Secondary Curriculum 1B - English

Alicia Sukkar - 18363441

Unit of Work

Subject: English Title: Shakespearean Tragedy: Romeo and Juliet

Topic: Shakespeare Suggested duration: 4 weeks/ 16 hours
Stage: 5 (Year 9)

Rationale:

This unit or work aims to present Shakespeare in a more in depth approach. In this unit students will focus largely on the text Romeo and
Juliet while fulfilling the outcomes and content established in the Stage 5 syllabus (NESA, 2012). During the period of teaching, student will
watch Zeffirelli film version of Romeo and Juliet, where they will analyse it for film techniques and themes. Students will also closely study
Shakespeare’s playwright of the story. In order to provide students with the best possible teaching, this unit has taken into accounts students
cognitive abilities when learning, as a result the unit has attempted to reflect the hierarchy established in Bloom’s Taxonomy (Adams, 2015).
The unit focuses largely on students ability to remember information through constant questioning, it then adapts activities that allow
students to understand the content, to the apply, analyse, evaluate and then finally create. As the topic is heavily content based, the unit has
been designed to include activities that foster their learning such as games, online research, group work, virtual tours and other practices.
These activities are in place for the constant engagement and further learning so that creativity is fostered by the students and responses are
therefore written imaginatively. The unit aims for students to form a connection with the text and find solace with the themes “love” and
“tragedy” as well as the others present in the text. The students analysis of both film and the playwright in combination with online research
foster more active and engaged participation within their own learning (Boas et al., 2016, 130). Students are constantly questioned and
engaging in discussion throughout the unit, this is largely done through collaborative work such as group work or class discussions, which
allows students to encounter higher order choices and higher order thinking (Boas et al., 2016, 23). Further high-high-order levels of
thinking is encountered by students during the deep analysis of the texts, where they become critical learners (Adams, 2015, p.152). By the
fourth week of the unit students are taking more responsibility for their own learning which collectively assists them in preparation for their
assessment task (Boas et al., 2016, 23).

Outcomes
A student:
- responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative
expression and pleasure (EN5-1A).
- effectively uses and critically assesses a wide range of processes, skills, strategies and knowledge for responding to and composing a wide
range of texts in different media and technologies (EN5-2A).
- selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, describing
and explaining their effects on meaning (EN5-3B).
- effectively transfers knowledge, skills and understanding of language concepts into new and different contexts (EN5-4B).
- thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and arguments to respond
to and compose texts in a range of contexts (EN5-5C).
- investigates the relationships between and among texts (EN5-6C).
- understands and evaluates the diverse ways texts can represent personal and public worlds (EN5-7D).
- questions, challenges and evaluates cultural assumptions in texts and their effects on meaning (EN5-8D).
- purposefully reflects on, assesses and adapts their individual and collaborative skills with increasing independence and effectiveness
(EN5-9E).

References/ Resources
Adams, N. (2015). Bloom's taxonomy of cognitive learning objectives. Journal of the Medical Library Association, 103(3), 152-153.

Boas, E. and Gazis, S. (2016). The Artful English Teacher: Over 100 Practical Strategies for the English Classroom. Adelaide: Australian
Association for the Teaching of English. Review of Education, 38(1), 9-24.

NSW Education Standards Authority (2012). NSW English K-10 Syllabus Stage 4. NSW Government. Retrieved from http://
syllabus.nesa.nsw.edu.au/assets/ englishk10/downloads/englishk10_full.pdf
 Syllabus content

