Magical Opening Scene

Lesson Overview

A 60-minute adapted reading lesson based on Scene 1 of A Midsummer Night’s Dream by William Shakespeare. This session is designed for Year 8 SEN students with mixed abilities and communication needs. The lesson uses an adapted text minimising complex language, supported by symbol systems and multi-sensory strategies, following the National Curriculum for England (KS3 English literacy objectives tailored for SEN adjustments).

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National Curriculum Links

English - Key Stage 3 (SEN adapted):

• Reading - word reading and comprehension

  • Develop positive attitudes towards reading and understanding of a range of texts (NC KS3 English: Reading, Pupils should be taught to … understand purpose, audience and context).
  • Retrieve, record, and present information from non-fiction and fiction texts.
  • Recognise and understand the use of language in different contexts (simplified for SEN).

• Spoken language

  • Participate in discussions, presentations, and role play to develop confidence and skills in speaking and listening.

• Vocabulary development

  • Develop subject-specific vocabulary through supported reading materials.

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Learning Objectives (WALT)

• WALT 1: Understand the main events and characters in Scene 1 of A Midsummer Night’s Dream.
• WALT 2: Use the adapted text and symbols to follow and engage with the story.
• WALT 3: Demonstrate understanding by responding through discussion, symbols, or assisted speaking tasks.

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Success Criteria

• I can identify key characters and describe their role.
• I can sequence the events from the scene using pictures/symbols or text.
• I can answer simple questions about the story.
• I can express my favourite part of the scene using words, symbols, or gestures.

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Resources Needed

• PowerPoint story summary of Scene 1 with pictures and simple text
• Adapted simplified text of Scene 1 with large font and dyslexia-friendly font (e.g., OpenDyslexic)
• Symbol cards for key characters and vocabulary (e.g., PECS or Widgit symbols)
• Visual timetable and step-by-step instructions displayed
• Whiteboard and markers or iPad/tablet for interactive activities
• Audio recording of the adapted text (optional)

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Lesson Structure

Starter (10 minutes)

• Activity: Watch the PowerPoint story of Scene 1 together, narrated by the teacher.
• Purpose: To introduce the scene visually and aurally, activate prior knowledge, and prepare for reading.
• Differentiation:
  • Non-verbal students observe and respond with symbol cards to show emotions or character recognition.
  • Use of central tactile props (e.g., masks or simple character avatars) to engage kinaesthetic learners.

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Main Activity (35 minutes)

Group Reading and Interaction Based on Ability Levels

• Lower Ability Group:

  • Focus on symbol-supported reading.
  • Use sentence strips with symbols linked to characters and actions.
  • Teacher reads aloud while students point to corresponding symbols/pictures.
  • Simple yes/no or choice questions using symbol cards (e.g. “Is This Hermia?”).

• Middle Ability Group:

  • Guided shared reading of adapted text with teacher support.
  • Highlight keywords in dyslexia-friendly font with coloured overlays for readability.
  • Students answer simple comprehension questions verbally or using symbols.
  • Use sequencing cards to retell story order.

• Higher Ability Group:

  • Independent or paired reading of adapted text.
  • Discuss character motivations and key quotes in simplified language.
  • Encourage students to use sentence starters (“I think Hermia is…”).
  • Write or symbol-supported draw their favourite moment.

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Scaffolding Strategies for Non-Verbal Students

• Use of PECS or Widgit symbols for character names, feelings, and actions.
• Use communication aids (e.g., speech apps or boards).
• Offer multiple-choice questions with symbol responses.
• Provide tactile storyboards for sequencing the plot.

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Plenary (15 minutes)

• Activity: Circle time sharing — students express (verbally, symbol, or gestures) their favourite character or part of the scene.
• Teacher supports with prompt questions and sentence starters adapted to ability.
• Reinforce the moral or message of the scene in simple terms.
• Complete a ‘What have I learned?’ symbol-based reflection grid.

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Extension Activities (For Higher Ability Students)

• Write a short diary entry from a character’s perspective using adapted vocabulary.
• Role-play a small excerpt from the scene, focusing on expression and tone.
• Create a visual mind map of relationships between characters using drawings or symbols.

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Assessment and Feedback

• Informal observation during group reading and discussions to check understanding.
• Use comprehension question responses (symbol or spoken) as formative assessment.
• Collect simple sequencing cards or drawings to assess narrative grasp.
• Use plenary reflections for self-assessment and teacher feedback.

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Additional Notes for Teachers

• Maintain a calm and supportive environment with clear visual aids to reduce anxiety for SEN learners.
• Use repetition and consistent language across activities.
• Encourage peer support and group work to build communication skills.
• Make sure all reading materials follow accessibility guidelines: clear fonts, line spacing, and colour contrast suited for dyslexia and visual impairments.

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This lesson plan provides a creative, inclusive approach balancing engagement with scaffolded literacy development, honouring the National Curriculum’s emphasis on accessibility, enjoyment, and comprehension of classic literature within an SEN context.