Digital Activities & Assessments - Romeo & Juliet and Co.

Dec 4, 2024

11 min read

By Katie, Allie, Cass, and Will

Introductory Unit Video

Overarching Curricular Goals

Big Idea: The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world.	Curricular Competencies: Recognize and appreciate how different forms, formats, structures and features of text enhance and shape meaning and impact Think critically, creatively and reflectively to explore ideas within, between, and beyond texts
FPPL: Learning requires exploration of one’s identity.	EDIDA goals (max 2) English Language Arts 11 - How do we learn to understand perspectives different from our own?
Content objectives (1 per activity) Activity #1 - Text forms and genres Activity #2 -Text features and structures form, function, and genre of texts elements of visual/graphic texts narrative structures found in First Peoples texts protocols related to the ownership of First Peoples's oral texts Activity #3 - Strategies and processes multimodal reading strategies multimodal writing strategies multimedia presentation processes Language features, structures, and conventions elements of style literary elements and devices Activity #4 - Strategies and processes Oral language strategies Metacognitive strategies Writing processes Design processes

Activity #1 Blooket Main designer (group member): Katie	Rationale This activity will help students recall key information regarding characterization both Romeo & Juliet and West Side Story by creating joyful connections to the text by gamifying the works.
Content focus: Text forms and genres Students will recall the characterization techniques used in both text forms to participate in this activity.	Competence focus: Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts Evaluate how text structures, literary elements, techniques, and devices enhance and shape meaning and impact
Digital tools needed: Students will need their personal devices to participate in this activity, as Blooket is an online game platform.	Handout or guidelines Insert the activity OR link here - https://dashboard.blooket.com/set/6438577af57105a0c68f1ded // https://dashboard.blooket.com/set/6297691a3e709d005940f80d <- It would be similar to these resources.
Setting (group or individual activity): This is an individual activity; however, group dynamics of competition will be influential (similar to the competitive narrative of the Montagues vs Capulets in the play), and students will be encouraged to do their best in the activity with a prize incentive at the end of the activity.	Formative Assessment: Students will provide an exit slip in the form of a 'door slap' on a sticky note that answers the question, "After the Blooklet, which character are you the most knowledgeable of? Which are you the least knowledgeable of?"

Cass Minkus - Formative Activity 2:

Individually, or as a group, students’ must compose two 4-6 panel comic strips depicting a scene from the play and one other reading.

Students must use images they find online to compile their short comic strip. They may also generate images using ai, or utilize their chosen programs assets (Canva has a wide variety of images that could be used to create a comic).

As a class, we will explore some of the programs they can use to create their comics. (Canva, Powerpoint, and Creatly). Finally, using one of the recommended programs, I will choose a scene and walk students through the process of creating a comic; this will give students an idea of my expectations for this activity.

Requirements:

Choose one scene from Romeo and Juliet, as well as one more additional scene from either West Side Story or These Violent Delights.
Using digital tools, compile two 4-6 panel comic that depicts the most important moments/dialogue from your scenes. It should make sense narratively - avoid jumping between different plot points with little to no transition.
Students will be given a storyboarding worksheet for them to practice with. They will draw their comics first and then recreate them using digital tools.
Stick figures are OK! However, I encourage you to be creative and purposeful with your design choices. Ex. if a character is using a sword, include a sword; if a character is drinking something, include a cup.
You must write 4-6 sentences for the three reflection questions provided below: (1) What do you believe is lost/gained from presenting your scenes in an alternative format? Or rather, how do you think it changes the stories? (2) Moreover, how did the process of reimagination differ based on the original format (be it play, book, or film) of your chosen scenes? (3) Finally, briefly explain your designing process (1-2 sentences for each question): how did you decide what images to choose? If you used AI, what prompts did you use? How did you decide which plot points to represent?

Ex.

Assessment: Students will assess a random peer’s comics and reflection based on the attached rubric (see the last page of this document).

I will be assessing students’ understanding of literary themes and scenes. Students must have a strong understanding of course content in order to identify key plot points and dialogue.

I will be looking for a clear understanding of Shakespearean dialogue; they will show their comprehension through the pairing of relevant imagery to dialogue.

Finally, I will be assessing their comprehension of course themes, as well as their language learning skills, based on their answers to the reflection questions. I want to see that they are able to justify their choices with reasonable evidence/rationale from the text.

I want to focus on the following DMC competencies:

“Uses digital technology to plan and manage activities to develop a solution or complete a project.”
“Creates knowledge representations (e.g. mind maps, diagrams) using digital media.”
“Applies existing knowledge to generate new ideas, products, or processes using digital technology.”

We will spend time exploring different digital tools as a class. We will also create a comic together using one of the suggested programs. I will let the class lead the designing process - they must tell me what plot points to represent and what images I can use to do so. This will give them an understanding of what I am looking for.

Students will also be given a worksheet to help them better visualize what they want their comics to look like. They can refer to this sheet when they are creating their digital versions.

