Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (ACELT1774 - Scootle).

 

Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts (ACELY1753 - Scootle )

 

Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (ACELT1814 - Scootle )

 

Learning Experience: Familiarize the students with the language of Shakespeare and encourage the use of unfamiliar and technical vocabulary. 

·         Have the students in groups analyse scenes from Romeo and Juliet, with the task of finding as many insults as possible.

·         In groups, get the students to devise some of their own insults using the language of Shakespeare.

·         In teams, have the students’ duel using the insults they have created. 

 

Create imaginative texts that make relevant thematic and intertextual connections with other texts (ACELT1644 - Scootle).

 

Learning Experience: Have the students recreate a scene from Romeo and Juliet into the same scene from an alternate time like (e.g. contemporary time period). This idea of a modern translation seeks to capture the attention of the students, better connecting them to the original text. This activity will help make meaning of the text and will connect to following activity that tasks the students with comprehending the thematic elements to the text. 

 

·         Students in groups will choose a scene from Romeo and Juliet and modernise it. There should be a focus on language and setting. For example; act 1 scene 1 the Capulets and Montagues have a conflict at the local shopping centre. Students can use an online Shakespeare translator such as schmoop.com to translate their scene.

·         Students will then in groups perform their scene to the class. 

 

Content descriptors:   

·         Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752 - Scootle)

·         Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (ACELT1774 - Scootle)

 

Learning Experience: Students are to identify some of the more discrete themes within the chosen text of Romeo and Juliet. As the themes that are to be identified are not the primary themes of the text, students will have to exercise identification skills. Furthermore, this activity promotes student learning in terms of the aesthetic and moral bases of the text, as they seek to uncover these hidden themes.  

 •             Reading through the script and identifying key themes. Task students with replacing these themes within the text and discussing how the change in themes would alter the story/audience. Once the students have identified some key themes, task the students with creating a short film using either iMovie or Vine to illustrating their chosen theme. (Prompt students with suggested themes)

•             Task students with identifying themes within other forms of media. Task students with identifying the same themes within Romeo and Juliet. Discuss how the meaning/effect of the themes differ across contexts/genres. For example, 

-          students can discuss gender roles in the play. Tybalt’s masculinity Vs Romeo’s masculinity. Was Romeo masculine?

-          Students can discuss symbolism. What killed Romeo? The poison OR the feud?

-          Students can search for example in the text that reflect Values and doubleness. E.g “Within a flower, lies both poison and medicine”, “My only love sprung from my only hate”

 

·         Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage (ACELY1750 - Scootle)

·         Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754 - Scootle)

 

Learning Experience: Compare Baz Luhrmann’s film version with Shakespeare’s original text. Identify symbolisms within the movie Baz Luhrmann’s 1996 film.

 

·         task students with altering the traditional texts in some way to allow them to understand the purposes and effects of different structures and language. 

·          Consider the text from the perspective from a character other than the protagonist. How does this effect the purpose/effects of the structure?

·         Develop a persuasive essay outlying reasons Baz Lurhman’s version was effective/ineffective. E.g One critic suggest Baz Lurhman’s modern day interpretation distracts from the original text and Shakespeare would be rolling in his grave.