Action plan
Managing e-learning action plan
Courtney halse
Class: year 8 English
Unit title: Romeo and Juliet: a modern day soap opera
Task:
Students will be required to study and analyze a contemporary version and the original play of William Shakespeare’s Romeo and Juliet play. In studying the characters, scenes and plot of the play they will then transform a scene from the original play into a modern day soap opera. Students will be asked to use different websites, watch Baz Luhrmanns contemporary version of the play, collaborate in groups to discuss thoughts and ideas, use a blog as a reflective journal, use role play to gain imaginative ideas on transforming and creating, use video cameras to capture their completed scene that they have created.
Essential learning’s:
Knowledge and Understanding
· The purpose of speaking and listening includes examining issues, evaluating opinions, convincing others, and managing relationships and transactions.
· Readers and viewers draw on their prior knowledge, knowledge of language elements, points of view, beliefs and cultural understandings when engaging with a text
· Relationships between ideas in texts are signaled by connectives to sequence and contrast ideas, show cause and effect, and clarify or add information
· Audiences can be positioned to view characters and ideas in particular ways and these views can be questioned.
· Themes are explored through the interplay of setting, plot and character, and the actions, speech, thoughts and feelings of characters.
· Auditory, spoken, visual and nonverbal elements, including the use of sound fades, dissolves, cuts, hyperlinks, camera angles and shot types, can be combined to position an audience
· Speakers and listeners use a number of strategies to make meaning, including identifying purpose, activating prior knowledge, responding, questioning, identifying main ideas, monitoring, summarizing and reflecting.
· Literary texts entertain, evoke emotion, create suspense, parody and develop themes.
Ways of Working
· Identify main ideas and the sequence of events, make inferences and draw conclusions based on their understanding of the reliability of ideas and information across texts
· Demonstrate and analyze the relationship between audience, subject matter, purpose and text type
· Reflect on and analyze how language choices position readers/viewers/listeners in particular ways for different purposes and can exclude information
· Reflect on learning, apply new understandings and justify future applications.
· construct literary texts by planning and developing subject matter, and manipulating languageelements to present particular points of view
· Vocabulary is chosen to establish roles and relationships with an audience, including thedemonstration of personal authority and credibility
Relate:
Students are asked to work in groups in multiple activities throughout the unit. Students are asked to discuss their prior knowledge on soap operas and to take noted of the groups thoughts on a piece of butcher’s paper. This list of prior knowledge could then be placed into a mind map using bubbl.us (an online mind mapping and scaffolding website. This could be on the smart white board and being added to while students share with the class their group’s ideas. Think pair share is used as a teaching strategy to allow students the time to gain more knowledge and understanding from peer teaching and collaborating rather than direct teaching. Group work is used in an activity to create dramatic scenarios from regular activities that occur in day to day life. Students are able to explore their creativity in these groups.
Individual activities are also interspersed throughout the unit with individual reflection required on a personal blog. This blog will also include updates and ideas on the scene in which the student has decided to transform into a soap opera. Think pair share also gives the students individual thinking time between collaborative group activities.
Create:
Students are able to create and define their own end task as they are free to pick any scene from the Romeo and Juliet text in which to alter into a dramatized and modernized scene. Using activities throughout the unit in which students can use their imagination and create their own finished product allows them make their own individual learning purposeful. In the group activity involving dramatization and role play students collaborated to make a list of activities that they saw as being a part of everyday life and were then given free rein in making the scene something new. At the beginning of the unit the students are made aware of the end task, to create a scene from Romeo and Juliet that would fit into a modern day soap opera, and each activity and lesson will be easily seen to be beneficial in helping them achieve the end task.
Donate:
Students are to create a scene from a soap opera using only the Romeo and Juliet play. Students are going to gain knowledge on drama while creating and acting out scenes, representation of how people and scene are displayed and perceived, language and how modern day language has changed and themes of life in this unit. Each student will also hone their collaboration skills and imagination skills in the process of creating their final piece.
