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Rationale
The primary text used in this unit of work is Shakespeare’s Romeo and Juliet, and it was designed for year 9. The predominant pedagogical
approaches used when designing this unit were the inquiry-based and collaborative approaches. Often in large group discussions students
avoid contributing due to the fear of being wrong. Wright (2012) suggests that working in pairs allows children to explore concepts of the texts
in an environment “where they don’t feel too exposed” (p. 7). The think-pair-share model was used in the lesson planning as it allows students
to work autonomously without major input from the teacher; the students are bouncing ideas and theories off each other instead of relying on
teacher-directed learning. The outcome of this strategy is often an enriched and authentic analysis of a text rather than just parroting what the
teacher says: this is an example of a collaborative approach to pedagogy. Milner and Milner (2008) state that a teacher is a “guide on the side,
not the sage on the stage” (p. 467), this statement encourages student-directed or inquiry-based learning. Fostering creativity and imagination
are important in education, there were three main creative tasks that approached the text from a new perspective. Firstly students were
tasked with creating a Facebook profile for a character from Romeo and Juliet, which allowed students creative liberty. Rather than filling out a
character analysis worksheet students were able to connect with the text in a more accessible format. By changing the format of the lesson,
and making it personally relevant to the students, allows the potential for the content to “penetrate and hold fast” (Milner and Milner, 2008,
p. 467). The second task that was created to ignite imagination was the poster lesson. This lesson students needed to create an advertisement
that will persuade people to see the production of Romeo and Juliet, encouraging students to analyse the text and find the key themes of the
text as well as punchy headlines. Lastly, the puppet show at the end of the unit. The task could have been a comparative essay, or another
writing task that can dissuade students from embracing Shakespeare in their education. While these tasks are useful, in order to foster
creativity and imagination in students the task set was a collaborative task that most students will find entertaining. There are a lot of
elements to this task, and it probably should have been set as summative assessment however with the unit length being quite short I decided

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to run it within lessons. Overall this unit shows a range of pedagogical approaches, favouring the student-directed tasks over the teacher-
directed lessons.

Title: William Shakespeare – Romeo and Juliet Suggested duration: 4 weeks

Stage: Stage 5

Unit Description
In this unit students explore the nature of conflict in Shakespeare’s Romeo and Juliet, with particular attention to how relationships are
constructed, in a range of texts. They will examine both the external conflicts and the internal emotional conflict. Through the analysis of
certain scenes students are able to see the literary techniques Shakespeare used to develop memorable characters, solidifying his place as a
canonical writer. Students are given the chance to explore human connection and relationships, as well as the overarching theme of conflict,
through creating their own adaptation of Romeo and Juliet. This task fosters creativity and imagination within the students.

Outcomes
Outcome 1: responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis,
imaginative expression and pleasure
Outcome 2: effectively uses and critically assesses a wide range of processes, skills, strategies and knowledge for responding to and
composing a wide range of texts in different media and technologies
Outcome 3: selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts,
describing and explaining their effects on meaning
Outcome 4: effectively transfers knowledge, skills and understanding of language concepts into new and different contexts
Outcome 5: thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and arguments to
respond to and compose texts in a range of contexts

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Outcome 6: investigates the relationships between and among text

Outcome 9: purposefully reflects on, assesses and adapts their individual and collaborative skills with increasing independence and
effectiveness

Syllabus Content Teaching and Learning Activities Resources Assessment

1 Outcome 3 Students will be introduced to William Shakespeare, they will YouTube video: William
 understand that create a timeline of his life and literary achievements, using Shakespeare: Legendary
Standard Australian provided resources and independent research. Wordsmith - Fast Facts |
English in its spoken History
and written forms has View YouTube video: William Shakespeare: Legendary https://www.youtube.com/
a history of evolution Wordsmith - Fast Facts | History watch?v=HUHEPo_g0AQ
and change and
continues to evolve Shakespeare was a wordsmith. Students are to find 10 words
used today that William Shakespeare invented, and state
whether he coined the term or adapted known words to
create new meaning. Students will share their findings with
the class in the form of a mind map.

