


 * Unit Topic/Theme:** Introduction to Shakespearian Drama///A Midsummer Night's Dream//


 * Lesson Title/Theme:** Introduction to Shakespeare


 * Year:** 7


 * Class:** Mixed ability, late Term One


 * Lesson Duration:** 3 lessons/activities in WebQuest, all 45 minutes in duration with varying task durations within those lessons


 * Lesson Focus:** As an introductory piece to Shakespeare as a whole, this lesson aims to guide the students into their first study of Shakespearian drama which will lead them through further studies in secondary school. This lesson introduces William Shakespeare as the man behind the legend and guides students into understanding why his life, works and legacy are an essential part of the heritage of the English language as we know it. Students will collaborate their understandings with their peers' understandings to compile a hypothetical argument for saving Shakespeare's birthplace as a heritage monument using the technology of the Prezi presentations.


 * Prior Knowledge:** It is assumed that the students have a very vague understanding and recollection of who Shakespeare is, but may have many wrong ideas about his work. They are asked to note their original ideas and understandings, if any, and build on these.


 * Syllabus Outcomes from the [|Board of Studies English 7 - 10 Syllabus]:**

Students in Stage 4 must study at least one form of Drama every year, and must have an experience of William Shakespeare. Therefore, the study of //A Midsummer Night's Dream// as an introduction to Shakespeare fulfils these needs. These outcomes may be built on and worked towards through these lessons rather than wholly achieved.

//Objective:// Through responding to and composing a wide range of texts in context and through close study of texts, students will develop skills, knowledge and understanding in order to speak, listen, read, write, view and represent.

specific purposes, audiences and contexts ||< 1.15 - the forms and features of language, the structures of texts and the nature of content that enables categorsation by content, composer and genre || in texts through close study ||< 1.16 - conventions associated with generic definitions of literary, film, television and other multimedia, information, everyday and workplace texts || purpose ||< 2.14 - the importance of originality and inventiveness || meaning in texts ||< 4.7 - the effectiveness of specific language forms and features and structures of texts for different purposes, audiences and contexts and for specific modes and mediums || and others' texts that contribute to the enjoyment that can be experienced in responding and composing ||< 4.8 - the ways in which specific language forms and features and structures of text are use to shape meaning including: in written texts: medium, organisation, sentence structures, grammar, punctuation, vocabulary and spelling; the use of formal or colloquial language and figurative language || skimming, scanning, predicting and speculating, reading and writing, according to the purpose and complexity of texts ||< 4.13 - the metalanguage of subject English used to describe, discuss and differentiate texts and their language forms, features and structures || selecting, recording and organising ideas, images and information for specific purposes in composing ||< 5.13 - the cleverness and joy of invention || paragraphing, cohesion, grammar, spelling and punctuation ||< 7.15 - ways of organising information, ideas and arguments textually or visually such as clustering, listing, compare and contrast, problem-solution, semantic chains, graphic and diagram outlines, structured overviews, consequence maps, thinking wheels and mindmaps || images, information, linguistic and visual forms and features, tone, style, and type and structure of text, with reference to their appropriateness for the text's purpose, audience and context ||< 10.11 - the ways recurring stories such as legends and fairy stories have been written and rewritten, in and for different contexts || compose a range of imaginative, critical and factual texts for television, the internet, radio, email and text messaging ||< 11.14 - research techniques using books, indexes and the internet || including word processing, importing and manipulating of graphics, and formatting to compose a variety of texts for different purposes and audiences ||< 11.15 - roles and responsibilities of individuals in groups || counts, insert page numbers and page breaks, spellcheck and thesaurus functions) for composing ||< 11.16 - ways of structuring and presenting ideas, editing techniques and referencing || and coherently and with confidence and fluency in rehearsed, unrehearsed and impromptu situations ||< 11.7 - bibliographies, citation (including the internet), acknowledgement of sources and plagiarism || arguments from texts ||< 11.18 - appropriate technology for different purposes, audiences and contexts || unknown in texts ||  || background and perspective, when responding to and composing texts ||   || assessment being addressed ||   || task with teacher and peers ||   || selecting information and clarifying ideas ||   || directions ||   || information ||   || success of collaborative processes ||   ||
 * < **Students learn to:** ||< **Students learn about:** ||
 * < 1.4 - manipulate, combine and challenge different text types that address
 * < 1.5 - interpret, question and challenge information and ideas
 * < 1.6 - categorise texts by content, genre, composer and
 * < 1.9 - demonstrate understanding of the complexity of
 * < 1.10 - describe and explain qualities of language in their own
 * < 2.1 - use a range of listening, reading and viewing strategies, including
 * < 2.4 - use processes of planning, including investigating, interviewing,
 * < 2.5 - edit through reading aloud and peer editing, checking accuracy,
 * < 2.6 - respond to their own and others' composions by considering ideas,
 * < 3.1 - use the features of information and communication technologies to
 * < 3.3 - use the features of information and communication technologies,
 * < 3.5 - use the tools of word processing (including find and replace, word
 * < 5.1 - express considered points of view in speech or writing, accurately
 * < 7.1 - locate, access, selevt, synthesise and use information, ideas and
 * 7.4 - distinguish between relevance and irrelevance and the familiar and
 * 7.7 - summarise, define, gather evidence, deduce, argue and debate ||  ||
 * 7.8 - form an opinion about the validity or persuasiveness of texts ||  ||
 * 7.10 - adopt and present a point of view supported with evidence ||  ||
 * 7.11 - plan, develop and draw conclusions in discussions ||  ||
 * 10.1 - recognise and consider cultural factors, including cultural
 * 11.1 - understand demands of a task and the outcomes and criteria for
 * 11.3 - ask questions, listen and negotiate to clarify an extended group
 * 11.4 - use the language of the subject when engaging in learning ||  ||
 * 11.5 - use speaking and writing as learning processes for sorting and
 * 11.6 - find, select and evaluate information from a range of sources ||  ||
 * 11.7 - identify, plan and prioritise stages of tasks with clear teacher
 * 11.8 - generate, document, clarify, organise and present ideas and
 * 11.9 - perform an allocated role responsibly in a group and assess the


 * Resources and Equipment:** In order to complete these lessons, the classroom teacher must have access to at least one computer/laptop per group of students (recommended size of group for this task is three). It would be ideal for the classroom teacher to have one for themselves and one for each student. All work is online-based and so a steady and reliable connection to the Internet is needed to complete these tasks. Students may benefit from the use of books in their research. It is also advised that the classroom teacher is familiar with the Prezi software before beginning this task - try watching this one, or others, as a quick tutorial**.**