LESSON 38:Introducing the exams

Framework Objectives / Learning Objective
R14: Analyse the language, form and dramatic impact of scenes and plays by published dramatists
Wr17: Cite specific and relevant textual evidence to justify critical judgements about texts / To understand the styles of the examination questions and to check understanding of what the Shakespeare paper requires

Starter

  • Write on the board: this shows… Then ask students to come up with as many alternatives as they can for this overused phrase (this demonstrates, we can see that, thus, etc.).

Introduction

  • Explain to students that there are a variety of types of question that they could be asked in the exam and that they need to be able to tackle all of them. Hand out copies of Worksheet 59 and ask students to complete the table with the appropriate question focuses. (Each question relates to Act 3 Scene 2 and Act 4 Scene 1 of the play.)
  • Guide class feedback, ensuring that the boxes are correctly completed. Suggested answers are: a) behaviour/motivation or themes; b) language or performance; c) performance or character (but would need reference to language too); d) language or themes; e) themes or behaviour; f) language or behaviour; g) language or behaviour.

Development

  • Ask pairs of students to consider question C and plan an answer to the question. Suggest that they look at two possible planning approaches and use whichever they find more appropriate. First, they could think about the topic – in this case the actor’s skills. They should consider planning around voice, gesture and tone, commenting on each scene under each area (i.e. voice in extract one = perhaps happy, confident, and then upset; in extract two = cold, then spiteful and vengeful). The second (more common) approach is to deal with each extract in turn, commenting on acting skills for each.

Plenary

  • Each pair joins up with another pair and shares their ideas about the questions that they have been looking at. The other pair should suggest any amendments and/or additions that they think necessary.
  • As a homework or extension task, distribute Worksheet 60 for students to consider and review/revise.

Each test question is likely to focus on one or two of the following areas:

  • the behaviour and motivation of characters
  • themes, ideas and issues
  • the language of the text
  • performing the text.

You need to be able to recognise which area the question requires you to focus on, so that you can write about the things that you will get marks for.

Decide which of the focuses above match the questions below:

QUESTION/TASK / FOCUS(es) – a question may have more than one focus!
A / Comparing the two extracts (Act 3 Scene 2 and Act 4 Scene 1), show how and why Claudio’s attitude to Hero changes.
B / How does Shakespeare create tension in these two extracts?
C / Explain how you would direct the person playing Claudio to show the audience what he feels a) when he hears that Hero has been unfaithful and b) when he rejects her at the wedding
D / I stand dishonoured that have gone about/To link my dear friend to a common stale. Explore [discuss/explain] the significance of Don Pedro’s words.
E / How important is Don Pedro’s role in these two extracts?
F / Prove that Claudio is hot-tempered and easily-led even though he’d like to think he’s mature and wordly.
G / What impressions do you get of Claudio’s character through what he says and does in these extracts?


The following is the key information you need to know about the Shakespeare Paper in the Key Stage 3 English Test (SATs).

Marks

There are 100 marks available for all three papers in total.

The Shakespeare Paper is worth 18 marks out of 100. This paper will test your knowledge and understanding of the play you are studying.

Questions

There is one task/question. It is based on at least two set scenes you have studied in detail.

These are:

Act 3 Scene 2 (the whole scene)

And

Act 4 Scene 1 (lines 1 to 171 – TeachIT version)

You have 45 minutes to complete it.

Questions will focus on one or more of these areas:

  • the behaviour and motivation of characters
  • themes, ideas and issues
  • the language of the text
  • the text in performance.



LESSON 39:In the director’s chair

Framework Objectives / Learning Objective
R14: Analyse the language, form and dramatic impact of scenes and plays by published dramatists
Wr17: Cite specific and relevant textual evidence to justify critical judgements about texts / To be able to answer a directing the scene question in the exam

Copies of Act 3 Scene 2, lines 56–97(pages 74–76) and Act 4 Scene 1, lines 18-110 (pages 92–96) will be needed.

Starter

Remind students that one of the areas they may be tested on is the play in performance. An example of this type of question would be: Explain how you would direct the person playing Claudio to show the audience what he feels a) when he hears that Hero has been unfaithful and b) when he rejects her at the wedding

  • Students copy down the question, highlighting key words: explain; Claudio; what he feels; hears that Hero has been unfaithful; rejects… at wedding. Elicit the idea that the focus is on Claudio and that this question is thus related to both character (as students will need an understanding of Claudio’s thoughts and feelings) and performance.

Introduction

  • Remind the class that they should PEE (Point Example Explain) in the test. Brainstorm the different techniques an actor could use to show a character’s feelings on stage (facial expression; tone of voice; position on stage, props, gestures, etc.) and collect ideas on the board.

