Side note: This year, my focus has been on how to integrate technology into each of my textbook units: less worksheets, more projects! My goal at the beginning of the year was that once I received my classroom laptop cart, I would try to incorporate some sort of collaborative technology based project per unit. This whole new year of technology integration has had its ups and downs, but I will elaborate on that in an end-of-the-year reflective post later on because there are MANY things I want to discuss in regards to experimentation, proper planning, and technology transition for both students AND teachers. Anyhow, now back to technology integration for Romeo and Juliet...
Because we are towards the end of the year, I figured this would be a great time to assign a larger project where students could pull together use of several technology resources, some new and some older which had previously been taught. Keep in mind that although the teaching of the text is not experimental for me, the technology integration is!
So here is what I've assigned for Romeo and Juliet:
#1
- After being taught about sonnets, students used Google docs to create and write their choice of either the Italian or English sonnet which they then submitted as a Google Classroom assignment.
- Students will add their sonnets to their Google Blogger accounts so that other classes(hopefully from other locations) can comment and respond to their sonnets! (Keep in mind that students had already created their blogs and had been given the opportunity to post and comment on one another's blogs first.) I used Google Connected Classroom in Google Plus to make a connection with other teachers who teach the same subject area.
*Note: As I said, a reflection post will come later!
#2 (Note: We are starting this assignment this week!)
- After reading Acts 1 and 2, watching several versions of the balcony scene, and writing/discussing differences and similarities between director interpretations, students will recreate and record their own scenes from the play. Prior to recording, students must research(using MLA guidelines) certain aspects about their scene and translate plus recreate the scene giving it some sort of twist. I have two classes and have assigned a casting director, artistic director, tech director and dramaturge/translation assistant to me. One class has chosen to create different groups doing one scene with different twists and settings. The other class has chosen to create a parody of several scenes with the possible use of flipped roles.
*Note: We are still in brainstorming and casting mode, but all decisions will be made by tomorrow! The project begins Wednesday.
- After recording and editing, I plan to have the students write reflections about the process and then hopefully we can share the performances with a greater audience!
I cannot wait for these upcoming two weeks! I hope my students are excited as well.
BTW: I just got a message this morning through Google docs from one of my students who has already started researching about how makeup has changed since Elizabethan times...the student was curious about what Mercutio meant when he said, "I conjure thee by Roseline's high forehead..."
How awesome is this! I haven't even assigned the research topics, but students are so inquisitive that they are researching on their own. I love it!
