1. A SOUPCON OF SHAKESPEARE

2. VISUALISATION CLOSE YOUR EYES AND VISUALISE (SEE IN YOUR MIND’S EYE) WHAT THE TITLE OF THE PLAY MEANS TO YOU. (ONE MINUTE) CLOSE YOUR EYES AND VISUALISE (SEE IN YOUR MIND’S EYE) WHAT THE TITLE OF THE PLAY MEANS TO YOU. (ONE MINUTE) TYP AND REVEAL WHAT THE TITLE MEANS TO YOU TYP AND REVEAL WHAT THE TITLE MEANS TO YOU

3. Listening to take notes Shakespeare’s Theatre Shakespeare’s Theatre Read aloud a brief summary of the Globe Theatre. Read aloud a brief summary of the Globe Theatre. Student task: write down the Key Ideas/Points. Student task: write down the Key Ideas/Points. Highlight those that are the same as the teacher’s. Highlight those that are the same as the teacher’s.

4. KW L This framework captures what you already know, what you want to know and what you’ve learnt by the end of this unit.

5. Some of your interesting questions ………………

6. WHO PEOPLES THE PLAY? PAIRS: YOU WILL HAVE A CARD WITH ONE OF THE PLAY’S CHARACTERS ON IT. PAIRS: YOU WILL HAVE A CARD WITH ONE OF THE PLAY’S CHARACTERS ON IT. IN PAIRS, COMPLETE A Y-CHART DESCRIBING THE 3 ASPECTS OF HOW YOU FEEL ABOUT THE CHARACTER. IN PAIRS, COMPLETE A Y-CHART DESCRIBING THE 3 ASPECTS OF HOW YOU FEEL ABOUT THE CHARACTER. SHARE YOUR SENSORY UNDERSTANDINGS WITH THE CLASS SHARE YOUR SENSORY UNDERSTANDINGS WITH THE CLASS

7. Graphic Shakespeare In your group, read through the graphic cartoon of “A Midsummer Night’s Dream” In your group, read through the graphic cartoon of “A Midsummer Night’s Dream” In your group, discuss the plot and the main characters of the play. In your group, discuss the plot and the main characters of the play. In your workbook, do a “Who’s Who?” using a graphic organiser of your choice. In your workbook, do a “Who’s Who?” using a graphic organiser of your choice.

8. LET’S WIKI! ADD YOUR EMAIL ADDRESS TO THE PERMISSION SECTION TO ENABLE YOU ACCESS THE 9THO ENGLISH WIKISPACE. ADD YOUR EMAIL ADDRESS TO THE PERMISSION SECTION TO ENABLE YOU ACCESS THE 9THO ENGLISH WIKISPACE. A WIKISPACE IS A COLLABORATIVE FORUM FOR DISCUSSING YOUR LEARNING AND ASKING QUESTIONS: OF ME OR ANYONE ELSE IN THIS CLASS. A WIKISPACE IS A COLLABORATIVE FORUM FOR DISCUSSING YOUR LEARNING AND ASKING QUESTIONS: OF ME OR ANYONE ELSE IN THIS CLASS. NO-ONE ELSE HAS ACCESS TO THIS WIKI NO-ONE ELSE HAS ACCESS TO THIS WIKI

9. MINI-RESEARCH PROJECT ON SHAKESPEARE’S LIFE & TIMES 1. SELECT ONE OF THE 10 DIFFERENT CONTEXT TOPICS YOU SHOULD KNOW ABOUT WHEN YOU BEGIN TO STUDY SHAKESPEARE’S PLAYS. 2. WRITE ONE FOCUS QUESTION FOR YOUR TOPIC. 3. THERE ARE WEBSITES LISTED TO HELP YOU OR YOU COULD DO AN INDEPENDENT INQUIRY.

10. WHY DO WE NEED TO RESEARCH HIS BACKGROUND? YOUR RESPONSES: YOUR RESPONSES:

11. VIEW THE MOVIE! WHY VIEW THE MOVIE BEFORE READING THE PLAY? It helps you to form a general understanding of the plot. It helps you to form a general understanding of the plot. As it is your first real experience of Shakespeare, it helps if you can picture the characters and scenes from the movie. As it is your first real experience of Shakespeare, it helps if you can picture the characters and scenes from the movie.

13. Are we studying the movie? NO!!!

14. Today we intend to ….. Write the one minute paper Write the one minute paper Read outcomes of mini-research projects Read outcomes of mini-research projects View the cartoon version of the play in groups View the cartoon version of the play in groups Develop your graphic organiser to frame the structure of the play Develop your graphic organiser to frame the structure of the play Familiarise yourself with the wiki and its new places Familiarise yourself with the wiki and its new places

15. ONE MINUTE PAPER What was the most important idea or insight you have at this point? What was the most important idea or insight you have at this point? What is the question that most needs addressing at this point? What is the question that most needs addressing at this point?

16. VIEWING THE MOVIE What are you looking for in the movie that can aid you in the study of the play? The plot The plot The characters The characters The messages/themes The messages/themes The settings The settings

17. How do we get to grips with the “wholeness” of the play? Draw up a graphic organiser consisting of 6 columns, heading them up in this way: Draw up a graphic organiser consisting of 6 columns, heading them up in this way: 1. Act number 2. Scene number 3. General setting 4. Specific setting 5. Total number of lines in scenes 6. Names of characters in each scene

18. What next? Learning how to do dramatic monologues You have by now selected the speech on which you are going to do the dramatic monologue. How can you make the whole process easier for yourself?

19. Steps to achieving “dramatic” excellence in the dramatic monologue assessment 1. Divide an A4 sheet of paper down the middle – aka portrait. 2. Draw a clear and firm line down the middle on the crease of the paper. 3. Copy your speech out very accurately onto the left column. Number the lines as in the text. 4. Take each line and go as far as the full-stop. 5. Paraphrase/write down what the sentence means.

20. Steps continued. Write your meaning down on your paper on the same line as the text. Write your meaning down on your paper on the same line as the text. Also be sure to look up the meanings of unknown words in the glossary on the side of the text. Also be sure to look up the meanings of unknown words in the glossary on the side of the text.