This resource explores Egeus’ speech in Act 1 Scene 1 of Shakespeare’s A Midsummer Night’s Dream. It looks at Egeus’ motivations and considers the language and structure of the speech, leading into planning an analysis essay. Key elements considered: Character motivations Shakespeare’s techniques and terminology The structure of Shakespeare’s speech A consideration of writer’s effect (looking specifically at how Egeus is presented) The PPT also includes notes to guide the activities and an example plan to demonstrate the sort of thing students might produce. This would work well in combination with the summary task on gender roles in Shakespearean England: https://www.tes.com/teaching-resource/resource-12840407 or with the summary task on Shakespeare and his influences: https://www.tes.com/teaching-resource/resource-12840068

A resource modelling how to construct a sophisticated analysis response to Egeus’ speech in Act 1 Scene 1 of Shakespeare’s A Midsummer Night’s Dream. Literature essay question: How does Shakespeare present Egeus in Act 1 Scene 1?’ The lesson builds on the previous lesson where students have annotated the speech and planned a response to the question. It does rely on students having already written their essay plan / having access to a plan (but this doesn’t need to have followed my lesson on doing so). Activities: Starter: a link to a dual-coded quiz to reinforce knowledge of Shakespearean terminology. Task 1: Read a model paragraph and discuss guiding questions to consider how to construct a sophisticated analysis paragraph. Task 2: Use the model and the previous task’s discussion to write an analysis paragraph with peer support. Task 3: Students write an analysis paragraph independently. Plenary: Reflection activity Teacher instructions and suggestions are included in the notes section to clarify anything that may be unclear.

Cambridge First Language 0500 Paper 1 Question 2 practice using cultural capital relevant to Shakespeare’s A Midsummer Night’s Dream. Includes both short questions and the writer’s effect questions for language paper 1, question 2 a-d. Text is the story of Daphne and Apollo - a key literary allusion from Shakespeare’s A Midsummer Night’s Dream - to enhance knowledge of literary / classical context to the play and how this is used to parallel the gender dynamics in the play. Can be used as a summative / formative assessment or a teacher-directed example.

An introduction to the Athenian court in Shakespeare’s A Midsummer Night’s Dream, looking at Egeus’ speech in Act 1 Scene 1. The lesson focuses on how the noble characters are presented and the key ideas that are emphasised through this speech. It then goes on to draw parallels between what we learn about the Athenian court and Shakespeare’s England to connect students’ understanding of context to the choices made in the play. The first activity assumes a general knowledge of the first act of the play and checks recall of the ‘off-stage’ action. An alternative activity is suggested in the notes section for those who prefer to teach the play unseen. Instructions for each activity are included in the notes section. This activity would work well as a follow up to the following resources also available on my author page: Cambridge IGCSE 0500 Paper 1 Question 2: The story of Hippolyta and Theseus. Cambridge IGCSE 0500 Paper 1 Question 1 Summary: Shakespeare and Gender - context https://www.tes.com/teaching-resource/resource-12840407 Cambridge IGCSE 0500 Paper 1 Question 1 Summary: Shakespeare and his influence https://www.tes.com/teaching-resource/resource-12840068

This is a Cambridge IGCSE Paper 1 Question 1 style practice paper on Elizabethan gender roles and their impacts. This would be useful for general language paper 1 practice or for preparing students for the study of A Midsummer Night’s Dream, Othello or any other Shakespearean play. The questions are intended to integrate exam preparation with developing students contextual knowledge. The paper can be completed as a summative assessment, or as a teacher-directed walkthrough. This would be a great preparatory task for an introduction lesson to Shakespeare.

Ideal for preparing students for Ted Hughes’ poems ‘The Other’ and ‘Wind’ as well as practising Cambridge IGCSE 0500 Language Paper 1 Question 1 exam technique. The resource gives an overview of Hughes’ relationships with Sylvia Plath and Assia Wevill, preparing them for the ambivalence of both ‘The Other’ and ‘Wind’ as well as helping them understand his collection of poetry more widely. The resource also follows the structure of the 0500 first language paper 1 question 1 to efficiently integrate both language and literature skills. It includes a mark scheme for either teacher- or self-assessment and could be used formatively or summatively.

A two to three lesson resource getting students to look at how humour is created in Shakespeare’s A Midsummer Night’s Dream. Students will be encouraged to look at scenes including the Athenian court, the fairy court and the mechanicals. They will also be encouraged to consider how the humour on the page relates to the physical humour often enacted on the page. Finally, they will also be supported in learning and using literary terminology such as malapropisms. Activities include: Pair and group discussion tasks Short clips of the play in performance Fun quizzes on terminology Annotation practice Carousel activities Group work activities Production of a revision resource The lesson could also easily lead into a formative or summative essay practice. Three practice papers are included which include both passage-based questions and whole-text questions.

Two lessons supporting students in exploring and understanding each of the different characters in Shakespeare’s A Midsummer Night’s Dream. In the first lesson students will get into pairs and research the characters of Helena, Demetrius, Lysander, Theseus, Hippolyta, Egeus, Oberon, Titania, Puck and the Mechanicals. They are given guiding questions to scaffold their research and highlight what to focus on. The second lesson they take part in a speed dating activity to share their knowledge and collect knowledge from others. The lessons also use games and quizzes to support students’ understanding and knowledge.

