Lesson 5: Romeo and Juliet by Baz Luhrmann
Students are to watch Baz Luhrmanns production of Romeo and Juliet and are to think about how he has changed elements of the play to fit a contemporary modern setting. Students are asked to jot down notes on any changed they may witness whilst watching the movie
Lesson 6: Romeo and Juliet Role play and Creativity
All desks are to be moved to the sides of the room leaving a space in the centre of the room. Written on the board is DRAMATISATION. Students are then asked to discuss what they think this word means. What does it mean? If it has the word drama does that give you any hints on what it could mean? The definition is “the reconstruction of an event, novel, or story in a form suitable for dramatic presentation”
Students are asked to pair up and sit in some area of the classroom. In their pair they must then think of 5 situations that occur in day to day life. Boring normal chores or activities that always occur. Each pair is then to write their list on the board. After that is done the class as a whole will narrow the lists down to 5 specific activities that occur at home. E.g. doing the shopping, doing the laundry, walking the dog. Students make 5 even groups. Each group will be given one of the activities they have chosen from the list and a piece of butchers’ paper. Each group is to pick one of the chosen scenarios they have created and perform it to the rest of the class. The groups may separate around the room and some may go outside if they wish. All students are given approximately 15 minutes to create their short dramatic piece. Students are to perform their pieces in front of the rest of the class in the cleared space in the room.
After the class has concluded performing their own pieces the ideal of the lesson is brought to their attention. How can they relate and do what they have just done with a scene from Romeo and Juliet. Do they think it would be easy or hard to add drama to a scene from an already dramatic play? Class discussion on how they think they could make Romeo and Juliet modern and dramatized for a soap opera. Each student is asked to think about which scene they would like to try and dramatize. Each student is given 5 minutes at the end of the lesson to reflect using their own personal blog. Students are asked to place their ideas of the scene they have chosen onto their own personal blog aswell.
Students are asked to pair up and sit in some area of the classroom. In their pair they must then think of 5 situations that occur in day to day life. Boring normal chores or activities that always occur. Each pair is then to write their list on the board. After that is done the class as a whole will narrow the lists down to 5 specific activities that occur at home. E.g. doing the shopping, doing the laundry, walking the dog. Students make 5 even groups. Each group will be given one of the activities they have chosen from the list and a piece of butchers’ paper. Each group is to pick one of the chosen scenarios they have created and perform it to the rest of the class. The groups may separate around the room and some may go outside if they wish. All students are given approximately 15 minutes to create their short dramatic piece. Students are to perform their pieces in front of the rest of the class in the cleared space in the room.
After the class has concluded performing their own pieces the ideal of the lesson is brought to their attention. How can they relate and do what they have just done with a scene from Romeo and Juliet. Do they think it would be easy or hard to add drama to a scene from an already dramatic play? Class discussion on how they think they could make Romeo and Juliet modern and dramatized for a soap opera. Each student is asked to think about which scene they would like to try and dramatize. Each student is given 5 minutes at the end of the lesson to reflect using their own personal blog. Students are asked to place their ideas of the scene they have chosen onto their own personal blog aswell.
Lesson 7: Movie storm
Students will require one computer between 2.
Movie storm is brought up onto the smart board and shown to the class. Students are reminded that they can use a sample set or build their own and are reminded of the specific tools they can use. Students are shown the tools in which you can make characters, change your set, change camera angles, add characters and make your characters perform.
Students are given time to play and are asked to create a movie that has two people punching, two people hugging and one person dying by the end of the lesson.
Each student is asked if they are having any difficulties with the tasks? Is anyone not sure on a scene to adapt? Class discussion on any problems or questions.
Movie storm is brought up onto the smart board and shown to the class. Students are reminded that they can use a sample set or build their own and are reminded of the specific tools they can use. Students are shown the tools in which you can make characters, change your set, change camera angles, add characters and make your characters perform.
Students are given time to play and are asked to create a movie that has two people punching, two people hugging and one person dying by the end of the lesson.
Each student is asked if they are having any difficulties with the tasks? Is anyone not sure on a scene to adapt? Class discussion on any problems or questions.
Lesson 8: Movie storm and assessment help
The purpose of this lesson is to brainstorm ideas about which elements of the play will need to be changed in order for you to make your soap opera scene. And to go over the elements of movie storm that you will need to use to make your scene.
Students are asked to pair up and grab a copy of the play. Each pair will be given a scene in the play and write down any information from the play that would need to e changed. Two or more pairs will be given the one scene to dissect. Recommended scenes are Act 2 scene 4, Act 2 scene 5, Act 3 scene 2, Act 3 scene 4.
After writing down any props, characters or activities that would have to be changed when fitting the play into a modern day setting the student is then asked to share to the class which scene they have decided to change into a soap opera. Each student is asked to write their name and selected scene on the board so that the LM can reference back. “What changes have been made in the introduction for this movie to create a modern setting for Romeo and Juliet?” LM then plays students the introduction clip for Baz Luhrmanns Romeo and Juliet.
The students are then asked to dissect the scene in which they have chosen to do for assessment. This information is to be placed into their blog. This dissection should include Basic plot of their chosen scene: Characters involved: Elements that must be adapted from scene:
Students are asked to pair up and grab a copy of the play. Each pair will be given a scene in the play and write down any information from the play that would need to e changed. Two or more pairs will be given the one scene to dissect. Recommended scenes are Act 2 scene 4, Act 2 scene 5, Act 3 scene 2, Act 3 scene 4.
After writing down any props, characters or activities that would have to be changed when fitting the play into a modern day setting the student is then asked to share to the class which scene they have decided to change into a soap opera. Each student is asked to write their name and selected scene on the board so that the LM can reference back. “What changes have been made in the introduction for this movie to create a modern setting for Romeo and Juliet?” LM then plays students the introduction clip for Baz Luhrmanns Romeo and Juliet.
The students are then asked to dissect the scene in which they have chosen to do for assessment. This information is to be placed into their blog. This dissection should include Basic plot of their chosen scene: Characters involved: Elements that must be adapted from scene: