T he s tages of life
Y ear level: 7
Unit of work contributed by Lynette Molloy, Corryong College, Víc
L66 Plant life. Copyright Education Services Australia Ltd.
About the unit
Unit description
This unit looks at life and its cyclical nature from the perspective of both the poet and the
scientist. Students will develop an understanding of basic plant biology while simultaneously
exploring aspects of the play As you like it, including the seven stages of life speech. The unit
aims to foster an understanding that science describes life, and that the science of life is
fundamentally intertwined with our daily existence.
The unit is designed to run for approximately five weeks in both Drama and Science classes.
It is a good idea to begin the unit just before a holiday break in order to conduct the experiments
that involve growing plants, to enable them time to germinate over the break.
Knowledge, understandings, skills, values
•
Students understand different perspectives and attitudes involved in an idea or issue
•
Students investigate ways ideas can be communicated to audiences
•
Students understand biological stages of life in plants
•
Students develop skills in scientific observation, classification, labelling diagrams
•
Students plan and carry out scientific experiments
•
Students explore dramatic ideas such as rhythm, improvisation, characterisation and
performance.
© Education Services Australia Ltd, 2010, except where indicated otherwise
The stages of life by Lynette Molloy, Corryong College, Vic
1
Focus questions
•
Are the processes that plants go through to grow and reproduce essentially the same as
that of humans?
•
In what ways are the lives of plants intertwined with our lives and how are we dependent on
each other for survival?
•
What on earth has Shakespeare got to do with this?
Resources
Digital curriculum resources
L540 Fair test
L66 Plant life
L3082 Microscopes
L3081 Rainforest life: looking at cells
L7577 Effects of light intensity on photosynthesis
Internet sites
•
‘Shakespeare Insult Kit’: http://www.pangloss.com/seidel/shake_rule.html
•
‘Ye Olde Official Shakespearean Insult Kit’: http://www.petelevin.com/shakespeare.htm
Software
•
Microsoft Photo Story
Print
Books
•
Science text of your choice
Other resources
•
The Private Life of Plants, (DVD), episode 1: ‘Travelling’
•
The Private Life of Plants, (DVD), episode 3: ‘Flowering’
•
Microscope, slides, cover slips, dissection equipment
•
Digital microscope, if available
•
Assorted equipment for growing bean plants to maturity under variable conditions
•
Clear jars and wet paper for observing plant shoots
•
Maize and sunflower seeds
© Education Services Australia Ltd, 2010, except where indicated otherwise
The stages of life by Lynette Molloy, Corryong College, Vic
2
Attached printable resources
The following teacher-created learning resources referred to in the unit of work are
available for you to modify, print and use in your own teaching and learning context:
•
Moved synopsis
•
Duke Frederick the Weed – assignment
•
Words of love from As you like it
•
All the world’s a stage
•
Stages of my family
•
Plant variations and dichotomous key
•
Performance task sheet
•
As you like it (Act 1, scene 2) extract
•
As you like it – peer assessment
•
Stages of life photo story
•
Photo story rubric
•
Photo story peer assessment
© Education Services Australia Ltd, 2010, except where indicated otherwise
The stages of life by Lynette Molloy, Corryong College, Vic
3
Teaching the unit
Setting the scene
Resources
•
L540 Fair test
•
‘Shakespeare Insult Kit’: http://www.pangloss.com/seidel/shake_rule.html
•
‘Ye Olde Official Shakespearean Insult Kit’: http://www.petelevin.com/shakespeare.htm
•
Science text – outline of plant experiment
•
Assorted equipment for growing bean plants to maturity under variable conditions
•
Clear jars and wet paper for observing plant shoots
•
Collection of maize and sunflower seeds
•
Moved synopsis (page 11)
Teaching and learning activities
Plant growth
Introduce the idea of a fair test, conducting experiments with one variable. In small groups, have
the students explore this using L540 Fair test. Split the class into groups to experiment on the
three plant types within the object: lettuces, peas and tomatoes. Explain that this is leading up
to designing and conducting their own fair test on bean plants.
In pairs or individually, have the class plan and set up their bean plant investigation with one
variable (eg in light or dark, water or no water, pure water or salt water). The idea is to learn
about fair tests, and develop an understanding of the requirements of germination and to
observe plant growth.