Development

  • Explain that there are two parts to the example question and that students would need to answer both. Put them in pairs and assign each student one of the two extracts. Ask them to read through their scenes and annotate them with suggestions for how Claudio should a) deliver his lines and b) behave in relation to the other characters. Give students 10 minutes in which to get as far as possible.
  • Display the quotation/evidence plus performance suggestions on the first half of OHT 61. Explain that students will need to turn their annotations into a similar coherent point. They could start: In the first scene, Claudio thinks his relationship with Hero is perfect. But when he Don John suggests she might be unfaithful he soon changes. His temper can be shown by him narrowing his eyes when… Ask for ideas then display the lower half of the OHT. Then hand out Worksheet 62 and display a copy, modelling the example. Students fill in the rest of the chart with their own ideas. Ensure that the last column justifies their choices and does not just translate their chosen quotation. (You could collate these so that students have a single comprehensive answer to keep.)

Plenary

  • Model turning a PEE point into a paragraph, using OHT 63 to show how the quotation has been absorbed into the statement, explained and then developed. (This is a key indicator of higher levels.) Students then choose one point from their chart and write a paragraph. They should aim to create a paragraph and then try to add a further developmental sentence as shown on the OHT where it alludes to Claudio’s lack of thought. Students then peer assess their work with a partner, checking to see that they have included P, E and E in their answer.

OHT 61Evidence into essay

Stage 1: Annotate

If I should see anything tonight why I should not marry her tomorrow in the congregation, where I should wed, there will I shame her.

Stage 2: Putting the two together

In Act 3, Scene 2, Claudio’s temper can be shown by him narrowing his eyes as he says the word ‘anything’. He can also point towards the chapel to show it’s in his mind, and he can also be holding back tears – of anger, or of grief.

Complete the PEE chart below, as in the example.

Point / Example / Explain
Claudio is quick to decide how he will behave if Hero is shown to be unfaithful. / Claudio: If I should see anything tonight why I should not marry her tomorrow in the congregation, where I should wed, there will Ishame her. / Claudio emphasises how anything Hero has done wrong will make him reject her, and he is already planning where and when. He narrows his eyes, and is almost crying, in grief or anger.


OHT 63Complete works

Stage 3: Into paragraphs


LESSON 40:Behaviour and motivation

Framework Objectives / Learning Objective
R14: Analyse the language, form and dramatic impact of scenes and plays by published dramatists
Wr17: Cite specific and relevant textual evidence to justify critical judgements about texts / To be able to answer a behaviour and motivation question in the test

Copies of Act 3 Scene 2, lines 56–97(pages 74–76) and Act 4 Scene 1, lines 18-110 (pages 92–96).

Starter

  • Remind students that one type of question they may find in the test deals with behaviour and motivation. An example of this type of question would be: Comparing the two extracts from Act 3 Scene 2 and Act 4 Scene 1, show how and why Don Pedro supports Claudio in his actions. Students copy down the question, highlighting key words: comparing; two extracts; how; why; supports Claudio; actions. Annotate the question on the board to show these.

Introduction

  • Put students in pairs. Give one student in each pair a copy of Act 3 Scene 2 and the other a copy of Act 4 Scene 1. Ask them to read through their scenes and highlight three words or phrases in the text that show how Don Pedro feels about the situation (i.e. as he’s talking with Don John and Claudio, and then at the wedding).
  • The class form groups of 4 with other students who tackled the same extract. They should share their ideas and ensure that everyone writes down new information. Then elicit class feedback and collect ideas on the board.

Development

  • Explain to students that they have the example (E) part of their PEE; they now need to make sure that they have the Point and the other Explanation. Hand out copies of Worksheet 64 and ask students to complete the PEE chart, making sure that they write down why Don Pedro is behaving in this way. Elicit feedback of the ideas that have been gathered and display
  • OHT 65. Ask students to complete the process by adding a further sentence to show development. This might refer to what Benedick says about Beatrice’s beauty which exceeds Hero’s.

Plenary

  • Students should then choose one of their own ideas and turn this into a PEE paragraph.

Complete the PEE chart below, as in the example.

Point / Example / Explain
Don Pedro seems quick to support Claudio’s actions showing he is very much involved. / Don Pedro: And, as I wooed for thee to obtain her, I will join with thee to disgrace her. / Suggests that Don Pedro has a very important public face and needs to be seen to have his own honour restored. After all, he set the marriage up.


OHT 65Evidence into essay

Stage 1: Annotate

And, as I wooed for thee to obtain her, I will join with thee to disgrace her.

Stage 2: Putting the two together

In Act 3 Scene 2, Don Pedro, when faced with the potential shame of Hero being unfaithful, seems to be saying that he is just as dishonoured as Claudio, as he tells him: ‘I wooed for thee to obtain her…’ This seems to be suggesting that they are equally damaged by Hero so their revenge will be a joint one. Pedro needs to show that his honour is restored as he is an important man. Hero needs to face ‘disgrace’ from him, too.


