APPENDIX

Year 9 Romeo and Juliet Unit: Recommendations for Positive

Changes

Amy Sanday
17821386
Contemporary Teacher Leadership 102098

i
Original Issue
Section on page v (see This unit description is
attached unit outline) inaccurate, and the unit itself was
under the heading described in person as focusing
UNIT: Romeo and on Shakespeares Romeo and Juliet.
Juliet. Juliet, and viewing the text and
Original text is coloured supporting texts in modern
red. contexts and being able to apply
the core themes to encounters in
daily life.
The Other Texts section also
uses very bland and basic
supporting texts, and these texts
have not been changed from the
Romeo and Juliet unit for at
least six or more years.
Section on page vi of The Assessment itself did not
the unit outline (see focus wholly on the desired
attached unit outline) results of the unit. Therefore, the
under the heading assessment has been adjusted to
Adjusted
See GREEN highlighted adjusted
text in attached unit outline on
page v, under UNIT: Romeo and
The adjustments made reflected
the ideas that Shakespeare in
modern contexts focuses on
performance-driven and visual
approaches (Sawyer & Watson,
2009). For students to analyse
Romeo and Juliet and
supporting texts with modern
texts, students and teachers
must be supplied with modern
interpretations and visual texts
to support their understanding
of the original text and its
contexts.
See YELLOW highlighted
adjusted text in attached unit
outline on page vi, under
Assessment.
ii
References
Devine, A. (2015). Literacy for Visual Learners: Teaching Children with
Learning Differences to Read, Write, Communicate and Create. London,
United Kingdom: Jessica Kingsley Publishers.
Desmet, C. (2009). Teaching Shakespeare with YouTube. English
Journal, 99(1), 65-70. Retrieved from
http://www.ncte.org/journals/ej/issues/v99-1
Gannon., S. (2010). Teaching Film. In S. Gannon, M. Howie, W. Sawyer.
(Ed.), Charged with Meaning: Re-viewing English: Third Edition (pp. 213-
219). Putney, Australia: Phoenix Education.
Leung Che. M.L., Wing Bo, A.T., (2016). Teaching Shakespeare to ESL
Students: The Study of Language Arts in Four Major Plays. Hong Kong,
China: Springer Publishing.
McTighe, J., & Wiggins, G. (2012). Understanding by Design Framework.
Retrieved from http://www.ascd.org/ASCD/pdf/siteASCD/pub
lications/UbD_WhitePaper0312.pdf
Sawyer., W. Watson, K. (2010). Teaching Shakespeare Today: An
Introduction. In S. Gannon, M. Howie, W. Sawyer. (Ed.), Charged with
Meaning: Re-viewing English: Third Edition (pp. 213-219). Putney,
Australia: Phoenix Education.
Shoemaker., B. (2013). To Read or Not to Read: Five Approaches to
Teaching Shakespeare. English Journal, High school edition; Urbana,
102(4), 111-114. Retrieved from
http://www.ncte.org/journals/ej/issues
Dixon, E.J. (2014). Six Secrets for Success in Teaching Boys. AMLE
Magazine; Westerville, 1(9), 28-30. Retrieved from
https://www.amle.org/Publications/
AMLEMagazine/tabid/176/Default.aspx
Assessment, as well as reflect the desired results and
the provided learning goals of the unit.
assessment task (see
attached).
Original text is coloured
red.
Section throughout the A key component of teaching
unit outline (see Shakespeare in the classroom is
attached unit outline) including a wide array of visual
.Original text is coloured aids and differentiation to help
red. students to understand the story
alongside the language of
Shakespearean texts. In an all-
male learning difficulty classroom
it is imperative that visual aids
are used and close reading
minimised, as students will
struggle to understand the
language of Shakespeare. While
this was included in the section
regarding reading the Prologue,
this was not followed for the rest
See attached new assessment
task on Page
See RED highlighted text
through the unit program.
These adjustments have been
based off King & Gurians (2006)
and Dixons (2014) ways to
engage male students, Banks
(2014) ideas of a performance-
driven learning approach and
cutting unnecessary text, and
the UbD framework (2012).
Changes have also been
influence by Devines (2015)
ideas of visual learning for
students with learning
disabilities, which ties in with
the ways to engage male
iii
Gannon., S. (2010). Teaching Film. In S. Gannon, M. Howie, W. Sawyer.
(Ed.), Charged with Meaning: Re-viewing English: Third Edition (pp. 213-
219). Putney, Australia: Phoenix Education.
Leung Che. M.L., Wing Bo, A.T., (2016). Teaching Shakespeare to ESL
Students: The Study of Language Arts in Four Major Plays. Hong Kong,
China: Springer Publishing.
McTighe, J., & Wiggins, G. (2012). Understanding by Design Framework.
Retrieved from http://www.ascd.org/ASCD/pdf/siteASCD/pub
lications/UbD_WhitePaper0312.pdf
Sawyer., W. Watson, K. (2010). Teaching Shakespeare Today: An
Introduction. In S. Gannon, M. Howie, W. Sawyer. (Ed.), Charged with
Meaning: Re-viewing English: Third Edition (pp. 213-219). Putney,
Australia: Phoenix Education.
Banks, F. (2014). Creative Shakespeare: The Globe Education Guide to
Practical Shakespeare. London, United Kingdom: Bloomsbury
Publishing.
Devine, A. (2015). Literacy for Visual Learners: Teaching Children with
Learning Differences to Read, Write, Communicate and Create. London,
United Kingdom: Jessica Kingsley Publishers.
Desmet, C. (2009). Teaching Shakespeare with YouTube. English
Journal, 99(1), 65-70. Retrieved from
http://www.ncte.org/journals/ej/issues/v99-1
Dixon, E.J. (2014). Six Secrets for Success in Teaching Boys. AMLE
Magazine; Westerville, 1(9), 28-30. Retrieved from
https://www.amle.org/Publications/
AMLEMagazine/tabid/176/Default.aspx
of the text throughout the students. King, K., & Gurian, M. (2006). Teaching to the Minds of Boys.
program. Educational Leadership, 61(1), 56-61. Retrieved from
http://www.ascd.org/publications/educational-leadership/archived-
issues.aspx

