Park House School

Drama Scheme of Work

Year 8 Introduction to Shakespeare January to February No of Lessons 7
Aim To introduce students to looking at Shakespeare from a theatrical point of view.

Drama Skills Physical theatre, soundscape, stage fighting, using music to create atmosphere, tableau, eye contact, ritual

Lesson One – Physical Theatre and Romeo Lesson Two Hamlet and Physical Comedy Lesson Three and Four Hamlet and the Lesson Five Macbeth – The witches and
and Juliet 1. Connection central dilemma Ritual
1. Connection Introduce story and read through the 1. Connection 1. Connection
Walking around the space – students must summary sheet. Sombre music, set up space with spotlight Character modelling of the scariest witch
make eye contact with people as they pass. 2. Activation with hair,skull, sword etc. Aims and character possible.
Sending different messages. Each scene must be influenced by a change relationship diagram 2. Activation
In two lines – pairs must walk across the in music. How does the music change the 2. Activation Script - opening
space maintaining eye contact. atmosphere? In groups students act out the Soldier walking around the space,
2. Activation summary. monologue. 3. Demonstration
Pairs – make six tableaux of a fight. End Student to create a scene with emphasis on
tableau show one person clearly win. 3. Demonstration 3. Demonstration tension and atmosphere.
3. Demonstration Performance Acrostic writing. In pairs.
Half class – 3 tableaux 1. Gang lounging. 2 4. Consolidation
See the enemy – 3. face up like a fight. Add in some fight moves from last week. 4. Consolidation Performance and evaluation
4. Consolidation Performance and evaluation
Add lines (bit thumb) etc. Evaluation and performance
4. Consolidation

Add whole thing together – 3 tableaux – walk

slowly holding eye contact in canon – lines –
then fight scene. Finish with all dying.
Lesson Six The Tempest Lesson Seven Romeo and Juliet – Cover work
1. Connection Assessment lesson 1. Connection
Describe the type of noises you would hear 1. Connection
on a ship at storm. Recap skills learnt this term. 2. Activation
Create soundscape. 2. Activation
2. Activation Students read through the prologue and
Students create the ship using physical translation of opening of Romeo and Juliet. 3. Demonstration
theatre.
3. Demonstration 3. Demonstration 4. Consolidation
T. directs the creation of the ship as a whole Students make a performance using the
class. Add in the 21 lines. prologue as a stimulus.
4. Consolidation
4. Consolidation Evaluation and performance
Performance and evaluation
Progression Levels/Assessment Creating: Performing: Written Response:
Key Stage 3 3. Responsive to the ideas of others, 3. Some attempts to work as part of a 3. Indicates plot/character in vague
some input group. Occasional lapses in terms with no reference to dramatic
4. Responsive to ideas of others physical control. action
5. Works cooperatively and sensitively 4. Little thought given to character. 4. One vague example of dramatic
with others, experiment with Some awareness of the audience. action will be given
objects/physical imagery/space 5. Works sensitively and supportively 5. Quite good examples of dramatic
6. Sensitively challenge, contribute with others. Use space to action will be given
and extend the ideas of others. Can communicate meaning 6. Strong examples of dramatic action
communicate meaning through 6. Show commitment to will be given linked to specific
drama role/character. Communication of moments.
7. Initiate and responds to ideas. mood. 7. Strong examples given – linked to
Directs action. Be able to work in 7. Work responsibly with others. specific moments in the piece.
the abstract Maintain role. Use a range of 8. Strong examples given linked to
8. Solve Problems. Independently use skills/resources to enhance specific moments/context.
different techniques. performance Meaning/effect explored in depth.
EP: Work in a variety of groups. Show 8. Work effectively with increasing Influences show deep
sensitivity, commitment and initiative in independence. Use skills to understanding of the subject and
achieving targets. Organise Drama communicate meaning with insight. are linked to specific moments
effectively, selective and exemplary EP: Good control, ability to think on feet. EP: As with 8 with evidence of further
 understanding of drama forms Use drama to communicate meaning. research and reading around theatre
history

Assessment for  Observation by teacher of students involved in Differentiation  By Learning Objectives

Learning group activities  By outcome
 Samples of writing in role  By group size, ability and gender
 Audio and Video recording of work in progress  Variation of resources
 Original scripts created by students  Learning Styles addressed
 Written evaluation at the end of unit of work
 Teacher assessment of practical work at the end
of a unit of work.

SEN provision  Students will be supported by a appropriate G& T provision  See extension task on lesson plan
 Extra support with key words and vocabulary
 Written information on board to support drama
Resources  Access to Lights/ Sound Health and Safety  Supervised entry and exit from the studio
 Music  Teacher to turn on and off all electrical equipment
 TV/DVD extracts  No running in the drama studio
 Power points to support lesson plans

Links
English National Reading
Curriculum AF1 Use a range of strategies, including accurate decoding of text to read for meaning
AF2 Understand describes, select or retrieve information, events or ideas from texts and use quotation and reference to text.
AF 3 Deduce, infer or interpret information, events or ideas from texts
AF4 Identify and comment on the structure and organisation of texts.
AF5 Explain and comment of the writer’s use of language.
AF6 Identify and comment on writers’ purposes and viewpoints and the overall effect of the text on the reader
AF7 Relate texts to their social, cultural and historical contexts.
 Writing
AF1 Write imaginative, interesting and thoughtful texts
AF2 Produce texts which are appropriate to task, reader and purpose
AF3 Organise and present whole texts
AF5 Vary Sentences for clarity purpose and syntax
AF 6 Write with technical accuracy
AF7 Select appropriate and effective vocabulary
AF8 Use correct spelling
Speaking and Listening
AF1 Talk in purposeful and imaginative ways to explore ideas and feelings, using non-verbal features for clarity and effect.
AF2 Listen and respond to others, identifying main ideas, implicit meanings, and viewpoints
AF3 Adapt and vary structures and vocabulary according to purpose.
AF4 Make a range of contributions when working in groups, shaping meanings through suggestions, comments and questions and drawing ideas together
AF5 Create and sustain different roles, adapting techniques in a range of dramatic activities to explore texts, ideas and issues.
AF6 Identify verities and uses of spoken language, comment on their meaning and impact and draw on these in talking to others.
PELTS Independent Enquirers Creative thinkers Reflective Learners Team Workers Self Managers Effective Participators
SEAL Self Awareness Managing Feelings Motivation Empathy Social Skills
Every Child Matters Be healthy Stay Safe Enjoy and Achieve Make a positive contribution Achieve economic well being.
Attitudes and Attributes Determined Adaptable Confident Risk taking
Whole Curriculum Identity and cultural diversity Healthy Lifestyles Community Participation Enterprise Global dimension and sustainable development Technology and the
dimensions media Creativity and critical thinking
Learning Styles Visual – Seeing and reading
Auditory – Listening and Speaking
Kinaesthetic – Touching and Doing