1. Act 3 scene 2 and the play as a whole
Y10 assessment
Act 3 scene 2 and the play as a whole

2. Starting with this speech, explore how Shakespeare presents attitudes towards love in Romeo and Juliet
Introduction: genre/intention/range of attitudes/1 quote emotive language to show connection with text:
In his Romance tragedy Shakespeare explores complex and diverse range of emotions experienced by the “star crossed lovers” in their brief union. The attitudes to love encompass the innocence of romance; the path to obsession and the often damaging attitudes of family and society that can shape and destroy the natural impulsive love of youth.
The above is an example – this is maximum length of an intro.

3. your planning Intro Section 1: Romantic love Section 2: Obsessive love
Extract SQI AO2 then SQI AO2 from WP
Section 2: Obsessive love
Section 3: Society’s attitude towards love
Extract SQI AO2/3 then SQI AO2/3 from WP
Section 4: Impulsive attitude of youth
Extract SQI AO2/3 then SQI AO2 from WP
Concise 1 sentence conclusion: impact of the exploration of love on audience/lessons learned/final emotive statement on the tragedy(could bring in a quote from prologue to match intro).

4. Essential Guidance – use your blue ‘overlay’
In section 1: concisely state situation of extract - Juliet alone/waiting in nervous anticipation for Nurse to return with news from Romeo/tension created by dramatic irony – Juliet oblivious to Romeo’s part of Tybalt’s violent death and the dire consequences this will have on her new marriage.
Use literary terms to analyse methods used to create meaning (AO2) – focus on effect not retelling plot (use blue overlay)
Use SQI ‘flexibly’ so that you ‘pepper’ writing with little quotes (like in exemplars). Insightful quality of interpretation essential.
Context is an extension of an SQI – the ‘blue’ of the exemplar.
Use AO3 on overlay to support your context developments.
Your accuracy is essential – learn spellings of key words on overlay.
Your style of writing needs to be critical and show clear paragraphing/accurate range of punctuation and ambitious vocabulary choices.

5. Finding quotes from WP
This lesson you need to select maximum of 6 short quotes to develop your sections. You will then have until Tuesday to learn your quotes
Some ideas to support planning(use your AO2 notes):
Romantic Love – Act 1 Scene 5 (Romeo – love at first sight: identify devices used/effect of language or Balcony scene)
Obsessive Love – Act 4 Scene 3 (Juliet’s soliloquy - willing to take poison)
Society’s attitude – Act 4 (Capulet’s attitude to Juliet when she refuses marriage to Paris/her reaction AO2/3)
Impulsive love becomes darker/sinister twist as the innocence of youthful love is destroyed by circumstance (Act 5). Juliet’s excitement and anticipation of seeing Romeo in the dramatic monologue is sharply contrasted by Romeo’s final decision to join her in ‘death’: “ ” you could use some analysis from Tuesday’s lesson here..

6. To Plan.... Divide a double page into 4 boxes.
Each ‘box’ is a section for your essay.
Put the quotes (keep it short/single words) you will use and bullet point the AO2 devices for all and the AO3 development for box 3 and 4.
Add key words to your boxes – emotive vocabulary/connectives.
Be prepared to share some of your ideas.
On Monday – try out one of your sections ‘to time’ – self assess/edit/improve/try drafting up some ‘statements’ to support fluent SQI.

7. The Test – Tuesday Complete in exercise books (55mins)
Have your annotated extract ready to use in the test (leave a page blank before you start writing so that you can stick this in when finished).
You will not have your booklets/text in the test – you have chosen your quotes in advance for this test so that you can learn just those that you will use.
Prepare and practise in advance to ensure this is an experience you will enjoy.
Good luck Y10.