The KING’S Medium Term Plan – English
Y7 Learning Cycle 4 Programme
Module
Shakespeare: The Merchant of Venice
This module will build on students’ knowledge of Shakespeare’s works and their social, cultural and historical context. Students will
develop their analytical skills and consider the way Shakespeare uses language to explore his key themes of prejudice, wealth and
relationships. Students will develop their writing skills through essay style responses and creative writing tasks, whilst in addition, the
module provides opportunities for students to develop their speaking and listening skills, through shared reading of the play,
class/group discussions and debate. In keeping with the English Literature Paper 1 Section A, students will write an essay on an
extract from the play, drawing on their knowledge from other parts of the play.
Building on prior
learning
During learning cycle two, students were introduced to the history of the sonnet form and explored a range of Shakespeare’s sonnets.
Students developed their knowledge of linguistic and structural techniques and poetic devices, and considered how Shakespeare used
these to achieve his intended effects. For their end of unit assessment, they wrote an essay response to ‘Sonnet 18’.
Future learning
Given that The Merchant of Venice is a set text on the AQA English Literature Specification (Paper 1: Section A), the module will help
students develop their understanding of the play and key analytical and essay writing skills. Students will revisit Shakespeare’s works
(poetry and plays) in their GCSE studies.
Overarching
subject
Challenge
question
Does Shakespeare challenge or reinforce prejudice in The Merchant of Venice?
Exam board
links:
The mid-term assessment will be based on the skills needed to complete AQA English Literature paper two, section A. The end of
learning cycle assessment will be the AQA example question for English Literature Paper 1, section A.
Lines of Enquiry
Week 1: What is the social, historical and cultural context of The Merchant of Venice?
Week 2: How would Elizabethan audiences have reacted to the national stereotypes presented in the opening scenes of the play?
How does Shakespeare use humour to highlight the dehumanising effects of prejudice?
Week 1
4 1hr lessons
(including up to
one hour of
REACH1) plus 1
hour of
homework
Week 3: Is Jessica a villain or victim in the play? To what extent does Shakespeare encourage us to sympathise with Shylock’s
daughter? Mid-term assessment: Students will write an essay style response in relation to this week’s lines of enquiry.
Week 4: Consider Shakespeare’s characterisation of Portia and Jessica; are Shakespeare’s female characters realistic representations
of Elizabethan women?
Week 5: How does Shylock defend his demand for a pound of human flesh? What Christian act does he compare this to? How does
Shylock’s hatred of Antonio differ from Antonio’s of Shylock? Is The Merchant of Venice an anti-Semitic play or a play about antiSemitism?
Week 6: Complete Act 5. Revision, learning homework – incorporate the skills developed this learning cycle. Assessment week.
End of learning cycle assessment: Essay question from AQA Literature Specimen Paper1: Section A
Line of Enquiry: What is the social, historical and cultural context of The Merchant of Venice?
Overview
This week students will be introduced to The Merchant of Venice module and the GCSE exam paper. The first lesson will also help to
refresh students’ knowledge of Shakespeare’s social, cultural and historical context. During the week students will consider the
social, historical and cultural context of The Merchant of Venice.
Lesson Hypotheses
Hypothesis 1: We can link stories from different time periods through their themes and plot-lines.
Hypothesis 2: People in Shakespeare’s time are very different than people in 21c England.
Hypothesis 3: Male friendship was very important in Shakespeare’s time
Learning Intentions:
AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style, develop an informed personal
response and use textual references, including quotations, to support and illustrate interpretations.
AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology
where appropriate.
AO3: Show understanding of the relationships between texts and the contexts in which they were written.
1
Dedicated improvement and reflection time: students are given feedback on an extended piece of writing from their teacher. Students then redraft their work based on the
targets they have been given.
AO4: Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation
Weekly success criteria:
Identify and comment on the key themes in the play.
Explore links between stories across time.
Make predictions based on information about character and plot
Identify and comment on the character traits of Antonio and Bassanio as presented in the opening scene of the play, demonstrating
an understanding of the nature of male friendship during Shakespeare’s time.
Learning outcomes:
WT/GP1: Some awareness and understanding of simple meaning. Some simple inference at a basic level with some recognition of
high frequency words; feature spotting. Some awareness of when and where a text was produced.
GP2: Identification of main points with some textual references. Straightforward inference based on unrelated ideas beginning to be
established with some ideas; begins to make simple comments on language features. Able to make straightforward connections
between the text and its context.
GP3: Able to clearly identify most relevant points using a range of quotations and textual references. Explanation of relevant
language, structure and ideas, without teacher support. Understand that texts reflect their time and culture and fit into historical and
historical and cultural traditions.
GP4: Most relevant points summarised and synthesised through well-chosen textual references. Explores developed interpretations of
language, structure and ideas. Makes connections between texts from different time and cultures.
Project-based homework: Revision Guide
Week 2
4 1hr lessons
(including up to
Homework 1: Students will create a revision sheet to explain the setting of The Merchant of Venice.
