Year group: 11
Title
Unit 3
Unit description: The significance of Shakespeare and the English Literary Heritage (LITERATURE)
Unit details:

Tier
GCSE
Length
5 Weeks
Candidates complete one Controlled Assessment task which asks them to make links between a play from Shakespeare and any other text, of any
genre, from the English (Welsh or Irish) Literary Heritage.
Task chosen:

Compare the ways writer’s present villains in Golding’s ‘Lord of the Flies’ (Jack) and Shakespeare’s ‘Othello’ (Iago) as being
disturbed and evil individuals.
(This CA title is for submission in June 2016)
Learning objectives:
AO1
Respond to texts critically and imaginatively; select and evaluate relevant
textual detail to illustrate and support interpretations
AO2
Explain how language, structure and form contribute to writers’
presentation of ideas, themes and settings
A03
Explain links between texts, evaluating writers’ different ways of expressing
meaning and achieving effects
A04
Relate texts to their social, cultural and historical contexts; explain how
texts have been influential and significant to self and other readers in
different contexts and times
Grade
GCSE E-A*
Learning outcomes
Phase 1: Considering the concepts of being disturbed and evil
Phase 2: Familiarisation with Lord of the Flies
Phase 3: Studying language, structure, form, ideas, themes, settings, social, cultural and
historical context (LotF)
Phase 4: Familiarisation with Othello
Phase 5: Studying language, structure, form, ideas, themes, settings, social, cultural and
historical context (Othello) Also planning CA.
Phase 6: Controlled Assessment (4 hours maximum – guidance 2000 words)
What comes next – connections to other topics and units

This Controlled Assessment is assessed for similar skills as the English Language Unit 3 Part A Understanding written texts (Mice and Men CA). Pupils have just done the M&M
CA.
Title of Unit/Year Group
Year 10/ Unit 3 ‘Othello’ and ‘Lord of the
Flies’ Controlled Assessment preparation
BLP
(Resilience, creative thinking,
reflecting, working collaboratively)
Social, Moral, Spiritual and
Cultural Development
Joy and wonder, framework of values,
other people’s feelings and beliefs,
place and community
Applied Learning Opportunities
(Role play, case study, discussion,
assimilation, group work, problem
solving)
ICT/Technology
Literacy key words
Reflecting, working collaboratively,
resilience
Issues within both the novels discussed and
explored: strong feelings of - power,
ambition and evil. How a society without
rules would work.
Role play and discussion, group work
Film version of both novels, Power Points,
youtube clips
Themes, analysis, exploration, villain,
disturbed, evil, immoral, amoral.
Cross-curricular links
International dimension
Misconceptions
That the characters are real people! They
must be made to explore not why Jack says
something but why Golding has Jack say
that.
Lord of the Flies – That the Beast is a real
beast!
NOTE:
Please be aware that the time for preparation of this CA has been reduced from 6 weeks to 5 weeks. The SOW
remains as 6 phases, so that there is plenty of choice for your lessons, but do not bank on a phase per week as you will
run out of time (I personally will try to do phase 1 in two lessons). You may not get through everything so must
select what you feel you need for your class.
Due to the lack of time it is important to use homework effectively.
HMWK:
Phase 1: give out the LOTFs booklets and tell pupils to read and underline anything that suggests Jack could be a
villain.
Phase 2: give pupils the social and historical context sheet and get them to complete the LOTFs section.
Phase 3: anything you feel you are behind on.
Phase 4: pupils should complete the Othello section of the social and historical context sheet.
Phase 5: (pupils must have read the Othello text) give pupils the comparison table to complete at home.
Pupils must also complete their planning sheet ready for their CA.
You cannot ask most groups to read Othello at home as they will not understand.
Phase 1
Overview of
this phase
To explore
the theme of
ambition
To explore
the theme of
evil
To familiarise
themselves
with the plots
behind LotFs
and Othello
and how
these link to
the themes of
ambition and
evil
How will the pupils learn?
e.g. tasks/activities, starters, plenaries …

Pupils discuss what it means to be disturbed or to be
a bad person (a villain)

In groups pupils should think about examples of
people who they have heard about in the press who
might be considered ‘disturbed’ or (villains), get them
to share

Show the slide of some people who could be
considered disturbed and discuss pupils opinions on
these people.

Pupils to discuss what evil is and think about if a
person is born evil or learns evil

Read the newspaper article by William Golding and
discuss the issues within it.

