Judi Dench Influence

WALT

• We Are Learning To explore how Judi Dench’s achievements have influenced modern theatre and film.
• Analyse persuasive language and use evidence to support viewpoints.
• Develop oracy skills through debate and improve vocabulary and sentence structure in writing.

National Curriculum Links (English Key Stage 3, Year 7)

• Reading: Understand the content, themes, and ideas in a wide range of fiction and non-fiction (NC English KS3: Reading—1a).
• Writing: Write clearly, accurately and coherently, adapting language and style for a range of contexts, purposes and audiences (NC English KS3: Writing—2a, 2b).
• Spoken Language: Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas; ask questions to extend their thinking (NC English KS3: Spoken Language—1a).
• Vocabulary Development: Increase their vocabulary and understanding of grammatical terminology (NC English KS3: Vocabulary and Grammar—1, 2).
• Assessment Focus: IP1 (Analysing and evaluating texts), WR6 (Writing for different purposes), SL3 (Using spoken language for different purposes).

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Lesson Overview

Time (mins)	Activity	Description	Resources
5	Do Now: Prior Knowledge Warm-up	Students list 3 reasons why Judi Dench is inspirational; brief class sharing to activate schemas	Whiteboard, markers
10	Reading Activity: Biography	Whole-class guided reading of a condensed Judi Dench biography from Britannica, with annotations	Printed biography excerpt, whiteboard
10	Whiteboard Vocabulary & Ideas	Teacher models and records key vocabulary and achievements; sentence structures for writing debate points	Whiteboard, markers
15	Debate Preparation: Persuasive Writing	Pupils in pairs/groups prepare arguments on Judi Dench's influence in theatre and film, using prompts and sentence starters	Printed prompts, writing frames
10	Debate: We Do	Structured whole-class debate with two teams presenting arguments; teacher scaffolds language use	Debate roles cards
5	Plenary and Self-Assessment	Students reflect on their persuasive writing and oracy skills; exit ticket: write one persuasive sentence	Exit tickets, pens

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Detailed Lesson Plan

1. Do Now Activity (5 mins)

• Task: On entry, pupils write down three reasons Judi Dench is inspirational in their books.
• Purpose: Activates prior knowledge and sets positive, focused tone.
• Teacher Action: Circulate, offer hints for struggling pupils; select a few quick shares.
• Cognitive Load: Low, familiar prior knowledge activation.

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2. Reading Activity – Biography Analysis (10 mins)

• Text: A concise biography of Judi Dench adapted from Britannica’s content highlighting her career milestones, awards, and impact on theatre and film.
• Task: Teacher reads aloud with pupils following, annotating words or phrases related to achievements, influence, and persuasive language.
• Adaptive Teaching: Provide printed copies with glossaries for SEND learners; HAPs encouraged to highlight additional achievements or write questions.
• Focus: Comprehension, vocabulary development, note-taking skills.

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3. Vocabulary & Sentence Structure Modelling (10 mins)

• Whiteboard Activity:
  • List key vocabulary (e.g. influential, prestigious, versatile, acclaimed) and achievements (e.g. “Judi Dench won eight Olivier Awards”, “Her portrayal of Queen Elizabeth I earned an Academy Award”).
  • Model sentence starters for debate:
    • “Judi Dench’s influence on modern theatre is significant because…”
    • “One compelling example of her impact is…”
• Purpose: Support less confident writers; develop rich persuasive writing vocabulary and sentence fluency.
• Cognitive Load: Scaffold to reduce intrinsic load, chunking complex ideas.

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4. Debate Preparation: Persuasive Writing (15 mins)

• Group Work: Pupils work in pairs or trios.
• Task: Construct persuasive arguments about Judi Dench’s influence on modern theatre and film using evidence from the biography.
• Sentence Starters / Prompts:
  • “I believe Judi Dench has shaped modern theatre through...”
  • “Her roles in Shakespearean plays demonstrate...”
  • “An important achievement is...”
• Differentiation:
  • SEND: Sentence stems and writing frames.
  • HAP: Challenge to include rhetorical questions or emotive language to strengthen arguments.
• Teacher Role: Monitor progress, prompt higher-order thinking, model argument refinement.

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5. Debate (10 mins)

• Format: Two groups volunteer as ‘For’ and ‘Against’ (or ‘Most Influential’ vs ‘Other Influential Figures’) Judi Dench's impact.
• Task: Each group presents their arguments using persuasive language; class listens actively.
• Oracy Focus: Encourage use of formal language, turn-taking, and evidence-based responses.
• Teacher: Record key persuasive points and vocabulary on the whiteboard, providing live feedback on language use.
• Cognitive Load: Managed by prior scaffolding and paired preparation.

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6. Plenary & Self-Assessment (5 mins)

• Task: Pupils write one persuasive sentence summarising their viewpoint about Judi Dench’s influence.
• Success Criteria:
  • Includes evidence from the text.
  • Uses persuasive language/vocabulary from today’s lesson.
  • Sentence is grammatically correct.
• Extension for Higher Attainers: Write an additional rhetorical question or an emotive appeal sentence.
• SEND Support: Use sentence starters or a word bank if required.
• Assessment: Quick formative check to inform next lesson.

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Success Criteria

• I can explain why Judi Dench is an inspirational figure using evidence.
• I can use persuasive vocabulary and sentence starters confidently.
• I can participate actively in a structured debate using formal language.
• I can write a clear, convincing persuasive sentence about Judi Dench’s influence.

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Differentiation Strategies

• SEND: Glossaries, sentence stems, simplified text, one-to-one support.
• HAP (High Attaining Pupils): Research additional facts independently; incorporate rhetorical devices (e.g. repetition, rhetorical questions).
• EAL: Visual vocabulary cues, bilingual dictionary access.
• Cognitive Load: Teacher models every step; chunk content; frequent checks for understanding.

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Resources Needed

• Printed biography excerpt (adapted for Year 7).
• Whiteboard and markers.
• Sentence starter/prompts handouts.
• Debate role cards.
• Exit tickets for plenary.

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Teacher Reflection Points

• Did all pupils engage actively in the debate and writing activities?
• Were vocabulary and sentence structure models effective to support all learners?
• How well did the pupils use evidence in their persuasive arguments?
• Consider recording the debate next lesson for self and peer-assessment on oracy skills.

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This plan engages Year 7 students using a culturally relevant role model linked to their school house, promoting oracy, reading and writing aligned with the National Curriculum. It balances cognitive load with ‘I do, we do, you do’ scaffolding and meets expectations for an Ofsted outstanding English lesson.