Romeo and juliet reflection statement

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Romeo and juliet reflection statement

  1. 1. This lesson is designed for a NSW Stage 5 Year 9 English/Drama class studying the theme of ‘Love and Barriers’ (in two lessons) analysing Shakespeare’s balcony scene from Romeo and Juliet. English 1.1 respond to and compose a range of imaginative, factual and critical texts which are increasingly demanding in terms of their linguistic, structural, cognitive, emotional and moral complexity 1.2 respond to and compose more sustained texts in a range of contexts 1.5 respond to texts from different reading positions as an aspect of their developing moral and ethical stances on issues 2.1 produce sustained spoken and written texts in rehearsed, unrehearsed and impromptu situations 2.2 use writing and representing as an aid to research, planning, classifying information and learning 2.5 assess the achievements of their own and others compositions and responses according to specific guidelines of effectiveness for purpose, audience and context 3.1 respond to and compose increasingly complex texts in different technologies considering the effects of the technology including layout and design on meaning 3.2 identify and critically evaluate the ways information, ideas and issues are shaped by and presented through technology 3.3 use advanced word processing tools including formatting of references and bibliographies, formatting multiple page documents including weblinks, importing data from internet and manipulating images to compose and format texts for different purposes, audiences and contexts, including the workplace 5.3 adapt their own or familiar texts into different forms, structures, modes and media for different purposes, audiences and contexts 7.1 ask perceptive and relevant questions, make logical predictions, draw analogies and challenge ideas and information in texts 9.2 relate the content and ideas in texts to the world beyond the texts 9.3 describe ways in which their own responses to texts are personal and reflect their own context 9.4 identify different reading positions and interpretations of particular texts and appreciate distinctions in meaning 9.5 draw conclusions about their own values in relation to the values expressed and reflected by texts, and their responses to them. Drama 1.1 manipulates the elements of drama to create belief, clarity and tension in character, role, situation and action 1.2 contributes, selects, develops and structures ideas in improvisation and play building 1.3 devises, interprets and enacts drama using scripted and unscripted material or text 3.1 responds to, reflects on and evaluates elements of drama, dramatic forms, performance styles, dramatic techniques and theatrical conventions
  2. 2. Romeo and Juliet Theme - Love and barriers The Balcony Scene
  3. 3. Task B <ul><li>CO-OPORATIVE LEARNING TASK </li></ul><ul><li>English/Drama </li></ul><ul><li>(Cross KLA) </li></ul><ul><li>In your pairs you will view the YouTube clip of the ‘Balcony Scene’ http://youtu.be/CDa5dLDEQio </li></ul><ul><li>You will then unpack its meaning in co-operative (pairs) discussion </li></ul>
  4. 4. Main Body of Task <ul><li>You are to create a PowerPoint presentation of your understanding of the text (in words and pictures) using the language that you would use in your own community. </li></ul><ul><li>You will write your interpretation in red (underneath the Shakespearian verse) </li></ul><ul><li>The first two slides are given as standard examples </li></ul>
  5. 5. Act 2 Scene 2 – The Balcony Scene (Example 1) <ul><li>Juliet: O Romeo, Romeo! Wherefore art thou Romeo? </li></ul><ul><li>Oh, Romeo, Romeo, why do you have to be Romeo? </li></ul><ul><li>Deny thy father and refuse thy name. </li></ul><ul><li>Forget about your father and change your name. </li></ul><ul><li>Or, if thou wilt not, be but sworn my love, And I’ll no longer be a Capulet </li></ul><ul><li>Or else, if you won’t change your name, just swear you love me and I’ll stop being a Capulet. </li></ul>
  6. 6. <ul><li>Example 2 </li></ul><ul><li>Romeo: (aside) Shall I hear more, or shall I speak at this? </li></ul><ul><li>Romeo: (to himself) Should I listen for more, or should I speak now? </li></ul>
  7. 7. <ul><li>‘ Tis but thy name that is my enemy. Thou art thyself, though not a Montague </li></ul><ul><li>It’s……… </li></ul><ul><li>What’s a Montague? It is nor hand, nor foot, Nor arm, nor face, nor any other part belonging to a man. </li></ul><ul><li>What’s …. </li></ul>Montague Pictures: courtesy of Melody Thorburn.
  8. 8. <ul><li>What’s a name? That which we call a rose By any other word would smell as sweet. </li></ul><ul><li>What ... </li></ul>
  9. 9. <ul><li>So Romeo would, were he not Romeo called, Retain that dear perfection which he owes Without that title. </li></ul><ul><li>Romeo ... </li></ul>Robert Patterson Sid Snot
  10. 10. Assessment <ul><li>Your own interpretation (10 marks) </li></ul><ul><li>Presentation </li></ul><ul><li>You have the choice of Acting out the scene (using your own dialogue as the script) 20 marks </li></ul><ul><li>Or making and presenting a video of your interpretation (using your own dialogue as the script) and posting it to http://www.teachertube.com/ 20 marks </li></ul>
  11. 11. Reflection Statement in Blog Form http://www.blogger.com/posts.g?blogID=795671715985306141 PARA 1 <ul><li>My representation is of the Balcony Scene Act 2 Scene2. I have chosen this scene, these lines, and this technology to present it because they clearly represent the theme of love . I have used a variety of techniques to convey both the events and the theme. </li></ul><ul><li>BLOGGER LINK: </li></ul><ul><li>https://accounts.google.com/ServiceLogin?service=blogger&passive=1209600&continue=http://www.blogger.com/home&followup=http://www.blogger.com/home&ltmpl=start#s01 </li></ul>Reflection Statement in Blog Form http://www.blogger.com/posts.g?blogID=795671715985306141 PARA 1
  12. 12. Para 2 <ul><li>The images that I have used are of opposing points of view, as I believe this is the common thread which binds this particular scene together. I have used images of beauty such as: a rose, a sunset, and a teenage idol. The purpose is to bring to light the real value of a person’s true character over the title of something. </li></ul>
  13. 13. Para 3 <ul><li>I have used warm colours, such as a red rose and a pastel sunset to show how one can be blinded by the beauty of love. I have also exaggerated the use of a name , Robert Patterson, to show that names don’t always reflect a person’s true character. </li></ul>
  14. 14. Para 4 <ul><li>In conclusion , I believe that my representation of the </li></ul><ul><li>balcony scene is a fair one. It helps people to instantly see </li></ul><ul><li>the idea of love by using romantic imagery and pictures . This gives us a gateway into how the two young lovers were feeling as their relationship was growing. </li></ul><ul><li>I also think that, even though my representation is in </li></ul><ul><li>computer graphics (not my strongest point), I could not </li></ul><ul><li>have captured the natural beauty of objects, such as the </li></ul><ul><li>red rose, if I had chosen my preferred style (hand drawn </li></ul><ul><li>flipchart). </li></ul>

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