Students will assess a random peer’s comics and reflection based on the attached rubric. This will provide students an opportunity to critically evaluate their peers’ work, which will give them a better understanding of their own work’s strengths and weaknesses.

Formative Activity 2 Rubric:

Criteria	Emerging	Developing	Proficient	Extending
Design and Visual Aids	Unclear visual aids and minimal design elements (lack of props, background, speech bubbles, etc.), visuals do not correspond with the scene	Mostly clear visual aids, some design elements are utilized, visuals mostly correspond with the scene	Clear visual aids, clever use of design elements, visuals align well with the scene	Detailed and well-thought out use of visual aids and design elements, visuals portray the scene clearly and efficiently
Comprehension of Assigned Texts	Sequence of events are unclear, chose minor plot points and dialogue that do not represent the scene accurately	Sequence of events are mostly clear, some plot points and dialogue represent the scene accurately	Sequence of events makes sense, plot points and dialogue represent the scene accurately	Sequence of events are clear and logical, captures key moments and dialogue that represent the scene accurately
Reflection and Analysis	Minimal or unclear responses (less than 4 sentences, does not answer the questions, etc.), does not convey a clear understanding of their design and why they chose specific elements	Some insight into their design process, conveys a superficial understanding of their design choices	Clear and insightful responses, provides a critical reflection of their design process	Thoughtful, detailed answers that display strong critical thinking skills, shows a clear understanding of their design process, is highly insightful

Activity #3 Day in the Life Character Role Play Vlog Main designer (group member): Will	Rationale (how will this activity deepen your students’ understanding of the inquiry topic AND/OR help them complete the culminating project?) This activity will help the students better understand contemporary modes of storytelling (social media, GRWM, identity, etc.) and how it can construct identity.
Content focus: Text features and structures Form, function and genre of texts Strategies and processes Oral language strategies Metacognitive strategies Writing processes Design processes Language features, structures and conventions Elements of style Usage and conventions Literary elements and devices	Competence focus: Recognize and understand personal, social and cultural contexts, values, and perspectives in texts, including culture, gender, sexual orientation, and socio-economic factors Recognize and understand how language constructs personal, social, and cultural identities Construct meaningful personal connections between self, text, and world
Digital tools needed: Copy link to tutorials or guidelines students can follow to use these tools https://www.youtube.com/watch?v=5He0fCy5f0w&pp=ygUuaG93IHRvIGZpbG0gYSBkYXkgaW4gdGhlIGxpZmUgdmlkZW8gb24gdGlrIHRvaw%3D%3D
Setting (group or individual activity): Students will have choice of working individually or in groups Assignment requirements will be adjusted in accordance to how many students are working in a group (2-3 students = 2-3 minutes, etc.)
Handout or guidelines Select a character from one of the texts (These Violent Delights, Romeo and Juliet, West Side Story) Imagine a day in their life and write a script narrating a “Day in the Life” video of your selected character, as well as a production plan (shot list, shooting schedule, props, costumes, setting, etc.) Submit your script and production plan by next class for peer editing. Record footage outside of class and have it ready for next class. Edit it in class. Peer review and collaboration in the classroom. Submit it for teacher comments and suggestions. Class presentation and live video (Tik Tok or Youtube) Q&A Sample Script: “Hey everyone! What’s going on? It’s your girl, Juliet in the house! It is SUCH a nice day out here in Verona…..” Sample Production Plan: Shot 1 - Morning Greetings: Close-up face shot in bed Shot 2 - Breakfast: Outside Balcony, Wide-Angle Shot 3 - ……..

Formative Activity #3 Rubric:

Criteria	Emerging	Developing	Proficient	Extending
Script & Content	Script demonstrates a thorough understanding of the character with accurate and creative details. Strong use of literary elements or devices.	Script shows an understanding of the character but lacks some depth or creativity. Includes one or two literary elements or devices.	Script demonstrates basic understanding but lacks connection to the character’s identity. Includes one literary element or device.	Script is incomplete, lacks depth, or does not reflect the character’s identity.
Production Plan	Detailed and organized plan with a clear shot list, schedule, and thoughtful use of props, costumes, and settings.	Plan is mostly detailed and organized but may miss one element (e.g., props or schedule).	Plan is somewhat clear but missing key elements or lacks organization.	Plan is incomplete or poorly organized.
Filming & Editing	Video is well-shot, engaging, and effectively edited. Strong use of visual storytelling techniques to enhance the narrative.	Video is clear and edited appropriately but lacks some polish or engagement.	Video is somewhat clear but editing or storytelling is inconsistent.	Video is poorly shot, difficult to follow, or lacks editing.
Character Portrayal	Character is portrayed authentically in a compelling manner. Dialogue and actions align with the text.	Character portrayal is mostly authentic but lacks some depth or connection to the text.	Character portrayal is inconsistent or only loosely based on the text.	Character portrayal is not authentic or does not reflect the chosen text.
Presentation	Presentation is confident, engaging, and provides meaningful insights into the creative process.	Presentation is clear and provides some insights into the creative process.	Presentation is somewhat clear but lacks engagement or meaningful insights.	Presentation is unclear or lacks connection to the assignment objectives.
Collaboration (Project can be completed individually or as a group)*	All members contributed equally. Everyone had clear roles and responsibilities.	Most members contributed, but roles and responsibilities were not evenly distributed.	Contributions were uneven. Roles and responsibilities were unclear to the group members.	Collaboration is minimal or non-existent.