Students: EN5-4B
-use prediction, speculation, hypothesis and paraphrasing as strategies for
EN5-1A accessing complex types of texts with unfamiliar ideas or structures.
-analyse ideas, information, perspectives, contexts and ideologies and the ways -recognise different uses of visual texts, media and multimedia, including the
they are presented in increasingly demanding, sustained imaginative, internet, e.g. browsing the web to locate information.
informative and persuasive texts. -analyse texts from familiar and unfamiliar contexts and discuss and evaluate
-appreciate, explain and respond to the aesthetic qualities and the power of their content and the appeal of an individual author’s literary style.
language in an increasingly sophisticated range of texts. -locate, select, synthesise and creatively use information, ideas and arguments
-identify how vocabulary choices contribute to specificity, abstraction and from texts to compose new texts.
stylistic effectiveness. -investigate and experiment with the use and effect of extended metaphor,
-investigate and experiment with the way’s irony, sarcasm and ridicule can be metonymy, allegory, icons, myths and symbolism in texts, for example poetry,
used to expose, denounce and deride, and how these shape responses. short films, graphic novels, and plays on similar themes.
-identify and explore the purposes and effects of different text structures and
language features of spoken texts and use this knowledge to create purposeful EN5-5C
texts that inform, persuade and engage. -investigate the ways different modes, subject areas, media and cultural
representation affect their personal and critical responses to texts.
EN5-2A -pose increasingly perceptive and relevant questions, make logical predictions,
-understand that authors innovate with text structures and language for specific draw analogies and challenge ideas and information as presented by others and
purposes and effects. in texts.
-value engagement in the creative process of composing texts. -respond to and compose a range of sustained imaginative, informative and
-apply an expanding vocabulary to read increasingly complex texts with fluency persuasive texts which are increasingly demanding in terms of ideas, arguments
and comprehension. and linguistic, structural, cognitive, emotional and moral complexity.
- use comprehension strategies to compare and contrast information within and
between texts, identifying and analysing embedded perspectives, and evaluating EN5-6C
supporting evidence. -research and explore the texts of specific composers, e.g. a novelist, poet,
filmmaker or dramatist, considering themes, language techniques and
EN5-3B similarities and differences in their works.
-refine vocabulary choices to discriminate between shades of meaning, with -explore and appreciate the similarities and differences between and among
deliberate attention to the effect on audiences. more demanding texts.
-understand that Standard Australian English in its spoken and written forms -investigate and describe the recurring features of particular genres e.g.
has a history of evolution and change and continues to evolve. westerns or science fiction, focusing on their storylines, iconography, value
-engage with a range of increasingly complex language forms, features and systems and techniques.
structures of texts in meaningful, contextualised and authentic ways. -study and evaluate variations within conventions of particular genres and how
-use voice effects, e.g. tone, volume, pitch, pauses and change of pace, for these variations reflect a text’s purpose.
specific effects such as arguing a point of view or attempting to persuade an -analyse and evaluate text structures and language features of literary texts and
audience to a course of action. make relevant thematic and intertextual connections with other texts.
-choose a reading technique and reading path appropriate for the type of text, to
EN5-7D retrieve and connect ideas within and between texts.
- analyse the ways in which creative and imaginative texts can explore human - create imaginative texts that make relevant thematic and intertextual
experience, universal themes and social contexts. connections with other texts.
 Overview of teaching and learning activities
Syllabus content Teaching and learning activities Resources Assessment
EN5-4B Week 1 Handout: The life of Formative Assessment:
-use prediction, Shakespeare (appendix Brainstorm students’
speculation, hypothesis Introduction of the topic of study: Shakespearean Tragedy: Romeo and 1a) knowledge to inform
and paraphrasing as Juliet. teaching of the program.
strategies for accessing
Internet access This provides teachers
complex types of texts Students to conduct their own research of Shakespeare and come up with as
with unfamiliar ideas or with a glimpse of
many interesting points about him. Students to share their answers and Globe Theatre student content
structures.
teacher is to create a mind map of those answers. Students should focus on presentation (appendix understanding. Allows
-recognise different uses his life, where he lived, what was he known for etc. 1b) teacher to
of visual texts, media differentiate/cater
and multimedia, Provide students with a handout on the Life of Shakespeare, nominate a further learning. The
including the internet, student to read the sheet. Students to highlight or underline any key
timeline activity also
e.g. browsing the web to information. Using the information gathered in both activities, students are to
assesses student’s ability
locate information. use stickie-notes and in separate groups they are to timeline Shakespeare’s
to think logically.
life. Students are to present their timeline and justify the flow of it with
EN5-6C reference to the handout sheet.
-research and explore
the texts of specific The class is split into 8 groups. Each group is given a topic of the following:
composers, e.g. a - Elizabethan Theatres
novelist, poet, - Elizabethan Costumes
filmmaker or dramatist, - Elizabethan Times Famous Explorers
considering themes, - Elizabethan Medicines Adjustments/Assessmen
language techniques and - Elizabethan Era Daily Life of People t:
