Halim Yasar 18030727

2A English – Professional Task – Halim Yasar

Selected Module:

Module B Standard : Close Study of Literature

Substantive Text:

Romeo and Juliet Shakespeare’s Play

Additional Texts:

Romeo + Juliet Baz Luhrmann’s movie adaptation

Yolo and Juliet
Gnomeo and Juliet
West side stories
Shakespeare’s collection of sonnets
Macbeth
Print Gendered Advertisements
Dreamtime stories from http://australianmuseum.net.au
Tanna (2015) Trailer
Beautiful Butterflies
Loved up. Lore of love

Justification
My substantive text for this unit is Shakespeare’s Romeo and Juliet, the textual play. I

have selected Romeo and Juliet as it a text that is well defined and has many versions

and adaptations due to its influence over contemporary pop culture. This allows

students opportunities to experiment with the many facets of Romeo and Juliet, such

as Shakespeare’s use of stylistic language and form, how these convey and represent

meaning, and how they can be manipulated in order to challenge certain conventions,

both past and present. This meets the first criteria on the NESA year 11 English

standard guideline for Close study of Literature, in which student’s develop and

understand “the ways that language features, text structures, and stylistic choices can

be used in literary texts”( NESA, English Standard Stage 6 Syllabus, p.51)

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Some of these additional texts, which were selected to accompany and be analysed in

contrast with Shakespeare’s version of Romeo and Juliet, are Romeo + Juliet, directed

by Baz Luhrmann, yolo and Juliet by Brett Wright, and Gnomeo and Juliet directed

by Kelly Asbury. These texts allow opportunities for students to experiment with

various themes, codes, modes of representations, mediums and stylistic/language

conventions, while also still focusing on the core substantive text of Romeo and

Juliet. Furthermore, these texts allow students to think of Romeo and Juliet through

multiple interpretations and adaptations that enable students to think creatively about

the text as it illustrates the possibilities regarding the subversion, transformation

and/or reinterpretation of texts within different contexts and mediums. For example,

Yolo and Juliet is an adaptation of Romeo and Juliet and it’s told entirely through

SMS text messages and emojis, utilising a certain register and jargon that most

students would be familiar with, whereas Gnomeo and Juliet is a animated comedic

reinterpretation of Romeo and Juliet, in which all the characters are garden gnomes,

which provides a colourful imaginative spin to the classic Shakespearian drama that

most students would be receptive towards. This allows students to have a better and

more meaningful engagement with activities such as Imaginative recreation and

collaborative exercises, as most students have difficulty with creative writing as they

are not made aware of the possibilities when it comes to interpretive writing.

Therefore these texts address the outcomes 1,2,4 and 5, which deal with students

thinking creatively and interpretively, dealing with the composition of texts.

Furthermore, outcome 6, which requires that students “investigates and explains the

relationships between texts” ( NESA, English Standard Stage 6 Syllabus, p.41)

requiring that students are aware of the intertextual nature of texts and how they relate
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to each other, and how this as a result creates meaning, is addressed through the

selection of texts previously mentioned due to the high intertextuality between the

texts. Through analysis and understanding of these texts and how they relate, students

develop an understanding of “the uses and purposes of intertextuality” ( NESA,

English Standard Stage 6 Syllabus, p.41) by exploring and contrasting these texts,

such as the relationship between the texts Yolo and Juliet and Romeo and Juliet.

Students start to understand how texts in specific mediums conform to a set of generic

conventions, and through this understanding, allows them to respond and compose

texts through imaginative creative tasks in which students “make thematic or stylistic

connections with other texts or refer to other texts” ( NESA, English Standard Stage 6

Syllabus, p.41).. For example, Baz Luhrmann offers a stylised rendition of Romeo

and Juliet, in which the language being utilised in the movie is old English, thus

reminiscent of the play, but everything else, from the weapons to the clothes and

setting, are modern and reflective of the contextual world in which the movie is both

produced and set in. this reinterpretation therefore, while still retaining the basic plot

structure of the original play, offers a new experience in regards to the way the

narrative is delivered. Therefore, students are offered new possibilities in

understanding and experiencing stylistic nuances in texts in which they can adapt in

their creative writing tasks, and by doing so, through composition, find appreciation

for the interpretation and construction of texts as it situates the students as creators

(Gannon, Howie & Sawyer, 2009; Stratta, 1973)

Furthermore, these texts allow teachers to explore and experiment with various textual

concepts, such as genre, character, representation, and symbolism, imagery and

connotation. due to richness and contextual nature of Romeo and Juliet, and its many
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adaptations and reinterpretations. This is crucial as these textual concepts address

many of the learning outcomes listed within the NESA syllabus, such as outcomes 4

,7 and 6( NESA, English Standard Stage 6 Syllabus). Textual concepts allows the

teacher to streamline the lesson by grouping it with these concepts, such as genre or

character, thus keeping the learning and teaching material concise and around a

general topic therefore promoting a positive learning environment.

Additionally, to address outcomes 7 and 8, in which students are required to both

address how texts represent “personal and public worlds” and examining the cultural

assumptions made in text( NESA, English Standard Stage 6 Syllabus), I have utilised

texts that are depict forms of representation of cultural views and attitudes regarding

gender conventions and codes, as these texts offer a rich study and analytical

experience for students to discover how gender conventions are represented through

text and how these representations either reinforce, or challenge these conventions.

These texts are various Shakespearian sonnets, Shakespeare’s Macbeth and various

print gendered advertisements. I utilised these texts so students can conduct a close

study and observe the conventions and codes used to represent femininity and

masculinity. Romeo and Juliet and Macbeth represents gender conventions that are

reflective of their context and setting in which they were created. For example, men

had to be brave and courageous whereas women had to be loyal and subservient. This

is also a common theme across many of Shakespeare’s sonnets. I juxtapose these texts

with various print gendered advertisements that both reinforce, but more importantly

challenge these notions and conventions of gender stereotypes through the use of both

language and visual techniques. Through these analysis on gender and the cultural and

societal impact on the representation of gender in texts, Students develop an

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understanding that meaning is represented through various codes and conventions,

and stylistic choices, and that these can be easily subverted to challenge these themes.

