Bloom's digital taxonomy stage 3: Applying
This activity is designed for intermediate language learners for the 9th grade.
References to the Norwegian curriculum:
- use digital resources and other aids in one's own language learning
- use basic patterns for pronunciation, intonation, word inflection and different types of sentences in communication
- express own reactions to English literary texts, films, internet culture, pictures and music
- use digital tools and other aids to find relevant information and to create different types of texts
Aims for the lesson:
- students should be able to act out a scene from Shakespeare's "Romeo and Juliet"
- students should be able to explain what the scene is about and which characters it includes
- students should be able to apply appropriate music, gestures and language for the time period
- students should be able to execute a dramatization of their given scene
- students should be able to practice their oral language skills
Technology used:
- Google: research for Shakespeare and "Romeo and Juliet" in general. More information about the characters, background for the period, examples of clothing and style if the students want to use props or costumes
- Youtube: find videos of how scenes are acted out, gives students insight of the play
- Spotify: music engine used for finding music
Lesson plan:
Start the lesson with presenting the subject for the lesson which is Shakespeare's "Romeo and Juliet". Then ask the students what they know of it from before, if they have heard of it, if they know who William Shakespeare is, and if they know anything of the story. This is from the "into" stage, where background is provided of the setting, characters, history and main themes. Afterwards play a clip from Youtube of a scene being acted out, a sneak peek at content, being in the "into" stage to prepare the students and get them excited. Proceed to give out pamphlets to each group after dividing the class which contains different scenes from the play. On my presentation in the background there will be some information about the different themes of the play, what kind of music that may be relevant to include as background music and from what time period the play originates from. The students will have one computer to their disposal for each group to do additional research. Furthermore, the students will be able to practice their scenes in group rooms to their disposal, and some groups will stay in the classroom. Each group will consist of a number of students which corresponds with the number of characters for the scene, resulting in some groups of three, and some groups consisting up to six or seven participants. This corresponds with the "through" stage, where the students need to organize their work in accordance to their scenes, and how they want to execute their dramatization. The students will in addition have the opportunity to create "After the scene" endings to their dramatizations, where they shortly act out what happens next with the characters, or an alternate ending where they interpret what happens at the end of their scene themselves. This resembles the "beyond" stage where they engage in original thinking. This lesson will most likely expand to the next lesson, and maybe the one after that as well, depending on how their work with their scene is going, and how in-depth the students want to go with their dramatizations and practice.
When the students are fully prepared, the dramatizations will proceed to take place in front of the rest of the class. If there are any groups who struggle with this kind of activity, they can do their dramatization in front of the teacher only.
Assessing the success of the activity:
Mainly, the success of this activity will revolve around each group having an end product to present, either to the teacher or in front of the class. The main goal is that every member of the group has something they can say and present, and practice their oral language skills. Other than that the success will show itself through the excitement and efficiency by the students.
Thoughts and reflection:
This activity can have some challenges regarding how comfortable students are with dramatization, how good they are able to work with each other and in groups, and if they use the time which is at their disposal efficiently and creatively. The success of this activity opens up the possibility to continue doing this type of activity in the future, although on the other hand, if it does not go well working with an activity this way, maybe dramatization should not be repeated with this class. This activity will in addition have an abundance of room for creativity, and if at first the students are hesitant in being creative, maybe another try at this sort of activity will show more promise the next time around when they are comfortable with the concept.
This activity is designed for intermediate language learners for the 9th grade.
References to the Norwegian curriculum:
- use digital resources and other aids in one's own language learning
- use basic patterns for pronunciation, intonation, word inflection and different types of sentences in communication
- express own reactions to English literary texts, films, internet culture, pictures and music
- use digital tools and other aids to find relevant information and to create different types of texts
Aims for the lesson:
- students should be able to act out a scene from Shakespeare's "Romeo and Juliet"
- students should be able to explain what the scene is about and which characters it includes
- students should be able to apply appropriate music, gestures and language for the time period
- students should be able to execute a dramatization of their given scene
- students should be able to practice their oral language skills
Technology used:
- Google: research for Shakespeare and "Romeo and Juliet" in general. More information about the characters, background for the period, examples of clothing and style if the students want to use props or costumes
- Youtube: find videos of how scenes are acted out, gives students insight of the play
- Spotify: music engine used for finding music
Lesson plan:
Start the lesson with presenting the subject for the lesson which is Shakespeare's "Romeo and Juliet". Then ask the students what they know of it from before, if they have heard of it, if they know who William Shakespeare is, and if they know anything of the story. This is from the "into" stage, where background is provided of the setting, characters, history and main themes. Afterwards play a clip from Youtube of a scene being acted out, a sneak peek at content, being in the "into" stage to prepare the students and get them excited. Proceed to give out pamphlets to each group after dividing the class which contains different scenes from the play. On my presentation in the background there will be some information about the different themes of the play, what kind of music that may be relevant to include as background music and from what time period the play originates from. The students will have one computer to their disposal for each group to do additional research. Furthermore, the students will be able to practice their scenes in group rooms to their disposal, and some groups will stay in the classroom. Each group will consist of a number of students which corresponds with the number of characters for the scene, resulting in some groups of three, and some groups consisting up to six or seven participants. This corresponds with the "through" stage, where the students need to organize their work in accordance to their scenes, and how they want to execute their dramatization. The students will in addition have the opportunity to create "After the scene" endings to their dramatizations, where they shortly act out what happens next with the characters, or an alternate ending where they interpret what happens at the end of their scene themselves. This resembles the "beyond" stage where they engage in original thinking. This lesson will most likely expand to the next lesson, and maybe the one after that as well, depending on how their work with their scene is going, and how in-depth the students want to go with their dramatizations and practice.
When the students are fully prepared, the dramatizations will proceed to take place in front of the rest of the class. If there are any groups who struggle with this kind of activity, they can do their dramatization in front of the teacher only.
Assessing the success of the activity:
Mainly, the success of this activity will revolve around each group having an end product to present, either to the teacher or in front of the class. The main goal is that every member of the group has something they can say and present, and practice their oral language skills. Other than that the success will show itself through the excitement and efficiency by the students.
Thoughts and reflection:
This activity can have some challenges regarding how comfortable students are with dramatization, how good they are able to work with each other and in groups, and if they use the time which is at their disposal efficiently and creatively. The success of this activity opens up the possibility to continue doing this type of activity in the future, although on the other hand, if it does not go well working with an activity this way, maybe dramatization should not be repeated with this class. This activity will in addition have an abundance of room for creativity, and if at first the students are hesitant in being creative, maybe another try at this sort of activity will show more promise the next time around when they are comfortable with the concept.
Kommentarer
Legg inn en kommentar