Students get very excited when they can take their bean plants home. (Ideally, set up this
experiment in the last class before the holidays so that plants will have emerged ready for the
first class of the unit.)
Plants and life
Comparative growth of a monocotyledon and dicotyledon. Over two or three weeks students
plant seeds (maize and sunflower) in a clear jar in wet paper and make progressive diagrams of
root and shoot growth. They also keep a table of measurement of length of root and shoot
growth. Sketch maize and sunflower seed and plant in jar of wet paper.
Examine bean plant growth: measure and record.
Shakespeare: reading the language workshop
Play a Shakespeare’s insults game. Consult the following resources:
http://www.pangloss.com/seidel/shake_rule.html or http://www.petelevin.com/shakespeare.htm
As a class, perform a moved synopsis of As you like it. Tell the story of the play while
students act it out, reading the key lines provided.
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The stages of life by Lynette Molloy, Corryong College, Vic
4
Choose a range of (short) scenes for students to work with. Ask them to consider physical
obligation and character motivation. Allow adequate time for preparation.
Groups of four to create a performance of their scene, where students combine spoken text with
tableaux images with non-speaking actors and a narrator. As an additional task students could
perform their own modern version of the same scene.
Assessment
•
Experimental drawings
•
Journal writing
•
Performance
Investigating
Resources
•
Preferred science text
•
Duke Frederick the Weed assignment (page 13)
•
The Private Life of Plants, episode 1: ‘Travelling’
•
The Private Life of Plants, episode 3: ‘Flowering’
•
Words of love from As you like it (page 14)
•
All the world’s a stage (page 15)
•
Stages of my family (page 16)
•
L66 Plant life
Teaching and learning activities
Weeds
Set Duke Frederick the Weed – assignment for homework (page 13).
Sex life of plants
Students should draw and record changes in maize and sunflower seed growth.
(A red rose for Valentine’s Day, Rosalind … let’s cut her up!) Flower dissection: draw and label
parts of flower.
Set review questions on pollination and fertilisation from whichever textbook you are using.
Romance and plants
Show The Private Life of Plants, DVD, episode 3: ‘Flowering’ (45 minutes).
Students should write a poem about the sex life of plants, using as many of the scientific
terms of the flower parts as possible from the science words and the Words of love
handout (page 14).
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The stages of life by Lynette Molloy, Corryong College, Vic
5
Plant dispersal
Draw maize and sunflower growth.
View and discuss The Private Life of Plants, DVD, episode 1: ‘Travelling’ on seed dispersal.
Using an example from the DVD, students should draw a visual map of how a plant distributes
its young out into the world.
The seven stages of man
Distribute All the world’s a stage (page 15) to the class. Students should create a
landscape of Jacques’ speech using students to create images described.
In groups, they can create an improvisation based on the text to communicate the idea that life
is a cycle. Aim to incorporate the life of plants in your improvisation.
For homework, they should complete Stages of my family (page 16).
Plant variation
Using your preferred science textbook, ask the students to read about plant development,
monocots and dicots. Students should describe key features of monocots and dicots, and parts
of a shooting seed in their notebooks.
They should draw their maize and sunflower seed development.
~
Review the parts of flowering plants. Use a projector and screen, or an interactive whiteboard,
to explore L66 Plant life with the class. Go back over previous drawings and label with learnt
terms.
Students should draw up a table of measurements to compare the growth of the two types of
seeds.
They should draw and compare the leaf growth of two species.
Assessment
The following activities from this part of the unit could be used as assessment opportunities:
•
Flower dissection: practical write up and scientific drawing
•
Poem: sex life of plants
•
Visual map of plant dispersal
•
Stages of my family
•
Comparative growth table
•
Leaf growth drawing
•
Duke Frederick the Weed – assignment
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The stages of life by Lynette Molloy, Corryong College, Vic
6
Bringing it all together
Resources
•
Stages of my family
•
L3082 Microscopes
•
Microscope, slides, cover slips, samples of plants to observe
•
L3081 Rainforest life: looking at cells
•
Digital microscope if available
•
Plant variations and dichotomous key (page 18)
•
Performance task sheet (page 19)
•
L7577 Effects of light intensity on photosynthesis
•
As you like it (Act 1, scene 2) extract (page 20)
•
As you like it – peer assessment (page 24)
Teaching and learning activities
Plant variation
Brainstorm activity: In pairs, students attempt to match the seven stages of man to the seven
stages of the life of a tree. They draw an image of the tree in the space next to the text, using a
copy of Stages of my family.
