Making Shakespeare’s Making Shakespeare’s Romeo and JulietRomeo and Juliet Current for Current for

the 21the 21stst Century Learner Century Learner

Melissa J. ClarkMelissa J. Clark

Wilkes UniversityWilkes University

AbstractAbstract

• Using Shakespeare to discuss societal Using Shakespeare to discuss societal issues then and now issues then and now

• Comparison of relationships in Comparison of relationships in Romeo Romeo and Julietand Juliet and today’s world and today’s world

• Writing a comparison/contrast essayWriting a comparison/contrast essay

• An authentic project about teen suicideAn authentic project about teen suicide

• Collaboration activities throughout unitCollaboration activities throughout unit

Goal OneGoal One

• Student CenteredStudent Centered– Students worked in groups several times Students worked in groups several times

over the course of the unit to share over the course of the unit to share information and learn from one another information and learn from one another as they were reading as they were reading Romeo and JulietRomeo and Juliet and as they were working on their and as they were working on their authentic research projectauthentic research project

Goal TwoGoal Two

• Learning and DoingLearning and Doing– Students conducted their own research Students conducted their own research

for the culminating project where they for the culminating project where they are working on creating either a are working on creating either a Powerpoint, vodcast, podcast, or Powerpoint, vodcast, podcast, or pamphlet to share with the school and pamphlet to share with the school and area community about the causes and area community about the causes and preventions of teen suicidepreventions of teen suicide

Goal ThreeGoal Three

• Inquiry-based LearningInquiry-based Learning– Students posed questions as they read Students posed questions as they read

Romeo and JulietRomeo and Juliet and as they and as they researched teen suicide. The answers to researched teen suicide. The answers to those questions helped them those questions helped them understand the play better and helped understand the play better and helped them look for specific information when them look for specific information when they were researching their topic of teen they were researching their topic of teen suicidesuicide

Goal FourGoal Four

• Using InformationUsing Information– Students discussed family and societal Students discussed family and societal

relationships in relationships in Romeo and JulietRomeo and Juliet and and compared them to their own family and compared them to their own family and societal relationships to note similarities societal relationships to note similarities and differences between the world of and differences between the world of Shakespeare and their ownShakespeare and their own

Goal FiveGoal Five

• FacilitatorFacilitator– As facilitator, I have coached students As facilitator, I have coached students

and student groups as they have worked and student groups as they have worked their way through the play and as they their way through the play and as they have been researching teen suicide. I have been researching teen suicide. I have tried to answer questions and lead have tried to answer questions and lead them to places where they could also them to places where they could also find answers on their own. find answers on their own.

Goal SixGoal Six

• Dynamic, Flexible GroupingDynamic, Flexible Grouping– I carefully assigned groups for this unit I carefully assigned groups for this unit

according to personalities and students according to personalities and students needs. Throughout the unit, I have needs. Throughout the unit, I have carefully monitored how well groups are carefully monitored how well groups are working together and intervened when working together and intervened when necessary to make sure that things are necessary to make sure that things are running smoothly.running smoothly.

Goal SevenGoal Seven

• Multiple Instructional and Learning Multiple Instructional and Learning ModalitiesModalities– Learning InventoryLearning Inventory– Using audio and visual versions of the Using audio and visual versions of the

playplay– Fully open research for use of various Fully open research for use of various

media formatsmedia formats– Options for a Powerpoint, vodcast, Options for a Powerpoint, vodcast,

podcast, or pamphlet as a final projectpodcast, or pamphlet as a final project

Goal EightGoal Eight

• Higher Order Thinking SkillsHigher Order Thinking Skills– Comparison between family and societal Comparison between family and societal

ideals of Shakespeare’s world and their ideals of Shakespeare’s world and their ownown

– Drawing conclusion based on the Drawing conclusion based on the information they learninformation they learn

– Reflection on what students have Reflection on what students have learned and the project itselflearned and the project itself

Goal NineGoal Nine

• InterdisciplinaryInterdisciplinary– Students from Mrs. Burdick’s Psychology Students from Mrs. Burdick’s Psychology

class presented information to my class presented information to my students about teen suicide, which my students about teen suicide, which my students could then use as part of their students could then use as part of their research for their authentic projectresearch for their authentic project

– When final projects are complete, my When final projects are complete, my class will share them with the class will share them with the psychology studentspsychology students

Goal TenGoal Ten

• CollaborationCollaboration– Students will collaborate in a number of Students will collaborate in a number of

ways throughout the unit:ways throughout the unit:•Group discussion about family and societal Group discussion about family and societal

issues as we read the play and comparison to issues as we read the play and comparison to students’ family and societal issues todaystudents’ family and societal issues today

•Sharing of ideas and information about the Sharing of ideas and information about the play and with the research for the authentic play and with the research for the authentic projectproject

