Caroline Hopkins

Caroline Hopkins

Caroline Hopkins

TE 802

Instructional Writing Sequence

Overview:Up until now in my 9th grade English focus class, students have completed a short story unit and a young adult novel, Speak. With my high school’s new trimester system, the last thing left for my 9th graders to complete is a unit on Romeo & Juliet. The unit began on October 22nd , and we have up until November 28th to complete it before final examinations on November 30th. Students have two final assignments for the Romeo and Juliet, both of which have writing components. One of the final assignments is a small group assignment and the other is an individual assignment. The small group assignment can be directly related back to the group radio play assignments that my students completed back in early October. For those assignments, students were required to either adapt a short story into a radio play or create an original radio play. With their Romeo and Juliet assignment, students will first have to perform a short scene from Romeo And Juliet as Shakespeare wrote it. Then, based on what they have already learned about adapting the written word (from writing the radio plays and viewing film versions of Romeo and Juliet), students have to adapt that same scene with a modern setting and contemporary language. This not only requires them to look closely as Shakespearean language and translate it into words that they understand, but it also allows them to relate with material that they may feel is dated and does not apply to them. For their individual final writing assignment, student must write an argumentative essay on who is responsible for the deaths of Romeo and Juliet. A considerable amount of class time will be spent developing their arguments, writing their essays, and revising their writing.

Task Analysis:

Group Performance and Scene Adaptation

Understanding Shakespeare’s language: Aid students with comprehension by helping them understand the dialogue using side notes in the text.

Expressing Meaning: Help students learn appropriate hand gestures and voice inflection.

Modernization: Show how to modernize Shakespearean settings and language. Give examples.

Example: Mercutio: You gave us the counterfeit fairly last night.

Romeo: Good morrow to you both. What counterfeit did I give you?

Mercutio: The slip, sir, the slip. Can you not conceive?

Adaptation: Mercutio: You totally ditched us last night.

Romeo: Hello to you too. What did I do?

Mercutio: You blew us off dude! Remember that or did you forget?

Argumentative Essay

Thesis Statement: Answer the question: Who is responsible for the deaths of Romeo and Juliet? Who do you think the blame can be traced back to? Choose one character.

Writing An Introduction:Refer to model

Support (Body Paragraphs):Refer to model

1. Topic Sentences: Are they present? Do your topic sentences control the idea in your body paragraphs?

2. Finding Evidence: Refer back to the play. Give details as to why the person that you chose is responsible

Use quotations that are relevant and present them in a logical order.

3. Including a concession: Explain that a different person might have played a significant role in the deaths of Romeo and Juliet. (A concession is a “point” that you let the other side score.) Adding concessions to your argument usually adds believability to your claims. Concessions use words like even though, admittedly, while it is true that, some may argue that…; however, this is not the case, granted, etc.

Organization (Body Paragraphs): Refer to model

1. Trace your character’s action through the play.

2. Come up with THREE good reasons why the person you pick is to blame – either character traits, specific actions he/she took, etc. Students reasons will be deemed “good” based on the support they use to back up their argument.

Writing A Conclusion: Refer to model

Your Name

Class Title: English 9A

Assignment: Romeo and Juliet Paper

Date: November ___, ______

MODEL: Romeo and Juliet Argumentative Paper (CENTER YOUR TITLE HERE.)

The deaths of Romeo and Juliet in William Shakespeare’s play are both ______

and ______. Although much could have been done to prevent their suicides, these “star-crossed lovers” ultimately are not able to avoid their destiny. (Thesis statement) A series of unfortunate circumstances result in disaster, and even though many people could be to blame for their deaths, ______plays a particularly integral role.

While some believe that ______is responsible for Romeo and Juliet’s death, this is not the case. Upon further investigation ______should receive the blame. Admittedly, you’re your choice) ______has a large influence on Romeo and Juliet’s death because (reason why this other person might be to blame) ______. But, (your first piece of evidence in support of your argument here) ______. (Provide support/evidence. Refer back to the play. Why is this person responsible?). ______

______.

(Transition into your second piece of evidence here) ______

______(Quotations from the play can really help to support your argument!) ______

______.

Additionally and perhaps most notably, (transition into your third piece of evidence here. This should be your strongest argument) ______

______

______

______.

(Now, write your concluding paragraph. You should restate your thesis statement here, but do not repeat it word for word.) ______

______(Conclude your paper with a thoughtful but more general statement about William Shakespeare or his play, Romeo and Juliet.) ______.

