Globe Theatre Discovery

Overview

This 60-minute lesson explores the Globe Theatre during Shakespeare's time, integrating English and Drama elements to enhance literacy, historical understanding, and performance skills. It aligns with the National Curriculum for England at KS3 (Year 7), fostering group collaboration, drama techniques, and critical thinking about text and context.

National Curriculum Links

English

Reading, comprehension and critical analysis: Understand texts in relation to their historical context and cultural heritage.
Speaking and listening: Participate in discussions, articulate ideas clearly and confidently.

Drama (KS3 Drama National Curriculum)

Use voice, movement, and expression to convey character and narrative.
Work collaboratively to devise and perform drama.
Understand drama as both a performer and an audience member, reflecting on performance.

Learning Objectives

By the end of the lesson, students will:

Identify key features of the Globe Theatre and its significance in Shakespeare's time. (NC English – understanding context)
Demonstrate improved performance skills through roleplay of audience members and actors from the era. (NC Drama – performance and collaboration)
Collaborate effectively in small groups to create short dramatic scenes inspired by Globe Theatre conditions. (NC Drama – group work and devising drama)
Develop empathy and analytical understanding of historical theatre experiences. (NC English and Drama – critical thinking and imagination)

Success Criteria

I can list at least three facts about the Globe Theatre and its role in Elizabethan theatre.
I use my voice and movement to create a believable character from Shakespeare’s era.
I work well with my group to plan and perform a short scene.
I explain how watching a play at the Globe might be different from watching theatre today.

Resources

Dyslexia-friendly text handout: "Life at the Globe Theatre" (clear font, spaced text, bullet points)
Globe Theatre diagram (labelled)
Props: simple costumes or hats, scrolls (paper)
Whiteboard and markers
Space for performance circle

Lesson Breakdown

1. Introduction (10 minutes)

Engage: Show an image of the Globe Theatre and ask students what they know about Shakespeare and where his plays were performed.
Briefly introduce the Globe Theatre as a place full of colour, noise, and crowds. Use the diagram to highlight features (open roof, standing groundlings, elevated stage).
Share 5 quick facts from the dyslexia-friendly text with the whole class, checking understanding through question prompts.

Differentiation: Use visuals and oral explanation for EAL and SEN students; give printed fact sheets for reading support.

2. Group Activity: Globe Theatre Roleplay (20 minutes)

Divide class into 5 groups of 6. Assign each group a "role": actors, groundlings, wealthy spectators, musicians, or stagehands. Give each group a short fact sheet about their role.
Task: Each group discusses what their experience in the Globe would be (how they behave, what they see/hear). Then, groups prepare a 2-minute freeze-frame or short mime to show the rest of the class.
Encourage use of voice, gesture, and simple props to bring the role to life (e.g., actors practise a short Shakespearean line with expression).

Success criteria: Clear portrayal of the role, creative use of space and voice, teamwork.

Differentiation: Support with sentence starters/prompts for lower ability learners; advanced groups can include a dramatic Shakespeare quote to perform or some improvisation.

3. Whole Class Performance Reflection (15 minutes)

Groups present their freeze-frames/mimes. After each, the teacher prompts the class to reflect on how the Globe Theatre experience differs from watching a modern play.
Discuss questions such as:
- How might the loud crowd affect actors’ performance?
- What challenges did actors face without microphones or lighting?
- Why do you think people of all social classes might gather together?

Differentiation: Use paired talk for less confident students, visual mind-maps on board for key ideas.

4. Extension Activity – For advanced learners (5 minutes)

Challenge: Write a short diary entry as a groundling or actor describing a day at the Globe Theatre using at least two facts learned. This can be homework or extra class work. Provide sentence starters for support.

5. Plenary (10 minutes)

Quick quiz: Students answer 5 multiple-choice or true/false questions on the Globe Theatre facts orally or on mini whiteboards.
Self-assessment: Students rate their confidence on today’s objectives using a simple thumbs-up/thumbs-sideways/thumbs-down scale.

Differentiation Summary

Reading support: Dyslexia-friendly handouts, oral reading, simplified language for SEN and EAL.
Writing support: Sentence starters for diary entry task.
Advanced learners: Performing Shakespearean text, creative improvisation, extension writing task.
Group roles: Roles tailored to strengths (e.g., some focus on speaking, others on movement) to build confidence.

Assessment Methods

Formative assessment through observation of group roleplays and discussions.
Verbal responses during plenary quiz.
Optional writing task used to assess understanding and literacy.

Homework Suggestion

Research another Elizabethan theatre and write 3 differences/similarities with the Globe Theatre. Use bullet points for clarity.

Final Notes for Teachers

Encourage enthusiasm by relating the Globe to modern theatre experiences (e.g., film theatres, live concerts). Stress creativity and imagination when preparing group performances, making the history vivid and engaging.

This multi-sensory approach helps embed knowledge while improving group working and performance skills in line with KS3 National Curriculum expectations.

Teaching Instructions