•
Infant
Seedling
•
School boy
Sapling
•
Lover
Flowering tree
•
Soldier
Tree
•
Justice
Established tree
•
Pantaloon
Old growth
•
Aged
Dying
Have students determine how many plant specimens they can collect from those listed on
Plant variations and dichotomous key (page 18). They should add other plants that they
find so that they have completed the table for at least four specimens. Then on a
separate sheet they sketch their plants.
Have them complete the table on the Plant variations and dichotomous key handout.
Using a microscope
In pairs, have students work through L3082 Microscopes to learn how light microscopes work,
and how to prepare a slide.
Now as a class, in pairs or groups according to what equipment you have, use a microscope to
examine plant specimens. You may wish to use L3081 Rainforest life: looking at cells to
introduce students to what they will see, features of plant cells, and the functions of different
parts of cells, or you may use your class text.
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The stages of life by Lynette Molloy, Corryong College, Vic
7
Draw and label specimens viewed through a microscope: look at chlorophyll, plant cells,
perhaps stomata. A digital microscope will aid in showing students what they are looking for.
Workshop Act 1, scene 2 from As you like it
Divide the class into equal two groups. Hand out the Performance task sheet and the As
you like it (Act 1, scene 2) extract (page 20).
Read through scene as a whole group and use the guidelines on the Performance task sheet.
Students prepare and then perform their scenes.
Use As you like it – peer assessment (page 24) to provide feedback on performances.
The life of plants
Using your preferred science text, explore photosynthesis and its role in the carbon cycle,
emphasising how this benefits humans. Use L7577 Effects of light intensity on photosynthesis
to explore the effect of varying light levels on photosynthesis and plant growth. As a class,
discuss the observations from this object, and relate this to the students’ bean plant experiment.
Assessment
•
Plant sketches
•
Plant variations and dichotomous key worksheet
•
Stages of life worksheet
•
As you like it – peer assessment
•
Team work during performance development
Drawing conclusions
Resources
•
Microsoft Photo story
•
Stages of life photo story task sheet (25)
•
Photo story peer assessment
Teaching and learning activities
The seven stages of plants – presentation
Explain to the class that they will be creating a photo-based visual story around the seven
stages of life. Distribute the Stages of life photo story task sheet (page 25).
Their task is to plan and create a ‘photo story’ titled The stages of life of plants, using the seven
stages of man speech to illustrate the life cycle of a plant.
To complete this task, students will need to:
•
create a storyboard
•
create tableaux and rehearse these in drama class/space
•
photograph their tableaux outside using plants
© Education Services Australia Ltd, 2010, except where indicated otherwise
The stages of life by Lynette Molloy, Corryong College, Vic
8
•
take at least seven photographs, one for each stage plus others as needed
•
bring their photographs into Microsoft Photo Story
•
add text, music and sound to their images
•
present their finished photo story to the class
•
conduct a peer assessment (using the Photo story peer assessment handout on page 27)
Some activities that can be run in class to support this process are listed here:
•
brainstorm ideas for the story in groups
•
create bubble maps of ideas linking stages of plant growth with ideas from text
•
plan the photo story: select and organise ideas, identify locations, develop characterisations
for tableaux
•
workshop tableaux
•
edit voiceovers, music, tracking, transitions
•
identify weaknesses and make corrections.
Communicating
Resources
•
Stages of life photo story task sheet (page 25)
•
Photo story peer assessment (pages 26 and 27)
Teaching and learning activities
Presenting the story
Students present their final photo story to the class for assessment and peer review.
© Education Services Australia Ltd, 2010, except where indicated otherwise
The stages of life by Lynette Molloy, Corryong College, Vic
9
Writer: Lynette Molloy
The material in this unit of work may contain links to internet sites maintained by entities not
connected to Education Services Australia Ltd and which it does not control (‘Sites’).