Line of Enquiry: How would Elizabethan audiences have reacted to the national stereotypes presented in the opening scenes of the
play? How does Shakespeare use humour to highlight the dehumanising effects of prejudice?
Overview
one hour of
REACH2) plus 1
hour of
homework
This week students will consider issues of prejudice and stereotyping, presented in the opening scenes of the play. They will consider
how Shakespeare’s and modern audiences would react, suggesting reasons for the disparity/changes in attitudes.
Lesson Hypotheses
Hypothesis 1: Modern audiences would react differently to the national stereotypes presented in the opening scenes of the play.
Hypothesis 2: Shakespeare uses humour to highlight the dehumanising effects of prejudice
Hypothesis 3: Prejudice arises from our fear of “otherness”.
Learning Intentions:
AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style, develop an informed personal
response and use textual references, including quotations, to support and illustrate interpretations.
AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology
where appropriate.
AO3: Show understanding of the relationships between texts and the contexts in which they were written.
AO4: Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation
Weekly success criteria:
Develop understanding of the central characters in the play.
Identify issues of prejudice, stereotyping (men and women).
Analyse key scenes from Act 1
Contribute to shared reading/discussion of Act 1
Learning outcomes:
WT/GP1: Some awareness and understanding of simple meaning. Some simple inference at a basic level with some recognition of
high frequency words; feature spotting. Some awareness of when and where a text was produced.
2
Dedicated improvement and reflection time: students are given feedback on an extended piece of writing from their teacher. Students then redraft their work based on the
targets they have been given.
GP2: Identification of main points with some textual references. Straightforward inference based on unrelated ideas beginning to be
established with some ideas; begins to make simple comments on language features. Able to make straightforward connections
between the text and its context.
GP3: Able to clearly identify most relevant points using a range of quotations and textual references. Explanation of relevant
language, structure and ideas, without teacher support. Understand that texts reflect their time and culture and fit into historical and
historical and cultural traditions.
GP4: Most relevant points summarised and synthesised through well-chosen textual references. Explores developed interpretations of
language, structure and ideas. Makes connections between texts from different time and cultures.
Project-based homework: Revision Guide
Week 3
4 1hr lessons
(including up to
one hour of
REACH3) plus 1
hour of
homework
Homework 2: Students will create a revision sheet on the main characters in The Merchant of Venice.
Line of Enquiry: Is Jessica a villain or victim in the play? To what extent does Shakespeare encourage us to sympathise with Shylock’s
daughter?
Overview
This week students will be introduced to the term “dramatic irony”. They will consider Shakespeare’s deployment of dramatic irony
and its effect on the audience. Students will consider Jessica’s and Shylock’s roles as villains and victims in the play, and offer
explanations of Shakespeare’s reasons for his characterisation.
Lesson Hypotheses
Hypothesis 1: Shakespeare uses dramatic irony to involve and engage the audience.
Hypothesis 2: Jessica can be considered both a victim and a villain.
Hypothesis 3: Shylock can be considered both a victim and a villain.
3
Dedicated improvement and reflection time: students are given feedback on an extended piece of writing from their teacher. Students then redraft their work based on the
targets they have been given.
Learning Intentions:
AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style, develop an informed personal
response and use textual references, including quotations, to support and illustrate interpretations.
AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology
where appropriate.
AO3: Show understanding of the relationships between texts and the contexts in which they were written.
AO4: Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation
Weekly success criteria:
Develop an understanding of the term dramatic irony.
Explain and evaluate the effect of dramatic irony as deployed in Act 2 Scene 5 of the play.
To consider Shylock’s reaction to Jessica’s departure.
Consider Shylock’s role as victim/villain in the play.
Develop understanding of how prejudice is presented in the play
Analyse Shylock’s character and motivations for his behaviour in the play.
Learning outcomes:
WT/GP1: Some awareness and understanding of simple meaning. Some simple inference at a basic level with some recognition of
high frequency words; feature spotting. Some awareness of when and where a text was produced.
GP2: Identification of main points with some textual references. Straightforward inference based on unrelated ideas beginning to be
established with some ideas; begins to make simple comments on language features. Able to make straightforward connections
between the text and its context.
GP3: Able to clearly identify most relevant points using a range of quotations and textual references. Explanation of relevant
language, structure and ideas, without teacher support. Understand that texts reflect their time and culture and fit into historical and
historical and cultural traditions.
GP4: Most relevant points summarised and synthesised through well-chosen textual references. Explores developed interpretations of
language, structure and ideas. Makes connections between texts from different time and cultures.
Project-based homework: Revision Guide
Week 4
Homework 3: Students will create a revision sheet on the key themes in The Merchant of Venice.
Line of Enquiry: Consider Shakespeare’s characterisation of Portia and Jessica; are Shakespeare’s female characters realistic
representations of Elizabethan women?