similarities and - Different Tortures during Elizabethan age Students collaboratively
differences in their - Elizabethan Era Children’s Education compose a timeline –
works. - Elizabethan Fashion developed from prior
Each group is to conduct research on the topic and provide as much and new knowledge.
EN5-4B information, images and/or videos to create a presentation and share with the Teacher assists this
-analyse texts from class.
familiar and unfamiliar
process through
The presentations are then shared onto google classroom for students to use scaffolding/exemplars.
contexts and discuss and
as revision on the topic. Observe student
evaluate their content
and the appeal of an progression/collect
individual author’s Present to class the slide show on the Globe Theatre. Allow for discussion. activities.
literary style.
EN5-5C Students to access interactive ‘Shakespeare’s Globe’ website to www.shakespeares
-investigate the ways familiarise themselves with the layout and setting of the theatre. globe.com/
different modes, subject
areas, media and cultural Learning game: Provide each student with the cut-up Shakespeare quotes,
representation affect 20x Shakespeare famous
and their translation to the modern English language. For the period of quote cards
their personal and
critical responses to time given, students can interact with a number of activities: 20x translation of those
texts. - In a time limit they can match the quotation to the translation quotes’ cards
- They can play “snap” with the cards with other students. Students win 5
EN5-6C point by matching the same quotation, or 10 points if they match the Summary text
- explore and appreciate Shakespeare quote with the modern translation. (Appendix 2a)
the similarities and - Students can also come up with their own activities to interact with
differences between and other students
among more demanding
texts. Week 2 Formative Assessment:
Draw on students’
EN5-7D
- analyse the ways in Class Discussion: What were some of the greatest love stories to be knowledge of various
which creative and written, or filmed, or known within different cultures throughout time. texts.
imaginative texts can Teacher to probe students to well-known plays, poems, films, and novels.
explore human
experience, universal Introduce the text “Romeo and Juliet” by asking students if they have
themes and social heard of it before and what they know. Provide students with a written
contexts. summary of the text so they can familiarise themselves with the main
events. Text is to be read as a class.
EN5-6C
-investigate and describe
Using the information from that text, students are to compare the story to
the recurring features of
particular genres e.g. another love story of their own choosing. In a table, students are to
westerns or science identify differences and similarities within the themes, and differences
fiction, focusing on their and similarities regarding the plot. Students to consider who the main
storylines, iconography, characters of the stories are? What complication they encounter? How
value systems and does the story end?
techniques.
Introduce to the class the term “tragedy”. Discuss with students the Formative Assessment:
-study and evaluate understanding of the term and its significance in stories. Draw on student’s
variations within ability to make a valid
conventions of particular
Students are to compose a debate on the following: Shakespeare’s Romeo argument while
genres and how these
referencing particular
variations reflect a text’s and Juliet a Tragedy vs. Not a Tragedy.
purpose. events
EN5-4B Students are to write a paragraph using the PEEL structure that explains Zeffirelli film version of Formative Assessment:
- use prediction, the significance of tragedies in a story. They should also explain whether Romeo and Juliet Students are assessed on
speculation, hypothesis Shakespeare’s implementation of a tragedy in Romeo and Juliet was a their ability to write
and paraphrasing as success or not. logically and clearly in a
strategies for accessing
response piece.
complex types of texts
with unfamiliar ideas or Students should include the following terms in their response: plot,
structures. conflict, free will, characters, themes, tragedy, fate, resolution, conflict,
setting.
EN5-1A
-analyse ideas, Students to create a table in their writing books whereby there are four
information, columns in the table, titles: character development, themes, issues, film
perspectives, contexts techniques. Instruct students that they are to complete this table while
and ideologies and the viewing Zeffirelli’s film ‘Romeo and Juliet’.
ways they are presented Formative Assessment:
in increasingly View the film and
Students are to view the first few scenes of the film. Teacher is to pause
demanding, sustained analyse the characters
imaginative, informative at significant moments and discuss film techniques, themes, character
relationship, possible future problems, and what questions students may and plot of the film.
and persuasive texts. Students are encouraged
have at this point.
to be independent
EN5-3B
-refine vocabulary Students must completely their table in their writing books as they go. learners and reflects on
choices to discriminate Viewing of the film should take 2-3 lessons. Start each lesson by learning.
between shades of recapping what the students have watched.
meaning, with deliberate
attention to the effect on Homework: Students to create a family tree of the House of Montague
audiences.
and House of Capulet.
EN5-3B
-understand that Week 3
Standard Australian
English in its spoken After having viewed the film, students are to pick one of the following Adjustments/Formative
and written forms has a characters: Lord and Lady Montague, Lord and Lady Capulet, Mercutio, Assessment:
history of evolution and Benvolio, Tybalt, Paris, The Nurse or Friar Lawrence. After selecting one In groups, students work
change and continues to of the characters (or the couples), students are to provide an explanation collaboratively, share
evolve. of who they are and why they are significant in this text. They are to then ideas and opinions.
write an open diary in response to the tragedy that had just taken place.

