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
awareness of audience)
not explicitly taught Use of technology
assessed
Planning
or assessed
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)
Dress rehearsal of performance
Theatre Program (teacher using rubric)
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
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
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
Student Focus: Syllabus content, habits of mind, skills and resources
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)
Syllabus content: Stage 5
Compulsory Shakespeare study in Stage 5
PLUS student choice of 2 outcomes as their focus for the project (to be
decided lesson 1)
Cross curricular areas:
ICT
Literacy
Cultural diversity (cultural heritage)
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
Demonstration
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
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.
Resources
Equipment
-Laptops and internet
-Projector and speakers
-Recording devices
-Stage mapping: chalk, tape measures
-props
-set design
-blank wall
Final Product: Excursion organisation
-venue
-audience
-transport
-permission requirements
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
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
booklet on edmodo with this information on it.
Electronic unit booklet
3. “Shakespearean insults” energiser task. Whilst students are doing this,
Planning template
teacher puts sign for each group above a table.
Completion chart (back wall)
4. Planning-students plan their outcomes, habits of mind using planning
laptops
template on edmodo, upload it to group wall.
Notes on board re project (products,
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
directed to examples of Venn diagram.
whiteboard)
3. Students work in groups to allocate different aspects of Shakespeare’s world
Notes on board re context factors
to research.
Marking rubric
4. Students research their aspect of Shakespeare’s context (suggested sites
Venn diagram template/web tool
provided in info package)
Venn diagram examples
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
techniques. The plot, characterisation, themes/symbols/motifs,
BBC version R+J
dramatic techniques, evidence of context in Act discussed.
(Teacher resources:
2. Watching key scenes from BBC Romeo and Juliet
Selection of key scenes
3. Groups design and complete their own graphic organiser to act as Deconstruction of passages)
a “scene summary” template for each scene read in class based on
“construction workers”
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
techniques. The plot, characterisation, themes/symbols/motifs,
BBC version R+J
dramatic techniques, and evidence of context in Act discussed.
(Teacher resources:
2. Watching key scenes from BBC Romeo and Juliet
Selection of key scenes
3. Groups complete the “scene summary” template for each scene
Deconstruction of passages)
read in class based on readings, viewings, discussion.
“construction workers”
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.
4
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.
Reflection on Lessons:
Resources
Theatre exercises
Book drama room, MPC or
ampitheatre
Laptops
Edmodo
Plans
Laptop
Edmodo
Plans
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
Evaluation
Student Feedback on unit:
Student achievement in unit:
Things which worked well:
Things to improve/alter for next time: