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Year 9: PBL Romeo and Juliet ProgramProject OverviewDuration: 5 weeksText: Shakespeare’s Romeo and JulietProject idea: In groups, students transform one Act of Romeo and Juliet into a performance which is suitable for a modern audience, and produce a program which justifies the choices they make in the process of producing the performance.Driving Question: Why is Shakespeare still so popular today?Content and skills:? Understanding of the themes, dramatic conventions, dramatic characters of the text, particularly their allocated scene? Understanding of Shakespeare’s context and how the text translates into modern context? Understanding of the conventions of the text type of a theatre program? Understanding and application of theatre conventions, roles and processes21st Century skills to be explicitly taught and assessedRepresenting informationPerformance (includingawareness of audience)Planning21st Century skills to be encouraged but not explicitly taught or assessedCollaborationPresentationUse of technologyCulminating Products and PerformancesBeginning: Investigation - Venn Diagram Shakespeare’s World and Our World (Individual product)During: Theatre Program – justification of inclusions, exclusions and changes(Group product)Final: Performance of a scene for audience, and a recording.(Group product)AssessmentsFormative:Investigation (Venn Diagram)Dress rehearsal of performanceSummative:Performance evaluated by teacher and peers (using rubric)Theatre Program (teacher using rubric)Reflection methodsSelf evaluation of goals, outcomes, skills at end of unitGoals and reflection posted each lesson to edmodo (based on timeline plan)Anonymous survey (evaluation of unit)Project Teaching and Learning GuideKnowledge and Skills neededScaffolding / Materials / Lessons to be providedKnowledge of Shakespeare’s contextList of suggested sites including Globe Theatre virtual tourSkills to construct a Venn diagramInstruction sheetExamplesProvision of template (Exploratree)Marking criteria/rubric to guide construction Knowledge of the play, dramatic conventions of the play, language of ShakespeareReading key scenes aloud in classDiscussion of dramaturgy in classShowing key scenes from the BBC version of Romeo and JulietInformation sheet on key terms relating to Shakespearean dramaUnderstanding of staging of a Shakespearean performanceVirtual tour of the Globe TheatreMapping out the Globe Theatre in quadrangleWatching BBC version of key scenesUnderstanding of a modern audience’s needs, wants, desires, expectationsConduct a survey of what modern audiences want from a performanceDesign of theatre program for selected ActExample of theatre programsSuggested templatesMarking criteria/rubric to guide constructionSelectivity: choosing aspects of their scene which are relevant to today’s audience, making changes, additions, exclusions.Use Venn diagram to select aspects from their scene which are relevant to both Shakespeare’s world and our world.Looking at modern adaptations of the play and which aspects they used/changed/excluded.Peer assessment Marking rubric to guide peer assessmentExplicit instructions as to what to focus onDramatic performanceWatching BBC version of key scenes to get ideas as to body language etcResearch on roles in a dramatic performance (e.g. director, set designer etc)Lesson on theatre exercises as a classRecording dress rehearsal and peer feedback to improve performanceReflection and self assessment Students have had experience with this before, however, evaluation of performance in unit will be guided by questionsStudent Focus: Syllabus content, habits of mind, skills and resourcesSyllabus content: Stage 5Outcomes:?4 (4.1, 4.2, 4.3, 4.10, 4.11)?5 (5.1, 5.3, 5.4, 5.6, 5.8)?11 (11.1, 11.3, 11.4, 11.6, 11.7, 11.13, 11.14, 11.16)PLUS student choice of 2 outcomes as their focus for the project (to be decided lesson 1)Compulsory Shakespeare study in Stage 5Cross curricular areas:ICTLiteracyCultural diversity (cultural heritage)Habits of mindStudents choose 5 Habits of Mind to target during the unit (decided lesson 1)Thinking flexiblyFinding HumourPersistingCommunicating with clarity and precisionManaging ImpulsivityGathering data through all the sensesListening with understanding and empathyCreating, Imagining, InnovatingResponding with wonderment and aweThinking about your thinking (meta-cognition)Taking responsible