Ultimately students explore textual understandings of representation through the

analysis of literary devices, they learn that texts are not reflective of the natural world,

and instead are reflective of the beliefs and values in which these texts were produced

in. students recognize that these texts representation of femininity and masculinity

are not reflective of the natural state of woman, but instead are social constructions

that are instilled in these texts due to the context in which they are set in. This

realisation and understand allows students to students to recreate and reimagine these

texts, such as altering/transforming the text to change the meaning by subverting

gender stereotypes, thus challenging traditional forms of representation. Therefore,

this selection of texts has direct links to one of the requirements for this module, in

which students “identify, analyse and respond to the ideas in the text and the ways in

which meaning is shaped. Students examine the conventions that are particular to

their chosen literary form, and the ways that authors use, manipulate and/or challenge

those conventions.” (NESA, English Standard Stage 6 Syllabus, p. 51). Furthermore,

while these texts have links to the content points in outcome 8, they also connect with

outcome 3, as students are required to “explain effects on meaning” and “appreciate

the power of language in shaping meaning” (NESA, English Standard Stage 6

Syllabus, p. 35)

I have incorporated indigenous texts to meet outcome 8 of the year 11 standard

English curriculum. Students engage with these culturally rich texts through close

analysis and comparison to their set text, Romeo and Juliet. The first content point in

the outcome, which asks students to “identify and explains cultural assumptions in
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texts and their effects on meaning” (NESA, English Standard Stage 6 Syllabus, p. 45)

gets addressed as students assess the cultural values and context that Romeo and Juliet

is set in, and positions those values against the cultural assumptions presented within

the indigenous text. For example, the video text Loved Up – Lore of Love, 2005: Skin

illustrates the tradition of kinship marriages within some indigenous communities.

Students use this text, and accompanying texts, such as an article on skin marriages,

to draw comparisons to their set text of Romeo and Juliet. As a result of this process,

students begin to understand themes such as fate and forcefulness of love within

Shakespearian literature, while also furthering their knowledge and understanding of

indigenous culture as they relate it back to something they are familiar with. This

addresses outcome 7 as students engage, examine and question the values and

attitudes within the text of Romeo and Juliet “through their engagement of with a

variety of texts” (NESA, English Standard Stage 6 Syllabus, p. 43). Furthermore, I

have also incorporated the text “Butterfly Lover” which is considered an “Asian”

adaptation of Romeo and Juliet, this enables students to perceive and experience the

text through a different cultural lens, and by doing so, will come to appreciate the

creation of new meaning through the implementation of culture within texts.

Additionally, Tanna (2015), is a movie about two islanders from opposing tribes who

fall in love, but their respective communities do not approve of it and ultimately end

up in a feud, I have selected this text as it offers another cultural perspective regarding

the Romeo and Juliet style love story. I believe that offering many diverse cultural

reinterpretations allows students to utilise these texts when they are creating their own

adaptation of Romeo and Juliet during creative writing tasks.

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References (including the Lesson Plans, Outlines and Justification)

“an open letter to nerd culture : wolverine as toxic masculinity” [image] (2016, May

17) retrieved from https://www.themarysue.com/wolverine-toxic-masculinity

Boas, E., & Gazis, Susan, editor of compilation. (2016). The artful English teacher :

Over a hundred strategies for the English classroom.

Banks, F. (2013). Creative Shakespeare: The Globe Education Guide to Practical

Shakespeare. A&C Black

.
Gannon, S., Howie, M., & Sawyer, W. (2009). Charged with meaning. Charged with

meaning: Re-viewing English, 1-4

“How Romeo + Juliet mastered the Shakespeare adaptation” [image] (2016, Nov 1)

Retrieved from https://lwlies.com/articles/romeo-and-juliet-leonard-dicaprio-

shakespeare/

NSW Board of Studies (2012) English K-10 Syllabus. Retrieved from

https://syllabus.nesa.nsw.edu.au/assets/englishk10/downloads/englishk10_full.
pdf

NSW Department of Education (2017) Textual Concepts: Representation Retrieved

from: http://englishtextualconcepts.nsw.edu.au/content/representation

“RFK and Tragedy” [image] (n.a) Retrieved from

https://www.pbs.org/wgbh/americanexperience/features/rfk-and-tragedy/

“Romeo + Juliet Cover image” [image] (n.a) Retrieved from

http://t3.gstatic.com/images?q=tbn:ANd9GcRRU8Ul7f6zsB-

cCNQW6mO4PsFnHtVOKr1ghzdtCPHlqNpgprt0
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Stratta, L. (1973). Patterns of Language: Explorations of the Teaching of English.

“The Tragedy of Romeo and Juliet” [image] (n.a) Retrieved

fromhttps://weidenbachn-visualproject.weebly.com/the-tragedy-of-romeo-

and-juliet.html

“The tragic tale of Romeo and Juliet” [image] (n.a) Retrieved from

https://sites.google.com/site/theveronapost1/act-v/headline

“Why read tragedy today?” [image] (2016, 11 March) Retrieved from

https://www.nla.gov.au/audio/why-read-tragedy-today
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Week 1 Full Lesson Plan

ENGLISH LESSON PLANNING TEMPLATE

Class: Year 11 Standard English Time: 60 Minutes

Prior Knowledge

By this point in the unit, students would have completed, or at least read a
substantial part of Romeo and Juliet through personal reading time and in-class time
allocated to reading the text

Outcomes
EN11-1

(1) Develop and apply contextual knowledge

 (1.1) analyse how texts are created in and for a variety of contexts, audiences
and purposes

(2) Respond to and compose texts

 (2-1) develop creative and informed interpretations of texts supported by close

textual analysis

EN11-4

(3) Understand and apply knowledge of language forms and features

 (3-1) investigate text structures and language features related to specific

genres for different purposes and audiences

Materials

Romeo and Juliet Text

Images (Figures 1-4)

Procedures
Time Organisation Teaching/ learning activities
5 - Mark the roll. As soon as the students
minutes Do now activity enter the classroom, have them look at
the get in pairs and talk about their
favourite show that has a lot of tragic
elements, mark the roll why they are
doing this
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15 Think – Pair – Introduce the genre of tragedy to the students

minutes Share/Collaborative through an engaging class discussion. Ask the
Assignment students to detail some tragic moment in their
lives, i.e. provide a personal recount of a tragic
event, ask them what makes the event so tragic,
Outcome: and ask for specific points and words, such as
loss, death, failure etc., to get the discussion
EN11-4 going. Have the students voluntarily share their
2-1 thoughts with the class.

Afterwards, have the students break into four

groups and provide each group with a different
image. Have the students analyse the images as a
group, and have them annotate the image,
highlighting the specific components that make
this image seem tragic. Afterwards, have the
groups come up one by one for their designated
image as it appears on the screen, and have them
annotate the image on the screen and briefly
discuss why they highlighted those specific
components and why they are tragic.

