Though there has been significant input to literature in a modern context, the works of William Shakespeare will always be regarded as some of the best literature ever written. During this unit, students will have the opportunity to experience just how much has changed from a language and literary perspective and also comment on how social normalcy has evolved. The basis of this unit is for students to interpret, analyse and evaluate the literature of William Shakespeare’s ‘Romeo and Juliet’ (Australian Curriculum, 2013).
Students are familiar with the work of William Shakespeare from previous years, however in this unit, students will be expected to evaluate the writings and elaborate on the terminology to perform successfully throughout this unit. Before students begin their assessment, they will become familiarised with Shakespeare’s play and also film adaptations, which will be beneficial to the student’s interest of ICT’s and media. Student’s will be expected to understand the sequence of events, character relationships, how stories are structured, by way of introduction, climax, resolution and end and a brief understanding of society and socially acceptable events of the era.
For their assessment task, students will be required to choose one of the major characters presented in the play and perform a multi-modal oral presentation written from their chosen characters perspective. Students must stay true to the already existing plotline, yet have free reign to add elements. This particular assessment piece will ensure that students must have a firm knowledge of the play – especially from the written standpoint to ensure that they can write and present a piece that stays true to the writing. This assessment will also ensure that students must properly evaluate and understand the terminology (thou, dost etc.), as their piece must be presented in Elizabethan Language. Students will also spend class time researching patriarchy, hierarchy, law and formulation of relationships of the era. The assessment will also ensure that students have to evaluate and understand the writing, as they are to ‘think’ from the perspective of a person who is from a different era and thus speaks and thinks differently.
ICT’s will be included within this unit, as students need to research the time period and define terminology. Students will be continually working on their connectivism skills as blogger web spaces will be set up for groups of students to input information and share their findings with their peers. Students will also spend class time viewing the film adaptations: the 1968 version directed by Franco Zeffirelli (Internet Movie Data Base (IMDB), 2014) and the 1996 version directed by Baz Luhrmann (Internet Movie Data Base (IMDB), 2014). By having the students view the movies, they are able to witness the words of the play with emotion and visual contexts to aide in writing their assessment.
As this unit of work is presented as something that the students will have to personalise, students will be introduced to De Bono’s Thinking Hats as this will encourage them to ‘get inside the mind’ of the character they wish to portray. Students will also make use of PowerPoint during class, as this will encourage students to display their findings concisely whilst also allowing students to make use of ICT’s that will transform their learning in an engaging way. Marzano and Pickering state that when students are engaged in classroom tasks, they learn more (p. 31, 1997). As these students are digital natives, it is important to allow students to present information and learn in ways that are familiar to them and will provide opportunities for them to be successful in their learning.
As the students need to have a thorough knowledge of the story as a whole, the terminology and also the personality of the characters, much of the learning experiences will be centered on expanding their literary knowledge. The SAMR model will be incorporated into the learning experiences, so that the students are continually aiming to transform their knowledge instead of merely substituting it. In todays learning society it is important that students are connected to one another and by including web spaces and technological platforms, students will have the ability to continually transform their knowledge for deeper understanding of the required learning tasks. The inclusion of a range of different ICT’s will ensure deeper knowledge and also student engagement so that all students have the ability to succeed.
Though there has been significant input to literature in a modern context, the works of William Shakespeare will always be regarded as some of the best literature ever written. During this unit, students will have the opportunity to experience just how much has changed from a language and literary perspective and also comment on how social normalcy has evolved. The basis of this unit is for students to interpret, analyse and evaluate the literature of William Shakespeare’s ‘Romeo and Juliet’ (Australian Curriculum, 2013).
Students are familiar with the work of William Shakespeare from previous years, however in this unit, students will be expected to evaluate the writings and elaborate on the terminology to perform successfully throughout this unit. Before students begin their assessment, they will become familiarised with Shakespeare’s play and also film adaptations, which will be beneficial to the student’s interest of ICT’s and media. Student’s will be expected to understand the sequence of events, character relationships, how stories are structured, by way of introduction, climax, resolution and end and a brief understanding of society and socially acceptable events of the era.