Education Services Australia Ltd:
• provides the links for ease of reference only and it does not sponsor, sanction or approve of
any material contained on the Sites; and
•
does not make any warranties or representations as to, and will not be liable for, the
accuracy or any other aspect of the material on the Sites or any other matter connected to
the use of the Sites.
While the material in this unit of work is not remunerable under Part VB of the Copyright Act
1968, material on the Sites may be remunerable under Part VB of the Copyright Act 1968. It is
your responsibility to read and comply with any copyright information, notices or conditions of
use which apply to a Site.
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The stages of life by Lynette Molloy, Corryong College, Vic
10
Moved synopsis
As you like it by William Shakespeare
I would not take this hand from thy throat till this other had pull’d out thy tongue for saying so
The old duke is banished by his younger brother the new duke
I had as life thou didst break his neck as his finger.
I will forget the condition of my state to rejoice in yours.
Here is the place appointed for the wrestling!
O excellent young man!
The world esteemed thy father honourable, but I did find him my enemy
Gentleman, wear this for me
O poor Orlando, thou art overthrown!
Get you from my court!
Let my father seek another heir
Where it not better that I did suit me all points like a man?
Hath not old custom made this life more sweet than that of painted pomp?
Though I look old, yet I am strong and lusty;
I will follow thee to the last gasp, with truth and loyalty.
O Corin, that thou knewest how I love her
O Phebe, Phebe, Phebe
A fool, a fool, I met a fool in the forest, a motley fool.
He dies that touches any of this fruit.
Sit down and feed and welcome to our table
All the worlds a stage, and all the men and women on it merely players.
O Rosalind these trees shall be my books… I’ll carve on every tree the fair, the chaste, the
unexpressive she.
Didst thou hear these verses?
Alas the day! What shall I do with my doublet and hose?
I would cure you, if you would but call me Rosalind, and come every day to my cote to woo me.
Come sweet Audrey we must be married or we must live in bawdry.
Who might be your mother that you insult, exult and all at once over the wretched?
I think she means to tangle my eyes too!
Sweet Phebe pity me
His leg is but so-so, and yet it is well!
I’ll write him a taunting letter, and thou shalt bear it; wilt thou Silvius?
© Education Services Australia Ltd, 2010, except where indicated otherwise
The stages of life by Lynette Molloy, Corryong College, Vic
11
Moved synopsis for As you like it by William Shakespeare continued
O coz, coz, coz, my pretty little coz, that thou didst know how many fathom deep I am in love.
Or else by him my love deny
And then I’ll study how to die
But kindness … and nature … made him give battle to the lioness, who quickly fell before him.
I love Aliena … For my father’s house and all the revenue that was old Sir Rowlands will I estate
upon you, and here live and die a shepherd
I will marry you if ever I marry a woman and I’ll be married tomorrow.
If you do refuse to marry me, you’ll give yourself to this faithful shepherd?
Where meeting with an old religious man … he was converted … his crown bequeathing to his
banish’d brother.
If I were a woman, I would kiss as many of you as had beards that pleas’d me
© Education Services Australia Ltd, 2010, except where indicated otherwise
The stages of life by Lynette Molloy, Corryong College, Vic.
12
Duke Frederick the Weed – assignment
Name
Class
Date
Duke Frederick, in As you like it, is not a very nice fellow. He took his brother’s kingdom from
him and sent him out into the forest in exile, along with any loyal followers. Eventually he even
pushed out his niece Rosalind who took with her Duke Frederick’s own daughter! Duke
Frederick seems to always want to banish or kill anyone who gets in his way. This is very much
like the way that a weed pushes out other plants, and why they become a pest. Weeds also
often overcome other plants around them. Therefore …
a.
Find a weed in your garden or property. Cut a section (your specimen) that includes
leaves and, if possible, a flower or seed pod.
b.
Place your specimen between two sheets of newspaper and put it inside a heavy
book, or under a pile of books and leave to press for a week. You may want to
change the paper every couple of days.
c.
Mount your specimen on a piece of cardboard, using glue or sticky tape.
d.
What is the weed is called? You can find the scientific (Latin) name in reference
books in the library or at: http://www.weeds.org.au/weedident.htm
e.