10 Inquiry Based While the students are still in groups, have them
minutes Approach/Think- answer these two questions in which they would
Pair-Share discuss later with the class
Inquiry-based approach/think-pair-share/genre
Class Observation analysis
 What do you know of Romeo and Juliet?
Watch video Give a quick summary of the main events
and plot
Outcomes:  What genre does Romeo and Juliet belong
EN11-4 to? Explain your reasoning
3-1  Can a play belong to more than why
genre? Explain if yes or no
EN11-4  Would you consider this play to be a
2-1 romance or a tragedy?
While they are doing this, go around the class
and observe the students, making sure they are
staying on task. Afterwards, reconvene the class
and have the students give their opinions. Due to
Romeo and Juliet’s popularity among teens for its
themes of romance and love. Some students
might give the following answers in terms of the
genre it fits in

 Romance
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 Love story
 Star crossed lovers
 Tragedy
After the discussion, have the students watch the
video “Romeo and Juliet”: the Language of true
love, which details the comedy, love and tragic
components that make up Romeo and Juliet.
5 Youtube Video Now play the video of the nurse monologue in
minutes act 1 scene 3. Before watching, tell the students
to think about the earlier notes regarding genre
and which elements fit into which genre, and
have the students, just from the YouTube video
alone, assign it into a genre.
15 Choral Reading Before beginning the discussion on the lesson,
minutes Role Play assign some students roles from act 1 scene 3, in
which a group of students would represent one
character. Break the class into 3 groups and
Class Discussion assign each group a character, one group is Lady
Capulet, one is the Nurse, and the last group
Worksheet would be Juliet.
(Choral Reading)
Collaborative Task
After the video and the role play/reading
Outcomes: exercise, reconvene and address the class as a
whole. Before starting the class discussion, have
EN11-1 the students share their answers with the class
1-1 on what genre they think this scene belong to the
most. Most students would say that it was
EN11-4 comedy, as it had a lot of elements belonging to
3-1 the comedy genre due to the ramblings and
tangent of the nurse. Now ask the students these
questions

 What elements of this scenario make it a

comedy? Highlight specific sections
 What were the differences in
presentation, style and tone between the
video adaptation of the scene, and the
textual format?
 Is it possible for Romeo and Juliet to have
multiple genres, for it to be a comedy, a
love story, but also a tragedy? Why/why
not?
Have the students complete the task in groups in
which they brainstorm ideas collaboratively and
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discuss elements of the question, working

towards an answer
10 Whole Class After the time is over, have the students come
minutes Discussion up, one group at a time, and present their
answers to the classroom. This is so that other
students can compare their answers to their
peers in other groups. This could potentially lead
to students noticing that other students might
have different interpretations when it comes to
genre analysis and how they view this scene.
Afterwards, conclude the lesson by assigning
homework for the next lesson.
Homework

Evaluation/ Extension
In-class observation through guidance and class discussions. Observing students
while they present their works in group will allow me to assess their progress in this
lesson and if they have achieved the required outcomes. Furthermore, the artefact,
which is the mind map, provides information on what the students know and
understood of the text, so I can use that to analyse and further assess the students’
progress in the lesson.
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figure 1

figure 2
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figure 3

figure 4
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Week 1 Lesson outlines

Lesson 2
Texts: Romeo and Juliet (play), Taylor Swift “Love Story” (Musical Track)

Key Focusing Concepts: Genre, Romance, intertextuality.

Teaching/Learning Strategies: Collaborative group work, Think-Pair-Share

Outcomes:

EN11-6

Engage personally with texts

 develop an understanding of new texts by making connections with texts
that are personally familiar

Develop and apply contextual knowledge

 consider the importance of context in explaining the similarities and
differences between texts
 investigate the ways in which texts are influenced by other texts and by
contexts

Respond to and compose texts

 describe and explain the connections between texts including the ways in
which particular texts are influenced by other texts

Students discuss and analyse why most people believe that Romeo and Juliet
belongs to the romantic/love genre rather than a tragedy. Students discuss in
groups the common tropes belonging to the romance genre and how they came to
associate these with Romeo and Juliet. Students look at pop culture references to
Romeo and Juliet, such as Taylor Swifts song “Love Story” and how it depicts
Romeo and Juliet as a love story with a happy ending rather than the tragedy it is.
Have the students in groups, highlight what makes the song belong to the
“romance” genre and the play a “tragedy”. The song has a happy ending in which
the matter between Romeo and Juliet gets resolved whereas in the play, Romeo
and Juliet, despite all the obstacles and challenges, end up dead.
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Lesson 3
Texts: Romeo and Juliet (Text) and Gnomeo and Juliet (Movie Trailer) and Romeo
and Juliet (Movie Trailer)

Key Focusing concepts: genre comparison

Teaching/Learning Strategies: Whole Class discussion, Compare and Contrast,

Visual stimuli

Outcomes:

EN11-2

Engage personally with texts

 appreciate the ways mode, medium and technology affect meaning and
influence personal response

Develop and apply contextual knowledge

 assess the effects of the choice of mode and medium, including digital
texts, in shaping the response of audiences in a variety of contexts
EN11-4

Engage personally with texts

 transfer knowledge of language and literary devices to engage with
unfamiliar textual forms or texts in unfamiliar contexts

Understand and apply knowledge of language forms and features

 investigate text structures and language features related to specific genres
for different purposes and audiences
EN11-6

Understand and apply knowledge of language forms and features

 explore and analyse the similarities and differences in language forms,

features and structures between and among texts

Start the lesson by asking students to briefly list some adaptations they know of
Romeo and Juliet, as there is quite a lot due to its popularity and influence over
contemporary pop culture. Afterwards, play the trailer for Gnomeo and Juliet and
have students list some of the conventions of that trailer that make it a comedy,
such as setting, colour saturations, language use, characters etc. Afterwards, watch
the Romeo and Juliet movie trailer and have the students repeat the same steps.
Then have the students compare the trailers, and in the process, see how the
conventions and stylistic choices of these texts vastly change the text and its
portrayal of genre. The activities would be done in groups.
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Lesson 4
Texts: Romeo and Juliet (Texts)

Key Focusing Concept: Genre, creative writing

Teaching/Learning strategies: Collaborative Learning, Imaginative Recreation

activity

Outcome:

EN11-4

Engage personally with texts

 transfer knowledge of language and literary devices to engage with
unfamiliar textual forms or texts in unfamiliar contexts

