an upper primary/ lower secondary resource aligned to the ... · • teaching and learning...

An upper primary/ lower secondary resource aligned to the new Welsh Curriculum

Romeo and Juliet © Shakespeare Schools Foundation 2018 All rights reserved. Copyright of this curriculum resource rests with Shakespeare Schools Foundation. Any hiring, lending, redistribution, modification or copying (other than copying for the exclusive use of the school or institution which has purchased the resource) is strictly prohibited.

Romeo and Juliet Scheme of Work – New Welsh Curriculum Upper Primary/Lower Secondary © Shakespeare Schools Foundation 2018

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How to use this scheme of work Our schemes of work are made by teachers, for teachers and are designed to be exciting, immersive, thorough and easy to use. Send feedback to [email protected]

This scheme consists of: • A scheme overview • Individual single page lesson plans with details of teaching input, Learning Objectives, Success Criteria,

Curriculum links and required resources. This is the essential overview of each lesson and forms the basis of your teaching

• Teaching and learning activities to accompany each lesson plan. These provide further details of lesson activities • Resources to accompany each lesson plan. Each lesson is fully resourced, to save you time

Orange font A resource needed from the scheme’s resource pack, arranged in lesson plan order Jade font A hyperlink, either to an area of our website or to an external link. External links are selected and reviewed on their individual educational merits at the time our schemes are published, but we are not responsible for their content as we do not produce, maintain or update them, and have no authority to change them. Some external links may offer commercial products and/or services. The inclusion of a hyperlink should not be understood to be an endorsement by Shakespeare Schools Foundation of that website, the site's owners or their products and services

Lesson Sequence Summary of lesson activities

1 – 2

• Pupils familiarise themselves with the plot, themes and characters of Romeo and Juliet using a variety of active approaches to the text (including Event Re-ordering, Freeze Framing, Thought Tapping, and use of original language from the text)


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Lessons 1 and 2 – ROMEO AND JULIET: Introduction to characters and plot.

Learning Objective

Pupils use reading skills (inference and prediction) to analyse character and story.

Pupils use role play and improvisation skills to create a simple dramatic interpretation of Romeo and Juliet.

Success Criteria (including differentiation)

All children can contribute to a discussion about character, and participate in a freeze frame drama.

Most children can make predictions about a character based on an illustrated interpretation, and use target language in their freeze frame drama.

Some children can make predictions with some understanding of character archetype, and generate thoughts based on their character’s feelings in a freeze frame drama.

Key Questions Who might this character be? What clues are there? How might your character move? What does your character sound like? How does your character feel?

Vocabulary Shakespeare, Tragedy, Romeo and Juliet, Freeze Frame, Thought Tracking, Sound, Gesture

Assessment Opportunities

• ‘Prediction’ discussions • Freeze framed dramas

Teaching input

Introduction and Starter Activity

• Show pupils the Character cards (no text) which display the main characters in the story. Ask who might these people be? What clues to their characters can we see in the illustrations? See Lesson 1 - Teaching and Learning Activities

• Hand out the character descriptions. Allocate a character to pupil groups and ask each group to create a gesture and sound for their character. See Lesson 1 – Teaching and Learning Activities

Main Teaching and Learning activities

• Teaching and Learning Activity 1 Pupils re-order Romeo and Juliet in Ten Story Points in the correct chronological order Pupils freeze frame the Ten Story Points and teacher adds thought tracking and key language using the Ten Story Points with Key Language See Lesson 2 – Teaching and Learning Activities

• Plenary Using the Ten Story Points the teacher reads the story to pupils (sitting in a circle) and they add the character and sound gestures whenever a character is mentioned See Lesson 2 – Teaching and Learning Activities

Resources

• Character cards (no text) • Character descriptions • Ten Story Points • Ten Story Points with Key Language

Links to the Four Purposes of the proposed new Curriculum (with links to AoLE and ‘What Matters’ detailed at the start of each lesson sequence

Pupils are: healthy, confident individuals who: › are building their mental and emotional well-being by developing confidence, resilience and empathy › have the confidence to participate in performance › face and overcome challenge enterprising, creative contributors who: › lead and play different roles in teams effectively and responsibly › express ideas and emotions through different media ambitious, capable learners who: › set themselves high standards and seek and enjoy challenge › can communicate effectively in different forms and settings, using both Welsh and English › can explain the ideas and concepts they are learning about ethical, informed citizens who: › find, evaluate and use evidence in forming views


