Term 3, Week 6, Year 9, Romeo & Juliet unit

Task: To create a dramatic performance and script, a modern interpretation of the play exploring a character or characters.
Blue indicates task done/achieved. Yellow indicates that original plan has been adapted.
Lesson #

Monday P 1/2
18/8

(70 min)

Tuesday P 3/4
19/8

(70 min)

Thursday P 1/2
21/8

(70 min)

What do learners know?

(Remember/Understand)

Already know the play; already

comfortable with the
characters. Some understanding
of characters and relating to
themes.

The play; have discussed flat v.

round.

Aware of the task, how the exercises

relate. Probably enough grounding to
start generating ideas/exploring how to
extend characters with some verbal q&a
scaffolding.

Students will know

(Apply/Analyse)

What contemporary means, and

how it relates to the task. Some
understanding of what 2D/3D
characters are and how this
relates to Romeo, Juliet, etc.

Have some useful ideas for

settings for their task, some
ideas for settings and characters
and which scene they might
want to use.

How to start applying some of their

understanding of characters to try out
the activity and think about which
characters theyll be recreating for their
task.

Curriculum Outcomes
Productive Pedagogies/

Using Blooms Taxonomy:

Remembering (character quiz)understanding (why impt)applying (explicit teaching)
analysing(think about our characters and settings.)Evaluating (thinking about why Romeo is or isnt
flat)Creating (using the hotseat exercise)
Acknowledgement of Gardiners multiple intelligences , i.e. using individual voices, everyone sounds
different, okay to sound like you, try speaking through etc. Encouragement to use own voices and adapt.
Some explicit teaching/demonstrations; q&a with connectionist-style learning. Perhaps emphasis on shared
socio-cultural issues with R&J to help with getting inside a character/flat v. round.

Behaviour Management

Setting Focus
Introduction

Body
(Evaluate/Create)

Behaviour mgmt: mostly well-behaved, calls to focus. Acknowledgment of noise then moving on. In
individual/small group feedback periods, using gestures. Be aware during practical activities when to rein in
with written work. Emphasise that we can only do the fun exercises if the class behaves, otherwise we can do
all written work.
Letting everyone into the room, letting them get settled. This is a new part of the unit, were going to have a
new task.
This is how were starting to
look at our new task, why its
relevant to the play and now.
Quick quiz/poll on characters.
Considering 2D v. 3D
characters. Romeo spoken
exercisethings that make him
identifiable, recognising him.
Why hes kind of flat. X
Written exercise/evaluation of
the exercise. Students could
brainstorm ideas quickly.
(Could use podium to read
pieces out afterward.)

Conclusion/Linking

Start thinking about

contemporary settings you
could use. Think about the

Quick review of last lesson,

moving on to settings.

Getting out spelling and reading

homework, reminder we do this every
Thursday.

Discussing potential settings.

Listing on the board. Why wed
pick certain settings etc, what
they mean.

Spelling and reading homework, weekly

lesson. (35-40min)

If we have time, move on to

how would you feel if X event
from the play happened to you?
Ask for ideas on which scenes
theyd like to try.

Start discussing the potential

scenes. Note that will give you
a set of scenes, but students can

Using KWs hotseat exercise in small

groups. This will help students work out
which characters might be better for
them to work with. Can use podium if
they want to. Help reveal gaps in
knowledge.
Adapted: have moved faster than
expected. Students have chosen scenes
and developed ideas fairly
thoroughly. Some are considering
positioning. Start looking at how they
can work out dialogue and placement.
Reinforce updating, mention WS did
this.
Provide scenes they can choose from?
done, all chosen.

characters and how the

characters might relate to them.

Homework

Reminder of their regular

homework?

start thinking about which ones

to use now and groups.
Have finished this and
moved on.
Think about number in your
group, how many characters
you need.

Will do emotions and stage directions

next week; if enough done on Monday,
can watch the film.
Think over the weekend about scene
choices so can start planning next week.

Evaluation
See full reflection for details. Salient points:
Students mostly engaged with the task. Moving faster than expected. Have worked through two weeks
worth of planning quickly due to interest. Think this is because its not a clearly written task, and
provides a nice change to analytical work. Also, aware they may watch the film if we move through the
unit effectively. Plans need to be adapted, especially since students may start filming next week.