Watch the news clip on the murder of James Bulger

http://www.youtube.com/watch?v=1FiDznXhKsM

Discuss the questions on the PP regarding the
murder of James.

In groups pupils discuss the statements on the ‘LotFs
Big Issues sheet’ and either agree or disagree with
them – groups share feedback

Watch the 10 minute animated summary of LotF
http://www.youtube.com/watch?v=-tXpA3dIEtI

Explain that their focus within Lord of the Flies will
centre around the character of Jack and how he
could be viewed as a disturbed character or perhaps
just a victim of his circumstance (this will be for them
to determine) – look at slide with a description of
Jack

Watch the 10 minute animated summary of Othello
http://www.youtube.com/watch?v=Bp6LqSgukOU

Explain their focus will be on the character of Iago

Read the description of Iago + the notes about him
on the extra worksheet

Read a summary of LotF and a summary of Othello
Get pupils to discuss any similarities or differences that are
already emerging between the characters from LotFs and
Othello
How will the learning
emerge?
e.g. key questions,
assessment points …
What does it mean to be
disturbed?
What does someone have to
do to be classed as disturbed?
What types of people become
disturbed?
Are we all evil?
Can evil people develop and
change?
Are evil people the same as
disturbed people?
What role does Jack play in
LotFs?
What role does Iago play in
Othello?
Are there any
similarities/differences
between these two
characters?
Is there anything that suggests
that either character could be
disturbed? What are the
signs?
How will this be adjusted?
e.g. support/extension …




May want to adapt
the summaries for
weaker groups or
pupils (storyboards
may help)
Differentiated
grouping and roles
within groups
Questioning
Top set pupils may
have been required
to read the novel
‘Lord of the Flies’
Resources






PP slides
LotFs Big Issues
Newspaper
article
Video clips
Summary of
LotFs
Summary of
Othello
HMWK:


Give pupils their
key scenes
booklet
Read all the key
scenes from
LotFs and
underline
anything that
suggests Jack is
disturbed.
Phase 2
Overview of
this phase
To fully
understand the
plot of LotFs and
start to consider
the motivations
behind the
characters of
Jack and Roger
How will the pupils learn?
e.g. tasks/activities, starters, plenaries
…

Watch the Film of LotFs
How will the learning emerge?
e.g. key questions, assessment points
…
What motivates Jack?
Why do the others do what he says?
How do you feel about the character of
Roger? Do you think he is disturbed?
Does Jack use Roger in any way?
Is Jack evil?
Is Jack disturbed?
How does the setting effect Jack?
Why does Ralf and Piggy resist Jack?
Is Jack an effective leader?
How does Jack’s behavior link to the
social, cultural and historical context?
If you were a boy on the Island would you
have sided with Jack or Ralph – why?
How will this be adjusted?
e.g. support/extension …


Teacher will guide
classes through watching
the film stopping at
appropriate times to
assess understanding –
this can be varied
depending on the
strength of the groups.
All groups must be given
focuses for their viewing.
Resources

DVD of LotFs
HMWK:
Social and Historical context
sheet (only the LOTFs
section)
Phase 3
Overview
of this
phase
To explore
LotFs in
relation to
the
assessme
nt criteria
How will the pupils learn?
e.g. tasks/activities, starters, plenaries …



Give pupils their key scenes booklet
Read all the key scenes from LotFs
Create a character study of Jack using
quotations from the key scenes.

OFSTED LOTFs lesson on picking
and analysing quotations.

OFSTED lesson on turning good
annotations into PEEWE paragraphs.

Look at the example of an analysed
quotation: A PEEEWE paragraph has
been written explaining a key
quotation in relation to the essay
question. That paragraph has then
been annotated for the assessment
criteria i.e. Language, Structure,
Form, Ideas, Themes, Settings,
Social, Cultural and Historical Context

Show pupils another quotation with
accompanying PEEEWE paragraph.
This time the pupils must
annotate/colour code the paragraph
for the assessment criteria (in groups
or pairs)

Pupils colour code the paragraph they
write during Ofsted lesson 2 for SCILS

Extension - Show pupils another
quotation and this time they must work
in pairs to write a PEEEWE paragraph
anlaysing this quotation and then
annotate their PEEEWE paragraph for
the assessment criteria

Peer assess these paragraphs
HMWK – Answer the practice CA question “Is
Jack evil or just a victim of circumstance?” (Use
evidence from your key scenes booklet)
How will the learning emerge?
e.g. key questions, assessment points
…

How are the following
assessment areas
demonstrated in the key scenes
you have been given:
Language, Structure, Form,
Ideas, Themes, Settings, Social,
Cultural and Historical Context

Have any of your opinions of
Jack changed since studying the
key scenes?