2 Outcome 9 Student will complete a questionnaire that hints at the main Resource 1 -Questionnaire Formative assessment:
 understand the learning themes and plot of Romeo and Juliet. teacher will evaluate
purposes, specific Resource 2 – Printed copy students’ analysis of
requirements and Teacher will make clear the expectations of the unit prior to of prologue the prologue to ensure
targeted outcomes of commencement of reading the play. they are linking back to
tasks The intrinsic question that needs to be answered by the end the text.
of the unit is: why are Shakespearean texts considered
timeless?

The students are asked to copy the definition of prologue

from the board. They will then receive a copy of the prologue
from Romeo and Juliet. Individually students will predict what
will happen in the play based on the information presented in
this passage, any predictions need to be supported with

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extracts from the prologue.

The class will read Act 1 Scene 1 together in class. As

homework they will be expected to finish Act 1.

3 Outcome 1 Students will observe how vocabulary choices in the text Resource 3 Formative assessment:
 identify how vocabulary contribute to the distinctive writing style of Shakespeare. by collecting the
choices contribute to student’s ‘dictionaries’
specificity, abstraction As a class we will hypothesise the main barrier Shakespeare’s it allows the teacher to
and stylistic style of writing creates in the modern reader, and think of reflect on the
effectiveness ways to break the barrier. effectiveness of the
task, whilst ensure
Think-Pair-Share. Students will be given a list of common students are
Shakespearean terms, they will individually convert to completing the work
modern English. The students will be paired to compare set.
answers and fill in any blanks, then come together as a class
to ensure everyone has filled in all areas.

Student will then create a dictionary, or glossary of terms,

using blank booklets provided. They are given the freedom to
choose the design themselves, and will be collected by the
teacher at the end of the lesson to ensure all students have
completed their task. These booklets will be returned and are
to be used through the close study of Romeo and Juliet, any
terms the students are unfamiliar with will be documented in
this “dictionary” and defined.

4 Outcome 3 As a class we will create a plot summary for Act 1. Resource 4 Formative assessment:
 analyse and explain collecting the students
how text structures, In order to familiarise themselves with the characters in social media profile will
language features and Romeo and Juliet students will be playing a guessing game. show where students
visual features of texts The teacher will read aloud the character descriptions and are excelling or
and the context in students will guess based on these clues. struggling with

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which texts are character analysis.

experienced may Students will create a social media account for their chosen
influence audience character on a provided blank sheet of paper. This account
response will have a bio, or ‘about me’, section, as well as a status
update using the information provided from the ‘who am I?’
game and Act 1 of the play. They must explain their link to the
specific scene. These will be collected at the end of the
lesson.

As a class we will discuss how text structure can influence an

audience’s response to a text. Using a structure young people
find familiar helps engage students.

As homework students are required to read Act 2 and 3.

5 Outcome 2: Students will analyse Shakespeare’s characterisation of

 identify, explain and Romeo and Mercutio; this will be done through a close
discuss how narrative reading of Act 1 scene 1 and Act 1 scene 4 respectively.
viewpoint, structure,
characterisation and Ask students which character they prefer, and determine as a
devices class whether characterisation and satire shape how an
including analogy audience responds to a text.
and satire shape
different interpretations Showing students how Shakespeare constructs his characters
and responses to a text will help them when creating their own later in the unit.

6 Outcome 6 Students are asked how they would define conflict. Give the Resource 5
 explore and students a few minutes to write down a definition, discuss as
appreciate the a class. Romeo and Juliet opening
similarities and Students are shown the two images in resource 5, the class fight scene:
differences between will discuss how these images are similar/different. https://www.youtube.com
and among more /watch?v=SEzskNtFnIY
demanding texts Independently students identify 3 examples of conflict either

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in reality or fiction (movies, tv shows or literary texts), this

will highlight conflict, which is a key theme in Romeo and
Juliet.

