KS3/GCSE Romeo and Juliet Act 1 Scene 5 Romeo's Soliloquy

Objective: To investigate the language used by Romeo in Act I, Scene 5.
Outcomes: To respond to a question about the language used which reveals his feelings for Juliet.

Shakespeare's Romeo and Juliet lesson - Act 1, Scene 5. This lesson explores Romeo's soliloquy in detail to explore the language Shakespeare uses, group work and assessment writing included with model response and key terminology (Eduqas WJEC exam board). All group work is included in the original publisher format and PDF format for ease of use.

This was taught to very top set Year 8 - GCSE standard lesson and writing. Easily differentiated up and down with support and challenge cards included. Group work for support within the class.

Literacy starter: Adding an ‘e’ to the end of a word changes the sound of the first vowel

Starter: Images on the board of earrings, hands, dove, torches, stars. Key terminology introduced: Connotation. Pupils exploring what the images connote.

Clip embedded of Romeo first spotting Juliet in the Baz Luhrmann version. Pupils to write down on post-it three adjectives to describe how Romeo reacts. Then showing the class the full soliloquy and reading through, asking if they can add anything to their post it. Key terminology: Soliloquy.

Ten minute timer embedded for pupils to explore the language used in the soliloquy in groups. Challenge: Include AO3 context. I used different coloured pens to see which pupils have wrote what, to check progress.
Example model of exploding a quote from Romeo and Juliet's exchange - discussing AO2 structure - sentence moods - exclamative, interrogative, imperative etc. AO1 feelings and AO3 context challenge.

Simplifying the exam board marking scheme - pupils aiming for 3-4 grade band. Then pupils shown a model response with the different AO's highlighted in three different colours for clarification.

Ten minute timer on the board for writing time, with success criteria and sentence starter. With AO3 challenge included too. Support station - Sentence support and challenge cards at the back of the classroom (included).
(This next section can be adapted if the pupils are of a lower ability or lack of time)

Then pupils swapped their sheets by sticking their annotated sheet on the board with blue tac and taking another partner's. Then pupils analyse and write a response with another groups annotations.

Then self assessment to identify the different AO points they have used within their responses. They can add their EBI if they haven't included something e.g. embedded quotes for AO1, or AO3 context challenge.

Plenary: To tweet Romeo's reaction to seeing Juliet. Pupils can use an emoji to illustrate his reaction.
This lesson worked very well with top set year 8, currently on level 3/4 grade boundaries for GCSE level, so this would work well with any GCSE class.