Leung Che. M.L., Wing Bo, A.T., (2016). Teaching Shakespeare to ESL
Students: The Study of Language Arts in Four Major Plays. Hong Kong,
China: Springer Publishing.

McTighe, J., & Wiggins, G. (2012). Understanding by Design Framework.

Retrieved from http://www.ascd.org/ASCD/pdf/siteASCD/pub
lications/UbD_WhitePaper0312.pdf

iv
 Key for Unit Overview and Program:
BLUE highlighted: Positives of the Unit Outline YELLOW highlighted: Third Adjustments
GREEN highlighted: First Adjustments RED highlighted: Fourth Adjustments
RED coloured text: Original Text to be replaced or added with any following highlighted text. If the text is in brackets that means the text was
cut and replaced.

UNIT: Romeo and Juliet Duration: 10 weeks

Unit Overview: [Students explore the genre and conventions of Science
Fiction through a close study of Bradburys short stories, exploring the ways
in which effective narrative is constructed and the ways in which genre may
be reflected, developed and subverted in an authors body of work.]
Students explore the themes and conventions of Shakespeares Romeo and
Juliet in both its original context and modern contexts, and apply this to
modern texts and encounters in their worlds.
Christian Perspective: Romeo and Juliet explores a number of timeless
Core Text: Shakespeares Romeo and Juliet
themes which are also explored in the Bible and are studied in this unit.
Other Texts: Baz Luhrmanns R & J; Zeffirellis R & J; Lion King 2; Carleis
R & J; Dire Straits Romeo and Juliet (YouTube); Illy Papercuts (YouTube);
Thugnotes (YouTube); The Royal Shakespeare Company theatre
performances (YouTube); West Side Story; High School Musical; Romanoff
and Juliet.
Online Resources: No Fear Shakespeare; The Globe; The Bell
Shakespeare Company. YouTube.
Key Ideas Learning Across the Curriculum
The focus of this unit is on: The following LACs are integrated in this unit:
The major elements of Shakespearean drama. The following LACs are integrated into this unit:
How Shakespeare conveys themes and ideas through language, forms Critical and creative thinking
and features. Information and communication technology capability
The role of context and its influence in shaping a text. Personal and social capability
Shakespearean themes and their relevance to modern contexts, film Ethical understanding
Difference and diversity
and media.