Gateway Activities:

Group Performance and Scene Adaptation

Shakespeare in Our Time video has a focus on introducing students to Shakespeare's life and times and his continuing relevance today. This 25 minute video provides numerous clips from both stage and film performances of Shakespeare’s plays. Clips include modern film interpretations of Romeo and Juliet (which students have already seen), Othello (“O”), MacBeth (Scotland P.A.), and Hamlet, all of which place Shakespeare’s plays in modern setting such as the beach, prep schools, fast foot restaurants, and video stores. This video also emphasizes how important the delivery of Shakespeare’s words is. Because Shakespeare’s plays provide few stage directions, it is up to the actor to decide what kind of emotion to put behind the words. This will be particularly helpful as students begin to work with their own scenes.

PERFORMING SHAKESPEARE’S ROMEO AND JULIET

Date of Performance: ______

Now that we are almost done reading Romeo and Juliet, think back to scenes that you remember the most. Below are several performance options that you have to choose from. You will not be recreating an entire scene but rather parts of a scene. Your lines do not have to be memorized, but it is important that you speak your lines clearly and say them the way they were meant to be said. No option can be performed more than once, so when you or you and your partner decide which one you would like to do, SIGN UP! You can choose to perform a part that is not listed below, but it needs to be approved by me first!

Female Monologue Options (1 person)

  1. 3.2.1-37 (Juliet)
  2. 4.3.16-60 (Juliet)

Male Monologue Options (1 person)

  1. 1.1.89-111 (Prince)
  2. 2.3.1-30 (Friar Laurence)
  3. 3.3.125-175 (Friar Laurence)
  4. 5.3.77-123 (Romeo)
  5. 5.3. 252-293 (Friar Laurence)

Male Dialogue Options (2 people)

  1. 1.1.1-45 (Gregory & Sampson)
  2. 1.1.168-end (Romeo & Benvolio)
  3. 1.5.59-101 (Tybalt & Capulet)
  4. 2.3.43-103 (Romeo & Friar Laurence)
  5. 2.4.46-97 (Romeo & Mercutio)
  6. 3.1.89-115 (Romeo & Mercutio)
  7. 3.3.4-79 (Romeo & Friar Laurence)

Female Dialogue Options (2 people)

  1. 2.5.1-83 (Juliet & Nurse)
  2. 3.2.92-155 (Juliet & Nurse)
  3. 3.5.66-141 (Juliet & Lady Capulet)
  4. 3.5.224-272 (Juliet, Nurse, & Lady Capulet)*
  5. 1.3.65-108 (Juliet, Nurse, & Lady Capulet)*

Male/Female Dialogue Option (2 people)

  1. 2.2.2-78 (Romeo & Juliet)
  2. 2.2.155-208 (Romeo & Juliet)
  3. 2.4.166-217 (Romeo & Nurse)
  4. 3.5.1-37 (Romeo & Juliet)
  5. 4.1.50-138 (Juliet & Friar Laurence)

MODERN DAY SHAKESPEARE - ROMEO AND JULIET REMIX

Adaptation Due: ______

You are going to take your short scene and re-write it using contemporary language and placing the scene in a modern day setting (i.e. a high school, a suburban home, a fast food restaurant, the mall, the beach, etc.). When deciding on a setting, recall the modern film version of Romeo and Juliet. You should also think back to your radio plays (remember the adaptation of “The Necklace”), and use those as an example when you adapt these scenes. You can change the words of your scene, but don’t completely lose the meaning behind the words. In other words, if two characters are arguing, you should not present the scene as though the two characters are flirting. But everyone is required to submit a typed copy of the adaptation.

Grading: Performance & Adaptation

______/ 15Performance: Speak the language convincingly. Be loud and clear.

______/ 10Performance: Well-planned movements. Body language and gestures reflect understanding of the language.

______/ 10Performance: Use of props and costumes. Be simple! Be creative! Be prepared at the beginning of class on the day of your performance.

______/ 15Adaptation: Submit a TYPED copy of the adaptation.

______/ 15Adaptation: Use contemporary language. This is how you and I talk everyday.

______/ 5Adaptation: Place the scene in a modern day setting.

______/ 70Total

Argumentative Essay

Name: ______

Who is responsible for the deaths of Romeo and Juliet? Where can the blame be traced back to?

Capulet The Prince Balthasar

Lady Capulet Mercutio The Apothecary

Montague Tybalt Society

The Nurse Friar Laurence Fate

Paris Friar john Romeo

 Juliet

______

The Tragedy of Romeo and Juliet

Final Writing Assignment – Argumentative Paper

Due Date: ______

INTRODUCTION: Anargumentative paper makes a claim about a topic and justifies this claim with specific evidence. The goal of the argumentative paper is to convince the audience that your claim is true based on the evidence you provide to support your side of the argument. Your argument will include convincing evidence to support your side, but you also will offer reasonable points to an opposing argument. This is known as a concession.

TASK: Write a 2-4 page essay that is typed, double-spaced, and 12 pt font with 1 inch margins. In your essay, you are going to argue and prove:

WHO IS RESPONSIBLE FOR THE DEATHS OF ROMEO AND JULIET?