This lesson explores the following structural choices in Shakespeare’s A Midsummer Night’s Dream: Foils - how the different characters highlight different characteristics about each other. Genre - comedy and the idea of the the problem play (and how the ending might relate to this) Genre - literary allusions to Romeo and Juliet It uses group and paired work with guiding questions and sentence stems to help students to use structural terminology and to think about Shakespeare’s structural choices in a more academic and analytical format. The lesson ends with a mindmapping activity to help students to make connections between the knowledge learned in this lesson and their prior learning. This can then be built upon as students continue in the unit.

A lesson encouraging students to think about Shakespeare’s use of parallels in A Midsummer Night’s Dream. Part one focuses on how the Athenian Court, the fairy court and the world of the mechanicals / the play of Pyramus and Thisbe parallel each other and why. Part two focuses on the terms ‘frame narrative’ and ‘nested story’ and encourages students to think about the choice to include the play within a play and how this highlights ideas that Shakespeare might wish to explore. The lesson builds on the previous lesson in my collection: L5 Structure in A Midsummer Night’s Dream - Foils and Genre https://www.tes.com/teaching-resource/resource-12846381 The lesson culminates on students creating or adding to a mindmap to encourage them to build connections with their wider understanding and prior knowledge of A Midsummer Night’s Dream.

A resource including four essay questions with teacher model for students to respond to on Shakespeare’s presentation of Hermia in A Midsummer Night’s Dream. (The questions are taken from and build the preparation lessons in my collection - Exploring the character of Hermia but can also be attempted indepedently of these resources). Resource includes: opportunities for metacognition teacher-written models on a similar question with specific questions to direct students’ attention to the ingredients needed in an analysis paragraph and how they should be integrated together. alternative suggestions (in the notes section) for teachers who don’t feel their students are ready for a full essay but who would like to use the models and activities to help support their students’ essay writing skills.

A series of lessons looking at an extract-based questions for the drama paper and teaching students how to approach both the analysis and planning. Content is based on Shakespeare’s A Midsummer Night’s Dream Act 2 Scene 2 Includes: reminder of the differences in how to approach extract-based or passage-based questions as opposed to whole-text questions. An example extract-based / passage-based question focused on Hermia and Lysander. Guidance on how to plan An annotated copy of the extract as an exemplar A teacher-written plan in response to the question as an exemplar A teacher-written answer to the question as an exemplar A PPT to support students having a try at the passage-based questions under exam conditions if desired. A lesson in which students reflect on their essay and improve it.

Two lessons exploring the character of Hermia in Shakespeare’s A Midsummer Night’s Dream. The lessons lead well into a character-based essay. Activities include: reflecting on what we know about Hermia looking at sections of the text more closely collating moments in the play that are revealing about Hermia collating evidence that could be used to answer an essay question about Hermia quizzing to refresh their knowledge on Hermia planning for an essay question

A Philosophy for Children inspired introduction to any William Shakespeare unit, including A Midsummer Night’s Dream, Othello, and Macbeth. It is looking particularly at issues of representation and the influence of Shakespeare. This is a useful activity for developing speaking and listening skills as well as for getting buy in for the study of Shakespeare by allowing students to debate and discuss within a structured format. Suggestions for how the activities are structured are included in the ‘notes’ section of the PPT including an alternative starter activity for those who have not previously come across the story of Romeo and Juliet.

A practice exam paper for Cambridge IGCSE 0500 Paper 1 questions 1 a -f focusing on context for Shakespeare. The idea is to use texts relating to their literature course 0475 to support both curricula. The key text gives a very general context overview of William Shakespeare and his influences and influence. The question paper includes the short questions and the full length summary question (1f) as well as a mark scheme that the teacher can use to assess their students with or which can be given to students to help them to self-assess. This resource would be especially useful for those teaching either A Midsummer Night’s Dream or Othello although it can also be used purely for its language application. This resource can be chained with other practice papers in my collection which cover the other question types.

A series of worksheets introducing iambic pentameter and some of the literary terms commonly used by Shakespeare and then using this knowledge to explore the prologue. This is then followed by a worksheet which breaks down how to write an analysis paragraph and includes an exemplar paragraph. The activities should take students a full lesson and are suitable for online, blended and in-person learning.

A Knowledge Organiser to help students prepare and revise for their Cambridge IGCSE unit on Purple Hibiscus. Includes: Relevant literary terms and definitions. Relevant tier 2 vocabulary. Relevant context. Name meanings. Discussion of themes.

Pre-reading questions for the Cambridge Songs of Ourselves poem ‘Mid-Term Break’ by Seamus Heaney. The questions on the worksheet are designed to guide students towards a deeper understanding of the poem and to prevent misunderstanding. They are also designed to prepare students for a more detailed exploration of how Heaney conveys meaning - required for A* or level 9. Finally, the questions use key vocabulary in a way to encourage students’ confidence with using and understanding these terms.

A lesson scaffolding students towards analysing how Seamus Heaney creates meaning in ‘Mid-Term Break’. The lesson uses group work and reinforces students’ tier 2 and tier 3 vocabulary. It also gives them the skills to approach poetry more generally through an analytical lens. Lesson includes: Vocabulary quizzes at the start of the lesson. Targeted questions broken into categories. Group work activities. Questions intended to deepen understanding and prevent misconceptions. Tasks and questions designed to prepare students for A* or level 9 responses.

Comprehension questions followed by a knowledge check to support students’ development of deep knowledge of the theme of religion in Purple Hibiscus.