In groups students to focus on the following description that relates to the

main character or hero. This description is based off main features
identified in Shakespeare’s play:
EN5-6C - The hero is of high birth and position Class copies of the play. Formative Assessment:
-explore and appreciate - He has many good favourable qualities Students are assessed on
the similarities and - His flaws are played upon by his circumstances their ability to form a
differences between and - This inevitably brings about his downfall and death piece of writing that is
among more demanding - The audience is moved to feel fear, pity and a sense of loss at the end evidence based and
texts. In groups students are to discuss and debate whether this description could encompasses themes.
also represent Romeo. After gathering ideas, students are to then individually
-analyse and evaluate write a response using the PEEL format to this inquiry. Students should also
text structures and
be encouraged to use the film techniques, and themes discovered in the film
language features of
when writing their responses.
literary texts and make
relevant thematic and
intertextual connections Homework: Students to begin reading Shakespeares playwright each night.
with other texts.
Class discussion on the difference between portraying a story as a film vs. as
-choose a reading a play. Students to discuss the differences and similarities, as well as the
technique and reading significance of the audience in a play setting.
path appropriate for the
type of text, to retrieve Students then to read the prologue to the play. After reading the prologue
and connect ideas within students are to answer the following questions in their writing books:
and between texts. - What is significant about a prologue in a play? What role does it play?
- What does it inform the audience?
EN5-1A - What do the two following expressions mean? a.
- appreciate, explain and Star-crossed lovers b. Death-marked love
respond to the aesthetic Differentiation/Formativ
qualities and the power Homework: Students are to rewrite the prologue into the modern English e Assessment:
of language in an language. In class, students will swap their translation with another student Briefly revise the plot
increasingly for marking.
sophisticated range of sequence and discuss
texts. what happens in scene i.
Discuss with students why they think the prologue tells the audience the Read the scene as a
-identify how
ending of the play? If you were Shakespeare would you instead not write a class. Think, pair, share
vocabulary choices
prologue? Why? activity where students
contribute to specificity,
abstraction and stylistic can form into groups
effectiveness. Students are to have a close up reading of the fight scene in Act1 Scene 1.
and share ideas before
-investigate and After having closely read the scene students are to collaborate with another
student and answer the following questions:
sharing to classroom.
experiment with the This fosters positive
way’s irony, sarcasm - who starts the fight this time?
- Who is the peace-keeper? What does he say? collaboration and builds
and ridicule can be used
to expose, denounce and - What is the response? a positive learning
deride, and how these - What is the Prince’s threat? environment.
shape responses.
Partners are to then write a newspaper report about the incident, or they can
create a news report digitally by recording a student that reports on the
incident.
Syllabus content Teaching and learning activities Resources Assessment
EN5-4B Students to access website (in the resource column) and construct a http://www.wardell. Adjustments/Formative
- use prediction, Shakespearean insult. They can use the website to find many examples. org Assessment:
speculation, hypothesis and Students are to come up with the most creative (however appropriate) /jotd/Shakespearean Students revise the
paraphrasing as strategies insult. _insults.htm techniques and
for accessing complex texts
thematic concepts
with unfamiliar ideas or Week 4
structures. associated with
-locate, select, synthesise Shakespearean
Students are to revise the relevant techniques that are often associated with tragedies. The
and creatively use
a Shakespearean tragedy text. Students are also provided with themes from imaginative recreation
information, ideas and
the play, Romeo and Juliet. Using this information students are to
arguments from texts to activity allows teachers
participate within an imaginative recreation activity where students are to
compose new texts. to sight students
EN5-6C create a text that draws upon thematic concepts explored within Romeo and
Juliet. Have students refer to the English textual concepts in order to assist
content understanding
- create imaginative texts and develop their
that make relevant thematic creating their response. Examples of this may include:
writing skills.
and intertextual connections
with other texts. - Re-writing the beginning or end of the play.
EN5-1A - Changing/modifying the main characters of the text.
- identify and explore the - Altering the narrative or perspective of the text. Differentiation/Assess
purposes and effects of ment Activity:
different text structures and Teachers are to scaffold this activity in order to ensure student participation Teacher is to assist
