MGS Year 9 Curriculum Document: Term 3 Romeo and Juliet 1 Strands and tasks aligned to Australian National Curriculum

m Outcomes: This unit is designed to introduce students to more complex literature. Through reading and interpreting the play Romeo and Juliet students will learn about more complex literary language, learn to write analytical essays, learn to compare interpretations of a play and refine their creative writing. They will work individually and in small groups and will use ICT for research and presentation. Students will further their editing and proofreading skills and will assist each other in assessment. Language Layering of meaning: symbolism, metaphor, interplay of verbal and visual language Vocabulary expansion: employing literary terms i.e. metre, rhythm and understanding language of character analysis and thematic interpretation Analysing scenes and interpreting character and theme Parallelism: understanding the ways that repetition works in texts, understanding how visuals can use parallel structures Reading and viewing film and play focusing on language and word play. Evaluating: comparing and contrasting film text with written play script; looking at interpretations of text Film comparison task.

Tasks:

Reading and viewing scenes of the play and identifying language structures. Appreciating: consider, interpret and respond to questions/themes about life and personal experience in text; exploring common motifs

Literature

Tasks:

Literacy

Recognising and responding: articulating observations about how the author uses language for particular effects to influence readers/viewers Choose key quotes Analyzing closely and scenes to relate to language choices in selected themes selected scenes. Rewriting scenes to alter meaning. Drawing conclusions: Reflecting on text: drawing conclusions Identifying about characters and sociocultural major ideas using aspects of texts reference to particular incidents in texts

Evaluating information: looking at technique, form and style; plot and setting; justifying interpretations with reference to particular language choices

Tasks:

Analysing scenes.

Introductory work on Shakespeares world.

Close analysis tasks.

Resources: Student text book Romeo and Juliet Handouts: There are a variety of tasks here. Some are prescribed and some will be extras. There is a Bloom/Gardners matrix that is an optional homework task.

Week 1

Focus Introduction to Shakespeare, his world and language Creative writing

3 4

Learning about the play; plot, characters; setting Interpretations

Your own interpretation

Timeline Activities KWHL PowerPoint (intro) Perfect Mate task Mini Research Task Write a blurb Write a play outline **Shakespeare Assistant Task View film version (Zefferelli) Read prologue Read selected scenes and write summaries. View Luhrmann version. Close analysis of language.

Assessment Mini Research Task Creative writing tasks Sequencing activity Comparison notes. Scene summaries Scene/quote analysis

MGS Year 9 Curriculum Document: Term 3 Romeo and Juliet 3 Identify key themes and select scenes/quotes to align to themes Essay writing lesson. Planning and drafting using notes and quotes Peer editing Editing using checklists Peer editing Reflection

Writing analytical essays

Peer editing.

Essay writing

Analytical essay* Complete KWHL and reflection

**You should use the files Shakespeare Assistant.pdf, Pitch to Shakespeare Exemplar.pdf and
POSSIBLEHISTORICALFIGURESFORSHAKESPEARESPLAY.pdf

* This task is a CAT Teacher and student reflection will further improve this unit of work. Please submit your feedback to the person responsible for this unit. CAT rubric
Very Good Analysis of key themes in Romeo and Juliet Clear and well developed analysis of key themes fully aligned to question Highly appropriate and relevant quotes explanation of way that quotes support ideas. Clearly developed structure with organized and complete body paragraphs and conclusion. Very good spelling and grammar. Good In depth analysis of key themes relating to given question Well chosen and appropriate quotes with some explanation of how quotes support ideas. Clear introduction, well structured body paragraphs and clear conclusion Accurate spelling and grammar. Satisfactory Analysis of key themes showing understanding of question. Quotes chosen to support ideas. Some explanation of how quotes link to ideas. Fair Some analysis of key themes and understanding of question. Quotes mostly support ideas. Limited explanation of links between quotes and ideas. Needs Improvement Limited analysis and explanation of ideas.

Use of quotes to support ideas

Some quotes used. Limited link between quotes and topic.

Essay structure

Contains introduction, three body paragraphs and a conclusion.

Mostly follows the structure taught in class. Some elements may be missing.

Elements of essay structure need improvement. Paragraphs need to be more carefully structured. More attention needed to

Use of conventions of written

Spelling and grammar correct. Basic

Some errors present in spelling and

English

Varied clauses. Sophisticated vocabulary choices suited to task and audience.

Some variety in sentence structure and clause type. Appropriate vocabulary for task and audience.

vocabulary suited to task and audience. Some variety in sentence type.

grammar. Vocabulary basic. Mostly simple sentences.

spelling and grammar. Contains unnecessary errors.