[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-489273-105":59,"doc-detail-489273-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","first-folio-lesson-plans-ks5","First Folio lesson plans - KS5","","Lesson plans for Key Stage 5 (11–12th grade) devised to accompany the Open Access website First Folios Compared. The material supports teachers with an introductory session and guidance for adapting classroom activities, including a teacher briefing and student exercises. It focuses on how to read Shakespeare’s First Folio through practical analysis of stage directions, character names, punctuation, and scene-specific editorial choices, with references by page number or signature mark. It also includes further reading resources and a detailed Lesson Plan 1.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/first-folio-lesson-plans-ks5/489273/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/first-folio-lesson-plans-ks5/489273.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What should teachers help students understand about stage directions in the First Folio?","Question",{"text":112,"@type":113},"The lesson materials stress that the First Folio contains very limited stage directions, often giving entry and (usually) exit but not how a character speaks or behaves at a moment. Students are guided to experiment with stage directions as actors/readers and consider how this affects interpretation and editorial decisions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the document reference locations within the First Folio?",{"text":117,"@type":113},"References are given either by page number, by signature mark, or sometimes both. The materials also direct readers to search the First Folios by page number or browse by signature mark, with additional guidance on the About page.",{"name":119,"@type":110,"acceptedAnswer":120},"What classroom activities are included for students after the teacher briefing?",{"text":121,"@type":113},"The document is designed so teachers can adapt lessons, providing a short teacher briefing followed by suggested exercises for students. The included examples connect analysis topics—stage directions, names, punctuation, and editorial reallocations—to questions for discussion.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},489273,1791414137,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Lesson Plans for Key Stage 5 / 11-12th Grade  \nLesson plans devised by Emma Smith, Professor of Shakespeare Studies at the University of Oxford.  \nDesigned to accompany the Open Access website First Folios Compared.  \nThis document includes:  \n> an introductory session for teachers with a few examples and some suggested further reading  \n> plans to adapt for your teaching, which offer a short ‘teacher briefing’ and then some suggested exercises for students.  \nReferences to places within the First Folio are given by either page number or signature mark (or sometimes both). You can search all [First Folios on](First Folios on firstfolios.com)[ ](First Folios on firstfolios.com)[firstfolios.com](First Folios on firstfolios.com)[ ](First Folios on firstfolios.com)[by page number or browse by signature mark. For more information on signature](by page number or browse by signature mark. For more information on signature)[ ](by page number or browse by signature mark. For more information on signature)[marks](marks), see the About page.  \nIntroductory session for teachers  \nBefore you start: getting to grips with the First Folio  \nNo one would recommend trying to read a play in its entirety in  \nShakespeare’s First Folio. Instead, here are some things to look out for:  \n1. Stage directions (see lesson plan 1 below) .  \nThese are often much more limited than in modern editions and can leave more room for theatrical interpretation. Look out in particular for missing or ambiguous exits: perhaps a character has not left the stage but is listening to what follows.  \n2. Names of characters  \nSometimes different from the ones we give them, especially when the Folio gives them role names rather than individual ones. Does that have  \nan impact on the kinds of character study we might be able to do with these figures?  \n3. Punctuation  \nMost punctuation in modern editions is editorial. How might the text read differently without their intervention?  \nExamples from specific plays  \nHamlet  \n> Claudius is called ‘King’ throughout – never Claudius. Is that  \nsignificant?  \n> How would you think about ‘To be or not to be’ – as a soliloquy (Hamlet is alone on stage), or not? The text is ambiguous at page 265 (mispaginated), signature mark oo5r.  \nRomeo and Juliet  \n> There is no Prologue/Chorus introduction in the First Folio version; it begins with Act 1 scene 1. What difference would that make to a reading of the play as tragedy/inevitable etc.?  \nMuchAdo About Nothing  \n> Have a look at the initial entry stage direction for Hero’s mother, Innogen – a ghost character who seems to have been forgotten and is left out by most editors. Why do you think Shakespeare might have written her out of the play? What difference would it make to the plot if there were a senior woman in Messina? (Sig. mark 13r, page 101) .  \n> Dogberry’s speech prefixes often refer not to the name of the character but to Kemp, the actor (sig. mark K4v) . There’s more about Kemp on the British Library’s Discovering Literature mini-site. At the end of the play, the line – apparently addressed to Beatrice – ‘ Peace, I’ll stop your mouth’, is given to Leonato. Most modern editions reallocate it to Benedick and instruct him to kiss her. Are they right todo that? (Sig. mark L12, page 121) .  \nOthello  \n> The Arden edition reallocates Desdemona’s ‘That Lodovico’s a proper man’ to Emilia (sig. mark vv3r)–do you agree?  \n> The scene with the Willow Song was not present in the first printed edition of the play. What does its inclusion here bring to the play’s conclusion?  \nKing Lear  \n> Compare the last 30 or so lines of the First Folio version (sig. mark ss3r) with the version published in Quarto (individual play form) in 1608 – available on the British Library website. Most scholars now think the two versions represent Shakespeare’s own revision of his work (the Folio is probably the revised version of the Quarto) . Not all revisions improve things … which do you think is better? Why?","cbCaikEKtujGFWL2","https://ap.wps.com/l/cbCaikEKtujGFWL2","pdf",762025,12,"English","# Introductory session for teachers\n## Before you start: getting to grips with the First Folio\n## Examples from specific plays\n## Further reading on the First Folio\n# Lesson Plan 1\n## Imagining Shakespeare from page to stage\n### Objective\n### Teacher Briefing\n## Teacher briefing continuation","[{\"question\":\"What should teachers help students understand about stage directions in the First Folio?\",\"answer\":\"The lesson materials stress that the First Folio contains very limited stage directions, often giving entry and (usually) exit but not how a character speaks or behaves at a moment. Students are guided to experiment with stage directions as actors/readers and consider how this affects interpretation and editorial decisions.\"},{\"question\":\"How does the document reference locations within the First Folio?\",\"answer\":\"References are given either by page number, by signature mark, or sometimes both. The materials also direct readers to search the First Folios by page number or browse by signature mark, with additional guidance on the About page.\"},{\"question\":\"What classroom activities are included for students after the teacher briefing?\",\"answer\":\"The document is designed so teachers can adapt lessons, providing a short teacher briefing followed by suggested exercises for students. The included examples connect analysis topics—stage directions, names, punctuation, and editorial reallocations—to questions for discussion.\"}]","First Folio lesson plans - KS5 | PDF",1790821906,18]