risksStriving for accuracy and precisionQuestioning and problem posingThinking interdependentlyApplying past knowledge to new situationsRemaining open to continuous learningDemonstrationOutcomes: students must work out the skills which correspond to the outcomes they choose and plan how they will incorporate the performance of these skills in their project. They will then reflect upon these throughout the unit and at the end of the unit.Habits of Mind: students choose 5 Habits to focus on throughout the unit as a group. They must plan how they will incorporate these into their project, as well as set goals in relation to them and reflect upon them each lesson.ResourcesEquipmentMaterials-Laptops and internet-Projector and speakers-Recording devices-Stage mapping: chalk, tape measures-props-set design-blank wall-Copies of Romeo and Juliet play-Planning template-Unit outline and information package (including copies of outcomes and habits of mind)-Rubrics/marking criteria for products-List of sites: exploration of Shakespearean context-Template and examples of Venn Diagram-DVD of BBC Romeo and Juliet-‘Hook’ PPT to introduce topic (plus Youtube clip)-“Scene summary” (and deconstruction) template-Examples of theatre programs-online forum to publish theatre programs-vocabulary “bricks”-completion chartFinal Product: Excursion organisation-venue-audience-transport-permission requirementsProject TimelineWeek 1Focus: Introducing topic; outlining project, products etc; planning; introducing context; Venn diagramLessonTeaching and Learning ContentResourcesL31. Introductory PPT with excerpts of Baz Luhrman’s film (campfire)2. Outline of products, timeline, expectations, tasks in the unit (notes on board). Outline of “completion chart”. Students access an electronic information booklet on edmodo with this information on it.3. “Shakespearean insults” energiser task. Whilst students are doing this, teacher puts sign for each group above a table.4. Planning-students plan their outcomes, habits of mind using planning template on edmodo, upload it to group wall. 5. Vocab terms allocated to each group for homework “bricks in Veronese wall”.Groups and table organisationPPTProjector, laptop, speakersElectronic unit bookletPlanning templateCompletion chart (back wall)laptopsNotes on board re project (products, dates, outcomes, habits of mind, tasks for today)L41. Each group hands in their “bricks”-arranged on wall. 2. Venn diagram task explained, rubric and template provided. Students directed to examples of Venn diagram.3. Students work in groups to allocate different aspects of Shakespeare’s world to research.4. Students research their aspect of Shakespeare’s context (suggested sites provided in info package)5. Students make Venn diagram (finish for homework)Venn diagram task description (electronic form and projected onto whiteboard)Notes on board re context factorsMarking rubricVenn diagram template/web toolVenn diagram examplesProduct Due: Venn Diagram, due Sunday night to edmodo (mark off groups on completion chart) Those which are in hard copy form are pinned onto wall under pillar of “context” Homework: read Act 1 for MondayReflection on Lessons:Week 2Focus: Reading play; watching key scenes in BBC version; investigating dramatic techniquesLessonTeaching and Learning ContentResourcesLessons 1-41. Reading and discussing key scenes as a class from Acts 1-3 in class. 1 scene per Act is closely analysed in terms of language, dramatic techniques. The plot, characterisation, themes/symbols/motifs, dramatic techniques, evidence of context in Act discussed.2. Watching key scenes from BBC Romeo and Juliet3. Groups design and complete their own graphic organiser to act as a “scene summary” template for each scene read in class based on readings, viewings, discussion (must include info on plot, language, stagecraft and context). 