Final Summative Activity: Imagine and create a social media presence for a character from **Romeo and Juliet. Main Designer (Group Member): Allie**	Rationale This assignment will give students the opportunity to conceptualize and creatively execute multimodal storytelling. It can also be used as a tool to discuss intertextuality. The lead up to assignment could examine the modern interpretations of Shakespeare characters in film (Baz Luhrmann, 1996) and contemporary fiction (These Violent Delights, Chloe Gong, 2020). Students could use these texts and our conversations to inspire and inform their versions of the characters.
Content focus: This assessment will require students to be familiar with text features and structures such as a three act play, dialogue, and stage direction. It will also require them to know elements of style and literary devices that are present within the musical West Side Story, the novel These Violent Delights and the play Romeo and Juliet – all of which they can draw upon to complete this assignment. The assessment will also explore the form function of storytelling across media genres. How do elements of visual and graphic texts interact? I.e. The assessment will require students to reflect on how the storytelling will transform when being moved from text to digital social media platforms. How does this transference make the story come alive? How does it limit the storytelling? The process of completing the assessment will encourage multimodal reading, writing and presentation strategies as they synthesize elements of the play, the musical and the novel to create their social media presences that will interact with each other.	Competence focus: Access information for diverse purposes and from a variety of sources and evaluate its relevance, accuracy, and reliability Apply appropriate strategies in a variety of contexts to comprehend written, oral, visual, and multimodal texts, to guide inquiry and to extend thinking Recognize the complexities of digital citizenship Recognize and appreciate how various forms, formats, structures, and features of texts reflect a variety of purposes, audiences, and messages Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts.
Setting (group or individual activity): Students would be split into groups of 5 and then each student in the group would pick a character from the list below (no repeats): Romeo, Juliet, Mercutio, Tybalt, Rosaline, Benvolio, Paris.
	Handout or guidelines Step 1: Split into groups of 5. Each member of the group must select a DIFFERENT character from the list below (no repeats). Romeo Juliet Mercutio Tybalt Rosaline Benvolio Paris Step 2: Each group member will imagine what their chosen character’s social media presence would look like if they had access to it. What platforms would they use? what kind of content would they post? How often? You may discuss and brainstorm with your group members. Select 2-3 platforms and create a social media presence for them. Posts should include 1 - 2 from before the action of the play Minimum of 3 you think they would have posted during the action of the play. 1 you imagine they would post following the action of the play. If your character passes away during the play, do you think that someone would post a tribute on their behalf? If so, who? Write from their perspective OR coordinate with the group member playing that character. Step 3: Coordinate with your group members to interact with each other on these platforms. Leave comments. Tag each other. Vaguely subtweet and throw shade. Think about how these characters would interact with each other online? Step 4: Present your social media presences to the class as a group. Take screenshots and screen recordings of your characters social media presence and walk us through the story. FAQ: Q: Do I have to interact with every character in my group? A: No, but you must interact with at least 2 characters that make sense. Would Paris call out Romeo on his Insta Stories? Maybe. How about Rosaline calling out Juliet? Would Romeo and Tybalt get into a Twitter Battle? Q: Can I use modern-day language? A: Yes, but make sure you’re thinking about how these characters would communicate and keep it appropriate. Q: Can I use quotes from the text? A: You should use quotes from at least one of the texts we have studied where applicable. Ex. Romeo posts a love confession to Juliet on Instagram. Or they have a conversation over Snapchat. Q: What kinds of images am I allowed to use?A: You are permitted to use original photography, art, screenshots from movies and TV, Pinterest images, collages, etc. PROVIDED it is suitable and appropriate for school. All images should be properly cited in your bibliography at the end of your presentation. Assessment and helpful hints: How well did you work as a group? I will be looking for how coherently you were able to tell the story through the different characters and platforms, so teamwork is key here. Plan with your group and make a storyboard. Decide who is going to interact with who and over which platform. How deeply did you think about your character? I want to clearly see you’ve thought about your character's perspective and motivations in this text. I want to be able to see recognizable scene- and character-beats that make logical linear sense in the timeline of the story. How well did you use the platforms you chose. Are you using the platform in a way that makes sense? Are your images legible and are your captions appropriate? Did you cite your images in your presentation bibliography? Quality of presentation Safeguarding: All character accounts must be PRIVATE. No character account is permitted to interact with an account outside of this project. All character accounts must be deleted following the conclusion of the project. If you use your own images/likeness it must be appropriate for school.