Medium Term Plan
Spring 1: Year 7 – “A Midsummer Night’s Dream”
Theme:
This will be students’ first introduction to our greatest playwright, William Shakespeare.
Students will research and discuss Shakespeare’s theatre and the times in which he lived.
They will become more familiar with Shakespeare’s language and will explore his use of
dramatic techniques. They will be inspired by Shakespeare to create their own drama script.
Text:
“A Midsummer Night’s Dream”. Students will use books, iBooks, or a combination.
Skills:
Students will read for understanding of how Shakespeare uses language and dramatic
techniques to engage his audience. Students will learn how to use PEEAL for literary
analysis. They will gain confidence in using dictionary skills.
Students will learn to use the play script form to write creatively.
CAT
Main CAT: Reading
Analyse the opening scene of the play. How does Shakespeare use language and dramatic
techniques to grab his audience’s attention in the opening scene of “A Midsummer Night’s
Dream”?
Differentiation: analyse either a section or the whole scene.
Secondary Task: Writing
‘Big Write’
Having considered the portrayal of conflict between different generations in the play, students to
write a short scene in script form.
Key focus: using a range of accurate punctuation.
English Year 7 Reading Mark Scheme
Analyse the opening scene of the play. How does Shakespeare use language and dramatic
techniques to grab his audience’s attention in the opening scene of “A Midsummer Night’s
Dream”?
Assessment Descriptor
9
Mastering
8
Advancing
7
What do I need to do?
Your assured and coherent paragraphs show a thorough
understanding of the dramatist’s methods and their impact. You make
a range of assured, confident links to at least one other scene from
the play and demonstrate a sophisticated grasp of the form and
structure of a play, using terminology with confidence. You make
detailed links to Elizabethan Theatre and time period.
Your developed and detailed paragraphs evaluate the language,
dramatic form and structure of the scene from the play and the impact
on the reader. They include alternative interpretations. You make
developed and original links to the Elizabethan Theatre and time
period.
You can use developed paragraphs which analyse language, the
dramatic form and dramatic techniques and their impact on the
audience. You can compare sections of the scene with other points
from the text, making perceptive comments. You always make
developed links to context.
You can use evaluative paragraphs accurately, with reference to
language, drama and dramatic techniques. You discuss the impact of
a range of language choices upon the audience. You make links to
Elizabethan Theatre and time period, some of which are developed.
6
Securing
You can select precise examples from a section of the scene to
explain views clearly. You discuss in detail the effect of a range of
language choices upon the reader. You always make links to
Elizabethan theatre/time period.
You can offer examples from the extract to explain views clearly. You
can explain the effect of a writer’s choices upon the reader. You
sometimes make links to context.
5
4
Developing
3
2
Approaching
1
You can talk about why writers use particular words. You can choose
some evidence to support your understanding.
You can explain your opinions about the extract. You can read on your
own.
You can give reasons about why characters do things.
English Year 7 Writing Mark Scheme
Assessment Descriptor
9
Mastering
8
Advancing
7
What do I need to do?
You consistently write with conscious crafting using varied and
effective structural features. You use the full range of punctuation with
a high level of accuracy. You write with a full range of accuracy in
spelling, including ambitious vocabulary. You can write independently.
You write confidently and fluently, structuring your writing to match the
purpose. You can use the full range of punctuation accurately. You
use an ambitious range of precisely chosen words and sentence
structures with accurate spelling. You can write independently.
You can write confidently using a variety of techniques in your writing.
You use the full range of punctuation with few errors. You use an
ambitious range of words and sentences with accurate spelling. You
can write with more independence.
You can write in detail to engage the reader, using figurative language
and description. You can use a range of punctuation and sentences
accurately. You can write in linked paragraphs. You use a range of
adventurous words and spell almost all correctly. You can write with
more independence.
6
Securing
5
4
Developing
3
You can spell simple words correctly. You can write in sentences and
use question marks. You add description to your writing. You can write
with a supportive structure.
2
Approaching
1
You can write simple, compound and complex sentences. You can
write in linked paragraphs, using a range of punctuation accurately
most of the time. You write in detail and include a range of
adventurous words most of which are spelled correctly. You can write
with increasing independence.
You can write simple and compound sentences. You write with some
awareness of audience. You always write in paragraphs. You can use
a range of punctuation accurately some of the time. You use some
adventurous words, which you spell correctly. You can write with
increasing independence.
You use some adventurous words. You can use some punctuation
more than just full stops such as ? and ! marks. You write in complex
sentences some of the time. Your writing has a clear structure,
sometimes in paragraphs. You can write with a supportive structure.
You sometimes spell simple word correctly. You can write in simple
sentences. You can write simple stories. You can write with a
supportive structure.