Watch the opening scene from Baz Luhrmann’s adaptation of

Romeo and Juliet (the petrol station). What are the
similarities between the original play and Luhrmann’s scene
e.g. the different weapons used (however, draw students
attention to the name of the gun, this allows the modernity
to shine while respecting the original play). Students
complete individually and then we come together for a class
discussion.

7 Outcome 6 As a class we will summarise the plot for Act 2 and 3.

 explain and justify
responses to texts and Individually students will define ‘fate’. We will then discuss
widening personal their thoughts and opinions as a class.
preferences within and What is free-will? Students will define free-will as a class and
among texts discuss the implications of both fate and free-will in relation
to the play.
Outcome 9 Students will find examples from the play where Romeo and
 use and assess Juliet are either victims of fate or attempting to defy fate.
individual and group
processes to Pose the following statement to the students: “Are Romeo
investigate, clarify, and Juliet’s tragic deaths a result of fate or human
critically evaluate and interference?”
present ideas The room will be divided down the middle those who think
fate will move to the left, those who disagree move to the
right.
The students will then defend their choice and try and
persuade others to join their side. Teacher will mediate to
ensure it is enjoyable.

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Remind students to finish reading the play (Act 4 and 5) for

homework.

8 Outcome 3 Students will be shown 3 movie posters or advertisements. Formative assessment:

 understand how They are to determine the purpose of the text (e.g. to Teacher collects posters
paragraphs and images persuade, to inform) and analyse the stylistic choices made by to assess how well they
can be arranged for the designer (font size, POV or perspective, colour). implemented stylistic
different purposes effects and how well
purpose, audiences, Students will then design a poster to advertise Romeo and they know the content
perspectives and Juliet drawing from the text. They can make it a movie poster, of Romeo and Juliet.
stylistic effects a cautionary advertisement against love, fate or conflict,
 understand how creativity is key both in the content and the execution. These
punctuation is used will be collected at the end of the class to see how well they
along with layout and addressed outcome 3. Students will need to make the plot of
font variations in the play clear, with at least quote that is not from the
constructing texts for prologue.
different audiences and
purposes

9 Outcome 1: As a class we will finish our plot summary, we will now have a Resource 6
 present an argument clear summary of all the important/notable parts of the play.
about a literary text This will help us for later activities.
based on initial
impressions and In the prologue Romeo and Juliet are described as star-
subsequent analysis of crossed lovers. From the beginning they are running against
the whole text the clock, and seem to be attempting to defy fate. Reflect on
the previous lesson regarding fate vs free-will, students will
now be arguing whether the blame can be placed on other
characters.

Using resource 6 find out who is most responsible and find a

way for Romeo and Juliet to survive.

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10 Outcome 4: A student volunteer will perform Juliet’s monologue after

 investigate and finding out Romeo has killed her cousin Tybalt (if no students
experiment with the use are willing the teacher will perform). The aim is to highlight
and effect of extended the inner conflict Juliet is experiencing, and how Shakespeare
metaphor, metonymy, uses language to convey emotion and the concept of conflict
allegory, icons, myths through Juliet’s characterisation.
and symbolism in texts,
for example poetry, Students will answer the following questions based on the
short films, graphic “performance” and the close study of the scene.
novels, and plays on
similar themes 1. What is Juliet’s response?
2. What are the conflicting feelings Juliet is
experiencing?
3. Does family obligation trump a new romance?
4. Do you think Juliet’s decision is justified?

We will come together as a class to discuss the answers and

to look at how this scene influenced the play’s tragic ending.

11 Outcome 4: Motif – students are given the definition. Formative assessment:

 investigate and collect students work to
experiment with the Students will read some creative narrative examples from see how well the
use and effect of previous students; the examples will range in years 9-12. This understand motifs and
extended metaphor, will enable students to get a practical understanding of how metaphors.
metonymy, allegory, to spot a motif.
icons, myths
and symbolism in texts, What is the motif in Romeo and Juliet?
for example poetry,
short films, graphic Metaphorical language
novels, and plays on Find 3 examples of metaphors used in the play. We will
similar themes discuss as a class the importance of metaphorical language in
a narrative.

