Learning intentions

Ss that participate in the project will be encouraged to:

  • learn about Shakespeare.
  • learn the difference between play and prose.
  • learn about Shakespeare´s play Romeo and Juliet.
  • learn what tragedy is.
  • become familiar with the themes and characters in Romeo and Juliet
  • do literary analysis of the play.
  • reflect upon conflict and what causes conflict from two different perspectives.

Students will also develop XXI Century Skills:

  • collaboration
  • creativity
  • critical thinking
  • communication & presentation of ideas
  • empathy
  • global citizenship
  • ICT

Final Individual Class Task:

1.Theme, Conflict in the times of Romeo and Juliet and now.

 (this final task will be carried out by each class )

From an individual perspective,

  • What causes conflicts between you and your family ? And between peers? How are these conflicts best resolved?
  • How can this help us  understand conflict in Romeo and Juliet?
  • Why do  conflicts in Romeo and Juliet begin? Were some conflicts  inevitable?  Are these kind of conflicts usual today?

From a global perspective,

  • Are there conflicts in the world?
  • Are people tolerant enough to allow people to live with differences?

 Final Collaborative Task:

Every class participating will:

  1. Choose a character and present a complete profile, it could be any  format.  Storyboard is a great tool and you can include as many features as you want!

    Captura de pantalla 2016-07-22 a las 9.58.35 a.m.

Once every class makes the contribution  character descriptions will be collated in a poster. Showing collaborative outcome.

2. One student will play the role of the assigned character and record her/him dressed up as the character and with some props showing something from the culture of that class  (Argentinian Juliet could be drinking some mate) this character will introduce  his or her point of view of the story.

e.g.”I am Juliet Capulet. I must confess that I fell in love with the wrong man and…”

Each teacher will have a google folder shared with me to upload the material they will be producing. Once the monologues are recorded, uploaded to You Tube and uploaded to the google folder, they will be uploaded and placed  on a map of the world (using ThingLink). Once the videos are uploaded and placed on the map were they are from, we will find each character (the video the class recorded) with a different nationality : An Australian Juliet, a Brazilian Romeo, etc stating their points of view of one part of the story.

Procedure:

Here you have some suggestions for  Week September 5 to September 9 (Before starting the project)
  • share the name of the project with your kids and ask them what expectations they have. (I will consider them at the moment of planning or publishing new posts in the blog)
  • tell your students that they will be working collaboratively with other classes all over the world. They can find them on  the map and see locations.See map
  • if possible  take a picture of your class, in this way each class can get to know the rest of the classes. (Upload photos and material to your Google folder)
  • make sure you or the kids tweet comments about their expectations. Remember to use #globalrj

Week 1 September 12 to September 16

  • students do research about Shakespeare, his life and work. It could be great if they can produce a Timeline with facts about his life and work. Their research could be based on BBC shakespeare.
  • remind your students that this year we are celebrating 400th anniversary of his death.
  •  for more information your students could explore  Shakespeare´s Globe Theatre.
  • Teachers tell students that they will start reading a play called Romeo and Juliet. Students find out the differences between play and prose. They learn about the elements of drama

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(Thanks to Teachers pay teachers)
(Thanks to Melissa Stout, author of the Powtoon presentation)

 

Week 2 September 19 to September 23

  • Teachers introduce the material they will use to work on Romeo or Juliet. (Some teachers will use text, others may use videos , a film or any other material available to work on the play)

Some suggestions on websites you can consult are:

Video for kids

Video dailymotions for kids

Photobook Romeo and Juliet

Script for primary schools

English Class in Performance

Movies and full scripts are also available. If your students are under 12 you should not consider the movie Romeo and Juliet but kids´versions such as Disney´s Gonomeo and Juliet.

  • Students learn what Tragedy is and the concept of tragic love , especially if students are adolescents.

Week 3 September 26 to September 30

  • T carries out Literary analysis on the story. Literary elements such as : characters, setting, point of view, plot ( main events, rising  action, climax, falling action) conflict, resolution should be covered and whatever element teachers consider necessary to include.
  • Characters will be carefully developed .
  • Students focus on primary point of view.
  • groups will gather with one or two classes, via Google Hangout or Skype to carry out Reader’s Theater (students “perform” by reading scripts. The goal is to enhance reading skill and confidence through practice with a purpose) They will read a specific part of the script previously selected,a part that is fun to do with lots of good dialogue will be chosen. this activity will be done  with small groups, so we can have a couple of readers per class.

Week 4 October 3 to October 7

  • Students analyse the theme of conflict in the play and reflect upon conflict today (See the two perspectives described in Final Individual Task )
  • groups will gather a class participating in the project  via Google Hangout or Skype,to exchange ideas about conflict today. Some students per classroom will describe a conflictive situation they went through (previously written) and some students from the other class will give an opinion and say what they would have done in that situation.
  • Students work on assigned character.( Collaborative Final task )
  • Students work on assigned character point of view ( Collaborative Final task)

Week 5 October 10 to October 14

  • Teachers submit final products by uploading material in the google folder, so as to contribute to final collaborative tasks.
  • Classes will have the possibility of meeting other classes through Google Hangouts or Skype. (During this week or whenever teachers decide it is the right moment to share)
It is important to say that while going through the project we may add or modify tasks according to the classes´needs
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