Write the common name and scientific name of the weed on the cardboard beneath
your specimen.
f.
A noxious weed is one that is considered to be a threat to the environment and must
be controlled. Is your weed considered noxious? You can check on the following web
site: http://www.weeds.org.au/noxious.htm. Write the word ‘noxious’ under the
scientific name, if your weed is noxious.
g.
On your poster, list any problems that your weed causes.
h.
On your poster, list control methods used to try to kill or stop the spread of your
weed.
© Education Services Australia Ltd, 2010, except where indicated otherwise
The stages of life by Lynette Molloy, Corryong College, Vic.
13
Words of love from As you like it
Write a poem to tell the story of pollination to fertilisation using all the listed parts of a flower and
a selection of words from Shakespeare’s text.
WORDS OF LOVE FROM AS YOU LIKE IT: Choose words from this list.
Beauty
Fantasy
Heavenly
Love-shak’d
Rose
Virtuous
Courtship
Folly
Inconstant
Loyalty
Saucy
Weep for him
Cupid
Full of smiles
Jewel
Mannish
Shallow
Weeping
Deserve
Full of tears
Kissing
Mistress
Spirit
Wonderful
Desire
Gallant
Like him
Nature
Spit at him
Woo
Entreat
Giddy
Loathe him
Passion
Swathing
Wooing
Fair
Heart
Love
Proud
Sweetest
Youth
Fairest
Heartily
Love songs
Rhyme
Tears
Fantastical
Heaven
Lover
Ripe
Truth
SEX PARTS OF PLANTS: You must include each of these in your poem.
Flowers
Pollen
Pollen sacs
Style
Egg cell
Petals
Filaments
Carpel
Ovary
Pollination
Nectaries
Anthers
Stigma
Fertilise
Selfpollination
Crosspollination
Insect
pollinated
Wind
pollinated
© Education Services Australia Ltd, 2010, except where indicated otherwise
The stages of life by Lynette Molloy, Corryong College, Vic.
14
All the world’s a stage
from As you like it by William Shakespeare (Act 2:7:139–67)
JACQUES:
All the world's a stage,
And all the men and women merely players;
They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages. At first, the infant,
Mewling and puking* in the nurse's arms.
Then the whining schoolboy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad
Made to his mistress' eyebrow. Then a soldier,
Full of strange oaths and bearded like the pard*,
Jealous in honour, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the canon's mouth. And then the justice,
In fair round belly with good capon* lined,
With eyes severe and beard of formal cut,
Full of wise saws* and modern instances;
And so he plays his part. The sixth age shifts
Into the lean and slippered pantaloon*
With spectacles on nose and pouch on side;
His youthful hose, well saved, a world too wide
For his shrunk shank, and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his* sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans* teeth, sans eyes, sans taste, sans everything.
What does Jacques mean?
•
Puke: according to the Oxford Dictionary, this is the first recorded use of ‘puke’ that means
‘to vomit’. Previously the word had denoted a dark brown colour.
•
Bearded like the pard: as hairy as a leopard.
•
Capon: a capon was a castrated rooster that was considered a delicacy, and may have
been used as a bribe.
•
‘Wise saws’: tried and true proverbs.
•
Pantaloon: referring to Pantalone in the Italian Commedia dell’ Arte tradition. The Pantalone
was a foolish figure who was made fun of by other characters.
•
His: ‘its’ didn’t become part of common usage until later in the seventeenth century; ‘his’
stands for the possessive neuter.
•
Sans: French for ’without’.
© Education Services Australia Ltd, 2010, except where indicated otherwise
The stages of life by Lynette Molloy, Corryong College, Vic.
15
Name
Class
Date
Stages of my family
As described in As you like it by
William Shakespeare (Act 2:7:139–67)
Your task is to find
photographs of people in your
extended family who are in
each of the seven stages of
life (according to Jacques).
At first, the infant,
Mewling and puking in the nurse's arms.
Then the whining schoolboy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school.
And then the lover.
Sighing like a furnace, with a woeful ballad,
Made to his mistress’ eyebrow
All the world's a stage,
And all the men and women merely players;
They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages.
