Overview

This 60-minute lesson introduces Year 7 students to the enchanting characters of Puck and the Fairy from A Midsummer Night’s Dream by William Shakespeare. The lesson emphasises not only understanding Shakespeare’s language and themes but also developing drama and performance skills through group work and imaginative expression. It aligns precisely with the National Curriculum for English and Drama at KS3, incorporating differentiation and extension activities and dyslexia-friendly strategies.

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Curriculum Links

English

• Reading: Shakespeare and Classical Literature
  • National Curriculum Ref: English Programme of Study KS3
  • Objective: "Read and understand a wider range of poetry, prose, and drama that reflects their cultural heritage, including Shakespeare."
  • Focus: Develop understanding of character, plot, and language in Shakespearean drama.
  • Key Strands:
    • Analyse characters and themes (Listening to and reading Shakespeare)
    • Explore figurative language and meaning

Drama

• KS3 Drama Programme of Study
  • Objective: "Use a range of dramatic techniques to communicate ideas and engage the audience."
  • Focus: Develop performance skills, group collaboration, and creative expression.
  • Key Strands:
    • Role play and character development
    • Collaborative group work
    • Use of voice, movement, and improvisation

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Learning Objectives

By the end of the lesson, students will:

1. Understand the role and personality of Puck and the Fairy in A Midsummer Night’s Dream.
2. Identify and explain selected Shakespearean language relevant to the characters.
3. Use drama techniques to perform a short scene or improvisation involving Puck and the Fairy.
4. Demonstrate effective group work and communication skills.
5. Reflect on performance skills and group collaboration.

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Success Criteria

• Accurately explain key traits of Puck and the Fairy using evidence from the text.
• Confidently read aloud a selected extract, using appropriate tone and expression.
• Work constructively within groups to create a short improvisation or dramatised reading.
• Use voice and movement effectively to bring characters to life.
• Offer and receive feedback politely and constructively.

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Resources Needed

• Printouts of an accessible, dyslexia-friendly version of the Puck and Fairy script excerpt (font: Comic Sans or Arial, 14-16 point, wide spacing).
• Whiteboard and markers.
• Open classroom space for group work and performance.
• Emotion/Expression flashcards to support vocabulary.
• Recording device (optional) for performance playback and review.

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Lesson Outline

Starter (10 minutes)

• Engage with Context:
  • Teacher briefly introduces A Midsummer Night’s Dream, focusing on the magical forest setting and the mischief caused by fairies.
  • Show a quick visual storyboard or images illustrating Puck and the Fairy.
  • Quick whole-class brainstorm: What makes a magical creature interesting? (Encourages imagination and prior knowledge.)
  • Introduce key words (mischievous, supernatural, servant, playful) using emotion/expression flashcards to support.

Main Activities (40 minutes)

1. Reading and Comprehension (15 minutes)

• Students read aloud the excerpt involving Puck and the Fairy in small groups of 5.
• Dyslexic learners and struggling readers receive the dyslexia-friendly scripts; pairs or adults support as needed.
• Pause to unpick difficult language (write key phrases on the board, discuss meaning).
• Focus Questions:
  • What does Puck want to achieve here?
  • How does the Fairy respond?
  • What does this tell us about their relationship or personalities?

2. Drama Performance Workshop (20 minutes)

• Groups prepare a short improvised scene based on the excerpt, emphasising Puck’s playfulness and the Fairy’s reactions.
• Encourage use of voice (tone and volume), movement (facial expressions, body language), and space (interactions).
• Teacher models tone and gestures for a line or two to exemplify.
• Groups perform their improvised scenes to the class (3-4 groups).
• Option for advanced learners: Include an extra twist or a modern twist on their scene for added creativity.

Plenary (10 minutes)

• Whole-class feedback session: What worked well? What could be developed?
• Students use a simple self-assessment checklist based on success criteria.
• Teacher gives targeted verbal feedback highlighting group work and performance skills.
• Quick reflective question: How do Puck and the Fairy’s actions influence the story later on? (Encourages thinking beyond the lesson.)

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Differentiation Strategies

Learner Type	Strategies
Dyslexic learners	Dyslexia-friendly script versions, multi-sensory reading support, paired reading, clear instructions
EAL learners	Pre-teach key vocabulary with visuals, use simpler sentence structures during discussion
Less confident performers	Small-group performances before whole-class, clear role allocations, lots of positive encouragement
Advanced learners	Creative extension activity (modern adaptation), leadership role in group, exploring language deeper

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Extension Activity (Optional/Homework)

• Create a diary entry from the perspective of Puck or the Fairy describing the events of the scene and their feelings.
• Alternatively, design a modern poster advertising a magical forest theatre show featuring Puck and the Fairy, experimenting with Shakespearean quotes.

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Assessment

• Formative assessment through observation during reading and drama activity: focus on group collaboration and communication.
• Self-assessment checklist to encourage reflection using success criteria.
• Teacher feedback on understanding of character and language use during activities.

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Additional Notes for Teachers

• Consider using recorded drama performances as a tool for self and peer assessment in subsequent lessons.
• Incorporate music or sound effects in future follow-ups to deepen atmosphere and performance skills.
• Use this lesson as part of a broader scheme covering Shakespeare’s comedies with a drama focus.

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End of Plan