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Further explanation of how the Four Purposes listed above link to Areas of Learning and Experience and ‘What Matters’ in this lesson sequence

Expressive Arts:

• through exploration and creation of freeze frames, character gestures and sounds, improvised thought tapping etc, pupils are devising and creating new work, taking risks and becoming effective decision members, particularly in collaboration with others

• through collaborative creativity, pupils are taking on different roles and expressing ideas and feelings • through thought tapping and discussion, pupils are reflective, empathetic and develop more self awareness, and

demonstrate capability in communicating thoughts and feelings effectively Languages, Literacy and Communication

• Through exploration of Shakespeare’s language, pupils understand that his playtexts serve particular purpose(s) and audience(s)

Teaching and Learning Activities/ Lessons 1 and 2 Introducing Character

• Arrange pupils into five equal (or almost equal) groups • Show groups of pupils a set of the Character Cards (no text) showing Romeo, Juliet, Tybalt, Mercutio, The

Nurse, Friar Lawrence • Ask pupils what type of characters these might be based on the images. What clues do the pictures give? What

do you think will happen to these characters in the story? Get feedback from the class • Now hand out the character descriptions • Ask pupils to reflect on whether they were right in any of their predictions • Allocate each pupil group one of the characters


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• Based on the character descriptions, can each pupil group now create a sound and a gesture for their given character?

• Take some time to meet all the characters. Ask each group to read out their name and description first, then show their sound and gesture. Ask the rest of the class to mirror the sound and gesture for the character via call and response

Teaching and Learning Activity 1 - Freeze frames

• Hand out the Romeo and Juliet Ten Events resource (cut up into strips) to pupils in their pupil groups • Ask pupils to organise the story into the correct order. Although pupils may not know the events of the story, they

should be able to sequence the story logically. If necessary, give them some clues (e.g. It starts with a fight between two families /It’s a tragedy – so everybody will die at the end!)

• Check whether pupils have the correct order by revealing the events using an enlarged version of the ten events (which you could stick up around the room as a plot guide)

• Give each of your pupil groups two consecutive events and explain that we are going to create the story as a freeze frame drama

• If pupils are unsure of what a freeze frame is, explain that it is a frozen image that tells their story point(s). All pupils in the group should be involved in the freeze frame (even if they are representing inanimate objects, scenery or bystanders) and the picture should be as clear as possible

• Now, get one person in each group to read out their first event and give each group some time to make their freeze frame

• Repeat with the second freeze frame for each group • Give each group a few minutes to neaten up their freeze frames. They could also add a narrator to read out the

plot point • Watch the events back in order to get a sense of the entire story • As you watch the events back, you can use a couple of techniques to develop the activity. E.g.

• Thought tapping to ask pupils how they feel in character at particular points in the story • Adding in key character lines using the Ten Story Points with Key Language. The resource

matches key language with events. You can whisper the key language to pupils playing the roles (e.g. whisper a line for Romeo to the pupil playing Romeo in a particular freeze frame)


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Plenary – retelling the story

• Get the entire class into a circle • Re-visit the character sounds and gestures from the start of this lesson sequence • Now, retell the story using the story points • Every time either Romeo, Juliet, Tybalt, Mercutio, The Nurse or Friar Lawrence is mentioned, encourage pupils in

the circle to use their sound and gesture Now that the pupils have met the characters, freeze framed and re-told the story in a circle, they will have a shape of the narrative and be able to engage with the other activities in the lesson sequence. Top Tip Display a large version of the ten story points around the wall of the classroom to encourage engagement and familiarity with the chronology of the event

© Shakespeare Schools

Foundation 2018

All rights reserved.