4. One group are “construction workers” and they come up with 4 vocab bricks for the scene we read aloud in class.5. Students read rest of Act for homeworkCopies of the playGraphic organiser resourcesBBC version R+J(Teacher resources:Selection of key scenesDeconstruction of passages)“construction workers”Suggested links to make with scenes/Acts:Prologue: discuss theatre in Shakespeare’s time-audience, types of theatre, actors, role of theatre.Act 1: intro to characters, symbolism of setting, introduce language used to create humour, language analysis based upon Romeo and Juliet’s joint sonnet. Have students rewrite sonnet using modern language.Act 2: character profiles-make a facebook page for the Nurse, Tybalt or Mercutio, contrasting Romeo and Juliet’s love to Romeo’s love for Rosaline, contrast different types of “love” in the play (including Mercutio’s cynical views)Act 3: map how the prologue is playing out and the confusion which unfolds in the scene, watch DVD version of the “fight scene”, discuss Juliet’s changing moods, discuss the consequences of Romeo’s exile, discuss the elements of tragedy which are becoming apparent.Week 3Focus: Reading play; watching key scenes in BBC version; investigating dramatic techniquesLessonTeaching and Learning ContentResourcesLessons 1-31. Reading and discussing key scenes as a class from Acts 3-5 in class. 1 scene per Act is closely analysed in terms of language, dramatic techniques. The plot, characterisation, themes/symbols/motifs, dramatic techniques, and evidence of context in Act discussed.2. Watching key scenes from BBC Romeo and Juliet3. Groups complete the “scene summary” template for each scene read in class based on readings, viewings, discussion.4. Students read rest of Act for homeworkCopies of the playScene summary templateBBC version R+J(Teacher resources:Selection of key scenesDeconstruction of passages)“construction workers”41. Students take virtual tour of The Globe theatre online2. Students map out The Globe theatre space in quadrangle or ampitheatre3. Students allocated their Act for performance4. Students conduct survey (complete for homework): what does a modern audience want from a performance? Post on edmodo re how group will use this information.LaptopsChalkTape measuresSurvey sitesPhotocopied versions of Act that group is allocatedReflection on Lessons:Week 4Focus: preparing performance product; preparing theatre program productLessonTeaching and Learning ContentResources11. Students plan their products according to elements on the board (planning template uploaded to edmodo wall)2. Students nominate 2 marking criteria they think are appropriate for each product.3. Students set goals for the lesson according to their outcomes, habits of mind and skills, and timeline they planned.4. Students work towards goals.5. Reflection on goals (post to wall)6. Student vote: do you want a lesson on theatre exercises to assist you with your performance?Planning template“Things to consider” on the boardSurvey/Poll on edmodo2-41. Students set goals according to their timeline plan, outcomes and habits of mind plans (post to wall).2. Students work on products.3. Students reflect on goals (post to wall)LaptopsedmodoPlansStudents get marking criteria (developed based on their suggestions from last lesson)Product Due: Theatre Program due Sunday night to edmodo (mark off groups on completion chart)Reflection on Lessons:Week 5Focus: Preparing performance product; evaluationLessonTeaching and Learning ContentResources1Theatre exercises lesson if students vote ‘yes’Otherwise:1. Students set goals according to their timeline plan, outcomes and habits of mind plans (post to wall).2. Students work on product.3. Students reflect on goals (post to wall)Theatre exercisesBook drama room, MPC or ampitheatreLaptopsEdmodoPlans21. Students set goals according to their timeline plan, outcomes and habits of mind plans (post to wall).2. Students work on product.3. Teacher to check scripts for performance this lesson.4. Students reflect on goals (post to wall)LaptopEdmodoPlans31. Dress rehearsals-filmed version of the Act.2. Another group watches and critiques according to the marking rubric.3. Groups get feedback and decide upon what they can improve.Filming equipmentMarking criteria for peer assessmentProps and set designMarked out Globe Theatre space in quadrangle OR ampitheatre41. Students apply peer feedback in their final rehearsal of their Act2. Students complete evaluation of own performance/achievement, group performance/achievement in unit (in relation to goals they set), and anonymous evaluation of the unit (development of skills, satisfaction of outcomes, enjoyment).Evaluation templates on edmodoAnonymous survey onlineProduct Due: Final Product presented on excursion in Week 6.Reflection on Lessons:EvaluationStudent Feedback on unit:Student achievement in unit:Things which worked well:Things to improve/alter for next time: ................
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