Respond to and compose texts

 transform and adapt texts by changing context, perspective or point of view

Have the students assigned into three groups, with each group assigned a specific
scene from the Romeo and Juliet Play. The Scenes are Act 5 Scene 3 (Romeo and
Juliet poison scene), Act 3 scene 1 (Tybalt’s death) and Act 5 Scene 2 (Friar
Lawrence and John talking about their inability to send the message to Romeo).
Have each group discuss and reimagine the scene in a way that avoids the tragic
outcome in favour of another genre. They can transform the text into a modern
retelling, or a science fiction, comedy, romance, and can incorporate other elements
into the scene, for example, if it was set in a modern setting, Friar Lawrence (Or
John) could have just sent an SMS or email to Romeo, or Juliet could have
informed Romeo through a call.
After the collaborative reinterpretation exercise, reconvene and have each group
assign roles to their members and act out the play, the students would need to have
designed a dialogue between the characters beforehand.
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Week 2 Full Lesson Plan

Class: Year 11 Standard English Time: 60 Minutes

Outcomes

EN11-2

(1) Engage personally with texts

 (1-1) appreciate the ways mode, medium and technology affect meaning and
influence personal response
 (1-2) explore the ways different media and technologies influence the
experience of a text, for example how reading pathways in digital texts can
offer responders (readers, listeners, viewers, an audience and so on) autonomy

EN11-4

(2) Respond to and compose texts

 (2-1) transform and adapt texts by changing context, perspective or point of

view

(3) Develop and apply contextual knowledge

 (3-1) transform and adapt texts for different purposes, contexts and audiences

EN11-6

(4) Respond to and compose texts

 (4-1) experiment with composing imaginative texts that make thematic or

stylistic connections with other texts or refer to other texts for particular
purposes

Materials

Romeo and Juliet comparison analysis Worksheet

Romeo + Juliet cover image
Glossary of terms
Images (Romeo + Juliet, image of Romeo, and Figure 1)
Baz Luhrmann Romeo + Juliet
Romeo and Juliet textual play
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Procedures
Time Organisation Teaching/ learning activities
10 Collaborative Task Prep: Before students enter the
minu classroom, display the Romeo +
tes Juliet image on the screen and
Mindmap Exercises place 4-5 baking sheets with
markers on each table.
Do now Activity
Have the students enter the
Think-Pair-Share classroom and into 4-5 groups
and have them observe the image
Outcome: on the board. Then ask them to
brainstorm ideas in a mind map
EN11-2 format using the following
1-1, 1-2 questions as a scaffold to
formulate their answers:

 speculate what the cover is

trying to depict, what is it
trying to represent, and
 how is it different to the play
Romeo and Juliet
 Just from the cover, which
genre do you believe the
movie belongs to
 Describe the setting, context,
and any visual
devices/techniques used,
such as symbolism, imagery,
juxtaposition, and colour
While the students are attempting
this activity, hand out the glossary of
terms sheet for analysing images and
then proceed to mark the roll. Then
observe the class.
10 Class Discussion Have the students then share their
minu responses with the class, one group
tes Outcome: at a time. The students, as an entire
EN11-2 group, come up to the front of the
1-1, 1-2 classroom and display their bakers
sheet and go through some of the
notes they listed, and connect it to
the image. They then get their
markers and annotate on the screen
the specific points they highlighted
so the whole class can see. Repeat
this step with all the groups until all
the groups have had a chance and
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the image on the screen is fully

annotated.
5 Class Discussion Go through the annotated image as a
minu class and highlight some of the key
tes Annotation points mentioned by the students.
Draw comparisons between this
image, and what students imagine
Outcome: the Romeo and Juliet text to be like,
EN11-6 mentioning factors such as the
4-1 setting, tone, colour, imagery of love
and death etc.
15 Class Reading of Play Afterwards Have the students read
minu act 1, scene 1. Assign each student
tes Hand out Worksheets a character to act/read their part
out (Gregory, Sampson, Abram,
Play “Romeo and Juliet Petrol Tybalt, and Benvolio). Before
station scene students begin to read, hand the
(https://www.youtube.com/watch?v students a worksheet that has two
=SEzskNtFnIY) columns, one titled “Shakespeare’s
version” and the other “Baz
Think-Pair-Share Luhrmann’s version”. Ask the
students to
 write down what they think
Outcome: is happening
EN11-2  how they imagine the scene
1-2 to look like/play out,
instruct the students to
highlight the use of
language and linguistic
devices.
Engage in a brief discussion
afterwards in which students share
some of their responses, then open
up the Youtube video “Romeo and
Juliet Petrol Station Scene
(https://www.youtube.com/watch?v
=SEzskNtFnIY) and have them
watch this scene, again like before,
have the students repeat the same
steps in note taking but with the
video, on the Baz Luhrmann
column, additionally, have the
students write down what elements
of the video they noticed that make
it different from the text, such as
setting, props, stylistic
choices/changes, and symbolism.
Furthermore, for this exercise,
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students will be in pairs to in order

to assist students with the exercise
and make the class more engaging

15 Next, have the students engage in

minu an imaginative recreation task in
tes Imaginative recreation Task which students write a news
article/report on the scene that we
Collaborative Group Assign just went through as a class. the
students will be provided with a
Create a news article/report glossary of terms that they can use
in their creative writing task.
Students are to work in pairs as this
is a collaborative task. They are to
report on the scene from an
outsider perspective, i.e. as news
reporters ,and to talk about the
event and what transpired,
interviews of witnesses at the
scene, and/or key characters in the
Outcome: play/video, (Gregory, Sampson,
EN11-6 Abram, Tybalt and Benvolio).
4-1 Students therefore need to create
an imaginative creative work,
EN11-4 formulating a narrative from a
2-1 reporter’s point of view, with the
3-1 intended audience being the
general news-reading public.

Before starting the activity, on the

board, go on the website
“veronatimes.com” and browse
some of the articles relating to
Romeo and Juliet. These articles are
mock stories regarding the
characters, events, plots and lives
within the Romeo and Juliet play.
Go through some of these examples
with the class so the students have
an understanding of what is to be
expected. Start the timer for 13
minutes and begin the task.
5 Class Discussion End the activity and have the
minu students come back together for a
tes class discussion. Have a few pairs of
students volunteer and get up one
at a time to present their work to
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the class, they can either both take

turns reading their news article to
the class, or they can volunteer to
take turns being a speaker, and role
play as news reporters if they
designed their activity that way.
Have a few more students come up
and then conclude the class by
assigning a homework reflection
task.
Homework Have the students reflect on the
multiple ways that Romeo and Juliet
can be shaped.

