Focus Question: Why is Shakespeare still so popular?Duration: 5 weeksText: Romeo and Juliet

William ShakespeareProducts Information:Start: Venn diagramDue: Sunday 24th July

Individual ProductInvestigation of Shakespeare’s Context and the differences and similarities to our own

During :Theatre ProgramDue: Sunday 14th August

Groups will produce a theatre program summarising their Act, and justifying what they included, excluded and changed in their performance of the Act.

Final:PerformanceDue:Dress rehearsal: Thursday 18th August (Week 5) Live Performance: Week 6 (TBA)

Groups will stage both a recorded performance (a “dress rehearsal”) and also a performance for a live audience.

How will I be assessed for this unit?•Products (according to marking criteria the class will develop)•Your role in group collaboration, problem solving,

planning and organisation•According to your achievement of the outcomes listed below•Self assessment and reflection upon your own learning processes (how well you achieved your outcomes and your habits of mind)

OutcomesUse these outcomes as part of your planning, goal setting and reflection. The ‘learning to’ and ‘learning about’ points are what you should focus on. It might help your group to brainstorm what types of skills you can use to demonstrate you have achieved the outcomes.Outcome 4: A student selects and uses language forms and features, and structures of texts according to different purposes, audiences and contexts.Learning to:4.1: identify, explain and describe purpose of texts in historical, cultural and social contexts4.2: describe, explain and evaluate the composers choices of language forms and features and structures in terms of purpose, audience and context4.3: use appropriate language forms and features and structures of texts in their own compositions and describe, explain and evaluate their choices in terms of purpose, audience and contextLearning about:4.10: metalanguage to describe and explain the forms, features and structures of texts4.11: influence of audience, purpose and context on use of particular language features, forms and structures.Outcome 5:A student transfers understanding of language concepts into new and differentcontexts.Learning to:5.1 apply knowledge of language forms and features and structures of texts to respond to, compose and adapt texts to suit new and unfamiliar contexts5.3 adapt their own or familiar texts into different forms, structures, modes and media for different purposes, audiences and contexts5.4 identify, describe and explain the differences emerging as a result of such adaptationsLearning about:5.6 the ways in which existing skills, knowledge and understanding about

language can be used to access and express information for new purposes, audiences and contexts5.8 how particular forms and features of language and structures of texts can be adapted to new purposes, audiences and contextsOutcome 11:A student uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness.Learning to:11.1 understand the learning purposes, specific requirements and targeted outcomes of tasks11.3 identify, plan and monitor stages of tasks and topics with guidance11.4 choose learning processes, resources and technologies appropriate for particular tasks and situations11.6 establish and adopt roles and responsibilities, negotiate and implement strategies and meet deadlines11.7 reflect on and assess their own learning and learning strategies against outcomes, criteria and guidelines established for tasksLearning about:11.13 management strategies including drawing up schedules, timing, delegation and sharing in group work11.14 ways of managing information and communication technologies for effective learning11.16 ways in which reflection and self evaluation can assist learning.Your group must also choose 2 other outcomes to work on achieving during the unit. Read the material below on the remaining outcomes and choose 2 outcomes with at least 1 ‘learn to’ and 1 ‘learn about’ for each. Remember in your planning you must plan how you will achieve these outcomes, and they will be used at the end of the unit for your self-assessment. It might help your group to brainstorm what types of skills you can use to demonstrate you have achieved the outcomes. When it comes to choosing your outcomes, write the information in the following format:

Outcome (number): _______________________

Learn to:(number.number) : ________________________

Learn about:(number.number): ________________________

Outcome 1

Outcome 2

Outcome 3

Outcome 6

Outcome 7

Outcome 8

Outcome 9

Outcome 10

Habits of Mind

Your group must choose 5 habits of mind which they will target throughout the unit. These will form part of your self assessment and reflection at the end of the unit. Use these to structure your planning, goal setting and reflection processes.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

Product 1: Venn DiagramDue: Sunday 24th July, via edmodo.About the product:You are required to produce a Venn diagram which represents the differences and similarities between Shakespeare’s context and our own. This is an individual product, but you will be allocating areas of research within your groups.Your Venn diagram will look like this:

Tools I will need for the product:Venn diagram template:

http://www.readwritethink.org/files/resources/interactives/venn/

Some Venn diagram examples:http://www.venndiagram.net/photo-gallery

Key Terms:When researching Shakespeare’s context, these are the names of the ‘periods’ he lived through and movements he was part of, these may be useful key terms to use in your searches: ElizabethanJacobeanTudorRenaissance

Useful sites:http://en.wikipedia.org/wiki/William_Shakespeare (Wikipedia - a good place to start to learn a bit about Shakespeare himself, but remember this is edited by other people! Also provides links to pages about Shakespeare’s context)

http://internetshakespeare.uvic.ca/Library/SLT/society/index.html (The Life and Times of Shakespeare – this site is a good introduction to the different lifestyles during Shakespeare’s time and will be especially useful for those researching the monarchs and community relations)

http://elizabethan.org/sites.html (Renaissance: The Elizabethan World – this site has specific links to some of your allocated topics, but there is a lot of irrelevant material too so choose carefully!)

http://www.elizabethan-era.org.uk/elizabethan-language.htm (Elizabethan Language - this site will be particularly useful for those investigating language, but also provides links to Elizabethan translations which will be useful to all of us when we are reading Romeo and Juliet)