Performing Key Scenes

Overview

Duration: 60 minutes
Class size: 30 students
Unit: Exploring Romeo and Juliet (Lesson 6 of 6)
Age group: Year 7 (ages 11-12)
Curriculum Link:

• National Curriculum for England, English Program of Study: Key Stage 3
• Focus on spoken language, reading literary texts, and understanding Shakespearean drama and poetic devices.

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Learning Objectives

By the end of this lesson, students will:

• ENG_KS3_Spoken-1: Use appropriate intonation, tone, and volume to convey meaning when performing Shakespearean dialogue.
• ENG_KS3_Spoken-4: Speak audibly and fluently with increasing command of Standard English in group performance settings.
• ENG_KS3_Reading-3: Demonstrate understanding of significant meanings of Shakespearean text through dramatic interpretation.
• ENG_KS3_Writing-2: Reflect verbally on the emotional impact of literary texts, identifying key themes and character motivations.

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National Curriculum Context

This lesson supports the following statutory requirements:

• Spoken language: Pupils should be taught to participate in discussions, presentations, performances, and debates. (Year 7, English Program of Study)
• Reading comprehension: Pupils must read and understand a range of texts, including classic Shakespearean plays, recognising how language is used to create effects.
• Drama: Pupils are encouraged to explore characters and plot through role-play and performance to deepen understanding of literary texts.

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Resources

• Printed copies of selected scenes from Romeo and Juliet (approx. 6 scenes divided evenly for groups)
• Space conducive to small group performances
• Simple costume/accessory props (optional, e.g., scarves, hats)
• Whiteboard and markers
• Audio playback device (for any pre-recorded Shakespearean sonnets or examples of expressive speech)
• Reflection worksheet (for plenary)

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Lesson Structure

1. Starter (10 minutes)

Activity: Expression Warm-Up Game

• Quick, energetic vocal and movement warm-up using Shakespearean language snippets.
• Teacher models different tones (e.g., angry, joyful, fearful) with short lines from the play.
• Students repeat with expression and deliberate intonation; focus on volume, pitch, and emotion.
  Purpose: Prepare students physically and vocally, increase confidence with Shakespearean language.

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2. Group Scene Preparation (20 minutes)

Activity: Group Work – Scene Rehearsal

• Divide class into 6 groups of 5 students.
• Assign each group one key scene from Romeo and Juliet (e.g., Act 1 Scene 5 - The Capulet’s Ball; Act 3 Scene 1 - The Fight and Mercutio’s Death; Act 2 Scene 2 - The Balcony Scene).
• Each group reads their scene aloud, discusses character motivations and emotions using guided questions (e.g., What is the mood in this scene? How should Romeo sound here? What is Juliet feeling?).
• Groups rehearse incorporating expression, movement, and gestures to reflect the emotional tone.
  Teacher Role: Circulate, prompt interpretative thinking, support with difficult words or phrases, encourage deeper understanding of character emotion.

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3. Performance (20 minutes)

Activity: Group Performances

• Each group performs their scene to the class (approx. 3-4 minutes per group).
• Encourage attentive listening from the audience, who will note mood and expression differences in a simple feedback sheet.
• Teacher actively notes use of expression, clarity, understanding of character.
  Learning Focus: Use of voice, facial expression, and body language to bring Shakespeare’s characters to life.

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4. Plenary (10 minutes)

Activity: Reflective Discussion and Written Response

• Whole-class discussion on the emotional impact of scenes performed: Which scenes were most powerful and why? How did expression change meaning?
• Complete a brief reflection worksheet individually:
  1. Describe how your group showed your character’s emotions.
  2. Which part of the scene helped you understand the character better?
  3. How did performing change your understanding of the play?
• Teacher collects worksheets for assessment and feedback.

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Assessment

• Formative: Observation during rehearsals and performance; peer and teacher feedback on use of expression and understanding.
• Summative: Completed reflection worksheets assessing comprehension of character, emotional impact, and ability to express Shakespearean language.

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Differentiation

• Support: Provide simplified lines or modern English summaries for students who struggle with Shakespearean vocabulary; pair less confident students with stronger readers for peer support.
• Challenge: Encourage more able students to experiment with creative stage directions or alternative interpretations of the text’s emotions. Invite them to lead parts of the rehearsal.

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Cross-Curricular Links

• Drama: Applying theatrical techniques to develop literacy skills.
• PSHE: Exploring themes of relationships, conflict, and emotions through performing characters’ dilemmas.
• Art: Optional extension – design simple costume pieces or backdrops reflecting Elizabethan culture.

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Teacher’s Notes

• Emphasise respectful collaboration as groups rehearse and perform.
• Keep energy high through the warm-up to diminish Shakespearean language apprehension.
• Use formative assessment moments to scaffold understanding immediately.
• Celebrate creativity and personal interpretation – there is no single "correct" portrayal in Shakespeare performances.

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This final lesson aims to consolidate Year 7 students’ appreciation of Romeo and Juliet by making the text lively and accessible, meeting the demands of the National Curriculum through active, engaging spoken language and performance activities.