Shakespeare, Creative Writing and TEFL resources.
Created by a qualified secondary school teacher who has taught KS3, KS4 and KS5.
Browse my shop to find a variety of affordable resources, full lessons and worksheets related to the study of Language and Literature across the age ranges.
Shakespeare, Creative Writing and TEFL resources.
Created by a qualified secondary school teacher who has taught KS3, KS4 and KS5.
Browse my shop to find a variety of affordable resources, full lessons and worksheets related to the study of Language and Literature across the age ranges.
Suitable for KS3 or a support group
Worksheet plus ppt with instructions & additional tasks/answers
Tasks:
1: Cut and stick each quotation with the correct corresponding image.
2: Identify which character said each of the quotations.
3: Find another example of Shakespeare’s imagery. Draw your own picture and label it with the quotation in your workbook.
Challenge : ‘Love is too powerful to be described through a metaphor.’
Do you think Shakespeare has managed to convey this emotion well, or not? Explain your opinion.
Please leave a review if you found this resource helpful :)
I am currently working on the rest of the lessons in the series.
Act 1, Scene 1 is available to purchase here:
https://www.tes.com/teaching-resource/romeo-and-juliet-opening-analysis-act-1-scene-1-whole-lesson-and-worksheet-ks4-11525718
Act 1, Scene 2 is available to purchase here:
https://www.tes.com/teaching-resource/romeo-and-juliet-act-1-scene-2-capulet-and-paris-whole-lesson-and-worksheet-ks3-ks4-11625209
Act 1, Scene 3 is available to purchase here:
https://www.tes.com/teaching-resource/romeo-and-juliet-act-1-scene-3-lady-capulet-and-the-nurse-ks4-11976732
Or alternatively browse my online shop for Shakespeare and Creative Writing resources:
https://www.tes.com/teaching-resources/shop/NovelTeachingUK
Lesson Overview
Starter question/ quick activity to get the students thinking about language/imagery in the scene.
Questions alongside the text to check understanding and develop interpretations of characters/plot/themes.
Worksheet for students to record their own ideas/points raised in class discussion.
Personal response question with sentence starters ‘What are your impressions of Lord Capulet and Paris in this scene?’
Group activity: differentiated questions and extracts are discussed, students feedback to the rest of the class.
EXIT Card plenary- students quickly jot down their opinion of Lord Capulet and whether they agree with the critical interpretation ‘Juliet is regarded as little more than a precious possession to her father’. (this can then be discussed as the starter next lesson)
Homework task: to research an Elizabethan Masquerade Ball/ banquet and design a formal invitation for the Capulet’s to send to their guests.
Please leave a review if you found this resource helpful :)
**I am currently working on the following lessons in the series. **
Act 1, Scene 3 is available to purchase here:
https://www.tes.com/teaching-resource/romeo-and-juliet-act-1-scene-3-lady-capulet-and-the-nurse-ks4-11976732
Or alternatively you can browse my online shop for Shakespeare and Creative Writing lessons:
https://www.tes.com/teaching-resources/shop/NovelTeachingUK
*Encourage students to analyse different stage productions and interpret costume, lighting and prop decisions. (Video clip included)
*Discussion of Jacobean audiences, the Globe Theatre and the opening of their 2016 production of Macbeth. (Video clip included)
*Planning worksheet for students to decide how they would produce the opening of Macbeth on stage.
Please leave a review if you found this helpful :)
If you like this lesson check out my other Macbeth resources! Available here:
https://www.tes.com/teaching-resource/macbeth-13-whole-lesson-and-resources-bundle-ks4-11508384
Or alternatively browse my online shop for other lessons and worksheets:
https://www.tes.com/teaching-resources/shop/NovelTeachingUK
A whole lesson on the poetic form of a sestina.
Students are introduced to the structure before looking at two examples by Elisabeth Bishop and Anthony Hect.
Finally, there is a planning worksheet so that students can write their own sesitna poem with the correct structure.
*Save 30% by purchasing four lessons together as a bundle instead of individually. Each lesson is fully-resourced and includes printable worksheets. *
Lesson 1)
Introduction to the Gothic genre
Students write the opening to a Gothic novel using the prompts provided.
Lesson 2)
Symbolism in Gothic Literature
Exploring how reoccuring symbols can represent a deeper meaning.*
Lesson 3)
Figurative Language Devices
Students identify a range of language techniques and comment on the intended effect.
Lesson 4)
Analysis of Dracula and Creative Writing
Students explore how Dracula has been presented in the extract. They then create a piece of descriptive writing about their own monster.**
A fully resourced lesson which focuses on the language used to describe Dracula and gothic monsters.
Students read and highlight the extract, making inferences about the character based on the way his appearance and actions are described.
Using the worksheet, they select three key quotations to unpick in detail.
Homework: Students have to write their own description of a gothic monster in the style of Bram Stoker.
This resource is part of a Gothic/ Creative Writing scheme of work. The other lessons in the series can be found here:
(Lesson 1) Introduction to Gothic Horror :
https://www.tes.com/teaching-resource/resource-11235636
(Lesson 2) Symbolism in Gothic Literature :
https://www.tes.com/teaching-resource/resource-12408565
(Lesson 3) Figurative Language Devices :
https://www.tes.com/teaching-resource/resource-12508638