LESSON 41:Themes and ideas

Framework Objectives / Learning Objective
R14: Analyse the language, form and dramatic impact of scenes and plays by published dramatists
Wr17: Cite specific and relevant textual evidence to justify critical judgements about texts / To be able to answer a theme question in the test

Copies of Act 3 Scene 2 (pages 71–73) and Act 4 Scene 1 (pages 91–105) will be needed.

Starter

  • Remind students that one type of question they may find in the test deals with themes. An example of this type of question would be: What impressions of love and lovers might an audience develop from these extracts from Act 3 Scene 2 and Act 4 Scene 1? Students copy down the question, highlighting key words: impressions; love; lovers. Annotate the question on the board to show these.

Introduction

  • Hand out copies of the scenes so that half of the class has Act 3 Scene 2 and the other half has Act 4 Scene 1. In pairs, students should read their scenes carefully, thinking about what they find out about love and lovers in the scene. This might be best done using a chart such as that in Worksheet 66, which deals with Act 4 Scene 1 (in part). Ask students to annotate their scene with comments to show what they have discovered. (Note that love is shown in a light-hearted, frothy way at the start of Act 3 Scene 2, before Don John’s arrival with the fabricated news about Hero)

Development

  • Explain to students that the lines they have highlighted either through annotation or on the evidence charts will form the basis for their answers. Model the selection and completion of one example with suggestions from students, using OHT 67. Then ask students to form pairs with a student who has been working on the other scene. Between them, they should write one model paragraph on each scene.

Plenary

  • Emphasise the need, especially with theme-based essays, not to simply retell the plot. Students should instead refer to the key words (in this case impression, love, lovers) regularly in their answers, to keep themselves on track.


Complete the PEE chart below, as in the example.

Point / Example / Explain
This is a wedding scene therefore the whole focusshould be about showinglove as a uniting force,bringing happiness, butthe truth is very different. / Benedick: This looks not like a nuptial. / The wedding is nothing like one should be. The groom has rejected the bride, calling her a prostitute, to all intents and purposes. This shows love as a devalued andstained thing whichcreates anger, not joy.
Love is shown as…. / Claudio: Give not this rotten orange to your friend…
Don Pedro: What should I speak?/I stand dishonored, that have gone about/To link my dear friend to a common stale.
Claudio: For thee I’ll lock up all the gates of love,/And on my eyelids shall conjecture hang,/To turn all beauty into thoughts of harm…
Leonato: …O, she is fallen/Into a pit of ink, that the wide sea/Hath drops too few to wash her clean again…

OHT 67Evidence into essay

Stage 1: Annotate

I stand dishonored, that have gone about
To link my dear friend to a common stale.

Stage 2: Putting the two together

In Act 4 Scene 1, one of the impressions given of love is that where marriage is concerned it seems status and honour mean more than love and affection. Don Pedro is more concerned about his reputation, saying he is ‘dishonoured’ to have been connected to a ‘common stale’. The whole image of love is made to seem dirty.


LESSON 42:Looking at language

Framework Objectives / Learning Objective
R14: Analyse the language, form and dramatic impact of scenes and plays by published dramatists
Wr17: Cite specific and relevant textual evidence to justify critical judgements about texts / To practise answering a test question focusing on Shakespeare’s language

Copies of Act 3 Scene 2 (pages 71–75) and Act 4 Scene 1, lines 177–207 (pages 18–145) will be needed.

Starter

  • Write on the board: How does Shakespeare use language to convey different characters’ feelings and behaviour towards Hero in these two extracts? Students copy down the question, highlighting key words: language; different characters; feelings; behaviour; towards Hero. Annotate the question on the board to show these. Emphasise that while students can comment on what is happening, the focus must be on the selection of words and phrases which show characters’ states of mind. For example, rhyme, alliteration, imagery, metaphor, simile, questions – or any other uses of language (powerful, vivid words, etc.).

Introduction

  • Hand out copies of the scenes, so that half of the class has Act 3 Scene 2 (the specified lines)and the other half has the extract from Act 4 Scene 1. In pairs, students should read their scenes carefully, looking at the range of language used as identified earlier in relation to Heroand highlighting any points of interest. They should annotate the text to show what the effect of each is; for example, Claudio uses five consecutive questions in lines 66–68. Why might Shakespeare do this? (To suggest someone who is speaking like an accusing lawyer, punching out rhetorical questions for effect?)
  • Students might wish to use the language chart on Worksheet 68 to help record usages they find in Act 4 Scene 1. Once completed, they should each find a new partner who has been working on Act 3 Scene 2. In their new pairs, students share discoveries and annotate their texts accordingly.

Development