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develop knowledge and understanding of the requirements for teaching Shakespeare at Key Stage 3

Today’s Learning Objectives:. develop knowledge and understanding of the requirements for teaching Shakespeare at Key Stage 3 develop knowledge and understanding in order to plan a scheme of work to teach Shakespeare at Key stage 3

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develop knowledge and understanding of the requirements for teaching Shakespeare at Key Stage 3

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  1. Today’s Learning Objectives: • develop knowledge and understanding of the requirements for teaching Shakespeare at Key Stage 3 • develop knowledge and understanding in order to plan a scheme of work to teach Shakespeare at Key stage 3 • explore pupil misconceptions and errors with reference to the works of Shakespeare • develop a range of strategies to teach Shakespeare with confidence at Key Stage 3 so as to ensure that pupils gain access to the text at their own ability level Teaching Shakespeare at Key Stage 3

  2. First Contact…

  3. Accessing Difficult Texts: Understanding Shakespeare • Before the break, you discussed the following with those near to you: • what strategies might you use to encourage pupils to read aloud/use Shakespeare’s language in performance? • what strategies could you use to help pupils better understand Shakespeare’s language and its meaning?

  4. Accessing Difficult Texts: Understanding Shakespeare • Read the soliloquy from Macbeth, Act 2 Scene l. • Suggest one activity you might plan for use in a lesson to enable pupils to better understand this particular speech.

  5. Plays as Performance Texts • Why is it important that Shakespeare is presented in this way to pupils? • What is lost if we overlook this aspect of the text?

  6. Engaging Pupils: Bringing Shakespeare to Life Teachers’ TV Shakespeare Shorts: Pupils Plotting In this programme, we see the results as schools around the country respond to a BBC challenge to create a 60-second version of Shakespeare. The programme focuses on three Year 9 classes and a special school dance club as they grapple with performing and shooting their own photo-story. After learning to script, storyboard and edit, the children use free downloaded software and divide into groups, each working on key scenes from Macbeth. The results are dramatic; the Bard as never seen before!

  7. Engaging Pupils: Bringing Shakespeare to Life • 1. What are the benefits of: • using ICT to engage pupils with Shakespeare? • exploring Shakespeare through performance? 2. Do you think that the Key Stage 3 Framework realistically allows teachers and pupils to engage with Shakespeare in such creative ways? 3. If you didn’t have access to the sophisticated ICT software demonstrated in the programme, what other methods could be used to engage pupils with performance?

  8. Engaging Pupils: Connecting with Modern Life 21st Century Authority Figures Genres Specific People Teachers Tony Blair Now rank them in order of the power/influence each has: 1 signifies the most powerful.

  9. Planning for Year 9 Shakespeare: The Tempest • Look at the mocked up KS3 paper for The Tempest. • What are the potential difficulties of this paper? • (In terms of what it expects of pupils, differentiation and teaching to answering the paper).

  10. Planning for Year 9 Shakespeare: The Tempest Assume your pupils are aiming to achieve level 5 or above (refer back to assessment criteria to check skills) • select one of the questions in the mocked up KS3 paper: • assume that pupils are already familiar with the play and that you are well into your scheme of work • plan a sequence of 3 - 4 lessons in MTP format • the lessons should culminate in pupils being able to understand and approach the question effectively • include NC objectives, Assessment Focuses & intended Learning Outcomes • include drama/speaking and listening based activities • include opportunities for assessment. • 20min.

  11. Further Reading Davison, J. & Dowson, J. Learning to Teach English in the Secondary School. (Chapter 11) Gibson, R. Teaching Shakespeare, Cambridge University Press, 1998. Wright, T. How to be a Brilliant English Teacher, Routledge, 2005. (Chapter 1)

  12. Plenary • Think back to the suggestions made at the beginning of the lecture regarding how you might tackle the difficulties posed by Shakespeare • In light of today’s session, write down/share one key strategy/activity that you would try out in class.

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