Making Shakespeare’s  Romeo and Juliet  Current for the 21 st  Century Learner Melissa J. Clark Wilkes University
Abstract <ul><li>Using Shakespeare to discuss societal issues then and now  </li></ul><ul><li>Comparison of relationships ...
Goal One <ul><li>Student Centered </li></ul><ul><ul><li>Students worked in groups several times over the course of the uni...
Goal Two <ul><li>Learning and Doing </li></ul><ul><ul><li>Students conducted their own research for the culminating projec...
Goal Three <ul><li>Inquiry-based Learning </li></ul><ul><ul><li>Students posed questions as they read  Romeo and Juliet  a...
Goal Four <ul><li>Using Information </li></ul><ul><ul><li>Students discussed family and societal relationships in  Romeo a...
Goal Five <ul><li>Facilitator </li></ul><ul><ul><li>As facilitator, I have coached students and student groups as they hav...
Goal Six <ul><li>Dynamic, Flexible Grouping </li></ul><ul><ul><li>I carefully assigned groups for this unit according to p...
Goal Seven <ul><li>Multiple Instructional and Learning Modalities </li></ul><ul><ul><li>Learning Inventory </li></ul></ul>...
Goal Eight <ul><li>Higher Order Thinking Skills </li></ul><ul><ul><li>Comparison between family and societal ideals of Sha...
Goal Nine <ul><li>Interdisciplinary </li></ul><ul><ul><li>Students from Mrs. Burdick’s Psychology class presented informat...
Goal Ten <ul><li>Collaboration </li></ul><ul><ul><li>Students will collaborate in a number of ways throughout the unit: </...
Goal Eleven <ul><li>Performance-Based Assessments: Self and Peer </li></ul><ul><ul><li>Comparison/Contrast Essay about rel...
Goal Twelve <ul><li>Multiple Sources of Information, Including Technology </li></ul><ul><ul><li>Use of text, online audio,...
Goal Thirteen <ul><li>Technology Fully Integrated Into the Classroom </li></ul><ul><ul><li>Promethean Board and speakers i...
Goal Fourteen <ul><li>Addressing the Learning Styles of all Learners </li></ul><ul><ul><li>Use of different modes of  Rome...
Goal Fifteen <ul><li>Learning How to Learn </li></ul><ul><ul><li>Examination of Learning Inventory </li></ul></ul><ul><ul>...
Goal Sixteen <ul><li>Using a Variety of Types of Information to Complete Authentic Projects </li></ul><ul><ul><li>Students...
Goal Seventeen <ul><li>Students Acting as a Professional in the Discipline </li></ul><ul><ul><li>Students will be creating...
Results <ul><li>Students have made great connections between Shakespeare’s world and their own </li></ul><ul><li>Students ...
Results continued… <ul><li>Students discussed the implications of Romeo and Juliet’s impulsiveness and the ending result <...
What I have learned… <ul><li>Taking the approach of helping students make connections between their own teenage lives and ...
My learning continued… <ul><li>My students have grown as individuals through this project since I have encouraged and coac...
I cannot wait to see their final products! The End
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Clark u13a1

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A unit on Shakespeare's Romeo and Juliet.

