In this article I seek to explore the ways in which different forms of differentiation can promote the inclusion of gifted and talented students in the classroom. Macbeth, the text being studied by this particular class, was the set text for the Standard Attainment Tests (SATs). This article discusses briefly the inherent problems involved in identifying gifted students and the difficulties they encounter in the classroom, before considering the forms of differentiation which might be employed in a lesson. The research attempted to promote the inclusion of the gifted girls, firstly by differentiating "by task" and then "by outcome", utilising drama as a novel activity with which to stimulate interest and engagement with the task. The girls involved in the study were asked to complete questionnaires which evaluated the enjoyment, interest and the degree of challenge encountered for each task. They also completed a questionnaire about their general attitude to English and participated in a semi-structure interview, based on their answers to these questions. The outcomes of this research highlight the layers of differentiation which become apparent through classroom practices, but which are not necessarily definable for the purposes of a lesson plan. It also draws attention to some of the ways these can be used, potentially to ensure gifted students are actively and emotionally involved and included in lessons. (Contains 1 footnote.)