For their assessment task, students will be required to choose one of the major characters presented in the play and perform a multi-modal oral presentation written from their chosen characters perspective. Students must stay true to the already existing plotline, yet have free reign to add elements. This particular assessment piece will ensure that students must have a firm knowledge of the play – especially from the written standpoint to ensure that they can write and present a piece that stays true to the writing. This assessment will also ensure that students must properly evaluate and understand the terminology (thou, dost etc.), as their piece must be presented in Elizabethan Language. Students will also spend class time researching patriarchy, hierarchy, law and formulation of relationships of the era. The assessment will also ensure that students have to evaluate and understand the writing, as they are to ‘think’ from the perspective of a person who is from a different era and thus speaks and thinks differently.
ICT’s will be included within this unit, as students need to research the time period and define terminology. Students will be continually working on their connectivism skills as blogger web spaces will be set up for groups of students to input information and share their findings with their peers. Students will also spend class time viewing the film adaptations: the 1968 version directed by Franco Zeffirelli (Internet Movie Data Base (IMDB), 2014) and the 1996 version directed by Baz Luhrmann (Internet Movie Data Base (IMDB), 2014). By having the students view the movies, they are able to witness the words of the play with emotion and visual contexts to aide in writing their assessment.
As this unit of work is presented as something that the students will have to personalise, students will be introduced to De Bono’s Thinking Hats as this will encourage them to ‘get inside the mind’ of the character they wish to portray. Students will also make use of PowerPoint during class, as this will encourage students to display their findings concisely whilst also allowing students to make use of ICT’s that will transform their learning in an engaging way. Marzano and Pickering state that when students are engaged in classroom tasks, they learn more (p. 31, 1997). As these students are digital natives, it is important to allow students to present information and learn in ways that are familiar to them and will provide opportunities for them to be successful in their learning.
As the students need to have a thorough knowledge of the story as a whole, the terminology and also the personality of the characters, much of the learning experiences will be centered on expanding their literary knowledge. The SAMR model will be incorporated into the learning experiences, so that the students are continually aiming to transform their knowledge instead of merely substituting it. In todays learning society it is important that students are connected to one another and by including web spaces and technological platforms, students will have the ability to continually transform their knowledge for deeper understanding of the required learning tasks. The inclusion of a range of different ICT’s will ensure deeper knowledge and also student engagement so that all students have the ability to succeed.
Design Rationale
Though there has been significant input to literature in a modern context, the works of William Shakespeare will always be regarded as some of the best literature ever written. During this unit, students will have the opportunity to experience just how much has changed from a language and literary perspective and also comment on how social normalcy has evolved. The basis of this unit is for students to interpret, analyse and evaluate the literature of William Shakespeare’s ‘Romeo and Juliet’ (Australian Curriculum, 2013).
Students are familiar with the work of William Shakespeare from previous years, however in this unit, students will be expected to evaluate the writings and elaborate on the terminology to perform successfully throughout this unit. Before students begin their assessment, they will become familiarised with Shakespeare’s play and also film adaptations, which will be beneficial to the student’s interest of ICT’s and media. Student’s will be expected to understand the sequence of events, character relationships, how stories are structured, by way of introduction, climax, resolution and end and a brief understanding of society and socially acceptable events of the era.
For their assessment task, students will be required to choose one of the major characters presented in the play and perform a multi-modal oral presentation written from their chosen characters perspective. Students must stay true to the already existing plotline, yet have free reign to add elements. This particular assessment piece will ensure that students must have a firm knowledge of the play – especially from the written standpoint to ensure that they can write and present a piece that stays true to the writing. This assessment will also ensure that students must properly evaluate and understand the terminology (thou, dost etc.), as their piece must be presented in Elizabethan Language. Students will also spend class time researching patriarchy, hierarchy, law and formulation of relationships of the era. The assessment will also ensure that students have to evaluate and understand the writing, as they are to ‘think’ from the perspective of a person who is from a different era and thus speaks and thinks differently.
ICT’s will be included within this unit, as students need to research the time period and define terminology. Students will be continually working on their connectivism skills as blogger web spaces will be set up for groups of students to input information and share their findings with their peers. Students will also spend class time viewing the film adaptations: the 1968 version directed by Franco Zeffirelli (Internet Movie Data Base (IMDB), 2014) and the 1996 version directed by Baz Luhrmann (Internet Movie Data Base (IMDB), 2014). By having the students view the movies, they are able to witness the words of the play with emotion and visual contexts to aide in writing their assessment.