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 Outcomes Assessment

EN5-1A: responds to and composes increasingly sophisticated and sustained texts The following assessment experiences have been integrated into this unit:
for understanding, interpretation, critical analysis, imaginative expression and
Assessment for Learning
pleasure.
Responses to close study activities.
EN5-2A: effectively uses and critically assesses a wide range of processes, skills,
strategies and knowledge for responding to and composing texts a wide range of Responses to comparisons between modern texts and the original text.
texts in different media and technologies.
Assessment as Learning
EN5-4B: effectively transfers knowledge, skills and understanding of language
concepts into new and different contexts. Learning log focusing on key concepts learnt so far
EN5-5C: thinks imaginatively, creatively, interpretatively and critically about
Assessment of Learning
information and increasingly complex ideas and arguments to respond to and
compose texts in a range of texts. [Comparative Essay (20%)]
EN5-6C: investigates the relationships between and among texts. Re-write and perform a scene from Romeo and Juliet for a contemporary
EN5-8D: questions, challenges and evaluates cultural expressions in texts and their audience (20%)
effects on meaning.

Outcomes Teaching, Learning and Assessment Feedback Resources Regn

EN5-1A
explore real and STUDENTS LEARN ABOUT THE USE OF A REFLECTIVE JOURNAL:
imagined (including At various stages in this unit students will reflect on their learning through Presentation on
virtual) worlds through
journal entries. How to keep a
close and wide Reflective Journal.
reading and viewing
of increasingly
demanding texts.

EN5-4B
Teaching and Learning Strategies:

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 Outcomes Teaching, Learning and Assessment Feedback Resources Regn
use prediction, Class discussion to ascertain pre-knowledge of Elizabethan period and
speculation, Shakespearean theatre Teacher provides Shakespeare in
hypothesis and Love
verbal feedback on
paraphrasing as View appropriate scenes from Shakespeare in Love students to make
strategies for students
notes on daily life and the theatre
accessing complex understanding and
texts with unfamiliar revision of the
ideas or structures.
Individual or group research
Internet/library research on daily life in Elizabethan England. Select one
dramatic form and
or more of the following: Elizabethan England
EN5-6C Crime and Punishment
explore and justify Popular Amusements and Entertainment (Not theatre)
responses to texts Mens and Womens Fashions
and widening
Food, Drink, Feasts and Banquets
personal preferences
Medicine, Medical Beliefs and Practices
within and among
texts.
Church and Religious Practices
Students to present their findings to the class through poster, PowerPoint
explore and presentation or speech
appreciate the
Some useful sites:
similarities and
http://www.springfield.k12.il.us/schools/springfield/eliz/elizabethanengland.
differences between Teacher and peer
and among more html
http://www.elizabethan-era.org.uk/elizabethan-england.htm feedback during class
demanding texts.
http://www.montgomeryschoolsmd.org/schools/wjhs/mediactr/englishpathfi brainstorming session
investigate and
nder/romeo/
describe the recurring
features of particular
http://www.elizabethi.org/links/
genres e.g. westerns
or science fiction,
focusing on their Teacher provides
storylines,
correct response and
iconography, value STUDENTS LEARN ABOUT THE GLOBE & ELIZABTHAN THEATRE
systems and
has students check
techniques. their own work.
Select from the following:

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 Outcomes Teaching, Learning and Assessment Feedback Resources Regn
study and evaluate Complete worksheets labelling the Globe features and describing
variations within theatre in Elizabethan times
conventions of Read Resource sheets about Elizabethan theatres, the Globe,
particular genres and Shakespeare and other playwrights.
how these variations
reflect a texts Worksheets
Reflective journal
purpose.
Compare attending the theatre in Elizabethan and modern times
use appropriate
metalanguage to
identify, describe and Teacher provides
explain relationships
verbal feedback on
between and among
texts. STUDENTS LEARN TO READ, UNDERSTAND AND ANALYSE students
SHAKESPEAREAN TEXT understanding of the
EN5-7D conventions and ideas
explore and reflect on THE PROLOGUE of a play and prologue
personal View Thug Notes Romeo and Juliet
understanding of the (https://www.youtube.com/watch?v=K-qgVmsV3hM). Shakespeare,
world and significant View the Prologue in the Luhrmann filmic version and/or Zefferelli or Romeo and Juliet,
human experience Complete School
Carleis
gained from Edition, Macmillan
Read the Prologue
interpreting various Modern
representations of life Shakespeare, 1983.
matters in texts.
Bands Average and Extension students:
Prologue worksheet.
evaluate the social, Research the form and purpose of the Shakespearean sonnet
moral and ethical
Reflection: Why has Shakespeare given away the plot in the prologue?
positions represented
How does this change what the play may be about? What clues are given
in texts.
in the Prologue?

Support:
Students mark their
Prologue worksheet
own responses in light
Visual: Draw how you see the characters: What do they look like? What
do they wear?
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Outcomes Teaching, Learning and Assessment Feedback Resources Regn
Key characters and events list them and begin a family tree of class discussion on
Reflection: How has Luhrmann captured the atmosphere of the questions.
Prologue in the opening of his film? Do you think he has created an
interesting opening? Peer and teacher
feedback on students
analysis of the texts
and how they fit in or
Students learn to read, understand and analyse Shakespearean text make variations on the
texts
Extension:
Students read through the play in class with teacher, discussing
language, character and plot.
For each scene, students should watch the parallel scene in either Teacher checks
Luhrmans, Zeferellis, or Carleis adaptations. students written
Students practice acting out specific scenes, re-writing scenes responses made to
Students annotate text.
any questions set on
Students complete activity sheets Analysing the Play.
the texts studied.
Students write in journals as directed by teacher List entries here

SELECT FROM THE FOLLOWING SUGGESTED ACTIVITIES:

Research: What are the features of Tragedy and Comedy? How
and why has Shakespeare combined these elements in Romeo and Juliet?
Language: Scholar Molly Mahood identifies at least 175 puns
and wordplays in the text select 10 and explain how they operate
Language: Analyse the use of the Petrarchan sonnet in the play
Character: Collect quotes on one of the following characters as
you read the play: Romeo, Juliet, Tybalt, Mercutio, Friar Lawrence,
Nurse. Using these quotes write a detailed character analysis

Average:

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Outcomes Teaching, Learning and Assessment Feedback Resources Regn
Students read the play in class with teacher discussing language,
character and plot.
For each scene, students should watch the parallel scene in either
Luhrmans, Zeferellis, or Carleis adaptations.
Students annotate text.
Students work through activity sheets Reading the Play.
Students write in journals as directed by teacher
Students practice acting out specific scenes, re-writing scenes and re-
imagining scenes.
N.B. Although students will read the play in its entirety, the focus and most
detailed analysis will be predominantly on the key scenes being studied by
Band C, however text is to be cut for unimportant dialogue and scenes.