The sixth age shifts
Into the lean and slippered pantaloon
With spectacles on nose and pouch on side;
His youthful hose, well saved, a world too wide
For his shrunk shank, and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his sound
Last scene of all,
That ends this strange eventful history,
Is second childishness and mere
oblivion, Sans teeth, sans eyes, sans
taste, sans everything.
Then a soldier,
Full of strange oaths and bearded like the pard,
Jealous in honour, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the canon’s mouth
And then the justice,
In fair round belly with good capon lined,
With eyes severe and beard of formal cut,
Full of wise saws and modern instances;
And so he plays his part.
© Education Services Australia Ltd, 2010, except where indicated otherwise
The stages of life by Lynette Molloy, Corryong College, Vic
16
Plant variations and dichotomous key
Name
Specimen
Scientific name
Bottlebrush
Callistemon viminallis
Grevillea
Grevillia sp.
Mint bush
Prostanthera howelliae
Everlasting daisy
Compositae Helichrysum
sp.
Mondo grass
Ophiopogon japonicus
Lomandra
Lomandra longifolia
Dianella
Dianella sp.
Flower
colour
Strength of
scent: -/10?
Flower
groupings
Class
Monocot or
dicot
© Education Services Australia Ltd, 2010, except where indicated otherwise
Leaf
description
Date
Wind, bird or
insect
pollinated
Life stage
according
to Jacques
The stages of life by Lynette Molloy, Corryong College, Vic
17
Plant variations and dichotomous key
1
Name
Yellow
Purple
Strongly aromatic, purple
Class
Red
Insect pollinated
Date
Flowers brown/white
Bird pollinated
Short, dark green leaf grass
like
Flowers in groups of 3 or
4
Leaf base fan like
Leaves long, thick and
rigid
Flowers in multiple groups
DICOT
Leaf with branching veins
Flower parts in multiples of four or five
Soft or woody stem
Fill in the dichotomous key
to classify all the plants in
your table.
MONOCOT
Long parallel veins
Flower parts in multiples of 3
Soft stem
All specimens
© Education Services Australia Ltd, 2010, except where indicated otherwise
The stages of life by Lynette Molloy, Corryong College, Vic
18
Performance task sheet
(Act 1, scene 2)
Name
Class
Date
Read through the scene as a whole group discussing the given circumstance, the meaning of
the text and what the characters want.
1
List the key plot points:
a.
Celia and Rosalind go to watch the wrestling
b.
c.
d.
e.
2
3
Identify the stages of life each character is in:
f.
Duke Frederick’s life stage: ___________
g.
Rosalind’s life stage: _______________
h.
Celia’s life stage: ______________
i.
Orlando’s life stage: _____________
j.
Charles’ life stage: ________________
k.
Le Beau’s life stage: _______________
Prepare a presentation of the scene for the class. You need to:
l.
cast your actors from your group
m.
choose how you will present your scene (improvised story version or the
original text?)
n.
choose where your scene takes place
o.
create a set
p.
rehearse your scene for performance.
© Education Services Australia Ltd, 2010, except where indicated otherwise
The stages of life by Lynette Molloy, Corryong College, Vic
19
As you like it by William Shakespeare
Extract from Act 1, scene 2
Flourish. Enter DUKE FREDERICK, Lords, ORLANDO, CHARLES, and Attendants.
DUKE FREDERICK
Come on: since the youth will not be entreated, his
own peril on his forwardness.
ROSALIND
Is yonder the man?
LE BEAU
Even he, madam.
CELIA
Alas, he is too young! yet he looks successfully.
DUKE FREDERICK
How now, daughter and cousin! are you crept hither
to see the wrestling?
ROSALIND
Ay, my liege, so please you give us leave.
DUKE FREDERICK
You will take little delight in it, I can tell you;
there is such odds in the man. In pity of the
challenger's youth I would fain dissuade him, but he
will not be entreated. Speak to him, ladies; see if
you can move him.
CELIA
Call him hither, good Monsieur Le Beau.
DUKE FREDERICK
Do so: I'll not be by.
LE BEAU
Monsieur the challenger, the princesses call for you.
ORLANDO
I attend them with all respect and duty.
ROSALIND
Young man, have you challenged Charles the wrestler?
ORLANDO
No, fair princess; he is the general challenger: I
come but in, as others do, to try with him the
strength of my youth.