What was Golding’s intention
with the character of Jack?

What is interesting about the the
language Golding uses to
describe and talk about Jack?
How will this be adjusted?
e.g. support/extension …




Differentiated grouping
Differentiated
questioning
You may want to give
less key scenes to
weaker groups
More modeling of the
annotating process for
weaker groups.
Resources


Key scenes booklet
PP Model of
annotations
Phase 4
Overview of
this phase
To fully
understand
the plot of
Othello and
start to
consider the
motivations
behind the
character of
Iago
How will the pupils learn?
e.g. tasks/activities, starters, plenaries …



Watch the really quick summary http://www.youtube.com/watch?v=D0hCQ_0js0U&feature=re
lated
Read the summary and explain the plot.
Watch the DVD of Othello
How will the learning
emerge?
e.g. key questions,
assessment points …
What motivates Iago?
Why do the others do what
he says?
How do you feel about the
character of Iagor?
Does Iago use Cassio in any
way?
Is Iago evil?
Is Iago a disturbed
character?
How does the setting effect
Iago?
Why does Othello trust Iago?
Is Iago an effective leader?
How does Iago’s behavior
link to the social, cultural and
historical context?
How will this be adjusted?
e.g. support/extension …


Teacher will guide
classes through
watching the film
stopping at
appropriate times to
assess
understanding –
this can be varied
depending on the
strength of the
groups.
All groups must be
given focuses for
their viewing.
Resources

DVD of Othello
HMWK:
Social and Historical
context sheet (only
the Othello section)
Phase 5
Overview
of this
phase
To explore
Othello in
relation to
the
assessme
nt criteria
How will the pupils learn?
e.g. tasks/activities, starters, plenaries …

Read all the key scenes from Othello
in their key scenes book and translate
for understanding

Create a character study of Iago using
quotations from the key scenes.

Pupils pick a quotation and annotate
as they learnt with the LOTFs
quotation.

Pupils write a PEEEWE paragraph
based on this quotation and then peer
mark using the Peer marking sheets.

Take pupils through the assessment
criteria and show them model essays
they should attempt to grade/rank
these essays and feedback.

Go though key scenes booklet and
select the key quotations for each
character that you will note on your
planning sheet and analyse in your
CA

Give out planning sheets and essay
plan.
HMWK – complete their planning sheets ready
for CA starting on Monday
Optional extra HMWK – Answer the practice
CA question “Is Iago disturbed or just
ambitious?” (Use evidence from your key
scenes booklet)
How will the learning emerge?
e.g. key questions, assessment points
…

How are the following
assessment areas
demonstrated in the key scenes
you have been given:
Language, Structure, Form,
Ideas, Themes, Settings, Social,
Cultural and Historical Context

Have any of your opinions of
Iago changed since studying the
key scenes?

What was Shakspeare’s
intention with the character of
Iago?

What is interesting about the
language Shakespeare uses to
express Iago?

How would you describe Iago?

How would you describe Jack?

What are you assessed on this
CA?

What do you need to have on
your planning sheet?
How will this be adjusted?
e.g. support/extension …




Differentiated grouping
Differentiated
questioning
You may want to give
less key scenes to
weaker groups
More modeling of the
annotating process for
weaker groups.
Resources






Key scenes booklet
PP model of
analysed quotation
Assessment criteria
Sample annotated
essay from the
moderation book.
Examiners
feedback on the
essay from the
moderation book
CA planning sheet
HMWK:
Pupils should complete the
comparison table for Jack
and Iago.
Phase 6
Overview
of this
phase
CA– up to
4 hours
How will the pupils learn?
e.g. tasks/activities, starters, plenaries …

Pupils have up to 4 hours to complete
their CA.
How will the learning emerge?
e.g. key questions, assessment points
…
Controlled Assessment
How will this be adjusted?
e.g. support/extension …
Controlled Assessment
Resources



Clean key scenes
booklet
Planning sheet
Lined paper