Shakespearean Theatre Introduction

Overview

This 60-minute lesson is the first of two in the KS3 unit "Shakespeare in Performance", designed for Year 7 English students (ages 11-12). It introduces the historical and cultural context of Shakespeare’s theatre, focusing on Elizabethan and Jacobean period characteristics, the Globe Theatre, and performance conventions. Using a combination of multimedia, discussion, and drama, this lesson aligns with the National Curriculum for England (2014) for KS3 English and Drama, promoting skills in spoken language, understanding literary heritage, and collaborative performance.

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National Curriculum Links

English

• Reading - comprehension
  • Understand the historical and cultural development of English literature (English Programme of Study: KS3)
• Spoken language
  • Articulate ideas clearly and confidently in group discussions (Spoken Language - KS3)
• Writing
  • Understand and identify features of Shakespeare’s texts to inform future study and writing tasks.

Drama

• KS3 Drama Programme of Study
  • Use drama to explore texts and themes
  • Develop improvisation and performance skills
  • Work collaboratively in groups to create and present work

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Learning Objectives

By the end of the lesson, students will:

1. Describe key features of Elizabethan and Jacobean theatres, including the Globe Theatre.
2. Explain the role of audience and actors in Shakespearean performance.
3. Identify performance styles in Shakespeare’s plays by observing clips from A Midsummer Night’s Dream.
4. Participate actively in group discussions to deepen understanding of historical theatre contexts.

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Success Criteria

Students can:

• Accurately describe the Globe Theatre’s structure and significance.
• Discuss how Shakespeare’s plays were performed and received by audiences.
• Identify at least three distinguishing features of Elizabethan acting styles or staging.
• Demonstrate respectful listening and contribute thoughtful ideas during group talk.
• Use provided dyslexia-friendly materials or visual aids to support comprehension.

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Lesson Breakdown

Time	Activity	Teacher Input	Student Activity	Differentiation
0-5 min	Starter: Quick Brainstorm	Introduce the question: "What do you know about Shakespeare and his theatre?"	Think-pair-share; students brainstorm ideas orally and share aloud	For EAL/dyslexic: provide sentence starters and key vocabulary flashcards
5-15 min	Mini Lecture: Historical Context & Globe Theatre	Use visuals (photos, diagrams, timeline) to explain Elizabethan/Jacobean theatres and describe the Globe’s structure	Take notes using a scaffolded worksheet (with pictures and simple text)	Dyslexia-friendly texts + audio summary; advanced learners take notes to prepare quiz for peers
15-30 min	Video Viewing & Analysis of A Midsummer Night’s Dream clips	Play short clips focusing on staging, costumes, and actor movement	In groups of 5, pupils list features they notice (e.g., open stage, loud audience response)	Provide visual prompt sheets and key questions; advanced learners note comparisons with modern theatre
30-45 min	Group Discussion: Role of Audience and Performance Style	Facilitate group talk using open-ended questions ("How might the audience have influenced the actors?")	Engage in structured group discussion; record 3 points from their group to share	Scaffold question prompts, assign roles (recorder, speaker) to support engagement
45-55 min	Whole-Class Sharing and Summary	Collect group findings; highlight key learning points	Share ideas and listen; help create a “Shakespeare Theatre Mind Map” on the board	Visual mapping supports memory; advanced learners can add detail or suggest quiz questions
55-60 min	Plenary & Reflection: Success Criteria Check	Recap lesson objectives and success criteria; Quick thumbs-up/self-assessment	Self-assess understanding and participation using traffic light cards (red/amber/green)	Allow verbal/self-talk responses; encourage advanced learners to reflect in writing

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Resources

• Visual aids: Diagrams of the Globe Theatre, Elizabethan costumes, timeline of Shakespeare’s life
• Video clips: Selected scenes from A Midsummer Night’s Dream showcasing performance style
• Scaffolded worksheet with notes and keywords
• Dyslexia-friendly reading: Large print text summary and audiobook version of introduction
• Mind-mapping materials (whiteboard, coloured markers)
• Traffic light cards for self-assessment

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Differentiation Strategies

• For students with reading difficulties/dyslexia:

  • Provide audiobooks and large print texts
  • Use visual supports and clear, simple language
  • Offer sentence stems and scaffolded worksheets

• For EAL learners:

  • Pre-teach key vocabulary (e.g., ‘audience’, ‘performance’, ‘theatre’)
  • Use visuals and gestures during explanations
  • Pair with supportive peers

• For advanced learners:

  • Research additional facts about Jacobean theatre or Shakespeare’s life for brief peer presentations
  • Create quiz questions to challenge others
  • Suggest comparisons with modern theatre practices

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Extension Activity (Optional Homework)

Students create a timeline of Shakespeare’s life and key works or map how theatre developed during Elizabethan and Jacobean periods. This can be a creative presentation (poster, digital slide, or scrapbook) to be shared in the next lesson.

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Reflection and Assessment

• Informal assessment through group work participation and whole-class discussion
• Analysis of pupil notes and mind map contributions
• Self-assessment using plenary traffic lights to guide next lesson planning and identify students requiring further support or challenge

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This approach ensures deeper engagement with Shakespearean theatre through spoken language, historical knowledge, and collaborative drama skills — all firmly grounded in the National Curriculum requirements for KS3. It combines visual, auditory, and kinaesthetic learning to support diverse learners and foster enthusiasm for early theatre arts.