CELIA
Young gentleman, your spirits are too bold for your
years. You have seen cruel proof of this man's
strength: if you saw yourself with your eyes or
knew yourself with your judgment, the fear of your
adventure would counsel you to a more equal
enterprise. We pray you, for your own sake, to
embrace your own safety and give over this attempt.
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The stages of life by Lynette Molloy, Corryong College, Vic
20
Extract from As you like it by William Shakespeare continued
ROSALIND
Do, young sir; your reputation shall not therefore
be misprised: we will make it our suit to the duke
that the wrestling might not go forward.
ORLANDO
I beseech you, punish me not with your hard
thoughts; wherein I confess me much guilty, to deny
so fair and excellent ladies any thing. But let
your fair eyes and gentle wishes go with me to my
trial: wherein if I be foiled, there is but one
shamed that was never gracious; if killed, but one
dead that was willing to be so: I shall do my
friends no wrong, for I have none to lament me, the
world no injury, for in it I have nothing; only in
the world I fill up a place, which may be better
supplied when I have made it empty.
ROSALIND
The little strength that I have, I would it were with you.
CELIA
And mine, to eke out hers.
ROSALIND
Fare you well: pray heaven I be deceived in you!
CELIA
Your heart's desires be with you!
CHARLES
Come, where is this young gallant that is so
desirous to lie with his mother earth?
ORLANDO
Ready, sir; but his will hath in it a more modest working.
DUKE FREDERICK
You shall try but one fall.
CHARLES
No, I warrant your grace, you shall not entreat him
to a second, that have so mightily persuaded him
from a first.
ORLANDO
And you mean to mock me after, you should not have
mocked me before: but come your ways.
ROSALIND
Now Hercules be thy speed, young man!
CELIA
I would I were invisible, to catch the strong
fellow by the leg.
They wrestle.
ROSALIND
O excellent young man!
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The stages of life by Lynette Molloy, Corryong College, Vic
21
Extract from As you like it by William Shakespeare continued
CELIA
If I had a thunderbolt in mine eye, I can tell who
should down.
Shout. CHARLES is thrown.
DUKE FREDERICK
No more, no more.
ORLANDO
Yes, I beseech your grace: I am not yet well breathed.
DUKE FREDERICK
How dost thou, Charles?
LE BEAU
He cannot speak, my lord.
DUKE FREDERICK
Bear him away. What is thy name, young man?
ORLANDO
Orlando, my liege; the youngest son of Sir Rowland de Boys.
DUKE FREDERICK
I would thou hadst been son to some man else:
The world esteem'd thy father honourable,
But I did find him still mine enemy:
Thou shouldst have better pleased me with this deed,
Hadst thou descended from another house.
But fare thee well; thou art a gallant youth:
I would thou hadst told me of another father.
Exeunt DUKE FREDERICK, train, and LE BEAU.
CELIA
Were I my father, coz, would I do this?
ORLANDO
I am more proud to be Sir Rowland's son,
His youngest son; and would not change that calling,
To be adopted heir to Frederick.
ROSALIND
My father loved Sir Rowland as his soul,
And all the world was of my father's mind:
Had I before known this young man his son,
I should have given him tears unto entreaties,
Ere he should thus have ventured.
CELIA
Gentle cousin,
Let us go thank him and encourage him:
My father's rough and envious disposition
Sticks me at heart. Sir, you have well deserved:
If you do keep your promises in love
But justly, as you have exceeded all promise,
Your mistress shall be happy.
© Education Services Australia Ltd, 2010, except where indicated otherwise
The stages of life by Lynette Molloy, Corryong College, Vic
22
Extract from As you like it by William Shakespeare continued
ROSALIND
Gentleman,
Giving him a chain from her neck
Wear this for me, one out of suits with fortune,
That could give more, but that her hand lacks means.
Shall we go, coz?
CELIA
Ay. Fare you well, fair gentleman.
ORLANDO
Can I not say, I thank you? My better parts
Are all thrown down, and that which here stands up
Is but a quintain, a mere lifeless block.
ROSALIND
He calls us back: my pride fell with my fortunes;
I'll ask him what he would. Did you call, sir?
Sir, you have wrestled well and overthrown
More than your enemies.
