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Year 9: PBL Romeo and Juliet Program

Project Overview Duration: 5 weeks Text: Shakespeare s Romeo and Juliet Project 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 processes 21st Century skills Representing information 21st Century skills to Collaboration to be explicitly Performance (including be encouraged but Presentation taught and not explicitly taught Use of technology awareness of audience) assessed or assessed Planning Culminating Beginning: Investigation - Venn Diagram Shakespeare s World and Our World (Individual product) Products and During: Theatre Program justification of inclusions, exclusions and changes Performances (Group product) Final: Performance of a scene for audience, and a recording. (Group product) Assessments Formative: Summative: Investigation (Venn Diagram) Performance evaluated by teacher and peers (using rubric) Theatre Program (teacher using rubric) Dress rehearsal of performance Reflection Self evaluation of goals, outcomes, skills at end of unit methods Goals and reflection posted each lesson to edmodo (based on timeline plan) Anonymous survey (evaluation of unit)

Project Teaching and Learning Guide Knowledge and Skills needed Knowledge of Shakespeare s context Skills to construct a Venn diagram Scaffolding / Materials / Lessons to be provided List of suggested sites including Globe Theatre virtual tour Instruction sheet Examples Provision of template (Exploratree) Marking criteria/rubric to guide construction Reading key scenes aloud in class Discussion of dramaturgy in class Showing key scenes from the BBC version of Romeo and Juliet Information sheet on key terms relating to Shakespearean drama Virtual tour of the Globe Theatre Mapping out the Globe Theatre in quadrangle Watching BBC version of key scenes Conduct a survey of what modern audiences want from a performance Example of theatre programs Suggested templates Marking criteria/rubric to guide construction 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. Marking rubric to guide peer assessment Explicit instructions as to what to focus on Watching BBC version of key scenes to get ideas as to body language etc Research on roles in a dramatic performance (e.g. director, set designer etc) Lesson on theatre exercises as a class Recording dress rehearsal and peer feedback to improve performance Students have had experience with this before, however, evaluation of performance in unit will be guided by questions

Knowledge of the play, dramatic conventions of the play, language of Shakespeare

Understanding of staging of a Shakespearean performance Understanding of a modern audience s needs, wants, desires, expectations Design of theatre program for selected Act

Selectivity: choosing aspects of their scene which are relevant to today s audience, making changes, additions, exclusions. Peer assessment Dramatic performance

Reflection and self assessment

Student Focus: Syllabus content, habits of mind, skills and resources Syllabus content: Stage 5 Compulsory Shakespeare study in Stage 5 Cross curricular areas: ICT Literacy Cultural diversity (cultural heritage)

Outcomes: 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)

Habits of mind Students choose 5 Habits of Mind to target during the unit (decided lesson 1)
Thinking flexibly Finding Humour Persisting Communicating with clarity and precision Managing Impulsivity Gathering data through all the senses Listening with understanding and empathy Creating, Imagining, Innovating Responding with wonderment and awe Thinking about your thinking (meta-cognition) Taking responsible risks Striving for accuracy and precision Questioning and problem posing Thinking interdependently Applying past knowledge to new situations Remaining open to continuous learning

Demonstration

Outcomes: 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.

Equipment -Laptops and internet -Projector and speakers -Recording devices -Stage mapping: chalk, tape measures -props -set design -blank wall

Resources Materials -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 chart

Final Product: Excursion organisation -venue -audience -transport -permission requirements

Project Timeline Week 1 Focus: Introducing topic; outlining project, products etc; planning; introducing context; Venn diagram Lesson Teaching and Learning Content Resources L3 1. Introductory PPT with excerpts of Baz Luhrman s film (campfire) Groups and table organisation 2. Outline of products, timeline, expectations, tasks in the unit (notes on board). PPT Outline of completion chart . Students access an electronic information Projector, laptop, speakers Electronic unit booklet booklet on edmodo with this information on it. Planning template 3. Shakespearean insults energiser task. Whilst students are doing this, Completion chart (back wall) teacher puts sign for each group above a table. laptops 4. Planning-students plan their outcomes, habits of mind using planning Notes on board re project (products, template on edmodo, upload it to group wall. 5. Vocab terms allocated to each group for homework bricks in Veronese wall . dates, outcomes, habits of mind, tasks for today) L4 1. Each group hands in their bricks -arranged on wall. Venn diagram task description 2. Venn diagram task explained, rubric and template provided. Students (electronic form and projected onto whiteboard) directed to examples of Venn diagram. Notes on board re context factors 3. Students work in groups to allocate different aspects of Shakespeare s world Marking rubric to research. Venn diagram template/web tool 4. Students research their aspect of Shakespeare s context (suggested sites Venn diagram examples provided in info package) 5. Students make Venn diagram (finish for homework) Product 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 Monday Reflection on Lessons:

Week 2 Focus: Reading play; watching key scenes in BBC version; investigating dramatic techniques Lesson Teaching and Learning Content Resources Lessons 1. Reading and discussing key scenes as a class from Acts 1-3 in class. Copies of the play 1-4 1 scene per Act is closely analysed in terms of language, dramatic Graphic organiser resources BBC version R+J techniques. The plot, characterisation, themes/symbols/motifs, (Teacher resources: dramatic techniques, evidence of context in Act discussed. Selection of key scenes 2. Watching key scenes from BBC Romeo and Juliet 3. Groups design and complete their own graphic organiser to act as Deconstruction of passages) construction workers 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 homework

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 3 Focus: Reading play; watching key scenes in BBC version; investigating dramatic techniques Lesson Teaching and Learning Content Resources Lessons 1. Reading and discussing key scenes as a class from Acts 3-5 in class. Copies of the play 1-3 1 scene per Act is closely analysed in terms of language, dramatic Scene summary template BBC version R+J techniques. The plot, characterisation, themes/symbols/motifs, (Teacher resources: dramatic techniques, and evidence of context in Act discussed. Selection of key scenes 2. Watching key scenes from BBC Romeo and Juliet Deconstruction of passages) 3. Groups complete the scene summary template for each scene construction workers read in class based on readings, viewings, discussion. 4. Students read rest of Act for homework 4 1. Students take virtual tour of The Globe theatre online Laptops 2. Students map out The Globe theatre space in quadrangle or Chalk ampitheatre Tape measures 3. Students allocated their Act for performance Survey sites 4. Students conduct survey (complete for homework): what does a Photocopied versions of Act that group is allocated modern audience want from a performance? Post on edmodo re how group will use this information. Reflection on Lessons:

Week 4 Focus: preparing performance product; preparing theatre program product Lesson Teaching and Learning Content 1 1. 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? 2-4 1. 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)

Resources Planning template Things to consider on the board Survey/Poll on edmodo

Laptops edmodo Plans Students 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 5 Focus: Preparing performance product; evaluation Lesson Teaching and Learning Content 1 Theatre 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) 2 1. 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) 3 1. 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.

Resources Theatre exercises Book drama room, MPC or ampitheatre Laptops Edmodo Plans Laptop Edmodo Plans

1. Students apply peer feedback in their final rehearsal of their Act 2. 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). Product Due: Final Product presented on excursion in Week 6.

Filming equipment Marking criteria for peer assessment Props and set design Marked out Globe Theatre space in quadrangle OR ampitheatre Evaluation templates on edmodo Anonymous survey online

Reflection on Lessons:

Evaluation Student Feedback on unit:

Student achievement in unit:

Things which worked well:

Things to improve/alter for next time:

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