Evaluation/ Extension

The students would be evaluated on two aspects, firstly through observation on their

last activity, which is the news reading activity. I will observe how they planned and

structured their report/news segment in order to assess i they grasped the idea and

language conventions discussed in the lesson. Furthermore, before class concludes, I

would have the students reflect on their learning, specifically on the multiple ways

Romeo and Juliet can be shaped. This would have been inferred by their discussions

and participation of the previous creative assignments, which hopefully would have

broadened the students’ perspectives with regards to the many imaginative

interpretive possibilities of a text.

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Example worksheet of analysis between texts

Shakespeare’s version of Romeo and Baz Luhrmanns (Movie) version of
Juliet Romeo and Juliet
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Example Worksheet of Analysis between texts (Worked)

Shakespeare’s version of Romeo and Baz Luhrmanns (Movie) version of
Juliet Romeo and Juliet

 they are using swords and  swords are replaced by “pistols”

bucklers  it’s set in California, and the

 it’s set in a lord’s house scene takes place at a gas station

 biting of thumb as a form of rather than a lords manor

insult  They are wearing colourful

 the tone of the scene is tense, Hawaiian shirts, the colour and

resulting in a fight when Tybalt brightness of the scene in

escalates the conflict juxtaposition of the

 rivalry between two gangs Shakespearian language

 slow paced  this seems more like a gang

 not action oriented, a lot of war/feud than a rivalry between

speaking families

 citizens/partisans with weapons

are replaced by a child with a toy

gun and his mother.

 Too many cuts/camera pans

 Dialogue combined with action

orientated scenes.
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Figure 1

Baz Luhrmann Romeo + Juliet

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Glossary of terms for analysing the still cover

Miss en scene – Refers to the arrange of props, actors and action

on a set

Colour

Sets, costumes, makeup, props

Location./setting

Colour saturation

Visual contrast

Placement/style of title

Positioning of characters

Framing of image and graphics

Camera angles

Gestures of characters

Universal symbols and codes (symbols representing groups or

ideas, i.e. red means stop)

Character expression, and expressive language

literary devices (use of literary devices such as metaphors,

similes etc

Language (specific use of language i.e. jargon and

metalanguage, and the use of punctuation, sounds, spelling and
grammar)
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Week 2 Lesson Outline

Lesson 2
Texts: Romeo and Juliet (Text), Romeo + Juliet Baz Luhrmann Adaptation
(excerpt from movie)

Key focus Concept: Characterisation, context

Teaching/learning strategies: Think-pair-share, visual analysis, class discussion

Outcomes:

EN11-6

Engage personally with texts

 develop an understanding of new texts by making connections with texts
that are personally familiar

Respond to and compose texts

 describe and explain the connections between texts including the ways in
which particular texts are influenced by other texts.

EN11-5

Develop and apply contextual knowledge

 understand how the contexts of composers (authors, poets, playwrights,
directors, designers and so on) and responders influence their perspectives
and ideas

Respond to and compose texts

 select, interpret and draw conclusions about information and ideas in texts

Students take an in-depth look at Mercutio, who, up until his death, served as a
comedic character that, for the most part, helped carry Romeo and Juliet into the
genre of comedy. Students analyse some key scenes of Mercutio, especially act 1,
scene 4. Students then conduct a think-pair-share task, in which they view and
analyse Mercutio’s scene at the party in which he cross-dresses, observing and
noting down elements such as his clothes, expression, acting, and use of colour.
Students then, in pairs, contrast the image they had of Mercutio from the readings,
and that of the adaptation, and answer these questions “are characters representative
of the attitudes, beliefs and values within the context in which they were created, is
Mercutio from the movie representative of the contextual setting in which it was
created in? explain why” and “what makes Mercutio different than the other
characters within the narrative? Would you consider him a tragic or comedic
character?” In this lesson, through analysis, students realise that characters are
reflective of values and attitudes within their stablished context and that further
characterisation can occur through narrative elements such as genre, point of view,
and imagery.
Halim Yasar 18030727

Lesson 3
Texts: Romeo and Juliet (Text), Romeo + Juliet Baz Luhrmann Adaptation
(excerpt from movie)

Key focus Concepts: Theme (Gender and Love), Representation, character, and
intertextuality

Teaching/learning strategies: collaborative engagement, imaginative recreation.

Whole class discussion

Outcomes:

EN11-8

Engage personally with texts

 identify cultural assumptions in their own texts and in their responses to the
texts of others

Understand and apply knowledge of language forms and features

 assess and reflect on the ways values and assumptions are conveyed
(ACELR058)
 analyse and discuss the ways ideas, voices and opinions are represented
(ACEEN029)

Respond to and compose texts

 analyse how language and argument can create or reflect bias that may
shape cultural perspectives

Engage personally with texts

 engage with increasingly complex texts to understand and appreciate the
power of language in shaping meaning

In this lesson, we analyse elements of masculinity and femininity present within the
play and its characters. As the class starts, begin with a do now activity in which
students look at an image of Romeo (Leonardo DiCaprio) and another image of a
man working out, and are asked which image fits into what we consider
“masculinity” and ask them to identify the codes that represent masculinity within
the image. This leads into Romeo’s depiction in the play, as Romeo, up until he
kills Tybalt, being considered a unique character in Shakespearian plays due to his
effeminate nature. As students read the scene in which he confronts Tybalt and kills
him, Romeo feels as if his love with Juliet has made him “effeminate” and had
“temper softened valor’s steel”. Students see Romeo’s character as a representation
of the values, beliefs and attitudes from a Victorian context, in which femininity
was seen as soft and weak, and the true mark of being a man, was being “brave”
and hard as “steel”. Students engage in a collaborative task in which they discuss
and create a creative piece in which they reimagine the Romeo and Tybalt fight
scene, but with a feminist perspective, thus transforming the meaning being
represented in the text.
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Lesson 4

Texts: Romeo and Juliet (text), Romeo + Juliet Baz Luhrmann Adaptation and
Yolo and Juliet

Key focus Concept: Intertextuality, Genre, Representation, style

Teaching/learning strategies: Think-pair-share, Translation of text

Outcome:

EN11-6

Develop and apply contextual knowledge

 examine how genres and their conventions have changed and adapted over
time

Respond to and compose texts

 experiment with composing imaginative texts that make thematic or
stylistic connections with other texts or refer to other texts for particular
purposes

Engage the students in a translation task, in which students would need to translate
the passage in the balcony scene, specifically Juliet’s soliloquy. Students will read
some excerpts from the Yolo and Juliet book, in which they learn about the
different interpretations of Shakespearian language and engage with the lesson due
to the quirky/fun nature of the book. Students then create their own versions of
SMS messages, in which they first translate the assigned passage into Australian
standard English, and then translate that passage into SMS speak. Students are
allowed to experiment with different conventions regarding SMS speak, such as the
use of emojis. This activity will be done in groups in which each group will be
given a few lines from the passage to translate
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Week 3 Full Lesson Plan