ICT tools:
· Using Google as a search engine
· Various TV shows websites
o Home and away website
o Neighbours website
· Blogger
· Smart white board
· Bubble.us
· Movie Storm
· Class weebly
Courtney halse
Class: year 8 English
Unit title: Romeo and Juliet: a modern day soap opera
Task:
Students will be required to study and analyze a contemporary version and the original play of William Shakespeare’s Romeo and Juliet play. In studying the characters, scenes and plot of the play they will then transform a scene from the original play into a modern day soap opera. Students will be asked to use different websites, watch Baz Luhrmanns contemporary version of the play, collaborate in groups to discuss thoughts and ideas, use a blog as a reflective journal, use role play to gain imaginative ideas on transforming and creating, use video cameras to capture their completed scene that they have created.
Essential learning’s:
Knowledge and Understanding
· The purpose of speaking and listening includes examining issues, evaluating opinions, convincing others, and managing relationships and transactions.
· Readers and viewers draw on their prior knowledge, knowledge of language elements, points of view, beliefs and cultural understandings when engaging with a text
· Relationships between ideas in texts are signaled by connectives to sequence and contrast ideas, show cause and effect, and clarify or add information
· Audiences can be positioned to view characters and ideas in particular ways and these views can be questioned.
· Themes are explored through the interplay of setting, plot and character, and the actions, speech, thoughts and feelings of characters.
· Auditory, spoken, visual and nonverbal elements, including the use of sound fades, dissolves, cuts, hyperlinks, camera angles and shot types, can be combined to position an audience
· Speakers and listeners use a number of strategies to make meaning, including identifying purpose, activating prior knowledge, responding, questioning, identifying main ideas, monitoring, summarizing and reflecting.
· Literary texts entertain, evoke emotion, create suspense, parody and develop themes.
Ways of Working
· Identify main ideas and the sequence of events, make inferences and draw conclusions based on their understanding of the reliability of ideas and information across texts
· Demonstrate and analyze the relationship between audience, subject matter, purpose and text type
· Reflect on and analyze how language choices position readers/viewers/listeners in particular ways for different purposes and can exclude information
· Reflect on learning, apply new understandings and justify future applications.
· construct literary texts by planning and developing subject matter, and manipulating languageelements to present particular points of view
· Vocabulary is chosen to establish roles and relationships with an audience, including thedemonstration of personal authority and credibility
Relate:
Students are asked to work in groups in multiple activities throughout the unit. Students are asked to discuss their prior knowledge on soap operas and to take noted of the groups thoughts on a piece of butcher’s paper. This list of prior knowledge could then be placed into a mind map using bubbl.us (an online mind mapping and scaffolding website. This could be on the smart white board and being added to while students share with the class their group’s ideas. Think pair share is used as a teaching strategy to allow students the time to gain more knowledge and understanding from peer teaching and collaborating rather than direct teaching. Group work is used in an activity to create dramatic scenarios from regular activities that occur in day to day life. Students are able to explore their creativity in these groups.
Individual activities are also interspersed throughout the unit with individual reflection required on a personal blog. This blog will also include updates and ideas on the scene in which the student has decided to transform into a soap opera. Think pair share also gives the students individual thinking time between collaborative group activities.
Create:
Students are able to create and define their own end task as they are free to pick any scene from the Romeo and Juliet text in which to alter into a dramatized and modernized scene. Using activities throughout the unit in which students can use their imagination and create their own finished product allows them make their own individual learning purposeful. In the group activity involving dramatization and role play students collaborated to make a list of activities that they saw as being a part of everyday life and were then given free rein in making the scene something new. At the beginning of the unit the students are made aware of the end task, to create a scene from Romeo and Juliet that would fit into a modern day soap opera, and each activity and lesson will be easily seen to be beneficial in helping them achieve the end task.
Donate:
Students are to create a scene from a soap opera using only the Romeo and Juliet play. Students are going to gain knowledge on drama while creating and acting out scenes, representation of how people and scene are displayed and perceived, language and how modern day language has changed and themes of life in this unit. Each student will also hone their collaboration skills and imagination skills in the process of creating their final piece.
ICT tools:
· Using Google as a search engine
· Various TV shows websites
o Home and away website
o Neighbours website
· Blogger
· Smart white board
· Bubble.us
· Movie Storm
· Class weebly