SELECT FROM THE FOLLOWING SUGGESTED ACTIVITIES: Students share their

Research: The story of Romeo and Juliet has been used reflections with their
appropriated or adapted by many composers. Research one of the peers, comparing and
following explaining how the original play has been used and changed:
discussing the
- Lion King 2
similarities and
- Romanoff and Juliet
- West Side Story
differences in their
- High School Musical responses.
Language: Rewrite a key scene in modern language.
Character: Collect quotes on one of the following characters as
you read the play: Romeo, Juliet, Tybalt, Mercutio, Friar Lawrence, Nurse.
Use these quotes to create a concept map of the character and their
contribution to the tragedy of the star-crossed lovers

Support
Use Sheets for The Play in Pictures and plot and character summaries
from pp. 10 17 of text to approach the plot of the whole play.
Finish detailed character family trees and character summaries for key
players.
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 Outcomes Teaching, Learning and Assessment Feedback Resources Regn
Read and analyse key scenes from the play using cut text, [completing
textual analysis questions from sheets] form groups and practice acting
these scenes out in small groups Key scenes in Romeo and Juliet.
Scenes for close study are
Act 1, Scene 5
Act 2, Scene 2
Act 3, Scene 1
Act 4, Scene 1
Act 5, Scene 3
Students write in journals as directed by teacher List entries here

SELECT FROM THE FOLLOWING SUGGESTED ACTIVITIES:

Language: [Rewrite a key scene in modern language] Draw a
key scene into a storyboard, using styles of a modern society.
Character: Complete and Match quotes to the characters. Use
these quotes to create a concept map of the character and
their contribution to the tragedy of the star-crossed lovers

EN5-4B Students Learn to think critically and interpretively using information,

locate, select, ideas and increasingly complex arguments to respond to and Notes and
synthesise and compose texts in a range of contexts. worksheets in
creatively use Faculty Drive
information, ideas and
arguments from texts
to compose new
texts.
Students may attempt ONE of the following re-creative writing tasks:
Imagine you are Juliet. Write a diary entry after Romeo has
EN5-6C spent the night with you and before you find out he has Shakespeare in
research and explore murdered Tybalt and been banished. Plain English
the texts of specific Teacher provides
Imagine you are Romeo. You have just arrived in Mantua
composers e.g. a
following your banishment. Write a letter to Juliet explaining written feedback on
novelist, poet,
what has happened and how you are feeling.
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 Outcomes Teaching, Learning and Assessment Feedback Resources Regn
filmmaker or You have been appointed by the Prince to evaluate Friar the students work, We used a web
dramatist, considering Lawrences involvement and responsibility in the deaths of evaluating editorial site quiz game to
themes, language Romeo and Juliet. assess for prior
suggestions as if they learning the url: is -
techniques and You are a reporter for The Verona Times. Report on the events
similarities and are the senior editor. http://www.quia.com
of Act One and the Princes decree that any future civil unrest will /cb/13306.html.
differences in their Feedback may be
be severely punished
works. given on a criteria
CLASS ASSESSMENT TASK ALL STUDENTS TO COMPLETE
sheet.
You are the editor of The Verona Times. Write your editorial on the
events of the play and the lessons which all citizens of Verona should learn
Intro activites
from the tragic tale of the Montagues and Capulets

Worksheets on
the play

Film questions

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 Outcomes Teaching, Learning and Assessment Feedback Resources Regn