Class: Year 11 Standard English Time: 60 Minutes

Outcomes
EN11-9
(1) Engage personally with texts
 (1-1) monitor and assess the various ways they approach their learning in
English

(2) Develop and apply contextual knowledge

 (2-1) choose individual and collaborative processes appropriate for particular
learning contexts

EN11-1

(3) Understand and apply knowledge of language forms and features

 (3-1) analyse the ways language features, text structures and stylistic choices
represent perspective and influence audiences (ACEEN024)

 (3-2) explain how various language features, for example figurative,

grammatical and multimodal elements create particular effects in texts and use
these for specific purposes

Materials

Romeo and Juliet Text (Excerpt)

Procedures
Time Organisation Teaching/ learning activities
5 Prep the Prep: clear the centre of the room of desks so there is
minutes Classroom room for students to line up in a vertical line. Label the
right side of their wall with ‘+’ and the left with ‘-‘.
Mark the
Roll Class: Have the students enter the classroom and mark
the roll. Then have the students line up in the middle of
the room in a vertical line.
5 Provide Give all the students a sheet of paper that has the entire
minutes students soliloquy of Juliet in Act 4 scene 2 “Farewell!- God knows
with when we shall meet again.” Make sure the students are
Soliloquy in the centre of the room, and that the chairs are moved
so they are unobstructed and can freely move around
and to the sides of the room.
20 Whole Class Now instruct the students to read the soliloquy together
minutes Activity, as a group, each time they read something positive they
are to move to the positive (‘+’) side of the wall while
Conduct reading, and when they read something negative, they
Activity can move to the negative (‘-‘) side of the wall, or if it is
Halim Yasar 18030727

neutral and neither positive or negative, they can stay in

Outcomes: the centre of the room. The teacher will also participate
EN11-9 in this activity, and take notes of which lines the students
1-1,1-2 moved at for future reference.
15 Whole Class After the activity is over, reconvene the class and engage
minutes Discussion in a whole class discussion, have the students move their
seats back and sit down. Now hand out a worksheet and
Outcomes: go through the soliloquy again and this time, discuss the
EN11-1 journey that Juliet took while going through her internal
3-2 monolog. The questions on the worksheet are as follows

 Where in the soliloquy is the most positive and

negative?

 Does Juliet move a lot?

 Were there points in the soliloquy that you were

unsure if it was positive or negative?

 Highlight a line that did not make you move

 Does Juliet go back and forth between positive

and negative a lot, or is there a moment in the
soliloquy in which she stays positive/negative or
in the middle?

Go through these questions as a class, depending on the

results of the previous activity
10 Whole Class Now explain to the students the ongoing theme of
minutes Discussion interrelatedness between phrases, the connection
between hope and despair, of being desirable and
Outcomes: undesirable at the same time. Have students go on a
EN11-1 quick 2-minute exercise in which they go through the
3-1,3-2 soliloquy and highlight lines that convey this notion,
looking for oxymorons. Now reconvene and have a few
students share their responses. Some of these lines are
“beautiful tyrant”, “fiendish Angelica”, and “a damned
saint, an honourable villain”. Highlight that the use of
oxymorons in Juliet’s soliloquy is showing the readers of
her two conflicting thoughts, her love for Romeo, but
also her grief for the passing of Tybalt. She considers him
an angel who is fiendish, a tyrant who is beautiful, and
paints him as a villain, who commits crime, as who is
honourable. These terms do not go together as they are
contradictory statements, however, such contradictions,
help portray Juliet’s inner turmoil and strife, as she is
confused as to how to label Romeo. She still longs for
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him, but she also despises him. Therefore, Shakespeare’s

use of oxymorons displays Juliet’s internal conflict
between her love for Romeo, and love for her family.

5 Class Now, before the class concludes, have the students

minutes Discussion quickly come up with a similar phrase as to the ones
from the soliloquy, have them come up with an
Concluding oxymoron that can describe any of the characters in the
Remarks play. Some examples the teacher would provide is
“Fearless coward” “innocent criminal” and “disgustingly
beautiful”.

Homework

Evaluation/ Extension

Observe the students during the lesson and make notes on their progression and

how they handle the lesson. At the end of the lesson, in the last concluding activity,

collect the artefacts that students produced and analyse them. I will use these
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artefacts to assess the students’ progress, and if they understood the lesson. If they

indicate appropriate use of language techniques discussed throughout the lesson,

then they have met the goals and outcomes for the lesson. If however they did not,

or failed to produce any artefact at all, then they have not meet the expected

outcome and might need additional assistance.

Week 3 Lesson Outline

Lesson 2
Texts: Romeo and Juliet Shakespeare’s Play

Key Focus Concepts: Soliloquy, language conventions, character

Teaching/Learning strategies: Imaginative recreation, soliloquy creation

Outcomes:

EN11-3

Respond to and compose texts

 use stylistic features to craft and communicate points of view

EN11-1

Understand and apply knowledge of language forms and features

 analyse the ways language features, text structures and stylistic choices
represent perspective and influence audiences (ACEEN024)

 explain how various language features, for example figurative, grammatical

and multimodal elements create particular effects in texts and use these for
specific purposes

Respond to and compose texts

 develop creative and informed interpretations of texts supported by close
textual analysis

This lesson is designed to further the students’ knowledge of the soliloquy, have
students re-analyse the soliloquy from the last lesson, students would need to
create their own soliloquy for a character in Shakespeare, it can be any character
and it can be regarding anything. This creative writing task enables students to
experiment with the language conventions regarding soliloquy, while also
providing a fun and engaging lesson for the students. This activity would be
attempted in pairs or groups of three.
Halim Yasar 18030727

Lesson 3
Texts: Romeo and Juliet Shakespeare’s play

Key Focus Concept: Point of view, character

Teaching/Learning strategies: Class discussion, think-pair-share, imaginative

recreation

Outcomes:

EN11-4

Engage personally with texts

 transfer knowledge of language and literary devices to engage with
unfamiliar textual forms or texts in unfamiliar context

Understand and apply knowledge of language forms and features

 investigate text structures and language features related to specific genres
for different purposes and audiences

Respond to and compose texts

 transform and adapt texts by changing context, perspective or point of view

Discuss with the students the structure of point of view in Romeo and Juliet, how
it mainly revolves around the two main characters, Romeo and Juliet. Inform that
characters’ point of view comes from both observations and soliloquies, such as
Juliet’s balcony scene, in which the audience has access to her inner thoughts.
Analyse the point of view aspect through worksheets. Than have students select a
character and scene and reimagine it through the point of view of another
supporting character and what they saw/thought, for example, Friar Lawrence or
John and their quest to get the letter to Romeo.

