Exploring Shakespeare’s World

Overview

Year group: 7
Duration: 60 minutes
Class size: 30
Unit: Exploring Romeo and Juliet (Lesson 1 of 6)
Lesson Title: Introduction to Shakespeare and the Elizabethan Era
Subject: English

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National Curriculum Links

This lesson supports the following key objectives and programmes of study from the National Curriculum for England:

English Programme of Study - Key Stage 3 (Years 7-9):

• Reading – Literary heritage:
  • Understand how the language, form, and structure of an unusual or challenging text relate to its social, historical, and cultural context.
  • Identify and explain how language, structure, and presentation contribute to meaning.
• Spoken Language:
  • Listen and respond appropriately to adults and peers.
  • Use spoken English to develop understanding through speculating, hypothesising, imagining, and exploring ideas.

Cross-curricular links: History, Drama

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Learning Objectives

By the end of the lesson, students will be able to:

1. Describe key facts about William Shakespeare’s life and career.
2. Outline important features of the Elizabethan era with a focus on culture and theatre.
3. Explain how the historical and social context of the Elizabethan period influenced Shakespeare’s plays.
4. Participate collaboratively in discussions and activities related to the themes of theatre and Elizabethan culture.

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Success Criteria

• I can recount important events from Shakespeare’s life.
• I can identify aspects of Elizabethan society and theatre.
• I can explain how Elizabethan historical context influenced Shakespeare’s writing.
• I can contribute thoughtfully to group discussions and activities.

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Resources Needed

• Visual presentation (PowerPoint or equivalent) with images of Shakespeare, Elizabeth I, the Globe Theatre, and Elizabethan theatre costumes/props
• Short biographies handout (simplified for Year 7)
• Timeline of Elizabethan era events (large poster or digital slide)
• Role-play cards for Elizabethan theatre roles (e.g. actor, playwright, audience member, patron)
• Whiteboard and markers
• Projector and audio system (optional for playing short Elizabethan music clip)

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Lesson Structure

Time	Activity	Details and Differentiation	Assessment/Formative Checks
0–10 mins	Starter: Drama Warm-Up and Discussion	A fun, quick trust-building game like “Pass the Emotion” (students pass an emotion physically or vocally). Then, whole-class brainstorming: What do you know about Shakespeare or ‘the theatre’? Write ideas on the board.	Oral contributions; teacher notes prior knowledge and vocabulary.
10–20 mins	Mini-Lecture & Visual Presentation: Shakespeare and the Elizabethan Era	Use slides with images and facts to introduce Shakespeare’s biography and key Elizabethan era facts. Highlight theatre’s role in society at the time. Use accessible language with questions sprinkled to check understanding. Support with printed fact sheets for visual learners.	Question and answer; cold calling to ensure understanding; thumbs up/down.
20–30 mins	Interactive Timeline Activity	Split class into 6 groups; each group receives a key event from the Elizabethan period or Shakespeare’s life on a card. Groups place their event on a large timeline on the wall, then present a 1-minute explanation to the class.	Peer and teacher feedback on presentations; observe collaboration skills.
30–45 mins	Role-Play: Elizabethan Theatre Voices	Each group receives a different theatre role card and reviews what their role did and experienced. Groups create a 2-minute short role-play or dialogue about going to the theatre in Elizabethan times. Support scripts provided for those who need.	Peer and teacher observation of communication skills; formative assessment on understanding historical context.
45–55 mins	Class Discussion: Why Did Theatre Matter?	Whole-class reflective discussion linking role-play back to how theatre influenced Shakespeare’s writing: themes, language, audience reaction. Encourage students to hypothesise why plays were popular and important. Use sentence starters on board for support: “I think theatre was important because...”, “In Shakespeare’s time, people might have felt...”.	Student participation; note-taking of key ideas; assess depth of understanding.
55–60 mins	Plenary Quiz & Reflection	Use a quick quiz with 5 questions (multiple choice or True/False) on key facts from the lesson. Then, students write one new thing they learned and one question they still have on mini whiteboards or sticky notes.	Collect responses for assessment and future lesson planning.

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Differentiation Strategies

• For SEN pupils:
  • Provide fact sheets with key vocabulary and pictures.
  • Use role-play scripts with sentence starters and prompts.
  • Seating near teacher for additional support.
• For Higher Attainers:
  • Challenge with an extra task: research and share one Elizabethan superstition related to theatre.
  • Encourage elaboration during group presentations.
• EAL learners:
  • Pre-teach key vocabulary such as “patron”, “playwright”, “audience”, “Globe Theatre”.
  • Use visuals extensively and clarify meanings orally and in writing.

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Assessment for Learning (AfL)

• Observation during group activities to gauge participation and understanding.
• Questioning throughout to assess comprehension.
• Peer feedback on presentations and role-plays.
• Exit ticket reflections checked by teacher for misconceptions or gaps.

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Homework (optional)

Ask students to:

• Find and bring one interesting fact or picture about Shakespeare or Elizabethan theatre for the next lesson.
• Write 3 questions they have about the play Romeo and Juliet or Elizabethan England.

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Teacher Reflection Notes (for after lesson)

• Were students engaged with the role-play and timeline activities?
• Did the students grasp the connection between historical context and Shakespeare’s writing?
• Were the written reflections insightful enough for identifying learning gaps?
• Adjust pacing or activity complexity for next lesson if necessary.

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This lesson plan balances historical context with creative and collaborative learning, aligning with the National Curriculum’s focus on cultural understanding and spoken language competence, setting a strong foundation for deeper literary study of Romeo and Juliet.