ICT Integrated Lesson Plan
| Author | Liane M. Downie |
| Title | Romeo and Juliet Movie Maker Project |
| Grade Level | 11 |
| Subject Area | English |
| Overview of unit/lessons/activities (assumptions of prior knowledge/learning) | This is a lesson within the Shakespeare unit of English 11 (Romeo and Juliet). This lesson/project is to be introduced following study of Acts I and II of the play. The objective of this lesson is to explore the primary themes of Shakespeare's play by making a modern day correlation to those same universal/timeless themes that are key to the study of Romeo and Juliet. As part of the introduction to this unit, students will have already completed an activity - guiding questions/group/class discussion - on the key themes addressed in the play: Romeo and Juliet Themes for Discussion. In addition to discussion of themes, another pre-reading resource that draws students in to the concept of universal/timeless themes is the National Film Board of Canada documentary Romeo and Juliet in Sarajevo. By the end of Act II of the play (combination of reading as a class aloud/watching BBC production/completion of scene-by-scene study questions), students should be in a position to choose a passage or sequence of passages from the play in order to create a MovieMaker project that illustrates their understanding of a key theme, as well as their understanding of the connection between the world of 16th century Verona. Handout: Romeo and Juliet Movie Maker Project. Once projects have been handed in and reviewed/assessed by instructor, they can be viewed as a group. |
| Correlations to ICT and curriculum outcomes | ELA Curriculum
Outcomes: GCO 1: Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences. 1.1 follow-up on and extend others' ideas in order to reflect upon their own interpretation of experiences. GCO 2: Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically. 2.3 ask and respond to questions in a range of situations, including those related to complex texts and tasks. GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts. 4.4 demonstrate an understanding of and apply the strategies required to gain information from complex print texts and multimedia texts. GCO 5: Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies. 5.3 synthesize information from a range of sources, including the electronic network, to address a variety of topics and issues. GCO 6: Students will be expected to respond personally to a range of texts. 6.3 make connections among the themes, issues, and ideas expressed in various texts. GCO 7: Students will be expected to respond critically to a range of texts, applying their understanding of language, form, and genre. 7.6 respond critically to complex print and media texts. GCO 8: Students will be expected to use writing and other ways of representing to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination. 8.1 use writing and other ways of representing to explore, interpret, and reflect on their experiences with a range of texts and issues GCO 9: Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes. 9.2 create a clear and coherent structure in various forms of writing and media production that use effective strategies to engage the reader/viewer. GCO 10: Students will be expected to use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision, and effectiveness. 10.3 make informed choices about the use of computer and media technology to serve their communication purposes ICT Outcomes: BOC 12.3 (relates to 9.6) demonstrate facility with the specialized vocabulary associated with the technology they use SEHI 12.4 (relates to 9.2 – 9.4) demonstrate habits of perception, analysis, judgment and selectivity as they contribute to society through the discerning and critical use and creation of information resources and technology SEHI 12.7 (relates to 9.8) follow the Public School Program Network Access and Use Policy PTS 12.3 (relates to 9.3, 9.4) write and represent their research using the structures, features, conventions, and techniques of specialized publication and presentation formats with growing fluency CT 12.1 (relates to 9.1) use language, in a range of aural, print, media and electronic forms to explore and express their perceptions, feelings, ideas and attitudes; refine their thinking; and interact, negotiate, and collaborate with others in order to build their understanding CT 12.4 (relates to CT 9.3) discover, share and reflect upon their own and others’ cultures, values, and understandings as they are expressed in electronic and other formats RPSD 12.3 (relates to 9.3 – 9.8) evaluate and organize ideas and information from a wide range of media and a variety of sources to meet their curriculum needs efficiently and independently |
| Projected timeline for preparation and for carrying out activities | Timing up to discretion of instructor. Approximately nine days needed to cover discussion of themes: film-Romeo and Juliet in Sarajevo, Acts I and II of the play. Project introduced and explained on day ten. Accessibility to computers key to timing as well. If computers are available for each student, project should be individual; if not, pairs are acceptable. This project is not conducive to groupings beyond pairs. Students should be given two full class periods in front of computers to work on their projects. Movie Maker is available for download; therefore, students can work on this project at home. NOTE: One of the limitations of Movie Maker is that the project cannot be 'saved' on one computer and then 'opened up' (as saved) on another computer. Windows Movie Maker Instructions. |
| Equipment Requirements: (computers, software, etc) | Access to computers that have Windows Movie Maker software, Pivot software, Paint software and access to the internet. For those students who do not have computer access as home, an alternative arrangement may have to be made re: additional time in the computer lab/on laptops at school. |
| Teaching materials provided (Blacklines, worksheets, templates, teacher materials) |
Romeo and Juliet Movie Maker Project Romeo and Juliet Themes for Discussion Windows Movie Maker Instructions |
| Resources available for teacher/student use (websites, references, etc) |
Romeo and Juliet in Sarajevo
Get Started in Windows Movie Maker How to Animate with Pivot Stickfigure Animator Creative Commons - legal copies of images Free Play - legal copies of music |
| Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles) | Day 1 of lesson: Students given Romeo And Juliet
Movie Maker Project handout; go over thoroughly with class; field
questions/concerns for student understanding; go over Windows Movie Maker
Instructions with students IN DETAIL. Day 2 of lesson: Students working in computer lab/on laptops; teacher facilitates project; reiterate Movie Maker instructions now that students have actual program in front of them. Day 3 of lesson: Students working in computer lab/on laptops; teacher facilitates project. Students should be reminded that they should complete their movie (.wmv) file on the computer (if they are finished and able; otherwise, they must save all their image and music files on a usb stick or email same to themselves in order to rebuild and complete project at home. 1 week after project assigned: Romeo and Juliet Movie Maker Project due
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| Student products expected | Students are expected to produce a Movie Maker project to the instructor in disc or usb stick; students are required to hand in one-page write-up with movie (see Romeo and Juliet Movie Maker Project). |
| Samples (include teacher notes, assessment information, student work if available) | **IMPORTANT** Make sure that students are told over and over again that they must save the final copy of their movie as a 'movie.' The final save should take a few minutes-give or take- depending on the size/number of images - and that the final file must have the file extension .wmv. Having said this, you will still receive 'projects' as final submissions. It is a learning process for all. |
| Logistics (organization, grouping, management issues, access to technology) | If students must work in pairs due to computer access restrictions, instructor should choose those pairs based on prior knowledge of students and working styles/personalities. |
| Assessment information (e.g., rubrics for products and/or process) | Romeo and Juliet Movie Maker Project Outcomes Rubric |
| Possible extensions | Students could use Movie Maker to create a short 'adaptation' of any Shakespearean play (they choose the genre, format, etc.) i.e. variation on the '3-minute Shakespeare' concept. |
| Adaptations for students requiring additional support | Students requiring additional support may need extra time; they may need to complete the project as a PowerPoint, as the technology is less detailed and they may be more familiar with that format; if opting for pairs, place the student in need of support with a student who has shown that he/she has the ability to act as a 'peer tutor' under such circumstances; having watched the BBC version of the first two acts of the play, this will help video and audio learners in their understanding of the concepts; some students requiring support may need to review the No Fear Shakespeare web site (nfs.sparknotes.com) for a modern day translation of the play if they are having difficulty with the language of the play-this is not accessible on school computers; translations of Shakespeare's plays can also usually be obtained from the school's ESL instructor. |