Lesson 4
Texts: Romeo and Juliet (text) and Romeo + Juliet Baz Luhrmann

Key Focus Concept: style, connotation imagery and symbol, intertextuality

Teaching/Learning strategies: Visual stimuli, compare and contrast, think-pair-

share, class discussion

Outcomes:

EN11-6

Understand and apply knowledge of language forms and features

 explore and analyse the similarities and differences in language forms,
features and structures between and among texts
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 understand how texts conform to or challenge generic conventions through

their language forms, features and structures

Respond to and compose texts

 experiment with composing imaginative texts that make thematic or stylistic
connections with other texts or refer to other texts for particular purposes

Have the students watch the prologue scene in Baz Luhrmann’s Romeo + Juliet,
and write down some of the stylistic and visual choices for the opening, such as its
being portrayed as a news report and the quick editing, and compare that to the
opening in Shakespeare’s Romeo and Juliet. Afterwards, have the students write a
few notes down on the stylistic differences and similarities, and then engage in a
creative writing task in which they reimagine the death scene of Romeo and Juliet.
Halim Yasar 18030727

Week 4 Full Lesson Plan

Class: Year 11 Standard English Time: 60 Minutes

Outcomes
EN11-3

(1) Develop and apply contextual knowledge

 (1-1) appreciate the use of Standard Australian English for a variety of

purposes, audiences and contexts

EN11-1

(2) Engage personally with texts

 (2-1) investigate, appreciate and enjoy a wide range of texts and different
ways of responding
(3) Develop and apply contextual knowledge

 (3-1) identify and describe the contexts of composing and responding, for
example personal, social, historical, cultural and workplace contexts, and
consider how these contexts impact on meaning
(4) Respond to and compose texts

 (4-1) develop creative and informed interpretations of texts supported by close

textual analysis

EN11-8

(5) Engage personally with texts

 (5-1) identify cultural assumptions in their own texts and in their responses to
the texts of others

(6) Develop and apply contextual knowledge

 (6-1) recognise how context influences the cultural assumptions that underpin
their own and others’ compositions of, and responses to, texts

Materials

Language Translation Worksheet

Chorus Handout
Venn Diagram
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Procedures
Time Organisation Teaching/ learning activities
5 minutes Do Now Activity Have the students enter the classroom and sit down
and read the popular phrase “star-cross’d lovers” and
have them write down a few notes on what they think
that term could mean. While they are doing the “do
now” activity, mark the roll.
10 Whole Class Provide the students with two handouts, one
minutes Activity containing the passage with the phrase “star-cross’d
lovers” (prologue 1-8) and another of the Language
Provide students Breakdown worksheet. Have a student volunteer to
with Handouts read the passage, if no student volunteers, pick a
“Language student at random to read the passage. Afterwards, on
Breakdown” and the Language Breakdown sheet, go through the first
Prologue (1-8) column as a class, in order to scaffold the practice and
provide an example for the students on what is
expected. Then, break the class into five groups and
Outcomes: give each group one of the remaining quotes for them
to work on.
EN11-3
1-1 This exercise makes sure that students understand
that passage and what is being said to them, as some
students find it difficult to understand and interpret
Shakespeare’s works due to the language being used.
5 minutes Brief Class Briefly discuss the passage, and how it foreshadows
Discussion the tragedy that is Romeo and Juliet’s relationship, due
to their inevitable death. Now ask the students to form
Think-Pair-Share pairs and think about the statement:

Is fate seen as a force that controls the destiny of

these characters, or is the characters; circumstances
and deaths just happen to be pure circumstance or the
responsibility of other characters

5 minutes Watch Youtube Now watch the video Loved Up – Lore of Love, 2005:
Video Skin and instruct the students before watching the
video to write down notes on some similarities between
Outcome: the video, of the passage they just read, or the whole
EN11-1 play of Romeo and Juliet. Have the students remain in
2-1 their groups as this is a group task.
15 Briefly discuss the video and some of the similarities in
minutes Class themes it shares with Romeo and Juliet, such as fate,
Collaborative forcefulness of love, and punishment.
Task
For the next activity, open up an electronic Venn
diagram app, with one side titled “Loved up”
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Venn Diagram dreamtime story, and the other side Romeo and Juliet,
Activity have the students come up, one group at a time, and
add their notes to the board, after the group added
their notes, ask them to discuss a few of their notes,
Outcome highlight why these are similar to Romeo and Juliet, or
why they are different. Do this with all the groups until
EN11-1 all the groups have had a chance to add their notes.
3-1,4-1

EN11-8
5-1
5 minutes Whole Class As a class, have a look at the differences and more
Discussion importantly, similarities between Romeo and Juliet
and the video of the kinship marriages
10 Hand out copies Hand out copies of a printed article, retrieved from
minutes of the articles https://www.clc.org.au/index.php?/articles/info/abori
ginal-kinship, to each of the groups and have them
Think-Pair-Share read the article and then compare the relationship of
Romeo and Juliet to the aspect of the kinship system
Focus Questions and “wrong skin” marriages. Ask students to analyse
the use of language in both the article they have just
read, and the video they watched previously, and how
it is comparable to the way the prologue sets up the
relationship of Romeo and Juliet. Ask these specific
Outcomes: focus questions to guide the students

EN11-8  Who determines if Romeo and Juliet are able to

5-1, 6-1 be together?
 How is the kinship system similar to that of the
EN11-1 system used in Romeo and Juliet?
2-1  How are skin names similar to the family names
of Montague and Capulet
5 minutes Brief Whole class Have the students reconvened and let each group give
discussion a brief summary of their answers to the whole group.
Before concluding, assign students an extension of the
Assign lesson, in which they have to go to the Australian
homework museum website http://australianmuseum.net.au and
look for dreamtime stories that are similar to Romeo
and Juliet, and provide a brief synopsis of the story and
its similarities to Romeo and Juliet. I will be collecting
the work next lesson.
Homework
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Evaluation/ Extension

Assign students an extension, have them research, in their own time, a

dreamtime story that has similar traits to that of Romeo and Juliet, and write a

brief synopsis about it, while also noting down similarities. This firstly

encourages independent learning, in which the student, without the

assistance of the teacher, makes an informed judgement based on the

knowledge they have gained, and also shows me that they understood the

text well enough to find another story similar in plot to Romeo and Juliet.
Halim Yasar 18030727

CHORUS

Two households, both alike in dignity

(In fair Verona, where we lay our scene),

From ancient grudge break to new mutiny,

Where civil blood makes civil hands unclean.

