Year 9 Term 3

LEARNING OBJECTIVES / POSSIBLE TEACHING ACTIVITIES /

LEARNING OUTCOMES

/ DIFFERENTIATION
Students should learn: / Students: / Points to note:
The following will be studied throughout the course:

Speaking and listening

2a: concentrate on and recall the main features of talk
4d: critically evaluate performances of dramas that they have watched and in which they have taken part
4b: use different ways to convey action, characters, atmosphere and tension where they are scripting and performance in plays
3a:make different contributions to groups, adapting their speech to their listeners and activity
3b: take different views into account and modify their own views in light of what others say
3c: sift, summarise and use the most important points
3d: Take different roles in the organization, planning and sustaining of groups
3e: Help the group to complete its tasks by varying contributions appropriately, clarifying others’ ideas, taking them forward and building on them to reach a conclusion, negotiating consensus or agreeing to differ. /

MACBETH

·  Define this as a serious play that focuses on a tragic hero, someone with heroic qualities, flawed by a negative quality.
·  The tragic hero usually has position of responsibility and is well respected. Fated hero’s fall is in his destiny. Fall from grace brings destruction for self and others/chaotic events.
·  The ending shows some restoration of reason for tragic hero. Play usually ends with sense of order being restored after hero’s death.
·  Pupils research witchcraft on the internet- collect 10-25 facts.
·  Approach play with an awareness of the scenes to be studied:
SATS 2001 scenes are:
Act 2, scenes 1 and 2 lines 1-64 and 1-77 (whole scenes) The Porter scene (from ‘How goes the night….’ Up to ‘I wish thou couldst’)
Act 4 sc1 lines 1-1555 9 whole scene) The Witches / ·  Understanding the term ‘tragedy’.
The generic features of tragedy
·  Context of the play- social/historical belief in witchcraft in the C16th and C17th and its effect on the play.
·  Produce a poster on witchcraft.
·  Awareness of how these beliefs affected Shakespeare’s writing of ‘Macbeth’
·  The issues/themes involved in each Act, characters’ development, creation of atmosphere and importance of language / MAPs could be given some Aristotle to analyse- introduce and recognize moments of peripateia (reversal) and anagnoresis (recognition)
Research activity based on Macbeth – use internet and library resources
LAPs could explore differences between a regular hero and a tragic hero.
LEARNING OBJECTIVES / POSSIBLE TEACHING ACTIVITIES / LEARNING OUTCOMES / DIFFERENTIATION
Students should learn: / Students: / Points to note:
Reading:
1a extract meaning beyond the literal, explain how choice of language and style affects implied and explicit meanings
1b: analyse and discuss alternative interpretations, ambiguity and allusion
1c: how values, ideas and emotions are explored/portrayed
1d: identify perspectives offered on individuals, community and society
1e: consider how meanings are changed when texts are adapted to different media
1f: read and appreciate scope and completeness of a complete play
2b: Appreciate and understanding the qualities of texts which are considered to be of high quality
6: Draw on their knowledge of
grammar and language variation to develop their understanding of texts and how language works
8a: Study a Shakespeare play / MACBETH
Act 1
·  Macbeth’s character Pupils identify words attributed to Maspeth in Act 1:2 –use these words to prepare a character profile before he comes on stage.
·  Lady Macbeth’s character Close analysis of her in scenes 5,6 and 7
·  Language/Atmosphere In Act 1:2
·  Identify words associated with blood/violence
Act 2
·  Character
·  Mood & Atmosphere
·  Dramatic technique
·  Humour
·  Using quotation / ·  Awareness of how Shakespeare uses language to prepare the audience. Character study of Macbeth when we actually meet him (Scenes 3,4 and 5)
·  Awareness of how Shakespeare uses language to prepare the audience
·  Students read or act out Act 2:2; (the murder)
·  Close study of language/imagery: good/evil, blood/water etc
·  Exploration of action, character, atmosphere, tension, dramatic effect and language in oral and written work / LAPS select words/ adjectives from teacher prepared bank to construct a profile.
More able respond to the connotations of the language.
Give key words to LAPs – phrases to be used in diary entry.
MAPs to comment on atmosphere of castle, imagery etc
LEARNING OBJECTIVES / POSSIBLE TEACHING ACTIVITIES / LEARNING OUTCOMES / DIFFERENTIATION
Students should learn: / Students: / Points to note:
Writing
1a: Draw on their experience of good fiction, different poetic forms and of reading, watching and performing in plays
1b: use imaginative vocabulary and varied linguistic and literary techniques
1c: exploit choice of language and structure to achieve particular effects and appeal to the reader
1d: use a range of techniques, different ways of organizing and structuring material to convey ideas, themes and characters
1e: form sentences and paragraphs that form connections between information and ideas precisely (cause/effect, contrast)
1i: develop logical arguments and cite evidence
1l: reflect on the nature and significance of the subject matter
1m: form their own view, taking into account range of opinion and evidence
1n: organize ideas and information, distinguishing between analysis and comment / MACBETH
Act 3:
·  Dramatic tension
·  Character
·  Directorate role: lighting, atmosphere
·  Whole class reading/ dramatization of Banquo scene (3:4) pupils take roles as Lady Macbeth, Macbeth guests.
·  Discussion of direction -pupils could direct this commenting on lighting, creation of the ghost, interpretation.
Act 4:·  Character, atmosphere and themes
·  Pupils to read Act 4:1 in groups.
·  Discuss themes of fate/free will/predictions- write your own advice to Macbeth on what he should do now.
·  Understanding of Macbeth’s journey into evil and over reliance on the witches. / ·  Students to consider and write answer on staging this scene.
·  Discuss significance of apparitions and role of witches. Compare with1:3.
·  Map out Macbeth’s journey into evil, identifying when he becomes a ‘butcher’. Number stages. / LAPs to observe two film versions of the scene. For example, Polanski.
Download different readings of the key scenes from the internet and present using the interactive whiteboard.
MAPs to write an essay; Macbeth, hero or villain?
LAPs to select from true/false statements.
LEARNING OBJECTIVES / POSSIBLE TEACHING ACTIVITIES / LEARNING OUTCOMES / DIFFERENTIATION
Students should learn: / Students: / Points to note:

Drama

4a: use a variety of dramatic techniques to explore ideas, issues, texts and meanings
4b: use different ways to convey action, character, atmosphere, and tension when they are performing in plays
4d evaluate critically performances of dramas that they have watched or in which they have taken part / MACBETH
Act 5·  Characterisation’ Atmosphere, and dramatic tension
·  Look at the sleepwalking scene. (5:1).
·  Examine the role of Lady Macbeth. To what extent is she a ‘fiend-like queen’/ responsible for the murders?
·  Awareness of way that tension is created through character, action and language / ·  Awareness of way that tension is created through character, action and language.
·  Students to write the letter that Lady Macbeth read.
·  Pupils produce a flow chart showing the last few scenes- how does Shakespeare bring the tragedy to a close? / LAPs to do this as a whole class activity or select adjectives from word bank (sheet available)
MAPs to look closely at language and imagery (eg clothing, dreams, darkness etc)

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