Recent Changes

http://www.imdb.com/title/tt0063518/?ref_=fn_al_tt_3
Marzano, R. J., & Pickering, D. J. (with Arrendondo, D. E., Paynter, D. E., Blackburn, G. J., Brandt, R. S., Moffet, C. A., Pollock, J. E., & Whistler, J. S.). (1997). Dimensions of learning teacher's manual (2nd ed.). Alexandra, VA: ASCD
Oxnevad, S. (2013). Using SAMR to teach above the line. Retrieved from gettingsmart.com/2013/07/using-samr-to-teach-above-the-line/
Shakespeare, W. (1597/n.d.). Romeo and Juliet, January 21. Retrieved from
http://shakespeare.mit.edu/romeo_juliet/full.html

Push the limits of your
knowledge and abilities
(Marzano & Pickering, 1997).
Resources
- Individual copies of
- Spend 15 minutes reading as a
hook into the exercise.
DoL1 Attitudes and
Perceptions
- Engage in equitable
and positive class
room behaviour
DoL1 A&P
- Vary the positive
reinforcement offered
when students give
correct responses
DoL1 A&P
- Structure opportunities
for students to work
with peers
DoL5 HoM
-Be clear and seek
clarity
-Generate new ways of
viewing a situation that
are outside the
boundaries of standard
conventions
(Marzano & Pickering, 1997).
Resources
- Romeo and Juliet play
(Department
of Education, Training
and Employment
[DETE], 2013).
Conclusion
up with generic passwords
and usernames
DoL1 A&P
- Respond positively to
students' incorrect
or lack of response
-Provide opportunities
for students to get
to know and accept
each other
-Use a variety of ways
to engage students
in classroom tasks
DoL5 HoM
-Identify and use
necessary resources
(Marzano & Pickering, 1997).
Resources
-Freddo Frogs
must find information as well
as be respectful of the opinions
other students
(Department
(Department of Education,
Training
Training and Employment
[DETE], 2013).
Conclusion
this class time to complete their
assignment before draft due date.
-Give handouts:-Write on board: wordle and
blogspot links, so that they are
able to utilise information and
connectivism.
DoL1 A&P
- Establish and
communicate
classroom rules
and procedures
- Provide
appropriate feed
back
- Help students
be clear about
the directions
and demands of
the task.
DoL5 HoM
- Maintain an
open mind
- Monitor your
own thinking
(Marzano & Pickering, 1997).
Resources
- Group web addresses
The students will be able to
include factual knowledge
from a range of student
perspectives when provided
with alternative information
Feedback
- Remind all students
of draft due date to
ensure that they are
using their time
wisely
- Help students when
required
-Provide positive
feedback
Body
-Instruct students that this time
utilise.
ICTs
-Students writing tools
- Blogger web space
SAMR
- As students have
access to the different
web spaces, they are
able to view a variety
of sourced information
to help enhance their
presentation.
Students will be able
to email the LM with
a draft copy of the
assessment for review
and thus, students are
able to use the email
service to send copy
to LM for review.
Students are able to
utilise the strengths
of other members of
the class for clarification
of knowledge and
enhancement of their own
assessment.
Conclusion
-At end of lesson, instruct students
to finish their presentation in time
for draft check.
- Instruct students to email their
draft to LM

Blooms taxonomy was incorporated within this unit by way of the questions that were asked of the students to ensure that they understand the content and can comprehend it.
{bloom_taxonomy.jpg}
and/or skills (1999).(2013). By asking to the
story and therefore analyse the the use of language which could then be applied to their assessment task.
one element (Clark,(Clark D, 1999).2013).

Blooms taxonomy was incorporated within this unit by way of the questions that were asked of the students to ensure that they understand the content and can comprehend it.
{bloom_taxonomy.jpg}
knowledge and/or skills.skills (1999). By asking students pivotal questions during the learning experiences, this helps them to remember the plot and sequence of events and also understand why certain events took place. By asking the students to do research of the era in which Romeo and Juliet was set, they were able to apply this knowledge to the
story and therefore analyse the the use of language which could then be applied to their assessment task.
Students were also able to be creative, whilst learning by way of using the wordle ICT and the PowerPoint program. By instructing students to compile the information they had gathered to share with the other students, they were using their skills of creating to structure the information into one element (Clark, D, 1999).