EN5-3B Franco Zeffirelli,

engage with a range Romeo and Juliet,
of increasingly Complete the following if time allows - 1968 (film).
complex language
forms, features and
Students Learn to analyse different filmic interpretations of Romeo
structures of texts in
meaningful,
and Juliet and examine how changing context has shaped the text.
contextualised and
authentic ways. Teaching and Learning Strategies: Baz Luhrmann,
Brainstorm decisions which need to be made when preparing to film a Romeo and Juliet,
understand how
stage play. What should be the main concerns of the production team? Students share their 1996 (film).
spelling is used
creatively in texts for ideas with peers,
particular effects, for Extension: comparing and
example View Franco Zeffirellis version of Romeo and Juliet. contrasting their ideas
characterisation and Read context sheets and answer questions on the film.
humour and to
represent accents View Baz Luhrmanns film version of Romeo and Juliet.
and styles of speech. Teacher models
Discuss different context of production and the implications of the
analysis of text whilst
refine vocabulary modern setting.
choices to Worksheets analysing the film and the way it has interpreted the
reading, demonstrating
discriminate between themes and events of Shakespeares play to suit a modern context and for students where the
shades of meaning, audience. focus ideas may be
with deliberate [Write a comparative review of the two films] Students brainstorm how located in the text.
attention to the effect
they would represent Romeo and Juliet in film or on stage.
on audiences.
Participate in a debate on the relative merits of each film version. Students may work on
understand how to Compare key scenes in the two versions and analyse their different activities and
use knowledge of the representation of the original text. What has been the impact of production questions set by
spelling system to decisions?
spell unusual and teacher, gaining peer
Average:
technical worlds
View Baz Luhrmanns film version of Romeo & Juliet.
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 Outcomes Teaching, Learning and Assessment Feedback Resources Regn
accurately, for View key scenes from Zefferellis version of Romeo & Juliet support through the
example those based Discuss different context of productions and the implications of the sharing of ideas.
on uncommon Greek modern setting.
and Latin roots. [Worksheets analysing the film and the way it has reinvented the Teacher may provide
themes and events of Shakespeares play to suit a modern context and
EN5-6C written and/or verbal
audience.] Students brainstorm how they would represent Romeo and
compare the feedback on students
purposes, text
Juliet in film or on stage.
Write a film review of either/both filmic versions
understanding and
structures and
Compare key scenes in the two versions and analyse their different responses.
language features of
traditional and representation of the original text. What has been the impact of production
contemporary texts in decisions?
different media.

Support:
View Baz Luhrmanns film version of Romeo and Juliet.
Discuss the context of production and the implications of the modern
setting.
[Work through sheets analysing the film, its key scenes and the way it
has been adapted to suit a modern context and a contemporary audience.]
Students brainstorm how they would represent Romeo and Juliet in film or Teacher provides
on stage. verbal feedback on
students
understanding of the
two texts and the
Viewing of filmic versions may be done concurrently while reading the similarities and
play/scenes differences that may
exist.
Students learn about essay structure, integrating ideas and textual
evidence, planning an essay, discussing context and
recontextualisation.

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Outcomes Teaching, Learning and Assessment Feedback Resources Regn
Teaching and Learning Strategies:
[Revise essay structure; especially topic sentences, paragraphing and
incorporating quotes.] Revise the roles needed when producing stage
production of Romeo and Juliet.
[Brainstorm possible approaches; scaffold possible approaches to the
question]

Assignment Topic 2
Students are to create groups of 5 and assign each person a role:
Costume Designer
Set Designer
Script Writer
Advertiser
Students are to then pick one scene from the listed scenes and reproduce
that scene in a modern context.
Group is to come up with an initial idea and work on the separate parts.
Students will present their ideas to their class in a short 5 minute
presentation in the final week of term.

REFLECTION ON LEARNING

Complete the following in your journal:

Identify one piece of work or activity undertaken in this unit of which

you are proud. In your journal reflect on why you are proud of this work,
and what practices or processes were most significant in developing this
as a good assignment.

Identify one piece of work or activity which was not completed to the
best of your ability. What were the areas in which this work or activity fell

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Outcomes Teaching, Learning and Assessment Feedback Resources Regn
short? What would you need to do in the future to ensure a better
response in the future?

What aspect of this unit did you find the most enjoyable? What
suggestions could you make to improve this unit in future years?