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Shakespeare was known for his extended metaphor, students

will do a close reading of part of Romeo’s speech comparing
Juliet to the sun (Act 2 Scene 2).

“But, soft! what light through yonder window breaks?

It is the east, and Juliet is the sun.
Arise, fair sun, and kill the envious moon”. What is
Shakespeare saying in this passage

12 Outcome 4 : Flashbacks improve narrative, the task this lesson will build
 appreciate and value on their skills in writing creative narratives, it will show them
the ways language how to add depth to their character development.
concepts, ideas and
information can be Using the knowledge you have regarding the themes reshape
shaped and the tone of the story by writing an imaginative piece starting
transformed for new with “It wasn’t meant to go this way…”. The aim of this task is
and different context to take on the perspective of a regretful Romeo or Juliet. The
point is to transform the text into a new context.
Outcome 6:
 research and explore This allows students to recap the text from their own point of
the texts of specific view.
composers, e.g. a
novelist, poet,
filmmaker or dramatist,
considering themes,
language techniques
and similarities and
differences in their
works.
13 Outcome 6: Intertextuality. Reaffirm the definition of intertextuality and
 investigate, hypothesise how it is used in literature. Refer to the fact that the story of Luhrmann’s 1996 pool
and explain the ways a Romeo and Juliet was not created by Shakespeare, that he in scene:
concept may be fact used intertextuality to recreate a known story with such https://www.youtube.com

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18208782 – Katherine Grant

reinterpreted over time success will hopefully interest students. /watch?v=zomfWd5wkCE

through different texts
and media Student have already viewed the opening scene from West Side Story 1961:
 explore and appreciate Luhrmann’s modern adaptation of Romeo and Juliet. This https://www.youtube.com
the similarities and lesson will focus on the balcony scene from the text, and the /watch?v=m7xTvb-FAhQ
differences between equivalent scenes from Luhrmann’s film and the 1961 film
and among more West Side Story.
demanding texts
Students will investigate the ways to concept has been
reimagined in the adaptations and draw comparisons
between all three texts.

This will be done as a class to ensure all students are on the

same page. Viewing these adaptations will give them further
insight into how to change a story whilst still adhering to the
key concepts of the original text.

This lesson will be great to refer back to the original questions

of why Shakespearean texts are considered timeless. Draw
focus on the relationships being portrayed.

14 Outcome 6 Students will be advised of the puppet show they are working Resource 7: scaffold
 create imaginative texts towards. Students will form groups of 4 to create a script
that make relevant backdrop and finger puppets. This group will choose a scene
thematic and from Romeo and Juliet to recreate a modern adaptation of
intertextual the text. Using the Scaffold provided students work
connections with other collaboratively to construct an original idea using themes and
texts generalised plot.

This scaffold will be collected at the end of the lesson.

15 Outcome 2: Teacher will review the scaffolds and give students

 plan, rehearse and suggestions on how to improve their play.

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deliver presentations,
selecting and Students will work on their script this lesson, as well as their
sequencing appropriate finger puppets and backdrop. Teacher will provide craft
content and multimodal materials to create the puppets. Students will create scene
elements to influence a backdrops with either create a A4 sheet of paper or a digital
course of action image.

16 Outcome 5: Students will perform their plays for the class. Resource 8
 understand and explain Students will be given feedback cards where the will grade
the ways in which their peers, resource 8.
composers transform
ideas and experience Lastly we will wrap up the unit by discussing why
into and within texts, Shakespeare’s plays are considered timeless. Focus heavily on
including consideration the way Shakespeare represents the depth and complexity of
of their insight, human interactions.
imaginative powers and
ingenuity
Outcome 2:
 review, edit and refine
students’ own and
others’ texts for control
of content,
organisation, sentence
structure, vocabulary,
and/or visual features
to achieve particular
purposes and effects

Resource 1

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True or False
Answer the following questions with a true or false. Be prepared to justify your responses.