Blooms taxonomy was incorporated within this unit by way of the questions that were asked of the students to ensure that they understand the content and can comprehend it.
{bloom_taxonomy.jpg}
Don Clark states that after a learning experience, students should have acquired new knowledge and/or skills. By asking students

Unit Overview
other tasks. Bloom’s TaxonomySAMR will be thoroughly comprehend information in a transformative way. Bloom's taxonomy will also be incorporated to ensure that the writing and therefore express thoughts and feelings and restate and summariseright questions are being asked of them so that they can thoroughly comprehend the plot. story.
Each student will be given a chance to read and in between acts, students will be quizzed on what happened. Questions will include: ‘what happened? How have things changed? Do you like it? Why or why not?’ Students will be expected to start comprehending the novel and begin to differentiate between the life of the characters and their own. Students will gain a literary understanding by identifying and exploring the effects of the text that help to inform the audience (Australian Curriculum, 2013).
As this is the start of the unit, the only resource students will require is the reading material. They will also be expected to continue reading in their own time so that the lessons can move onto other things. The main focus at the beginning of the unit is for students to understand how life and society has changed from the era of William Shakespeare and make comparisons to their own life. This helps to engage the students as they try to put themselves in the shoes of these characters.
After students have shared their ideas and findings with the other groups, some students will be changed into other groups and work as a team to create a PowerPoint presentation to show their findings and how it relates to Romeo and Juliet. Students will be free to interpret this as they please, but must make the relationship between their findings and the story and characters of Romeo and Juliet. The purpose of this activity is for students to synthesise their knowledge as per Bloom’s Taxonomy (Don Clark, 2013). When students must explain their findings and assemble it to present to other members of the class, their knowledge becomes integrated. As apart of Bloom’s Taxonomy, Don Clark states that when elements are put together to form a whole, it gives something meaning and structure (2013).
In preparation for students to start constructing a credible assignment, students will rely on the web space ICT’s to ensure that their oral presentation remains true to that of the Shakespearean era. They must modify the findings from their groups and that of others to put their speech into context. To also ensure that their comprehension is correct, they must express their presentation that includes Elizabethan language. Students will make use of the Wordle website, to combine the terminology they have learnt that will be available to all students to look at when needed and incorporate into their assignment so it remains true to Elizabethan language. As a class, the students will work with the teacher to input as many ‘new’ words they discovered into the Wordle, which will then be printed and given out to everyone.
appropriate feedback.
The
The SAMR model to use
technology competently to produce quality work.

After students have shared their ideas and findings with the other groups, some students will be changed into other groups and work as a team to create a PowerPoint presentation to show their findings and how it relates to Romeo and Juliet. Students will be free to interpret this as they please, but must make the relationship between their findings and the story and characters of Romeo and Juliet. The purpose of this activity is for students to synthesise their knowledge as per Bloom’s Taxonomy (Don Clark, 2013). When students must explain their findings and assemble it to present to other members of the class, their knowledge becomes integrated. As apart of Bloom’s Taxonomy, Don Clark states that when elements are put together to form a whole, it gives something meaning and structure (2013).
In preparation for students to start constructing a credible assignment, students will rely on the web space ICT’s to ensure that their oral presentation remains true to that of the Shakespearean era. They must modify the findings from their groups and that of others to put their speech into context. To also ensure that their comprehension is correct, they must express their presentation that includes Elizabethan language. Students will make use of the Wordle website, to combine the terminology they have learnt that will be available to all students to look at when needed and incorporate into their assignment so it remains true to Elizabethan language. As a class, the students will work with the teacher to input as many ‘new’ words they discovered into the Wordle, which will then be printed and given out to everyone.
appropriate feedback. Included in the feedback will be a copy of the
The SAMR model has been the scaffold in which students will needthis unit overview and subsequent lesson plans have been designed. It was important to ensure that they have transformed the knowledge they have gained over the unit. Questions included incourse of the feedback sheet will include: ‘have you utilisedunit, each lesson was better than the Wordle document to ensure you are using appropriate language? Have you connected with other groupslast in the blogger web spacesregards to ensure you correctly address hierarchyauthenticity and relationships etc.?’ Studentsalso retaining knowledge and enjoyment of lesson. By incorporating technological platforms into the unit overview, students will need to ensure thatenjoy working a lot more as they have takenare more comfortable using the foundational knowledge that they have receivedinternet and fromtechnology. As digital natives, it is important to utilise the resources they have available turned their presentation into something of a high standard.students natural tendency to use
technology competently to produce quality work.

The SAMR model was used throughout this unit overview to ensure that students were continually transforming their knowledge.
As students are digital natives, it is important to cater towards their thirst for technology, so by using SAMR as the scaffold in designing quality and authentic learning experiences, students were able to fully transform their learning into something that they could retain and also enjoy. As technology was the core focus in some of the included lesson plans, it was important to ensure that the technology was able to redefine the student's learning instead of merely substituting it (Oxnevad, S., 2013).
{SAMR_model-290x216.png}
Oxnevad, S., (2013). Using SAMR to teach above the line. Retrieved from getting smart.com/2013/07/using-samr-to-teach-above-the-line/