Love On Screen

Overview

This lesson begins a 18-part unit exploring love in Shakespeare’s Romeo and Juliet. Students will watch the first 30 minutes of a film adaptation using structured pause points to discuss how love is introduced through visual storytelling and character presentation, building reading skills for later close study of scenes and language.

Learning intentions

Students will:

• make initial predictions about how love is presented in the film based on visual and audio cues
• identify how film techniques communicate character feelings and relationships
• discuss interpretations using evidence from what they see and hear
• build a shared understanding of what “love” looks like at the start of the story

Success criteria

Students can:

• describe at least three techniques (e.g., camera shot, lighting, music, costume) and link them to an idea about love
• give a clear initial interpretation of one character’s feelings using film evidence
• participate in Think-Pair-Share by listening, responding, and refining their ideas
• record a short “love moments” note that can be used in the next lesson

Curriculum links

• Reading — understanding how the work of dramatists is communicated effectively through performance and how alternative staging allows for different interpretations of a play
• Reading — English literature including drama (pre-1914 world literature; Shakespeare)
• Reading — appreciate our rich and varied literary heritage through seminal world literature
• Reading — understanding how meaning is communicated through text and performance (film as an adaptation)

Lesson structure (50 minutes)

1. 0–5 min · Starter: First impressions. Teacher shows a title card or a 20–30 second “pre-watch” clip (no dialogue required) and asks one question on the board. Students jot a quick “What do you think love will look like in this?” prediction in 3–4 sentences.

2. 5–10 min · Prepare to watch. Teacher explains that they will pause at set points and use a simple evidence frame: Technique → What we notice → What it suggests about love. Students create a “Love On Screen” note page with space for 3 techniques and 3 “love moments”.

3. 10–25 min · Watch Part 1 with Pause Points (1). Teacher plays the film up to Pause Point A and pauses. Students do Think-Pair-Share:

• Technique focus: How are young characters introduced (camera distance, framing, movement, colour)?
• Share one sentence: “This suggests love because…”

4. 25–35 min · Watch Part 2 with Pause Points (2). Teacher plays to Pause Point B and pauses. Students repeat the frame for a new focus:

• Sound/music focus: What mood is created when love is hinted or characters clash?
• Think-Pair-Share: decide which character seems most likely to experience love first and explain why with evidence.

5. 35–45 min · Watch Part 3 with Pause Points (3). Teacher plays to Pause Point C and pauses. Students discuss in pairs:

• Relationship focus: What signals show tension, loyalty, attraction, or misunderstanding?
• Add one “love moment” to notes: a brief description of the exact moment plus the technique that helped the viewer understand it.

6. 45–50 min · Exit ticket: Evidence-based interpretation. Teacher collects an exit ticket prompt: “Choose one moment from today. Identify one technique and explain what it suggests about love.” Students complete it in full sentences (no quotes required).

Resources

• Film adaptation (opening 30 minutes) set up for pausing at the planned points
• Teacher script with exact pause questions (written on a slide or print)
• Student “Love On Screen” note sheet (one per student)
• Timers for Think-Pair-Share (e.g., 1 minute think, 2 minutes pair, 2 minutes share)
• Exit ticket slips or a class template on paper

Assessment

• Teacher observes Think-Pair-Share for use of evidence and clear reasoning (Technique → Notice → Suggests)
• Notes check during the final minutes: students record at least three techniques and one “love moment”
• Exit ticket assesses students’ ability to link a film technique to an interpretation about love

Differentiation

• Support: Provide sentence starters for evidence (“I notice…”, “The camera…”, “This suggests… because…”). Offer a partially completed note frame for students who need structure.
• Support (EAL/SEN): Allow key responses to be written with sentence stems and word banks for film techniques (camera shot, lighting, music, costumes, sound, editing).
• Challenge: Ask advanced students to compare two moments and evaluate how the film “shapes” what the audience feels about love (e.g., does it make love seem sudden, dangerous, hopeful?).
• Monitoring: During pauses, ask targeted questions to ensure quieter students contribute in their pair, not only during whole-class sharing.