the process of improving writing to improve text flow and overall quality

a set of standardised symbols and marks used in written language to structure sentences

the way words are arranged and organised within sentences to convey meaning

the use of specific words and phrases to convey a meaning

Peer editing a soliloquy based on 'Macbeth'

English

Understanding the context of Shakespeare's 'Macbeth'

Understanding themes, characters and plot in Shakespeare's 'Macbeth'

Exploring characters and setting in the opening scene of 'Macbeth'

Generating vocabulary for the opening of 'Macbeth'

Planning part one of the opening of 'Macbeth'

Writing part one of the opening of 'Macbeth'

Planning part two of the opening of 'Macbeth'

Writing part two of the opening of 'Macbeth'

Peer editing the opening of a narrative based on ‘Macbeth’

Analysing the main character in 'Macbeth'

Analysing a scene in the build-up of 'Macbeth'

Identifying the features of a soliloquy

Planning and writing the 'against' section of Macbeth's soliloquy

Planning and writing the 'for' section of Macbeth's soliloquy

Planning and writing the closing thoughts of Macbeth's soliloquy

Performing a soliloquy in character as Macbeth

In 'Macbeth', pupils learn about character, plot and theme in a Shakespearean play for the first time. In 'Shakespeare's ’Romeo and Juliet’: Diary and Narrative Writing', pupils will learn how Shakespeare explores multiple key themes throughout a single play.’

In 'The Highwayman: Narrative Writing', pupils developed their understanding of how to create atmosphere and engage the reader using figurative language. In 'Shakespeare's ’Macbeth’: Narrative and Soliloquy Writing', pupils will use figurative language to write a narrative based on Shakespearean tragedy and convey characters' thoughts and feelings through soliloquy writing.

In this unit, pupils have their first taste of Shakespearean play scripts. They analyse the witches' prologue of this iconic play as a starting point for writing a narrative opening. Pupils investigate the central character, writing a soliloquy based on Macbeth's famous dagger monologue.

Shakespeare's 'Macbeth': narrative and soliloquy writing

In what order have we peer edited our work?

it means two of you can spot mistakes or think of ways to improve your work

Why is it useful to edit your work with a peer?

When editing punctuation, what kind of mistakes are we looking for?

there is no capital letter to start the sentence

there is a missing question mark at the end of the sentence

there is a missing exclamation mark at the end of the sentence

there is a missing full stop at the end of the sentence

What needs to be edited in the following sentence?
'What would become of me if I was caught.'

check that the vocabulary we use is appropriate for the style of writing.

check that the vocabulary we use is ambitious.

check that the writing looks really neat.

Lady Macbeth stops Macbeth from killing Duncan. 

Macbeth sees a dagger and decides to kill Duncan.

What word is the missing word in this quote? "I go, and it is done: the {{}} invites me. Hear it not, Duncan, for it is a knell that summons thee to Heaven, or to Hell."

gives human characteristics to non-human things

compares two things using the words 'like' or 'as'

compares two things by saying that one thing is another

a type of subordinate clause that starts with a subordinating conjunction 

a group of words that contains a verb and make complete sense 

a type of subordinate clause that can start with a progressive tense (-ing) verb

Which of the following are examples of non-finite clauses?

Peer editing a soliloquy based on 'Macbeth'

Lesson outcome