Students at the secondary level have a tendency to devalue
the themes presented in the works of William Shakespeare.
This pattern stems from the intimidation created by the
language of the works. However when a filtering process
is created that focuses on the themes presented by the works
students begin to appreciate the value carried by the plays
and how it is possible for such merit to overcome the
passage of time and still be of value for the informed
student of today.
Standard 1: Basic operations and concepts- Students
demonstrate a sound understanding of the nature and
operation of technology systems.
Standard 2: Social, ethical, and human issues-
Students understand the ethical, cultural, and
societal issues related to technology.
Students practice responsible use of technology.
Standard 1 Accesses information efficiently and effectively, as described by the following indicators:
1.recognizes the need for information:
2.recognizes that accurate and comprehensive information is the basis for intelligent decision making;
3.formulates questions based on information needs;
4.identifies a variety of potential sources of information;
5.develops and uses successful strategies for locating information.
Standard 2: Evaluates information critically and competently, as described by the following indicators:
1.determines accuracy, relevance, and comprehensiveness;
2.distinguishes among facts, point of view, and opinion;
3.identifies inaccurate and misleading information;
4.selects information appropriate to the problem or question at hand.
Standard 3: Uses information effectively and creatively, as described by the following indicators:
1.organizes information for practical application;
2.integrates new information into one's own knowledge;
3.applies information in critical thinking and problem solving;
4.produces and communication information and ideas in appropriate formats.
The student who is an independent learner is information literate and:
Standard 4: Pursues information related to personal interests, as
described by the following indicators:
1.seeks information related to various dimensions of personal wellbeing, such as career interests,
community involvement, health matters, and recreational pursuits;
2.designs, develops, and evaluates information products and solutions related to personal interests.
Standard 5: Appreciates and enjoys literature and other creative expressions of information, as described by
the following indicators:
1.is a competent and self-motivated reader;
2.derives meaning from information presented creatively in a variety of formats;
3.develops creative products in a variety of formats.
Standard 6: Strives for excellence in information seeking and knowledge generation, as described by the
1.assesses the quality of the process and products of one's own information seeking;
2.devises strategies for revising, improving, and updating self-generated knowledge.
The student who contributes positively to the teaming community and to society is information literate and:
Standard 7: Recognizes the importance of information to a democratic society, as described by the following indicators:
1.seeks information from diverse sources, contexts, disciplines, and cultures;
2.respects the principle of equitable access to information.
Standard 8 Practices ethical behavior in regard to information and information technology, as described by the following
1.respects the principles of intellectual freedom;
2.respects intellectual property rights;
3.uses information technology responsibly.
Standard 9: Participates effectively in groups to pursue and generate information, as described by the following indicators:
1.shares knowledge and information with others;
The global student must be able to define an individual sense
of processing information and must also be able to accept
and understand how others process the same information.
By understanding technology and how it works students are able
to experience the validity of information and how it affects
the contemporary scholar.
*Communication Map Criteria- All main characters from
the play must be included. All actual communication patterns
must be drafted in an easily understandable and neat
*Communication Map Essay Criteria, 1st Draft- Multi
paragraphed, coherent and insightful conclusion from map.
*Essay Final Draft Criteria- Word processed, free of
spelling and grammar errors, multi paragraphed.
*Research Criteria- All researched must be sited and be
consistent and pertaining to the chosen topic.
*Design Criteria- All web pages must be organized and
audience specific. Lay out must be easily understood.
*Presentation Criteria- Web Page must be presented
in an understandable manner, explanations of strategic lay
out choices must be given.
1-Students read the the play "Romeo & Juliet" and
then create a "Communication Map" which functions as a warm
up for their two draft, word processed multi paragraph essay on the play.
2- Once the Students have written their final draft of the esaay
they pair up and look through web sites together and they
answer guideline questions. Once the questions are answered
they research the internet for the anything they can find
on one of the following: Love, hate, Rivalries.
3- According to their discoveries, from the
question and research, students design a web site in
which they explore their discoveries about the play and
the chosen theme. Students present the site to the class
and explain the stylistic decisions they made
Students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in
literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to
perform tasks and/or for enjoyment.
Students communicate in English and other languages using information, concepts, prose, symbols, reports,
audio and video recordings, speeches, graphic displays, and computer-based programs.
Students use creative thinking skills to generate new ideas, make the best decisions, recognize and solve
problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning.
Students display responsibility, self-esteem, sociability, self-management, integrity, and healthy decision-making.
Students integrate their knowledge and understanding of how social, organizational, informational, and
technological systems work with their abilities to analyze trends, design and improve systems, and use and
maintain appropriate technology.
Students establish credibility with their colleagues through competence and integrity, and help their peers achieve
their goals by communicating their feelings and ideas to justify or successfully negotiate a position, which
advances goal attainment.
Students appreciate their own culture and the cultures of others, understand the concerns and perspectives of
members of other ethnic and gender groups, reject the stereotype of themselves and others, and seek out and
utilize the views of persons from diverse ethnic, social and educational backgrounds.
Romeo & Juliet 1
Romeo & Juliet 2
Romeo & Juliet 3