Objective: To investigate how Shakespeare builds tension using dramatic techniques.
Outcomes: To evaluate the effect of the dramatic techniques in Act 3, Scene 1.
Literacy objective:
Doubling the consonant shortens the vowel sound. E.g. Bate – batting, Ripe - ripping
This lesson included some PRT (pupil response time) at the start aka purple pen, so they could make some corrections - took 5/10 minutes off the lesson.
Starter - pathetic fallacy key terminology - what kind of a mood do these images create. 6 images on the board. Challenge - what kind of a mood was Act 2, Scene 6 (marriage).
Recap of the scene before watching the clip from the Baz Luhrmann DVD.
After watching the clip (DVD - not included) then discussion to talk about the tension created within the scene and linking to pathetic fallacy. How, when Mercutio falls, the storm comes.
Then pupils in groups or pairs, use a card sort activity (included) going through the quotes and plotting when the dialogue was said, and whether or not it increased or decreased tension. Time/Tension graph - linking to numeracy within the curriculum. Discussion when finished, plotting the time over tension graph on the board with key quotes.
Then pupils for their independent 10 time choose a quote from the graph that is of high or low tension and they then explode this quote in their books. AO3 context challenge. Model explode-a-quote is included.
Plenary for pupils to create a series of text messages between Benvolio, Mercutio, Tybalt and Romeo about the happenings of Act 3, Scene 1.
For A3 tension over time graph, there is one illustrated on the PPT and I just drew this out onto A3 paper.
Outcomes: To evaluate the effect of the dramatic techniques in Act 3, Scene 1.
Literacy objective:
Doubling the consonant shortens the vowel sound. E.g. Bate – batting, Ripe - ripping
This lesson included some PRT (pupil response time) at the start aka purple pen, so they could make some corrections - took 5/10 minutes off the lesson.
Starter - pathetic fallacy key terminology - what kind of a mood do these images create. 6 images on the board. Challenge - what kind of a mood was Act 2, Scene 6 (marriage).
Recap of the scene before watching the clip from the Baz Luhrmann DVD.
After watching the clip (DVD - not included) then discussion to talk about the tension created within the scene and linking to pathetic fallacy. How, when Mercutio falls, the storm comes.
Then pupils in groups or pairs, use a card sort activity (included) going through the quotes and plotting when the dialogue was said, and whether or not it increased or decreased tension. Time/Tension graph - linking to numeracy within the curriculum. Discussion when finished, plotting the time over tension graph on the board with key quotes.
Then pupils for their independent 10 time choose a quote from the graph that is of high or low tension and they then explode this quote in their books. AO3 context challenge. Model explode-a-quote is included.
Plenary for pupils to create a series of text messages between Benvolio, Mercutio, Tybalt and Romeo about the happenings of Act 3, Scene 1.
For A3 tension over time graph, there is one illustrated on the PPT and I just drew this out onto A3 paper.
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