•Participation in the authentic projectParticipation in the authentic project

Goal ElevenGoal Eleven

• Performance-Based Assessments: Self Performance-Based Assessments: Self and Peerand Peer– Comparison/Contrast Essay about Comparison/Contrast Essay about

relationships in relationships in Romeo and JulietRomeo and Juliet and in and in teen’s lives todayteen’s lives today

– Powerpoint, Vod/podcast, or Pamphlet in Powerpoint, Vod/podcast, or Pamphlet in which peers will review before final which peers will review before final revisionrevision

– Self-assessment at the end of the projectSelf-assessment at the end of the project

Goal TwelveGoal Twelve

• Multiple Sources of Information, Multiple Sources of Information, Including TechnologyIncluding Technology– Use of text, online audio, and the movie Use of text, online audio, and the movie

version of the playversion of the play– Use of the library, online research, and Use of the library, online research, and

psychology presentation for final projectpsychology presentation for final project– Use of technology to create final projectUse of technology to create final project

Goal ThirteenGoal Thirteen

• Technology Fully Integrated Into the Technology Fully Integrated Into the ClassroomClassroom– Promethean Board and speakers in the Promethean Board and speakers in the

classroom for audio and visual parts of classroom for audio and visual parts of the projectthe project

– Utilization of laptops for research and Utilization of laptops for research and creation of final projectcreation of final project

– Possible use of webcams and headsets Possible use of webcams and headsets for final projectfor final project

Goal FourteenGoal Fourteen

• Addressing the Learning Styles of all Addressing the Learning Styles of all LearnersLearners– Use of different modes of Use of different modes of Romeo and Romeo and

JulietJuliet, plus the use of modern versions , plus the use of modern versions for struggling students allows me to for struggling students allows me to address many different learning stylesaddress many different learning styles

– Students’ final project options of a Students’ final project options of a Powerpoint, Vod/Podcast, or pamphlet Powerpoint, Vod/Podcast, or pamphlet can also address different learning can also address different learning styles styles

Goal FifteenGoal Fifteen

• Learning How to LearnLearning How to Learn– Examination of Learning InventoryExamination of Learning Inventory– Using questioning techniquesUsing questioning techniques– ResearchingResearching

Goal SixteenGoal Sixteen

• Using a Variety of Types of Information to Using a Variety of Types of Information to Complete Authentic ProjectsComplete Authentic Projects– Students are required to use the following Students are required to use the following

types of sources for their final project:types of sources for their final project:•A News sourceA News source•An InterviewAn Interview•A WebpageA Webpage•The Psychology class’s presentationThe Psychology class’s presentation•For Vodcasts, students can also use video sourcesFor Vodcasts, students can also use video sources

Goal SeventeenGoal Seventeen

• Students Acting as a Professional in Students Acting as a Professional in the Disciplinethe Discipline– Students will be creating authentic Students will be creating authentic

projects that will be viewed and/or projects that will be viewed and/or distributed throughout their school and distributed throughout their school and community with the professionalism that community with the professionalism that would be seen from the same media would be seen from the same media coming from an area agency that coming from an area agency that addresses teen suicide.addresses teen suicide.

ResultsResults

• Students have made great connections Students have made great connections between Shakespeare’s world and their ownbetween Shakespeare’s world and their own

• Students have used questioning techniques to Students have used questioning techniques to further their understanding of the textfurther their understanding of the text

• Students have researched the internet for tools Students have researched the internet for tools to use for a better understanding of the textto use for a better understanding of the text

• Students have become more independent Students have become more independent learnerslearners

Results continued…Results continued…

• Students discussed the implications Students discussed the implications of Romeo and Juliet’s impulsiveness of Romeo and Juliet’s impulsiveness and the ending resultand the ending result

• Students are working on their final Students are working on their final project: A Powerpoint, Vod or project: A Powerpoint, Vod or Podcast, or a Pamphlet about the Podcast, or a Pamphlet about the causes, symptoms, and possible causes, symptoms, and possible preventions of teen suicide preventions of teen suicide

What I have learned…What I have learned…

• Taking the approach of helping Taking the approach of helping students make connections between students make connections between their own teenage lives and the their own teenage lives and the teenage lives of Romeo and Juliet has teenage lives of Romeo and Juliet has really helped them take an interest in really helped them take an interest in the play and motivated them to work the play and motivated them to work at understanding the language of at understanding the language of ShakespeareShakespeare

My learning continued…My learning continued…

• My students have grown as My students have grown as individuals through this project since individuals through this project since I have encouraged and coached I have encouraged and coached them to find ways to learn and them to find ways to learn and understand for themselves. understand for themselves.

• I have been able to let go of the I have been able to let go of the reigns a bit more through this unit reigns a bit more through this unit and my students have taken them!and my students have taken them!

I cannot wait to see their I cannot wait to see their final products!final products!

The End The End