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William Shakespeare / After Reading / /

Welcome to London!

Writing a guide to London for visitors in Elizabethan times.

Lesson length: 1 session+

Lesson from William Shakespeare series

Text potential

  • Writing opportunities: Descriptive writing

Strategies used

  • Research Skills

Purpose

The reading lesson in First Encounters will have introduced the children to Shakespeare’s London, and they will build on this knowledge by carrying out further research to create a guide to the city. 

Preparation

  • Copies of William Shakespeare, at least one per pair. 
  • Copies of the Sensory Writing resource, one per pair. 
  • Copies of the Flow Map, one per pair.
  • Access to the internet, particularly Shakes[eare’s Globe website (see below)
  • If available, a selection of leaflets from a local tourist information office would be helpful to use as a model. 

Process

Begin by reminding the class of the London lesson in the First Encounters phase of the sequence. Distribute copies of the book to pairs and ask them to search for references to any landmarks in London. Gather the class together and create a list. Explain that the children will work in pairs to create a guide to Shakespeare’s London for visitors during Elizabethan times. Distribute copies of the Sensory Writing resource and Flow Map for the pairs to use to plan their guide. They should use the book as well as other sources such as any information books you have available and websites (particularly the site listed in the Preparation section.) Once the research has been carried out, the pairs should decide how they would like to present their guide. Give time for the guides to be completed and edited.

Final reflection

Give time for the pairs to share their guides with other pairs and give feedback about the effectiveness of the leaflets in providing a picture of London. Ask:

  • What would you have liked about Shakespeare’s London? 
  • Which landmarks would you have been most interested in visiting

If the children are familiar with London, ask:

  • What do you think are the main differences between modern London and Shakespeare’s London? 

Key vocabulary

racket, rickety, precarious, cobbled

Additional vocabulary

Globe Theatre, London Bridge, water taxi

Resources

Shakespeare's Globe

Information from the Globe Theatre about Shakespeare’s World

Visit resource

Sensory Writing resource

Sensory Writing_blank

Flow map

Flow Map

Contributors

Sam Keeley

Formerly a teacher and local authority advisory teacher, Sam now works with Just Imagine as an English consultant and manager of the year 6 Reading Gladiators programme.

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