Romeo and Juliet KS3 GCSE Act 2 Scene 2 Romeo's Soliloquy

Objective: To analyse how Shakespeare uses imagery to convey Romeo and Juliet’s relationship.
Outcomes: To explain how Shakespeare uses language to create visual effects for the reader.

Literacy objective:
When a word ends in ‘e’, you must always remove it when adding ‘-ing’.

Lesson starts with a literacy starter, using the -ing variation of a word. Hate and Love - bringing in the themes of the play.
Starter: Label the images on the board from 1-6 with images you most associate with love at the top, least associated at the bottom. Extension to stretch and challenge.

Pupils then watch Romeo's Soliloquy: https://www.youtube.com/watch?v=H3MiaSG1SMQ (BBC version) and record on their post it any words Romeo uses to describe Juliet. AO3 context challenge. Then go through Romeo's soliloquy and key words: Soliloquy and Imagery. Can anyone add to the post it as I read through - how does he describe Juliet - what does he compare her to?

Then group work to analyse the imagery and language used by Shakespeare - soliloquy split into large A3 sheets for the pupils to annotate. Can use coloured pens to check progress of each pupil. AO3 context challenge.

Completely annotated soliloquy for the pupils to add to their notes with class discussion to go through step-by-step.

Then two model responses and pupils pick three differences - modelling.
AO reminders before their response for the day.

Response - How does Shakespeare use imagery to convey Romeo's love for Juliet? Success criteria AO1 and AO2 - with AO3 context challenge. Sentence starters for support.

Self-assessment for the pupils to identify their own strengths and weaknesses. Plenary to pick an appropriate emoji to illustrate - pick top three.