1. Do you believe in love at first sight?

2. Do you believe your parent or guardian knows what’s best for you?

3. True love is a myth.

4. Teenagers cannot experience true love.

5. Love is worth dying for.

6. Killing someone as an act of revenge is justified.

7. Physical attraction comes before love.

8. Family loyalty is important.

9. Do you believe in fate?

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Resource 2

Prologue: Romeo and Juliet

By William Shakespeare
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-cross'd lovers take their life;
Whose misadventured piteous overthrows
Do with their death bury their parents' strife.
The fearful passage of their death-mark'd love,
And the continuance of their parents' rage,
Which, but their children's end, nought 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.

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Resource 3

Modernising Shakespearean English

Common Pronouns, Verbs and Prepositions

thou =

ye =

thee =

thine or thy =

art = hence =

dost = oft =

doth = yea =

'ere = ay =

hast = aught =

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'tis = yon, yonder =

'twas = would (he were) =

wast = marry =

whence = nay =

wherefore = hie =

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Modernising Shakespearean English Answers

Common Pronouns, Verbs and Prepositions

thou = you (subject, singular, informal) e.g. "Thou wast in the next room."

ye = you (subject, plural) e.g. "Ye all came forth from the room."

thee = you (object... "to you" ) e.g. "I saw thee in the other room."

thine or thy = your (possessive, singular) e.g. "That is thy room.

Retrieved from: https://learn.lexiconic.net/shakewords.htm

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Resource 4

WHO AM I? I am a friend to both

Capulets and Montagues.
While I am a man of the
I am known for my
imagination and wit, as
well as my cutting satire. I
love word play, in
church my schemes were
particular double-
conducted with the hope
entendres with sexual
of ending the feud
undertones. I am hot
between these great
headed and impulsive, and
houses. I am seemingly an
despise all notions of
expert in mystical potions
romantic love. My best
and herbs.
friend is Romeo
Who am I?
Who am I?

I am a young man, though

my age is not stated it is
I am a Capulet, and In the beginning of the play
assume I am 16-17 years
considered very vain. I am I am a thoughtful friend, I was naïve and obedient. I
old. I am passionate and
prone to violent outbursts and considered to be did not think of marriage at
impulsive and value love
when my pride is relatively level headed. I all. I am more rational than
above all else. I am an heir.
wounded. I hate encourage Romeo to forget Romeo. I am a 13 year old
In the beginning of the play
Montagues with a passion about Rosaline. I am girl, who falls madly in love
I was infatuated with
and Juliet is my cousin. Romeo’s cousin. with a boy from a family
Rosaline, however one
with whom my family is
Who am I? Who am I? glance at Juliet and all
feuding.
those feelings were
Who am I? forgotten.

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Resource 5

Image retrieved from: https://romeo-and-juliet-m-leute.weebly.com/gangs.html

Image retrieved from:

https://stevevernonstoryteller.
wordpress.com/2016/12/27/captain-
america-civil-wtf/

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Resource 6

Changing Fate
As a class discuss who could have prevented Romeo and Juliet’s death.
List the characters below.
1.
2.
3.
4.
5.

In groups speculate how each character could have intervened.

Who is most responsible, and why?

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Resource 7

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Resource 8

Feedback forms
1. Did the play address one of the key themes in Shakespeare’s Romeo and Juliet? If yes
please state the theme used.

______________________________________________

2. Did the story have a beginning, conflict and resolution?

______________________________________________

3. What were the similarities and differences between this adaptation and the original play?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

4. What would you rate the play out of 10?

______________________________________________

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References

B, D. (2018, December 21). Retrieved May 03, 2019, from https://www.youtube.com/watch?v=zomfWd5wkCE

HISTORY. (2016, April 05). Retrieved May 03, 2019, from https://www.youtube.com/watch?v=HUHEPo_g0AQ

Milner, J. O., & Milner, L. F. (2008). Bridging English. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.

Movieclips. (2013, July 30). Retrieved May 03, 2019, from https://www.youtube.com/watch?v=m7xTvb-FAhQ

Robson, S. (2014, March 25). Retrieved May 03, 2019, from https://www.youtube.com/watch?v=SEzskNtFnIY
Wright, T. (2012). How to be a brilliant English teacher. Routledge.

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