Instructions:
Students create their own exam style question for (AQA) Macbeth. They write down their names and fold/glue the AO1 question in order to keep it covered. Students then pass on the folded AO1 section to a different student in the class.
Student B has to write down everything they can remember about Macbeth for AO2 (quotes, events and analysis) and AO3 (context) without looking at the folded mock exam question.
Student C has the joy of revealing what the AO1 mock exam question was (by gently unfolding the AO1 section) and checking if any of the AO2/AO3 information is actually relevant to the essay question.
Purple Pen
Student C's next task involves using a copy of Macbeth in order to find relevant quotes for the essay question and relevant contextual information. Student C also has to cross out in purple pen any irrelevant quotes/contextual information. For homework, students have to write up their essay response to the essay question.
Why did they use this activity?
1. Students understood the importance of using relevant quotes for their chosen exam question.
2. Students considered the importance of using relevant historical, social and political contextual information.
3. Clear formative assessment opportunity for the teacher to gain an insight into their students' knowledge of: the play, quotes and contextual information.
4. It's a kinaesthetic task which involves students moving around and looking forward to discovering what their question was all along.
The way forward?
Next time, I'll add an extract to the AO1 section as it was quite difficult for them to formulate a question without the extract in front of them. However, for Set 1, not having the extract meant that students could decide (using purple pen) on the best extract for their question.
