1. 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

2. 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

3. 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

4. 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.

5. Act 5 Scene 1

7. 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.

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

9. “Isn’t it e’en so? I defy you stars!”

10. “Well, Juliet I will lie with thee tonight”

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

12. 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…

13. 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.