4 1hr lessons
(including up to
one hour of
REACH4) plus 1
hour of
homework
Overview
This week students will consider Shylock’s relationship with his daughter, and evaluate whether his reaction proves him to be more of
a mammon-worshipper, than a loving father. Students will consider the extent to which Shylock’s need for revenge is fuelled by the
mistreatment he has suffered at the hands of others. Finally students will consider Shakespeare’s representations of women, and
explain whether these are realistic or fantastical, suggesting reasons for Shakespeare’s characterisation.
Lesson Hypotheses
Hypothesis 1: Shylock is more upset about his stolen jewels and money, than the loss of his daughter.
Hypothesis 2: Shylock’s need for revenge arises from his suffering at the hands of others.
Hypothesis 3: Shakespeare creates unrealistic representations of Elizabethan women.
Learning Intentions:
AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style, develop an informed personal
response and use textual references, including quotations, to support and illustrate interpretations.
AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology
where appropriate.
AO3: Show understanding of the relationships between texts and the contexts in which they were written.
AO4: Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation
Weekly success criteria:
Predict Shylock’s reaction to the news Antonio’s ships haven’t returned.
Analyse and comment on Shylock’s character.
Recall information about Portia
4
Dedicated improvement and reflection time: students are given feedback on an extended piece of writing from their teacher. Students then redraft their work based on the
targets they have been given.
Discuss the traditional role of women at the time, explaining how neither Portia nor Jessica fit that role.
Learning outcomes:
WT/GP1: Some awareness and understanding of simple meaning. Some simple inference at a basic level with some recognition of
high frequency words; feature spotting. Some awareness of when and where a text was produced.
GP2: Identification of main points with some textual references. Straightforward inference based on unrelated ideas beginning to be
established with some ideas; begins to make simple comments on language features. Able to make straightforward connections
between the text and its context.
GP3: Able to clearly identify most relevant points using a range of quotations and textual references. Explanation of relevant
language, structure and ideas, without teacher support. Understand that texts reflect their time and culture and fit into historical and
historical and cultural traditions.
GP4: Most relevant points summarised and synthesised through well-chosen textual references. Explores developed interpretations of
language, structure and ideas. Makes connections between texts from different time and cultures.
Week 5
4 1hr lessons
(including up to
one hour of
REACH5) plus 1
hour of
homework
5
Project-based homework: Revision Guide
Homework 4: Students will create a revision sheet to compare Shakespeare’s representations of women in The Merchant of Venice,
with actual representations of Elizabethan women.
Line of Enquiry: How does Shylock defend his demand for a pound of human flesh? What Christian act does he compare this to? How
does Shylock’s hatred of Antonio differ from Antonio’s of Shylock?
Overview
This week students will the themes of mercy and justice and will develop their understanding of the terms “moral justice” and “legal
justice”. They will consider whether Shakespeare’s play reinforces anti-Semitic prejudice and evaluate the extent to which modern
audiences would be more sympathetic to Shylock.
Lesson Hypotheses
Hypothesis 1: There’s a difference between moral justice and legal justice.
Hypothesis 2: Modern audiences would be more sympathetic to Shylock than Shakespeare’s audiences.
Hypothesis 3: Shakespeare reinforces anti-Semitic prejudice, in his portrayal of merciful Christians in contrast with the vengeful Jew.
Dedicated improvement and reflection time: students are given feedback on an extended piece of writing from their teacher. Students then redraft their work based on the
targets they have been given.
Learning Intentions:
AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style, develop an informed personal
response and use textual references, including quotations, to support and illustrate interpretations.
AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology
where appropriate.
AO3: Show understanding of the relationships between texts and the contexts in which they were written.
AO4: Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation
Weekly success criteria:
Shared reading of Act 3 Scene 3
Close analysis of Shylock’s language when he speaks to Antonio.
Shared reading and discussion of Act 4 Scene 1
Explain how the themes of mercy and revenge are explored in Acts 3-4.
Learning outcomes:
WT/GP1: Some awareness and understanding of simple meaning. Some simple inference at a basic level with some recognition of
high frequency words; feature spotting. Some awareness of when and where a text was produced.
GP2: Identification of main points with some textual references. Straightforward inference based on unrelated ideas beginning to be
established with some ideas; begins to make simple comments on language features. Able to make straightforward connections
between the text and its context.
GP3: Able to clearly identify most relevant points using a range of quotations and textual references. Explanation of relevant
language, structure and ideas, without teacher support. Understand that texts reflect their time and culture and fit into historical and
historical and cultural traditions.
GP4: Most relevant points summarised and synthesised through well-chosen textual references. Explores developed interpretations of
language, structure and ideas. Makes connections between texts from different time and cultures.
Project-based homework: Revision Guide
Homework 5: Students will create newspaper report based on events leading up to the trial of Act 4 scene 1
Week 6
Read and discuss Act 5. Revision, learning homework – incorporate the skills developed this learning cycle. Assessment preparation
and completion.
Gap Analysis Reinforcement
Gap
Reinforcement
This end of module time will be allocated to re-teaching any gaps discovered in each individuals knowledge as a result of the
assessment process
Extended Learning