This interesting and stimulating lesson aims to improve students’ understanding of Shakespeare’s use of figurative language in Macbeth, focusing particularly on similes, metaphors, personification, hyperbole, and euphemisms. Students learn to analyse the intended effect of these devices through a close-reading and interpretation of Act 5 Scene 1: The sleepwalking scene involving Lady Macbeth. The lesson utilises a range of tasks, that require students to be visual and interactive learners. It follows this learning journey: - Defining the key term 'figurative language' and establishing its importance as a literary technique; - Defining and exemplifying each of the key terms 'simile, metaphor, personification, hyperbole, and euphemisms through collaborative group opportunities; - Understanding how and why figurative language is used to add depth to writers' ideas; - Reading and interpreting Act 5 Scene 1, and establishing how figurative language impacts upon the scene; - Reflecting upon why this may/ what effect this may have had on audiences at the time; - Summarising the events of the scene; - Peer/self evaluating the learning in the lesson. Included in this resource pack are: - A well-presented, thorough, and informative, whole-lesson PowerPoint presentation; - Resources for the reading and interpreting activity - full scene transcript with space for notes; - A template to help scaffold the main task, complete with P.E.E instructions; - Cards for the card sorting group activity - A comprehensive teacher guidance form/lesson plan to assist delivery. All images in this resource are licensed for commercial use, and are cited on the final slide of the lesson presentation.

This lesson enables students to build their knowledge of the content, language, and structure of William Shakespeare’s ‘Sonnet 116.’ In particular, students learn how metaphor, the sonnet structure, rhyme, and iambic pentameter help the poet to get across his message about love. Students learn through a logical and step-by-step learning journey, including: -Exploring the key concept of 'love' and its many meanings; -Understanding key information about William Shakespeare and his sonnets; -Reading and interpreting the poem; -Understanding the poem, with a particular emphasis upon the content, language, and structural features; -Writing an extended analysis piece based upon how Shakespeare gets across his messages about love in the poem, through the use of language and structure; -Peer assessing each other's learning attempts. Included is: - Whole lesson PowerPoint - colourful and substantial; (including hyperlink to a reading of the poem) - Copy of poem; - Structural devices worksheet - Analysis template with in-built success criteria for creating well-structured responses; - Comprehensive lesson plan. There are also opportunities for group learning, peer assessment, and whole class discussion. This was originally taught to middle-ability year 9/10 groups, but can easily be differentiated for groups of different ages and abilities. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

Two page simple guidance to help drama teachers who are considering putting on adapted version of Shakespeare's plays for secondary-age pupils with severe learning difficulties and autism. Guidance first placed online at the Shakespeare Schools Festival website www.ssf.uk.com

Targeted at mixed and high ability KS3 classes, this lesson provides a platform in which pupils explore the expectations of spoken language (through Grice's Maxims) and analyse how breaking these expectations in A Midsummer Night's dream is indicative of unrequited love. Their explorative discussions crucially heightens their critical analyses of the Shakespare's intended social message and portrayals of relationships in the play.

This unit is specifically designed for English teachers who wish to develop their teaching of Shakespeare in middle or high school. It takes you through a range of active approaches including practical drama activities to promote engagement with the themes, characters and ideas of the plays as well as suggestions for writing creatively about Shakespeare. This unit will support you in developing a repertoire of teaching strategies which you can apply to any of Shakespeare’s plays. They are based on the principles of ‘active Shakespeare’ and includes lots of activities and advice which will help make the learning both enjoyable and effective. It includes tasks and opportunities for personal reflection and is ideal for teachers preparing to teach a Shakespeare play.

