ROMEO & JULIET
CREATIVE SAC
Given that
for many of you this is the first time you have read Shakespeare the following
task is designed to allow you to engage in a creative task that can assist you
in better knowing and understanding the play Romeo & Juliet. These website
links may also help you;
[You only need to select one creative
task.]
CREATIVE TASKS
1. Write a ‘feature article’ on one of
the characters in the play. The article should contain information about that
person’s life and should also contain direct quotes by the character as if they
had been interviewed for the article.
2. Write a piece of poetry that is
connected to the play. You could focus on a specific character or a specific
scene. Why not try rhyming couplets?
3. Create a short ‘Youtube’ video
trailer for the play.
4. Recreate and perform a scene from the
play where you convert Shakespearean language into contemporary English. But
what type of ‘contemporary language?
5. Design a graphic narrative/cartoon
strip associated with the play. You could replicate an act or a scene. You will
need to produce a minimum of 12 panels i.e. ‘boxes’.
6. Present your proposal of a potential
work task.
INSTRUCTIONS
Ø Your final piece of work must also focus on one of the following themes
associated with the play; ‘love & hate’, ‘fate’, ‘family relationships’, or
‘the individual vs the group’.
Ø You have a 6 week time frame to complete this work which is due in the
week beginning 16th March.
Ø You have to inform your teacher of which task you intend to attempt by
the week beginning 16th February. During this discussion specific
details such as word limits, etc. will be set.
Ø Class time will be made available in producing the final product and
seeking assistance and direction but that time will be determined by your
teacher.
Ø The links that appear in some of the tasks may offer you further
assistance and direction with the creation of your work but they are not the
only links and feel free to engage in your own research.
Ø Please be aware that this work task
is a SAC and carries a significant mark; failure to complete it will reduce
your overall mark for the semester.
Romeo and
Juliet ASSESSMENT RUBRIC
NAME:
________________________ TASK:
_______________________________
|
|
Not Shown
|
Well Below Standard
|
Below Standard
|
At Standard Lower
|
At Standard
|
Above Standard
|
Well Above Standard
|
|
SCORE
|
|
1
|
2
|
3
|
4
|
5
|
6
|
|
Reading -
|
|
Selected minimal
use of evidence from the play to support their own opinion.
|
Explained in the essay
the different views and values presented in the play.
|
Discussed a range
of issues and ideas in the play.
Discussed how
language and context affects the purpose and audience of the play.
|
Analysed how language,
form and context affect interpretations of the play.
|
Explained how
literary techniques such as imagery and symbolism have an impact on the play.
|
Utilised language that
was appropriate for discussion, analysis and reflection in their essay on the
play.
|
|
Writing - Structure
|
|
Selected different
techniques to achieve the intended purpose of their writing.
Selected editing and
proofreading skills for clarity and organised
ideas in their essay.
|
Used figurative language
correctly to achieve a particular effect.
Demonstrated an attempt
to use editing and proofreading skills in their essay.
|
Explored complex issues
and points of view.
Effectively used
strategies such as redrafting, editing, prioritising and sequencing ideas.
|
Explored complex issues
and argued for a particular point of view.
Demonstrated
proofreading and redrafting for accuracy, clarity, coherence and consistency
of style
|
Explored, speculated and
reflected on complex themes and issues.
Used a range of
strategies for gathering information, planning, structuring, composing,
proofreading, revising and editing.
|
Selected language to suit
particular audiences, purposes and contexts.
Used strategies which
demonstrated effective information gathering, planning, structuring,
composing and proof reading to achieve coherence of form and language
structures.
|
|
Reasoning, Processing and Inquiry
|
|
Identified relevant
information from given sources, using some appropriate strategies.
|
Created their own
selection criteria to locate information from varied sources.
|
Created
appropriate questions for exploring and analysing different perspectives on
an issue or theme.
|
Selected
information from a variety of sources and
connected this new information with previous ideas to form new ideas.
|
Used appropriate methods
for verifying and creating knowledge across the curriculum.
|
Developed and defined
their own questions to suit purpose and context
|
|
Creativity
|
|
With teacher
guidance, generated multiple options and solutions or responses to problems
or issues.
|
With teacher
support, applied creative thinking strategies for a variety of purposes and
problems, and in a range of contexts.
|
Used a variety of
creative thinking strategies, such as mind mapping, analogy and questioning
of assumptions to deepen understanding.
|
Used a range of
self-selected creative thinking strategies when engaging with complex ideas.
|
Used creative
thinking strategies to address strengths and weaknesses in their own and
others’ ideas.
|
Used a range of
creative thinking strategies such as questioning to deepen understanding.
|
|
Reflection, evaluation and metacognition
|
|
With
teacher-support, reflected on their thinking processes; for example, in
problem solving or research
|
Described and
reflected on their thinking and their thinking processes in different
contexts.
|
Analysed similar
and alternative viewpoints on an issue or theme.
|
Demonstrated an
understanding of their own and others’ viewpoints after considering those perspectives.
|
Weighed up
advantages and disadvantages of particular thinking processes and tools for particular
tasks.
|
Utilised a range
of thinking processes and tools, vocabulary, and strategies to create and
test knowledge to enhance understandings.
|
FINAL
SCORE__________/30
No comments:
Post a Comment