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Clark u13a1

  1. 1. Making Shakespeare’s Romeo and Juliet Current for the 21 st Century Learner Melissa J. Clark Wilkes University
  2. 2. Abstract <ul><li>Using Shakespeare to discuss societal issues then and now </li></ul><ul><li>Comparison of relationships in Romeo and Juliet and today’s world </li></ul><ul><li>Writing a comparison/contrast essay </li></ul><ul><li>An authentic project about teen suicide </li></ul><ul><li>Collaboration activities throughout unit </li></ul>
  3. 3. Goal One <ul><li>Student Centered </li></ul><ul><ul><li>Students worked in groups several times over the course of the unit to share information and learn from one another as they were reading Romeo and Juliet and as they were working on their authentic research project </li></ul></ul>
  4. 4. Goal Two <ul><li>Learning and Doing </li></ul><ul><ul><li>Students conducted their own research for the culminating project where they are working on creating either a Powerpoint, vodcast, podcast, or pamphlet to share with the school and area community about the causes and preventions of teen suicide </li></ul></ul>
  5. 5. Goal Three <ul><li>Inquiry-based Learning </li></ul><ul><ul><li>Students posed questions as they read Romeo and Juliet and as they researched teen suicide. The answers to those questions helped them understand the play better and helped them look for specific information when they were researching their topic of teen suicide </li></ul></ul>
  6. 6. Goal Four <ul><li>Using Information </li></ul><ul><ul><li>Students discussed family and societal relationships in Romeo and Juliet and compared them to their own family and societal relationships to note similarities and differences between the world of Shakespeare and their own </li></ul></ul>
  7. 7. Goal Five <ul><li>Facilitator </li></ul><ul><ul><li>As facilitator, I have coached students and student groups as they have worked their way through the play and as they have been researching teen suicide. I have tried to answer questions and lead them to places where they could also find answers on their own. </li></ul></ul>
  8. 8. Goal Six <ul><li>Dynamic, Flexible Grouping </li></ul><ul><ul><li>I carefully assigned groups for this unit according to personalities and students needs. Throughout the unit, I have carefully monitored how well groups are working together and intervened when necessary to make sure that things are running smoothly. </li></ul></ul>
  9. 9. Goal Seven <ul><li>Multiple Instructional and Learning Modalities </li></ul><ul><ul><li>Learning Inventory </li></ul></ul><ul><ul><li>Using audio and visual versions of the play </li></ul></ul><ul><ul><li>Fully open research for use of various media formats </li></ul></ul><ul><ul><li>Options for a Powerpoint, vodcast, podcast, or pamphlet as a final project </li></ul></ul>
  10. 10. Goal Eight <ul><li>Higher Order Thinking Skills </li></ul><ul><ul><li>Comparison between family and societal ideals of Shakespeare’s world and their own </li></ul></ul><ul><ul><li>Drawing conclusion based on the information they learn </li></ul></ul><ul><ul><li>Reflection on what students have learned and the project itself </li></ul></ul>
  11. 11. Goal Nine <ul><li>Interdisciplinary </li></ul><ul><ul><li>Students from Mrs. Burdick’s Psychology class presented information to my students about teen suicide, which my students could then use as part of their research for their authentic project </li></ul></ul><ul><ul><li>When final projects are complete, my class will share them with the psychology students </li></ul></ul>
  12. 12. Goal Ten <ul><li>Collaboration </li></ul><ul><ul><li>Students will collaborate in a number of ways throughout the unit: </li></ul></ul><ul><ul><ul><li>Group discussion about family and societal issues as we read the play and comparison to students’ family and societal issues today </li></ul></ul></ul><ul><ul><ul><li>Sharing of ideas and information about the play and with the research for the authentic project </li></ul></ul></ul><ul><ul><ul><li>Participation in the authentic project </li></ul></ul></ul>
  13. 13. Goal Eleven <ul><li>Performance-Based Assessments: Self and Peer </li></ul><ul><ul><li>Comparison/Contrast Essay about relationships in Romeo and Juliet and in teen’s lives today </li></ul></ul><ul><ul><li>Powerpoint, Vod/podcast, or Pamphlet in which peers will review before final revision </li></ul></ul><ul><ul><li>Self-assessment at the end of the project </li></ul></ul>
  14. 14. Goal Twelve <ul><li>Multiple Sources of Information, Including Technology </li></ul><ul><ul><li>Use of text, online audio, and the movie version of the play </li></ul></ul><ul><ul><li>Use of the library, online research, and psychology presentation for final project </li></ul></ul><ul><ul><li>Use of technology to create final project </li></ul></ul>
  15. 15. Goal Thirteen <ul><li>Technology Fully Integrated Into the Classroom </li></ul><ul><ul><li>Promethean Board and speakers in the classroom for audio and visual parts of the project </li></ul></ul><ul><ul><li>Utilization of laptops for research and creation of final project </li></ul></ul><ul><ul><li>Possible use of webcams and headsets for final project </li></ul></ul>
  16. 16. Goal Fourteen <ul><li>Addressing the Learning Styles of all Learners </li></ul><ul><ul><li>Use of different modes of Romeo and Juliet , plus the use of modern versions for struggling students allows me to address many different learning styles </li></ul></ul><ul><ul><li>Students’ final project options of a Powerpoint, Vod/Podcast, or pamphlet can also address different learning styles </li></ul></ul>
  17. 17. Goal Fifteen <ul><li>Learning How to Learn </li></ul><ul><ul><li>Examination of Learning Inventory </li></ul></ul><ul><ul><li>Using questioning techniques </li></ul></ul><ul><ul><li>Researching </li></ul></ul>
  18. 18. Goal Sixteen <ul><li>Using a Variety of Types of Information to Complete Authentic Projects </li></ul><ul><ul><li>Students are required to use the following types of sources for their final project: </li></ul></ul><ul><ul><ul><li>A News source </li></ul></ul></ul><ul><ul><ul><li>An Interview </li></ul></ul></ul><ul><ul><ul><li>A Webpage </li></ul></ul></ul><ul><ul><ul><li>The Psychology class’s presentation </li></ul></ul></ul><ul><ul><ul><li>For Vodcasts, students can also use video sources </li></ul></ul></ul>
  19. 19. Goal Seventeen <ul><li>Students Acting as a Professional in the Discipline </li></ul><ul><ul><li>Students will be creating authentic projects that will be viewed and/or distributed throughout their school and community with the professionalism that would be seen from the same media coming from an area agency that addresses teen suicide. </li></ul></ul>
  20. 20. Results <ul><li>Students have made great connections between Shakespeare’s world and their own </li></ul><ul><li>Students have used questioning techniques to further their understanding of the text </li></ul><ul><li>Students have researched the internet for tools to use for a better understanding of the text </li></ul><ul><li>Students have become more independent learners </li></ul>
  21. 21. Results continued… <ul><li>Students discussed the implications of Romeo and Juliet’s impulsiveness and the ending result </li></ul><ul><li>Students are working on their final project: A Powerpoint, Vod or Podcast, or a Pamphlet about the causes, symptoms, and possible preventions of teen suicide </li></ul>
  22. 22. What I have learned… <ul><li>Taking the approach of helping students make connections between their own teenage lives and the teenage lives of Romeo and Juliet has really helped them take an interest in the play and motivated them to work at understanding the language of Shakespeare </li></ul>
  23. 23. My learning continued… <ul><li>My students have grown as individuals through this project since I have encouraged and coached them to find ways to learn and understand for themselves. </li></ul><ul><li>I have been able to let go of the reigns a bit more through this unit and my students have taken them! </li></ul>
  24. 24. I cannot wait to see their final products! The End

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