Here is a tried and tested magnificent collection of over 101 things to do to celebrate the life and work of Shakespeare. The resources are suitable for all age groups and abilities and there is something in here for everyone. These resources can be used as starters, breakouts, plenaries,whole lessons, cross-curricular, extensions, enrichment, differentiation and inclusion. Feedback from schools where they have been used indicate some great ideas to help you be successful with these resources: making time for students to allow them to talk to each other; encourage listening; giving students time to practice, to think and to try; promoting students giving and receiving constructive feedback; staff and students using a mixture of questions, settings and scenarios; getting students to help rearrange the room if it helps; using props, sticky labels, mini-whiteboards, flip-charts, diagrams, slide shows, pictures, sounds and music; encouraging students to make and share notes; supporting students’ constructively critical reflections on what is seen, said and written; mixing up the classes and student groups.

PLEASE NOTE; This essay is an example and only intended to be used as guidance for your own work. It must not be copied or you will be guilty of plagiarism. This resource is hours of my own work, written as part of my PGCE in Secondary English and submitted in the summer of 2017. I achieved a High Distinction in my PGCE, and this essay scored very highly. Please do not copy or claim this as your own work. I am sharing this as an example only, as I recall how difficult it was to find examples of PGCE assignments. Module Title & Number: EDMPIP **Full Assignment Title: What is the impact of exploring contemporary gender issues through the study of Shakespeare on student attitudes and perceptions? ** Word count: 6500 Grade achieved: High Distinction (Outstanding) Date of Submission: 01/06/2017 Sample: Introduction The topic of my study is the exploration of gender in the English classroom, specifically the teaching of gender in Shakespeare, and the potential impact that ways of exploring questions of gender within a text can have upon students’ awareness of how they perceive gender issues in their everyday lives and their attitude to the text studied. Gender has always been a significant topic in education. Whether it be stereotyping, gender-bias, gender expectations and roles, equal opportunities in the profession itself and equal opportunities for girls and boys in the classroom, under-achieving boys and silent oppressed girls, or the under-representation of girls and women in STEM subjects – gender issues are both closely intertwined with, and continually under scrutiny in, the educational field. In the secondary English classroom these combine with a contentious curriculum that has often favoured canonized white male authors and texts that, by their very nature, typify male points-of-view.

This engaging and interesting lesson aims to improve students’ understanding of one of the key characters in William Shakespeare’s Macbeth: Lady Macbeth. In particular, they learn to make insightful interpretations about the character, and are enabled to draw links between Lady Macbeth and their knowledge of women in Shakespearean times. The lesson utilises a range of tasks, that require students to be visual and interactive learners. It follows this learning journey: - Inferring key information about the character of Lady Macbeth from picture clues; - Identifying and ordering the key events in the text in which Lady Macbeth is involved; - Understanding her role in the rise and downfall of Macbeth; - Comparing and contrasting between her character and the expected role of women at the time the play was written; - Analysing Shakespeare's development of Lady Macbeth as a key character throughout the text; - Evaluating the learning in the lesson. Included in this resource pack are: - A well-presented, thorough, and informative, whole-lesson PowerPoint presentation; - Resources for the sequencing activity, detailing Lady Macbeth's numerous actions throughout the play; - A template to help scaffold the main task, complete with P.E.E instructions; - A comprehensive teacher guidance form/lesson plan to assist delivery. All images in this resource are licensed for commercial use, and are cited on the final slide of the lesson presentation.

This video will take you through an excerpt from Shakespeare’s “Macbeth,” Macbeth’s monologue beginning “To be thus” with text and visual annotations. Line by line, you’ll explore Shakespeare’s gift for language and invention. For the complete scene, check out my videos here: http://bit.ly/2J5VtH5 A big thank-you to the following resources. Without such resources, these videos would not have been the same: The New Cambridge Shakespeare, No Fear Shakespeare, the Oxford Shakespeare, and the artists whose work appears in my slides. Please get in touch if you’d like to know the source of any illustration, clip-art, photograph, or animation.