Copyright of this curriculum

resource rests with

Shakespeare Schools

Foundation. Any hiring,

lending, redistribution,

modification or copying

(other than copying for the

exclusive use of the school

or institution which has

purchased the resource) is

strictly prohibited

© Copyright Shakespeare Schools Foundation 2018

Lesson 1 and 2/ Character cards (no text)

Romeo

CC0 1.0 Universal (CC0 1.0) Public Domain Dedication



Juliet CC0 1.0 Universal (CC0 1.0) Public Domain Dedication



Tybalt

CC0 1.0 Universal (CC0 1.0)Public Domain Dedication



Mercutio

CC0 1.0 Universal (CC0 1.0) CC0 )Public Domain Dedication



Nurse

CC0 1.0 Universal (CC0 1.0)



Friar

CC0 1.0 Universal (CC0 1.0)


Lesson 1 and 2/ Character descriptions

Romeo

A young lovesick man

In love with Rosaline as the start of the story

Part of the Montague family. They hate the Capulets

Falls in love with a Capulet girl called Juliet at a party

Marries Juliet secretly

His enemy is Tybalt Capulet



Juliet

Part of the Capulet family. They hate the Montagues

Her parents want her to marry Count Paris

Falls in love with a Montague boy called Romeo at a party

Marries Romeo secretly



Tybalt

A member of the Capulet family. They hate the Montagues

A very angry and aggressive young man who likes to fight

Juliet’s cousin

He hates Romeo Montague



Mercutio

A good friend of Romeo

Cousin of the Prince of Verona

Always laughing and joking

Makes fun of Romeo because Romeo falls in love so often



Nurse

An old lady of the Capulet household who works for Lord and Lady Capulet

Looks after Juliet

Helps Romeo and Juliet marry in secret



Friar Lawrence

A priest

He grows herbs and is an expert in medicines

A good friend to Romeo

Acts like a father figure to Romeo

Helps Romeo and Juliet marry in secret


Lesson 1 and 2/ Ten Story Points

Romeo & Juliet 10 Story Events 1. Two feuding families fight in public and the city ruler must break up the argument 2. Romeo Montague crashes a Capulet party for a glimpse of his girlfriend Rosalind,

but instead falls in love with Juliet Capulet. 3. Aggressive Tybalt Capulet recognises Romeo at the party, and plans to challenge

him. 4. Romeo returns to visit Juliet after the party and the couple marry in secret, despite

their feuding families. 5. Tybalt quarrels with Romeo’s friend Mercutio and kills him – in response, Romeo

kills Tybalt, and is banished from Verona. 6. Juliet’s father arranges her marriage to Count Paris. She and Friar Lawrence plot

her escape. 7. Juliet drinks a powerful sleeping potion, which makes her appear dead, but the

truth of the plot fails to reach Romeo. 8. Believing Juliet to be dead, Romeo returns to kill himself at her graveside. 9. Juliet wakes to discover Romeo dead at her side, so she uses his dagger to kill

herself. 10. The Capulets and Montagues are reconciled in mutual grief.


Lesson 1 and 2/ Ten Story Points with key language

Romeo & Juliet 10 Story Events with

key language 1. Two feuding families fight in public and the city ruler must break up the

argument (The Prince to the fighting families; If ever If ever you disturb our streets again, your lives shall pay the forfeit of the peace)

2. Romeo Montague crashes a Capulet party for a glimpse of his girlfriend

Rosalind, but instead falls in love with Juliet Capulet. (Romeo upon seeing Juliet: Oh! She could teach the torches to burn bright!)

3. Aggressive Tybalt Capulet recognises Romeo at the party, and plans to

challenge him. 4. Romeo returns to visit Juliet after the party and the couple marry in secret,

despite their feuding families. 5. Tybalt quarrels with Romeo’s friend Mercutio and kills him – in response,

Romeo kills Tybalt, and is banished from Verona. (Mercutio, as he dies, speaking to Romeo and Tybalt: A plague on both your houses!)

6. Juliet’s father arranges her marriage to Count Paris. She and Friar Lawrence

plot her escape. 7. Juliet drinks a powerful sleeping potion, which makes her appear dead, but the

truth of the plot fails to reach Romeo. (Romeo – upon hearing that Juliet is dead (shouting up to the heavens) I defy you stars!)

8. Believing Juliet to be dead, Romeo returns to kill himself at her graveside. 9. Juliet wakes to discover Romeo dead at her side, so she uses his dagger to kill

herself. 10. The Capulets and Montagues are reconciled in mutual grief. (Ensemble: For

never was a story of more woe, than this of Juliet and her Romeo)

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