From forth the fatal loins of these two foes

A pair of star-crossed lovers take their life,

Whose misadventured piteous overthrows

Doth with their death bury their parents' strife.

The fearful passage of their death-marked love

And the continuance of their parents' rage,

Which, but their children’s end, naught could remove,

Is now the two hours' traffic of our stage—

The which, if you with patient ears attend,

What here shall miss, our toil shall strive to mend.

Halim Yasar 18030727

Example of Task

Shakespearian English Australian Standard What meaning is the

English quote trying to represent
Two households, both alike

in dignity

(In fair Verona, where we

lay our scene),

From ancient grudge break

to new mutiny,

Where civil blood makes

civil hands unclean.

From forth the fatal loins of

these two foes

A pair of star-crossed

lovers take their life,

Whose misadventured

piteous overthrows

Doth with their death bury

their parents' strife.

The fearful passage of their

death-marked love

And the continuance of

their parents' rage,

Which, but their children’s

end, naught could remove,

Halim Yasar 18030727

Which, but their children’s

end, naught could remove,

Is now the two hours' traffic

of our stage—

The which, if you with

patient ears attend,

What here shall miss, our

toil shall strive to mend.

Halim Yasar 18030727

Example of worked task

Shakespearian English Australian Standard What meaning is the

English quote trying to represent
Two households, both alike Two families, both Both families are of
similar in status ( This similar status, the word
in dignity
story is set in Verona) dignity implies that they
(In fair Verona, where we might be of high status,
which could explain why
lay our scene), they are feuding

From ancient grudge break A long lasting feud

to new mutiny,
Where civil blood makes
civil hands unclean.
From forth the fatal loins of
between the families
where citizens kill other
citizens and spill their
blood due to the feuding
of these two families

these two foes

A pair of star-crossed Two lovers from either

side of the conflict fall in
lovers take their life,
love and ultimately die
Whose misadventured

piteous overthrows

Doth with their death bury Their deaths end their

parents long lasting feud
their parents' strife.
and hatred
The fearful passage of their

death-marked love
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And the continuance of And nothing could put an

their parents' rage,
Which, but their children’s
end, naught could remove,
end to their parents rage
and hatred, unless it was
the death of their
children

Is now the two hours' traffic For now two hours, if

of our stage—
The which, if you with
patient ears attend,
you pay attention, we will
go through everything
that was not covered in
the prologue

What here shall miss, our

toil shall strive to mend.

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Venn Diagram
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Worked Example

Set in Venice in the Set in Australia

late 1500s Fate determines
marriage An indigenous
Feuding Families Dream time story
Punishment for
Not a real story people who marry Kinship system
people they aren’t
The use of old suppose to marry Real people and a
English real story
Decided by the
community/family
Halim Yasar 18030727

Week 4 Lesson Outline

Lesson 2
Texts: Shakespeare’s Romeo and Juliet, Dreamtime stories from
http://australianmuseum.net.au

Key Focus Concept: Indigenous dreamtime stories

Teaching/Learning strategies: Think-Pair-Share, creative writing task,

collaborative group presentation

Outcome:
EN11-7

Engage personally with texts

 reflect on how their personal values and perspectives are confirmed or
challenged through their engagement with a variety of texts including those
by and about Aboriginal and/or Torres Strait Islander People(s)

Respond to and compose texts

 compose critical and creative texts that reflect particular values and
perspectives, including their own

EN11-8

Engage personally with texts

 identify cultural assumptions in their own texts and in their responses to the
texts of others

Have the students take out their homework assigned last lesson, in which students
had to research and find dreamtime stories that are similar to the lesson. Engage in
a think-pair-share activity in which students discuss the similarities they found with
their story to the play of Romeo and Juliet. Have the students engage in a creative
writing activity in groups, in which they apply the narrative of Romeo and Juliet to
a more localised setting, reinterpreting the text in order to represent their culture
and context through the text. have the groups then play the scene out in front of the
class one at a time.

Lesson 3
Texts: Romeo and Juliet Shakespeare’s play and TANNA - Trailer (2016)
https://www.youtube.com/watch?v=LnR8pUoPJZU

Key focus concept: Intertextuality, style, and Individual vs Society

Teaching/Learning strategies: Visual Stimuli, group collaboration, answering

worksheet.

Outcomes:
EN11-6
Halim Yasar 18030727

Develop and apply contextual knowledge

 consider the importance of context in explaining the similarities and
differences between texts

 examine how genres and their conventions have changed and adapted over
time

Understand and apply knowledge of language forms and features

 explore and analyse the similarities and differences in language forms,
features and structures between and among texts

Respond to and compose texts

 describe and explain the connections between texts including the ways in
which particular texts are influenced by other texts

Have the students watch the trailer for Tanna, a movie telling the story of two
lovers who are divided due to the feud and tension between families and
communities. Have the students highlight the similarities regarding the societal
aspect and the predicament of the two lovers, with the play Romeo and Juliet.
Afterwards, have the students highlight the differences in terms of context, setting,
style, conventions etc. have the students then, in groups, answer a set of questions
from a worksheet.

Lesson 4
Texts: Romeo and Juliet Shakespeare version, Butterfly Lovers

Key Focus Concept: Genre, Representation, context

Teaching/Learning strategies: Think-pair-share, imaginative recreation, group

collaborative activity

Outcomes:
EN11-4

Respond to and compose texts

 transform and adapt texts by changing context, perspective or point of view
 transform personal experience into imaginative texts for particular contexts
and audiences

EN11-6

Develop and apply contextual knowledge

 consider the importance of context in explaining the similarities and
differences between texts
 investigate the ways in which texts are influenced by other texts and by
contexts and examine how genres and their conventions have changed and
adapted over time
Halim Yasar 18030727

Respond to and compose texts

 speculate on the possibility of different interpretations of texts when they
are considered from different perspectives
 compose critical and creative texts that reflect particular values and
perspectives, including their own

Have students try to reimagine Romeo and Juliet set in different cultures and
contexts from around the world. Have them note down ideas in groups as to how
Romeo and Juliet would look like if it was set in a culture or context of their choice.
Students can also incorporate their own culture and use it to transform the text.
Watch the trailer for Butterfly lovers, and have them in groups discuss the visual
language, attitudes and cultural context, i.e. the clothes, music, language etc. Now
have the groups create a short version of Romeo and Juliet set within another
culture or context, such as their own culture, and use the video as an example of
what they can alter/transform, such as language, clothes, cultural practices etc.