This lesson aims to improve students’ understanding of one of the key scenes in William Shakespeare’s Macbeth – Act III Scene IV. In particular, they learn to make insightful interpretations about the changing nature of Macbeth’s tone throughout the scene, and are enabled to understand how this would have affected Shakespearean audiences. The lesson utilises a range of tasks, that require students to be visual and interactive learners. It follows this learning journey: - Defining the key term 'tone' and establishing its importance as a literary technique; - Understanding how tone is used to depict mood and attitude across a range of fiction; - Reading and interpreting Act 3 Scene 4, and establishing how Macbeth's tone alters throughout; - Reflecting upon why this may/ what effect this may have had on audiences at the time; - Summarising the events of the scene; - Analysing Shakespeare's intentions in sharply altering Macbeth's tone throughout; - Peer/self evaluating the learning in the lesson. Included in this resource pack are: - A well-presented, thorough, and informative, whole-lesson PowerPoint presentation; - Resources for the reading and interpreting activity - full scene transcript with space for notes; - A template to help scaffold the main task, complete with P.E.E instructions; - Cards for the card sorting group activity - A comprehensive teacher guidance form/lesson plan to assist delivery. All images in this resource are licensed for commercial use, and are cited on the final slide of the lesson presentation.

Making Shakespeare come to life for students.

This lesson aims to improve students’ understanding of one of the key scenes in William Shakespeare’s Macbeth – Act II Scene II. In particular, they learn to make insightful interpretations about Shakespeare’s use of symbolism, and are enabled to understand how this would have affected Shakespearean audiences. The lesson utilises a range of tasks, that require students to be visual and interactive learners. It follows this learning journey: - Defining the key term 'symbolism' and establishing its importance as a literary technique; - Understanding the different objects that were used as symbols in Shakesperean times through a multiple choice team game; - Reading and interpreting Act 2 Scene 2, and establishing how symbolism is utilised throughout; - Summarising the events of the scene; - Analysing Shakespeare's intentions in using literary techniques, and considering the audience reactions to them; - Peer/self evaluating the learning in the lesson. Included in this resource pack are: - A well-presented, thorough, and informative, whole-lesson PowerPoint presentation; - Resources for the reading and interpreting activity - full scene transcript with space for notes; - A template to help scaffold the main task, complete with P.E.E instructions; - A comprehensive teacher guidance form/lesson plan to assist delivery. All images in this resource are licensed for commercial use, and are cited on the final slide of the lesson presentation.

This engaging, in-depth lesson enables students to understand how plot and language are utilised to develop the characters of Beatrice and Benedick in William Shakespeare’s ‘Much Ado about Nothing.’ The lesson places a particular focus upon how language is used between the two characters to present the audience with ideas about their intelligence, attitudes, and emotions. Students also analyse how their behaviour develops over the course of the text. The lesson follows a step-by-step learning journey, in which students learn through: - Taking part in a fun team quiz to secure understanding of the two characters; - Completing a 'love graph' (backed up with textual evidence) to show how the prevailing attitudes and emotions of the two characters develops through the text; - Analysing quotations in which Shakespeare used advanced language techniques to portray both of the characters in a particular light; - Completing an essay style response in which they consider how Shakespeare's use of language helps to develop the two characters; - Peer assessing each other's learning attempts. Included is: - Whole lesson PowerPoint - colourful and detailed - just download and teach from it! - Love Graph - to track the two characters' feelings towards one another; - 'Beatrice and Benedick Quotations' worksheet; - Analysis template with success criteria for creating well-structured responses; - Comprehensive lesson plan. There are also opportunities for group learning, peer assessment, and whole class discussion. This was originally taught to higher-ability year 9 and 10 groups, but can easily be differentiated for groups of different ages and abilities.

Targeted at mixed and high ability KS3 and KS4 classes, this lesson provides a platform in which pupils explore the qualities of a iambic pentameter before exploring how Shakespeare uses iambic pentameter to exaggerate Demetrius's hatred for Helena. Their explorative discussions crucially heightens their critical analyses of the writer's intended social message and characterisation through prosody.