CELIA
Will you go, coz?
ROSALIND
Have with you. Fare you well.
Exeunt ROSALIND and CELIA.
ORLANDO
What passion hangs these weights upon my tongue?
I cannot speak to her, yet she urged conference.
O poor Orlando, thou art overthrown!
Or Charles or something weaker masters thee.
© Education Services Australia Ltd, 2010, except where indicated otherwise
The stages of life by Lynette Molloy, Corryong College, Vic
23
As you like it – peer assessment
Name
Class
Date
1
The other group ‘used focus well’ OR ‘could improve their use of focus’, by:
2
The other group ‘used space well’ OR ’could improve their focus’, by:
3
Describe one actor in the other groups whose characterisation was really well done.
Choose words from the following list to help you describe their work: focus, facial
expression, gesture, voice, movement, space, walk.
4
While working on the scene, I found the following difficult:
5
In future I will work harder on:
Contributing
Concentrating
Working with other people
Accepting advice and
feedback
Speaking clearly
Moving in character
6
Write about a contribution one of your classmates made to your work in this
performance.
© Education Services Australia Ltd, 2010, except where indicated otherwise
The stages of life by Lynette Molloy, Corryong College, Vic
24
Stages of life photo story
Your task is to plan and create a photo story titled ‘The stages of life of plants’.
1
Use text from the speech about the seven stages of man to illustrate the life cycle of a
plant.
2
Create a storyboard showing how you will use facts of plant growth and development
intertwined with ideas from the seven stages of life speech.
3
In drama class, create a tableau of the seven stages of life.
4
Photograph your tableaux outside using growing plants to enrich your image and show
your understanding of the relationship. You will need to include at least seven
photographs.
5
Download your photographs into Microsoft Photo Story and use the program to add
text, music and sound to your images.
6
Present your finished photo story to the class and conduct a peer assessment.
© Education Services Australia Ltd, 2010, except where indicated otherwise
The stages of life by Lynette Molloy, Corryong College, Vic
25
Photo story rubric
4.00
4.25
4.5
4.75
Storyboard
Science at work
Your storyboard
shows that you
can see the
relationship
between the
stages of life
speech and
plant growth
and
development.
Your storyboard
explains the
relationship
between the
stages of life
speech and
plant growth and
development.
Your storyboard
clearly
demonstrates
plant growth and
development
through the
ideas in the
stages of life
speech.
Your storyboard
explains the
relationship
between the
stages of life
speech, plant
growth and
development
and relates this
idea to another
situation.
Team work
Working in teams
You worked
well with your
team, and could
adapt your role
to solve
problems.
You worked well
with your team,
helping to plan
and set clear
goals.
You worked well
with your team,
prioritising tasks
and supporting
team members.
You worked
well with your
team,
supporting them
and making
sure the team
were working
well towards
your goal.
Photo story
Arts: creating and
making
Your photo
story shows you
have used the
stimulus
material to
develop ideas
for your story.
Your photo story
shows the use
of ideas from
the stimulus,
stages of life
and your plant
investigations.
Your photo story
shows different
approaches to
incorporating the
stimulus
materials of
stages of life and
plant
investigations.
Your photo
story
communicates
clear and
original ideas
stemming from
stimulus
materials of
stages of life
and plant
investigations.
Communications
Presenting
Ideas and
information
presented
logically and
clearly.
Ideas and
information wellplanned, logical
and clear.
Ideas are
relevant, have
been carefully
selected and are
logical and clear.
Ideas are
relevant, logical,
have been
carefully
selected and
have been
presented in a
manner that
clarifies
meaning for the
audience.
© Education Services Australia Ltd, 2010, except where indicated otherwise
The stages of life by Lynette Molloy, Corryong College, Vic
26
Photo story peer assessment
Name
Class
Date
Name
How well do you think
the photo story shows
the cycle of life of
plants and people?
Does the photo story
clearly use both
Shakespeare and
science class work?
Do you think the ideas
in the photo story
make sense and are
entertaining?
How well do you think
this student has used
the tools available in
Photo Story to create
a really good
presentation?
© Education Services Australia Ltd, 2010, except where indicated otherwise
The stages of life by Lynette Molloy, Corryong College, Vic
27