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Scope and Sequence:
Unit: Romeo and Juliet Stage: 5 Duration: 10 Weeks

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Romeo and Juliet
Students explore the themes and conventions of Shakespeares Romeo and Juliet in both its original context and modern contexts, and apply this to
modern texts and encounters in their worlds.
Suggested Texts: Romeo and Juliet; Baz Luhrmanns R & J; Zeffirellis R & J; Lion King 2; Carleis R & J; Dire Straits Romeo and Juliet (YouTube); Illy
Papercuts (YouTube); Thugnotes (YouTube); The Royal Shakespeare Company theatre performances (YouTube); West Side Story; High School
Musical; Romanoff and Juliet.
Online Resources: No Fear Shakespeare; The Globe; The Bell Shakespeare Company. YouTube.
Types of Texts: fiction, media, film, multimedia, digital texts, print, animation, drama, poetry.
Focus Outcomes:
EN5-1A: responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative expression
and pleasure.
EN5-2A: effectively uses and critically assesses a wide range of processes, skills, strategies and knowledge for responding to and composing texts a wide
range of texts in different media and technologies.
EN5-4B: effectively transfers knowledge, skills and understanding of language concepts into new and different contexts.
EN5-5C: thinks imaginatively, creatively, interpretatively and critically about information and increasingly complex ideas and arguments to respond to and
compose texts in a range of texts.
EN5-6C: investigates the relationships between and among texts.
EN5-8D: questions, challenges and evaluates cultural expressions in texts and their effects on meaning.

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Assessment Task

Stage Production Task

You are a member of a team for a stage production of Romeo and Juliet. You and your three other members are responsible for four major parts of the stage
production, and each member has a specific task that they need to complete before the opening night. The stage production is to be set at the Sydney Theatre, on
August the 30th at 8pm. Tickets are $40 per person.
Form a group of four members. You are to pick ONE of the following key scenes to re-write and design a stage production for:

Act 1, Scene 5
Act 2, Scene 2
Act 3, Scene 1
Act 4, Scene 1
Act 5, Scene 3

The new scene must be written and changed to fit a modern context. Some examples include; Wild West, Gothic, Horror, Fairytale, a specific country or a
specific time.
Assign one of the following roles to each member:

Costume Designer In charge of the design for the costumes the actors will wear during the chosen scene.
Set Designer designs the set on stage for the chosen scene.
Script Writer writes the dialogue and stage directions for the chosen scene.
Advertiser designs the poster/leaflet/brochure for the stage production (can choose any advertising style if consulted with teacher first).

What you need to submit:

Cover page with student names, the title of the stage production, and the context.
Full re-written scene script (2-3 pages).
Costume designs (2-3 pages).
Set designs (2-3 pages).
A copy of the advertisement (A3 for posters).

xviii
 You will be required to give a short 5-minute presentation on your stage production in classes during Week 10
Outcomes:

EN5-1A: responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative
expression and pleasure.
EN5-2A: effectively uses and critically assesses a wide range of processes, skills, strategies and knowledge for responding to and composing texts a wide
range of texts in different media and technologies.
EN5-4B: effectively transfers knowledge, skills and understanding of language concepts into new and different contexts.

Marking Criteria:
Marks Description
15-20 Scene script matches the themes of the chosen scene and effectively uses language and ideas that match the chosen context.
Costume designs are detailed, well though-out, and directly match the chosen contexts style.
Set designs are detailed, well-thought out and directly match the chosen contexts style.
The advertisement is detailed, well though-out, and includes all the information regarding the stage production.
10-15 Scene script somewhat matches the themes of the chosen scene and uses language and ideas that match the chosen context.
Costume designs are neat, though-out, and match the chosen contexts style.
Set designs are neat, thought out and match the chosen contexts style.
The advertisement is neat, though-out, and includes almost all of the information regarding the stage production.
5-10 Scene script barely matches the themes of the chosen scene and poorly uses language and ideas that match the chosen context.
Costume designs are poor and barely match the chosen contexts style.
Set designs are poor and barely match the chosen contexts style.
The advertisement is poor and barely includes all the information regarding the stage production.
0-5 Scene script not included or directly copied from the text.
Costume designs are not included or do not differ from the text.
Set designs are not include or do not differ from the text.
The advertisement is not included or does not contain any of the details for the stage production.

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