Beruflich Dokumente
Kultur Dokumente
1. Conceptual: Study the theme of love in Romeo and Juliet and explore this in terms
of what makes a good relationship.
2. Affective: Students to connect with text and make Shakespeare relevant to today.
Connect text to personal experience.
3. Procedural:
• Familiarise students with Shakespeare’s times and language.
• Explore how Shakespeare presents the theme of love and how it is
developed through the play and the characters.
REFERENCES
Heinemann English Outcomes 3
Longman Literature Guidelines, Romeo and Juliet, Sullivan (Longman Group,1989)
Romeo and Juliet, (ILEA English Centre,1984)
Romeo and Juliet, (text with cartoon) Cambridge University Press
Shakespeare File, Wilcock, Redsell, Little (Heinemann Educational Books)
English Skills, McRoberts & Gardner
TEXTS STRAND
Any communication, written, spoken or visual, involving language.
LITERATURE TEXTS:
Classic
• Selected excerpts from Romeo and Juliet, Shakespeare
• "The Play" by C.J. Dennis
Popular
• Excerpt from The Diary of Adrian Mole aged 13 3/4, Susan Townsend
• “The Chaser” (short story)
EVERYDAY TEXT:
Students’ writing:
Journal
Class/group discussions
LANGUAGE STRAND
CONTEXTUAL UNDERSTANDING:
• Appreciation of how language changes over time - Shakespearean English was once a
contemporary language.
• Understand why Shakespeare’s plays still appeal to a modern audience. The themes and plots
of his plays are those written about by modern writers – action, romance, intrigue, suspense.
• Understand Shakespeare’s audience. To whom did his plays appeal?
• Closer study of the theme of love.
1. Think/Pair/Share: • W
(http://www.discover.tased.edu.au/english/thinkpair.htm) Questions aim hatto prepare
points
• What adjectives would best describe students to think
areabout
beingthe
someone you would want to spend your life unit question, “What
made makes
with? a good relationship?”
about and
• Do you think they would have to be this as a frontloading activity to
relationshi
way naturally, or do you think you could the short story,ps?
“The
change parts of them you didn’t like? Chaser” (Taken from
• P
Wilhelm workshop).
• What part does love play in a relationship? eople can
• How would you define love? sometimes
• How do people ‘fall in love’? make an
active
decision to
2. Short story, “The Chaser” (See separate document) love
Point out the significance of
Pre-reading/Story entry: Why do you think the someone.
titles – especially for short
story is called “The Chaser”? What might it be What do
stories
about? you think
about the
Guided Reading/DRTA: choice
Explain and demonstrate to
(http://www.discover.tased.edu.au/english/DRTA.htm) individuals
students how authors use
• Read first page or so of story out makeacross
techniques to bring to
loud, modelling DRTA method. intended meaningloveto the
• Encourage students to predict, audience: someone?
hypothesize and create meaning of text by Characters – titles, names, how
asking leading questions: Drama: and speak
they are introduced
What is your initial impression of Alan? Language •– adjectives
Good
Students connect to the characters
Why is he here? used to describe
through characters,
drama
angel/badto assist
Who is the old man? What does he do? understanding
setting; figures angel – writing.
of and
speech
• Ask students to write down what used, e.g. simileAlan:
they think, feel, see, hear, smell as they Cliches – e.g. Should
rockinghechair,
read the rest of the story. dark, creaky stair –
use thehow
these set the mood
love
Class discussion: potion?
• How is the story about Students focussing on the
relationships? meaning of the story, but also on
the Unit Question.
• Is it a good idea to use a “love
potion”?
• What would be good or bad
about using it?
• Why does the old man keep
talking about the “cleaning fluid”?
• Why is it so expensive?
G. Staples/Romeo & Juliet/Gr9/2002 3
the nature
of a good
relationshi
p?
• What do
you think
about a
couple
having the
choice to
love? Can
you make
someone
love you?
• How
Authorial
do peoplereading
‘fall in
love’?
• Wha
t do you
think the
author
wants us to
think?
What might
he think
about what
makes a
good
relationshi
p?
3. Scenarios: (See
Scenarios adapted from Jeff
separate document)
•Wilhelm’s
Give scenarios.
students
sample
Hot seat – In groups of 4 decide on scenarios of
2 questions you would ask Alan and Diana different kinds
about their relationship before, just after of
and several years after administering the relationships.
love potion. What would possible answers Ask students
be? Hot seat the 2 characters. (Hot Seat – to read the
Two students take the role of Alan and examples and
Diana. The other students are in role as comment in
investigative journalists asking the pairs on which
characters questions) describes the
best
Journal: relationship.
• What do you think this story tells us about Student response to text
G. Staples/Romeo & Juliet/Gr9/2002 4
• Journal: (See separate document)
Describe a healthy, lasting relationship that
you’ve been part of or observed. (You may
change the names of the people if you wish.)
What does a relationship need to have in
order to grow and last? Why do some
relationships really seem to work well?
Why do some relationships break up? What
sorts of things cause relationships to end?
1. Journal:
What do you know about Romeo and Juliet? Students’ writing was what
Have you seen the movies? What did you think of I had expected. They
them? What do you know about Shakespeare? didn’t know much about
Have you studied any Shakespeare? What would Shakespeare, except that
you like to know about either Romeo and Juliet or he lived a long time ago
Shakespeare? Is there anything you would like to and we still study his
do? works for some reason.
Some knew a little bit
about the story; some had
2. Introduction to story: seen the film but didn’t
understand much of the
• Ask students to read the cartoon summary
language. Just about all of
of play in their text.
them wanted to see the
• Discuss the story – What is it about? Why films and act it out
did Shakespeare write it? Why is it still because just reading it
popular? Are there any other films or stories would be boring. It was
that you can think of that have a similar theme interesting that most of
or storyline? their goals matched mine.
3. Prologue
• What is being said?
What is going to happen? Whilst the Prologue is part
What questions remain unanswered? of the text, I have used it
• Brief introduction to the Shakespearean as a frontloading activity
sonnet: as an introduction to the
14 lines – 3 sets of 4 lines called quatrains action in the play.
2 lines at the end, called a rhyming couplet.
Rhyme scheme – abab cdcd efef gg This is meant to be only a
brief introduction to the
4. Unrequited love or puppy love? Sonnet form – we may do
• Read excerpt from The Diary of Adrian Mole more when finished with
Aged 13 3/4 (Longman Literature Guidelines, the play.
p.5)
• Discuss:
Adrian is in love. Do you agree? Authorial reading.
Is it the real thing or is it “puppy love”? Introduction to unrequited
Can you identify his “in love” symptoms? love.
What do you think Pandora thinks of Adrian?
Is this the basis for a good relationship?
Why do we find Adrian’s love amusing?
What advice would you give Adrian?
TEXT STUDY
• Watch Romeo + Juliet (Lurhman) and Zeffirelli’s Romeo and Juliet. Compare the two
films. Which do you prefer and why?