As this unit of work is presented as something that the students will have to personalise, students will be introduced to De Bono’s Thinking Hats as this will encourage them to ‘get inside the mind’ of the character they wish to portray. Students will also make use of PowerPoint during class, as this will encourage students to display their findings concisely whilst also allowing students to make use of ICT’s that will transform their learning in an engaging way. Marzano and Pickering state that when students are engaged in classroom tasks, they learn more (p. 31, 1997). As these students are digital natives, it is important to allow students to present information and learn in ways that are familiar to them and will provide opportunities for them to be successful in their learning.
As the students need to have a thorough knowledge of the story as a whole, the terminology and also the personality of the characters, much of the learning experiences will be centered on expanding their literary knowledge. The SAMR model will be incorporated into the learning experiences, so that the students are continually aiming to transform their knowledge instead of merely substituting it. In todays learning society it is important that students are connected to one another and by including web spaces and technological platforms, students will have the ability to continually transform their knowledge for deeper understanding of the required learning tasks. The inclusion of a range of different ICT’s will ensure deeper knowledge and also student engagement so that all students have the ability to succeed.
Though there has been significant input to literature in a modern context, the works of William Shakespeare will always be regarded as some of the best literature ever written. During this unit, students will have the opportunity to experience just how much has changed from a language and literary perspective and also comment on how social normalcy has evolved. The basis of this unit is for students to interpret, analyse and evaluate the literature of William Shakespeare’s ‘Romeo and Juliet’ (Australian Curriculum, 2013).
Students are familiar with the work of William Shakespeare from previous years, however in this unit, students will be expected to evaluate the writings and elaborate on the terminology to perform successfully throughout this unit. Before students begin their assessment, they will become familiarised with Shakespeare’s play and also film adaptations, which will be beneficial to the student’s interest of ICT’s and media. Student’s will be expected to understand the sequence of events, character relationships, how stories are structured, by way of introduction, climax, resolution and end and a brief understanding of society and socially acceptable events of the era.
For their assessment task, students will be required to choose one of the major characters presented in the play and perform a multi-modal oral presentation written from their chosen characters perspective. Students must stay true to the already existing plotline, yet have free reign to add elements. This particular assessment piece will ensure that students must have a firm knowledge of the play – especially from the written standpoint to ensure that they can write and present a piece that stays true to the writing. This assessment will also ensure that students must properly evaluate and understand the terminology (thou, dost etc.), as their piece must be presented in Elizabethan Language. Students will also spend class time researching patriarchy, hierarchy, law and formulation of relationships of the era. The assessment will also ensure that students have to evaluate and understand the writing, as they are to ‘think’ from the perspective of a person who is from a different era and thus speaks and thinks differently.
ICT’s will be included within this unit, as students need to research the time period and define terminology. Students will be continually working on their connectivism skills as blogger web spaces will be set up for groups of students to input information and share their findings with their peers. Students will also spend class time viewing the film adaptations: the 1968 version directed by Franco Zeffirelli (Internet Movie Data Base (IMDB), 2014) and the 1996 version directed by Baz Luhrmann (Internet Movie Data Base (IMDB), 2014). By having the students view the movies, they are able to witness the words of the play with emotion and visual contexts to aide in writing their assessment.
As this unit of work is presented as something that the students will have to personalise, students will be introduced to De Bono’s Thinking Hats as this will encourage them to ‘get inside the mind’ of the character they wish to portray. Students will also make use of PowerPoint during class, as this will encourage students to display their findings concisely whilst also allowing students to make use of ICT’s that will transform their learning in an engaging way. Marzano and Pickering state that when students are engaged in classroom tasks, they learn more (p. 31, 1997). As these students are digital natives, it is important to allow students to present information and learn in ways that are familiar to them and will provide opportunities for them to be successful in their learning.
As the students need to have a thorough knowledge of the story as a whole, the terminology and also the personality of the characters, much of the learning experiences will be centered on expanding their literary knowledge. The SAMR model will be incorporated into the learning experiences, so that the students are continually aiming to transform their knowledge instead of merely substituting it. In todays learning society it is important that students are connected to one another and by including web spaces and technological platforms, students will have the ability to continually transform their knowledge for deeper understanding of the required learning tasks. The inclusion of a range of different ICT’s will ensure deeper knowledge and also student engagement so that all students have the ability to succeed.