👋🏼 Var med och förbättra Skolbanken med oss på Unikum. Svara på formuläret här
Skolbanken – inspiration och utveckling från hela landet
9a Romeo and Juliet Dramatic Unit
Innehåll
As a class, we will study, reasearch and examine various component of Shakespeare: biography, theatre, general culture and, in particular, we will dive deep into the pits of love, family, hatred, betrayal and death as we explore and celebrate the mastery of The Bard´s infamous tragedy: Romeo and Juliet.
Introduction will provide background, setting, characters, general plot, language and sonnetry disscussion.
Class activities will include: group discussions, reading/research, listen exercises, theatrical activities and brainstorming.
Unit Final Production:
* Each group will be given an especifc Act & scene to: read, understand, anlayze, discuss and prepare a creative theatrical production to be filmed/recorded.
* Class time and resources will be given to work in groups: research particular scene and relevant plot, study specific vocabulary-vocabulary-linguistic issues, plan and strategize video production, rehearsal of performance and actual filming and recording.
*** Please note that with only 2 lessons a week, time limitations make it impossible to complete this entire 4 week unit ONLY within lesson times. Consequentially, this assignment requires individual and group work outside of Englishand school lesson schedule. Use time wisely and what is not completed during 4 week lesson period must be supplemented with afterschool/home planning.
Matriser
Romeo and Juliet Knowledge Requirement (Grading Criteire)
| Nivå E | Nivå C | Nivå A | |
|---|---|---|---|
|
Aspekt 1
|
Pupils show their understanding by presenting an overview with discussion and comments on content and details and also with acceptable results act on the basis of the message and instructions in the content.
|
Pupils show their understanding by presenting a well grounded account with discussion and comments on content and details and also with satisfactory results act on the basis of the message and instructions in the content.
|
Pupils show their understanding by giving a well grounded and balanced account where they discuss and comment on content and details, and with good results act on the basis of the message and instructions in the content.
|
|
Ny aspekt
|
In oral production in various genres, pupils can express themselves simply, understandably and relatively coherently.
|
In oral production in various genres, pupils can express themselves in relatively varied ways, relatively clearly and relatively coherently
|
In oral production, pupils can express themselves in relatively varied ways, clearly and coherently.
|
|
Ny aspekt
|
To clarify and vary their communication, pupils can work on and make simple improvements to their communications.
|
To clarify and vary their communication, pupils can work on and make well grounded improvements to their own communications.
|
To clarify and vary their communication, pupils can work on and make well grounded improvements to their own communications.
|
|
Ny aspekt
|
Pupils can choose and apply basically functional strategies which to some extent solve problems and improve their interaction.
|
Pupils can choose and use functional strategies to solve problems and improve their interaction.
|
Pupils can choose and apply well functioning strategies to solve problems and improve their interaction and take it forward in a constructive way.
|
|
Ny aspekt
|
In oral interaction in different contexts, pupils can express themselves simply and understandably and also to some extent adapted to purpose, recipient and situation.
|
In oral interaction in different contexts, pupils can express themselves clearly and with some ease and with some adaptation to purpose, recipient and situation.
|
In oral and written interaction in different contexts, pupils can express themselves clearly and with ease, and also with some adaptation to purpose, recipient and situation.
|
