This lesson is intended as a final activity for a unit on Romeo and Juliet in which students have explored  characters’ personalities, values, beliefs, etc.

Students will work in either partners or a group of four to first create a radio or television interview script between  characters from the play. They will write their scripts using Celtx. Once that has been completed, students can then move on to creating their interview, by using either Audacity, Windows Movie Maker, iMovie, or Pinnacle (depending on which video editing software is available).

1.2 Ask perceptive/probing questions to explore ideas and gain information.

2.1 use their awareness of the difference between formal and informal speech to interact effectively in panel discussions, formal debates, and other structured and formal situations.

2.2 effectively adapt language and delivery for a variety of audiences and situations in order to achieve their goals or intents. 

2.3 ask and respond to questions in a range of situations, including those related to complex texts and tasks.

3.2 discuss and experiment with some language features in formal, defined structures that enable speakers to influence and persuade audiences.

3.3 adapt language and communication style to audience, purpose, and situation.

4.3 assess ideas, information, and language, synthesizing and applying meaning from diverse and differing perspectives.

4.4 demonstrate an understanding of and apply the strategies required to gain information from complex print texts and multimedia texts. 

6.2 make connections between the ideas and information presented in literary and media texts and their own experiences.  

6.3 make connections among the themes, issues, and ideas expressed in various texts.

6.5 justify points of view on various print and media texts.

7.3 examine the relationships among language, topic, purpose, context, and audience.  

7.8 reflect on their responses to print and media texts, considering their own and others' social and cultural contexts.

8.3 make informed choices of language and techniques to enhance the impact of imaginative writing and other ways of representing.

9.2 create a clear and coherent structure in various forms of writing and media production

o       make informed choices of form, style, and content to address the demands of different audiences and purposes

• use effective strategies to engage the reader/viewer

9.3 use audience feedback in the process of writing and media production to improve the effectiveness of final products.

10.1 apply a variety of writing/ representation strategies to construct increasingly complex texts.

10.2 demonstrate control of the conventions of written language in final products. 

10.3 make informed choices about the use of computer and media technology to serve their communication purposes. 

ICT Outcomes:

BOC 12.1 (relates to 9.1 – 9.4) use a wide variety of technology, demonstrate a clear understanding of technological applications, and consistently apply appropriate technology to solve curriculum problems

BOC 12.3 (relates to 9.6) demonstrate facility with the specialized vocabulary associated with the technology they use

BOC 12.4 (relates to 9.7) take personal responsibility for their safe and ergonomic use of technology for learning

SEHI 12.1 (relates to 9.1 – 9.4) behave ethically and with accuracy as they generate and distribute information about themselves, others, and curriculum topics under study

SEHI 12.5 (relates to 9.3, 9.4) act responsibly when faced with ethical issues that arise from their use of information and ICT and perspectives

SEHI 12.7 (relates to 9.8) follow the Public School Program Network Access and Use Policy

PTS 12.2 (relates to 9.2, 9.6) evaluate, select, and use the following to learn and to represent curriculum concepts under study: specialized software, including computer-based simulations; and measuring, sampling and recording devices, including complex calculators

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

PTS 12.4 (relates to 9.4, 9.5) evaluate, select and use a range of media, and information and communication technology, to create, edit, and publish their work independently

CT 12.2 (relates to 9.1, 9.2) critically apply technological skills in a range of electronic, visual, and print media for formal and informal communication

PTS 12.4 (relates to 9.4, 9.5) evaluate, select and use a range of media, and information and communication technology, to create, edit, and publish their work independently

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 12.3 (relates to 9.1) design and create electronic documents to accomplish curricular tasks.

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.

• 2 days to learn the software (Audacity, Celtx, Movie Maker).
• 2-3 days to write the script.
• 2-3 days to record the show.
• 2 days to edit the show.

• Celtx or Microsoft Word
• Audacity, Windows Movie Maker, Adobe Premiere or Pinnacle.

Access to video cameras (school) and microphones and headphones (available at the dollar store). The laptops in the carts have built in microphones.

http://news.bbc.co.uk/2/hi/school_report/6180944.stm

Tips for Interview Writing

http://www.readwritethink.org/lesson_images/lesson281/interview_tips.pdf

Important Interview Information

http://www.readwritethink.org/lesson_images/lesson140/important.pdf

Audacity Tutorial -http://lrs.tafe.tas.edu.au/files/Audacity-basic%20tutorial.pdf 

Audacity Tutorial - http://www.leeds.ac.uk/languages/facility/training/audacity.pdf

Movie Maker Tutorial - http://www.microsoft.com/windowsxp/using/moviemaker/default.mspx

Free Sound Effects - http://www.pacdv.com/sounds/index.html

More Free Music/Sound Effects - http://www.stingsandthings.com/home/stings/

Day Two - Lesson on script writing. Students begin to develop script/questions for interview.

Day Three - Continue working on script.

Day Four - Lesson on how to use Celtx software (free download http://celtx.com/ )

Day Five - Finalize script and edit. Design props.

Day Six - Lesson on Audacity

Day Seven - Record interview

Day Eight - edit interview.

Day Nine - edit interview and finalize project.

Day Ten - present interviews.

For a bigger project that would encompass a half hour show, students could work in groups of up to five people. One student would take on the role of the interviewer and they would interview up to four guests (as in an Oprah style interview).

Students will need space to film if creating the television interview and time to create props.

Ensure that students have enough hard drive space on their student drive to save their work. They will need at least 100Mb.

Character Interview Rubric

http://admin.esc14.net/webs/dcole/upload/character_interview_teacher_assessment_rubric.doc

Television/Radio Rubric