This is a resource to coincide with a unit of worked based on teaching the history of the English language. It is a dictionary for Lincolnshire Dialect. There is a lot of scope with this resource, e.g students could find out different versions of the word in alternate dialect. Or, alternatively, students write a play script in Lincolnshire Dialect - often with hilarious consequences, and mostly including farmers. Students then perform their plays which could become a speaking and listening assessment.

Before the lesson display the difference words/phrases used to describe Macbeth 'Rise and Fall of Macbeth'. Students are to walk round the room and pick one phrase written on white paper and one phrase written on grey paper. They should jot these down in their exercise books. Once they’ve done that. Ask students to think carefully about the ‘grey paper’ phrase. They should think about how they say it. Instruct students to walk around the room and say it to whoever they meet. Feedback – Ask students how they said it? In what tone? Why? Do the same again but for the ‘white paper’ phrases. Feedback – Ask students how they said it? In what tone? Why? Explain to students that these are all phrases used to describe Macbeth throughout the play. What does this suggest about the character of Macbeth? This resource is taken from my KS3 Macbeth SOW which you can buy from my shop.

Print off enough of these sheets to ensure you have one skill per student or group. When students are rehearing for a performance, hand students or groups one skill each. They have to focus on improving that skill in their rehearsals. You may swap the skills to ensure students are focusing on more than one skill.

Print off enough of these sheets to ensure you have one skill per student or group. When students are rehearing for a speaking and listening performance, hand students or groups one skill each. They have to focus on improving that skill in their rehearsals. You may swap the skills to ensure students are focusing on more than one skill.

Drama Assessment Use this grid to assess students in drama. Simply write the student’s name in the left-hand column and put a tick or ‘T’ in some of the boxes on the right to indicate whether the drama skill is something they do really well, or something they need to work on. You can write additional comments if you wish. The idea is that after the drama assessment you can give students praise, their level and their target in an efficient way. All students then need to do is write down their level and target on the blue sheet at the front of their small yellow exercise books. This grid focuses on nine key skills in drama, including facial expressions, spatial awareness, voice projection etc.