language features of spoken and engagement. This may include providing students with a brief students in re-writing
texts and use this exemplar, providing starter prompts or creating a response in collaboration scenes in modern
knowledge to create with the students to provide a framework. English. Teacher is
purposeful texts that
able to split groups into
inform, persuade and Students are to explore the notion of ‘courtly love’ which was a medieval
engage. mixed ability in order
concept of love that emphasises chivalry and being noble. Students are to to foster positive
EN5-2A identify this conception within the text, Romeo and Juliet and discuss the
-understand that authors student collaboration
behaviour of the main characters as this conception unfolds. Relevant
innovate with text and positive learning
scenes to investigate include Act I, scene I, specifically the behaviour of
structures and language for environment.
Romeo and the events that take place within the scene.
specific purposes and
effects.
EN5-3B Homework: Students to write a love-letter from Romeo to Rosaline.
- engage with a range of Students to try to emulate the language and themes of courtly love.
increasingly complex
language forms, features Students are to brainstorm the evolution of the concept of ‘love’ as evident
and structures within the play and relate it the modern understanding or perception of the
of texts in meaningful, term. Students explore how notions of love are depicted in modern texts and
contextualised and how the language and understanding of the term has shifted throughout
authentic ways. time. Questions to explore include:
EN5-4B - What are the expectations placed upon men and/or women in
-locate, select, synthesise relationships?
and creatively use - How has this changed or viewed differently from Shakespeare’s depiction
information, ideas and of love in Romeo and Juliet?
arguments from texts to
compose new texts.
EN5-4B Teacher is to split students into small groups (3-4 students) and assign each Formative
-locate, select, synthesise group a scene of the play. Students are to read through the scene and as a Assessment/Adjustmen
and creatively use group re-write the scene using modern English. Teachers are to instruct ts:
information, ideas and students that once students have completed this task that they must reenact Teacher is to assess
arguments from texts to and perform their assigned scene from the play using their modern student understanding
compose new texts. interpretation/translation. students include:
EN5-5C
of the unit and writing
- What does this scene tell us about the character of Romeo? skill. Extended
-respond to and compose a - What is the significance of this scene in relation to the themes of love and
range of sustained response is to be
tragedy? collected, graded and
imaginative, informative
- “But soft, what light through yonder window breaks?
and persuasive texts which returned to students
It is the East, and Juliet is the sun.
are increasingly demanding with effective
in terms of ideas, Arise, fair sun, and kill the envious moon,
Who is already sick and pale with grief
feedback. Adjustments
arguments and linguistic, include providing
structural, cognitive, - That thou, her maid, art far more fair than she.” (Romeos
Soliloquy, Balcony Scene). students with TEEL
emotional and moral
paragraph structures
complexity.
EN5-5C Students are to explore this passage in collaboration with the teacher in and essay scaffolding
- pose increasingly order to reinforce student understanding and language techniques in the sheets.
perceptive and relevant play. Teacher is to guide students in this analysis by having students
questions, make logical attempt to explain what Romeo is suggesting about Juliet, providing input
predictions, draw analogies where necessary.
and challenge ideas and
information as presented by
others and in texts. Students are to explore Romeo’s soliloquy from the balcony scene with
EN5-3B Juliet. Teacher is to explain to students the importance of this scene as it
-engage with a range of highlights the significant thematic concepts of the play within a single scene
increasingly complex such as the concepts of love and hate, romance and tragedy. Students are to
language forms, features explore the language within this scene and read through the soliloquy listing
and structures of texts in
the numerous ways Romeo describes Juliet’s beauty and his love for her.
meaningful, contextualised
Questions to ask
and authentic ways.
EN5-4B
-investigate and experiment Assessment:
with the use and effect of Teachers are to explain to student’s exam conditions and inform students
extended metaphor, that they will be completing an in class extended response based upon the
metonymy, allegory, icons, text, Romeo and Juliet. Teacher is to write extended response question on
myths and symbolism in the board and instruct students to begin writing.
texts, for example poetry, Sample extended response questions include:
short films, graphic novels, - Examine the role of women in Romeo and Juliet. Draw upon
and plays on similar relevant examples from the text.
themes.
- Could Romeo and Juliet ever have been together in the end of the
play? Provide examples from the text.
Appendix 1a
1b
2a