English Literature Controlled Assessment Compare the ways Shakespeare and Yeats present ideas about love in ‘Romeo and Juliet’ and ‘The Wind Among the Reeds’. 25% of your English Literature GCSE Grade

All Most Some Title: Fortune’s Fool Date: 11 May 2019 Objective: Can I work collaboratively to develop my interpretation of a scene? Success Criteria Grade/level Key Words 12. I try to develop my points in detail. 8 I show some understanding of dramatic techniques. All Dramatic Irony Foreshadowing 12. I can develop my points in detail 8. I can explore the effect of dramatic techniques Most 12. I can develop my points in impressive detail. 8. I can analyse multiple effects of dramatic techniques. Some Numeracy Literacy Articulating my opinions succinctly SMSC & Values Exploring different viewpoints, creating an argument

Title: Fortune’s Fool Date: 11 May 2019 Objective: Can I work collaboratively to develop my interpretation of a scene? Starter Grade/level You are a director, you are helping Romeo to deliver his lines in the scene where he hears Juliet is dead. How would you tell him to react? All You are a director, you are helping Romeo to deliver his lines in the scene where he hears Juliet is dead. How would you tell him to react using body language and tone of voice? Most You are a director, you are helping Romeo to deliver his lines in the scene where he hears Juliet is dead. How would you tell him to react using body language and tone of voice? Justify your decision! Some

1. I show an understanding of the key ideas in the text English Literature Controlled Assessment   Task: How do Shakespeare and Yeats present ideas about love in ‘Romeo and Juliet’ and ‘The Wind Among the Reeds’? Personalised Learning Checklist 1. I show an understanding of the key ideas in the text 2. I show an understanding of the whole text. 3. I can explain how the context of the text affects the way we read it. 4. I use details from the text in my answer 5. I show an understanding of how language is used for effect 6. I can explore how the structure creates an effect. 7. I show an understanding of how the text affects the reader as a poem. 8. I show an understanding of how the text affects an audience as a drama. 9. I can compare the writers key ideas and attitudes 10. I compare how the writers use structure for effect 11. I can use a range of interesting quotations to support my points 12. I can develop my points, giving a sustained interpretation 13. I can analyse the language choices writers make, discussing alternative possible interpretations 14. I can compare how the writers use language devices for effect 15. I can explore links between the two texts I am studying.

Act 5 Scene 1

Collaborative Quotation Analysis You are going to work as a class to analyse quotations. You will have 2 minutes to analyse a quote before throwing it to the next person.

“I dreamt my lady came and found me dead- strange dreams”

“Isn’t it e’en so? I defy you stars!”

“Well, Juliet I will lie with thee tonight”

“Oh mischief, thou art swift to enter in the thoughts of desperate men

2 minute quotation analysis What is the quotation telling us about Romeo’s feelings? Explain in your own words? This quotation suggests that… Read, steady, throw! Pick out a keyword and explore how it presents Romeo’s feelings The word ‘…….’ highlight/ suggests… It could also tell us that…. Read, steady, throw! Can you see any dramatic techniques? (E.g. dramatic irony, foreshadowing, punctuation) Why does Shakespeare use them? Shakespeare uses… to suggest that love is ……… Read, steady, throw! Look at the quotation analysis- do you agree? Take notes in your book…

Next lesson, we start looking at Yeats' poetry Next lesson, we start looking at Yeats' poetry. RAG your PLC skills for Romeo and Juliet. 1. I show an understanding of the key ideas in the text 2. I show an understanding of the whole text. 3. I can explain how the context of the text affects the way we read it. 4. I use details from the text in my answer 5. I show an understanding of how language is used for effect 6. I can explore how the structure creates an effect. 7. I show an understanding of how the text affects the reader as a poem. 8. I show an understanding of how the text affects an audience as a drama. 9. I can compare the writers key ideas and attitudes 10. I compare how the writers use structure for effect 11. I can use a range of interesting quotations to support my points 12. I can develop my points, giving a sustained interpretation 13. I can analyse the language choices writers make, discussing alternative possible interpretations 14. I can compare how the writers use language devices for effect 15. I can explore links between the two texts I am studying.