Dreaming Descriptive Language

Overview

Unit: Dreaming in Descriptive Language
Lesson: 1 of 21
Duration: 55 minutes
Class Size: 30 students
Year Group: Year 7
Subject: English

National Curriculum References

Reading: understanding of literary texts
- English programmes of study: Key Stage 3 (National Curriculum for England)
- NC Objective: Pupils should be taught to read and understand a range of challenging texts, including Shakespearean plays, developing comprehension through discussion of themes and characters (KS3 Reading)
Spoken Language
- Pupils should express ideas clearly, including through group discussion as part of developing critical awareness of texts (KS3 Spoken Language)
Writing
- Develop vocabulary and sentence structure through exposure to descriptive language in Shakespeare’s texts (KS3 Writing - vocabulary enrichment)

Learning Objectives (WALT)

WALT: Understand the life of William Shakespeare and the historical context of A Midsummer Night’s Dream.
WALT: Identify key themes and characters of the play through group discussion.
WALT: Explore descriptive language typical of Shakespeare’s writing style.

Success Criteria

I can outline important facts about Shakespeare’s life and times.
I can name and describe the main characters from A Midsummer Night’s Dream.
I can explain at least two key themes in the play.
I can identify examples of descriptive language used in Shakespeare’s works.

Resources

Dyslexia-friendly fact sheets on Shakespeare and A Midsummer Night’s Dream (clear font, simplified text, coloured backgrounds)
Character cards with brief descriptions
Whiteboard and markers
Projector to display images of the Globe Theatre and scenes from the play
Extracts from A Midsummer Night’s Dream with annotated descriptive language
Sentence stems printed on handouts (for SEND learners)
Vocabulary mats featuring key terms (e.g., ‘fairy’, ‘dream’, ‘love’, ‘magic’, ‘forest’, ‘confusion’)

Lesson Structure

1. Starter (10 minutes)

Activity: Shakespeare Quick Quiz and Brainstorm

Begin with a fun five-question quiz about Shakespeare’s life (with multiple-choice and true/false questions). Use hand signals or mini whiteboards for answers to engage all learners.
Follow with a class brainstorm: “What do you know or think about Shakespeare and his plays?” Capture ideas on the board under categories like ‘People,’ ‘Plays,’ ‘Themes’.

Differentiation: SEND students receive a simplified quiz; quiz questions read aloud.

2. Introduction (10 minutes)

Activity: Context Presentation & Globe Theatre Visual Tour

Show images of Shakespeare and the Globe Theatre.
Provide overview of the Elizabethan era: social context, theatre culture, significance of Shakespeare as playwright.
Introduce A Midsummer Night’s Dream as a magical comedy set in Athens and the forest.

Differentiation: Dyslexia-friendly fact sheet handed out to support note-taking; audio version available for students who benefit from listening.

3. Main Activity (25 minutes)

Part A: Character and Theme Exploration (15 minutes)

Distribute character cards (short descriptions and images).
In small groups, students read cards and match characters to brief descriptions or statements about them.
Teacher facilitates group discussion: What roles do these characters play? What might their relationships or personalities tell us about the play’s themes?
Groups feed back ideas; teacher notes key themes (love, magic, confusion, dreams) on the board.

Differentiation:

SEND: Supported with sentence stems to explain character roles (e.g., “This character is...”, “They feel...”) and visuals.
Advanced learners: Encourage to predict possible conflicts or questions about the characters and themes.

Part B: Exploring Shakespeare’s Descriptive Language (10 minutes)

Focus on a short, clear extract from A Midsummer Night’s Dream demonstrating rich descriptive language (e.g., Fairy dialogue or forest description).
Read extract aloud with dramatic expression; students follow text (dyslexia-friendly version available).
In pairs, highlight words or phrases that create imagery or mood.
Class discussion: How does this language make the play feel magical or dream-like?

Extension: Advanced students identify literary devices (alliteration, metaphor) and explain their effect.

4. Plenary (10 minutes)

Activity: ‘Golden Sentence’ Reflection

Each student writes one sentence describing what excites or interests them most about A Midsummer Night’s Dream. Encourage use of new vocabulary.
Select a few sentences to share aloud.
Summarise next steps: In upcoming lessons, we will explore the play through reading, drama, and creative writing, deepening our understanding of descriptive language.

Assessment and Feedback

Formative assessment through group discussion contributions, annotated character cards, and highlighted descriptive words.
Observation notes on student participation and ability to meet success criteria.
Review ‘Golden Sentence’ reflections to assess engagement and vocabulary use.

Differentiation Summary

Learner Type	Strategies
SEND	Simplified materials, sentence stems, oral reading support, peer support in groups
Dyslexic	Dyslexia-friendly fonts and layouts, coloured backgrounds, audio/audio-visual aids, chunked text
Advanced Learners	Predictive tasks about plot and characters, literary device identification and explanation
EAL	Visual aids, vocabulary mats, simplified language, paired discussion

Teacher Tips to Impress

Use sensory props relating to the forest or fairies (e.g., leaves, small fairy lights) to stimulate imagination during description discussion.
Incorporate short dramatic readings or mini-choreographed group readings to bring Shakespearean language to life even for reluctant readers.
Use positive framing and growth mindset praise to encourage all learners to enjoy Shakespeare’s language rather than fear it.

This detailed plan not only aligns with the National Curriculum for England's Key Stage 3 requirements but also integrates SEND- and dyslexia-conscious teaching to create an inclusive, engaging introduction to Shakespeare’s timeless and descriptive play.

Teaching Instructions