To do this, you need to come up with a reasonable person or thing that you think the blame can be traced back to. If you completed your ballot thoughtfully, you already have the answer to this very important question. Now you just need to prove it.

You must do some investigating and discover the roots that laid the foundation for them to commit suicide. Think about what had to happen, what series of events had to take place, in order for Romeo and Juliet to end their lives. Make a choice. Keep in mind that there are many different approaches you can take. There is no right or wrong answer here. Rather, there are well supported arguments and poorly supported arguments. Trace your character’s actions through the play. Come up with THREE good reasons why the person or thing you pick is to blame – either character traits, specific actions he/she took, etc. Use quotations from the play that are relevant and present them in a logical order.

In addition to your main argument, you MUST have a concession in your paper. This is where you explain that a different person might have played a significant role in the deaths of Romeo and Juliet. (A concession is a “point” that you let the other side score.) Adding concessions to your argument usually adds believability to your claims. Concessions use words like even though, admittedly, while it is true that, some may argue that…; however, this is not the case, granted, etc.

Sequence: NOVEMBER

Monday / Tuesday / Wednesday / Thursday / Friday
5Argue: (1) Who is to blame for Mercutio’s death? (2) Was Romeo justified in killing Tybalt? Why or why not? / 6
No Students / 7 / 8 / 9
Gateway Activity
Shakespeare In Our Timevideo[SH1];
Assignment
Given For Group Performance and Adaptation[SH2]
12 / 13
Gateway Activity For Individual Writing Assignment: Ballot[SH3] / 14
Individual Writing
AssignmentGiven –
Argue: Who is responsible for the deaths of Romeo and Juliet[SH4]?
WRITING A THESIS STATEMENT & AN INTRODUCTION[SH5] / 15
USING TEXT FOR SUPPORT[SH6] / 16
ROUGH DRAFT
19
MediaCenter[SH7] / 20
Group Performances / 21 / 22
Thanksgiving Break / 23
26
REVISION[SH8] / 27
MediaCenter[CMH9] / 28
ARGUMENTATIVE PAPER DUE[CMH10] / 29
Final Exams / 30

The final argumentative paper will be graded based on the following criteria:

GRADING:

_____ / 10Thesis Statement: Does your thesis statement answer the question: Who is responsible for the deaths or Romeo and Juliet? Is it the last sentence in your introductory paragraph?

_____ / 15Organization: Do your body paragraphs have topic sentences that refer back to your thesis statement? Do your paragraphs make sense? Is your strongest argument in your final body paragraph?

_____ / 20Specific Evidence: Do your body paragraphs have adequate support from the play? Do you provide enough details about your choice? Did you use quotations from the play as support?

______/ 10Concession: Did you include a concession in the beginning of your paper? Did you give an opposing view and address why your argument is more logical?

______/ 10Grammar & Mechanics: Proper spelling and grammar. Do not use “I,” “you,” or “me.”

______/ 5 Followed Directions: Typed, double-spaced, 2-4 pages, 1 inch margins. Give your paper a title!

______/ 70 TOTAL

Assessing progress:

Assessing the progress of my students during this process was challenging, but it was also a great learning experience. Although the two components of this sequence were not directly related to one another, I though they assessed two different but important skills in my students. For one thing, the adaptations required that student understand the Shakespearean language they had to perform before they were able to perform it. Rewriting the scenes with a modern twist then made their scenes more accessible to their classmates as well. For the sake of clarity, I am going to focus the assessment of the instructional sequence on the argumentative essay for here on out.

My gateway activity was very simple and given the fact that we had been working with Romeo and Juliet for several weeks already, I hoped that students could at least form an opinion on who they thought was responsible for the deaths of Romeo and Juliet. When students completed their ballots, I didn’t allow any talking. I didn’t want students to be influenced by the people around them. When I gave them their writing assignment, I gave it to them with their ballot attached. I told them that if they had made a “thoughtful” decision, then they already had their answer; they just needed the more concrete evidence to support their choice. But I did give them the option of changing the answer they gave on their ballot, so that also gave them the opportunity to be influenced by other people’s choices.

The argumentative essay was the major component of this instructional sequence. The writing process itself is difficult, and it is easy to assume that students know what “introduction,” “topic sentence,” and “use the text” mean. Getting some of my students to write a complete sentence can even be difficult. Providing my students with a model for their paper was helpful to them, but even when I laid things out for them in the form of a template, some still had difficulty following directions. The other major problem I had was getting students to write complete rough drafts. Any student that did not have at least part of their rough draft complete could not use the computers in the media center, but this did not really help the situation. I wanted students to turn in a rough draft by the end of the class period so that I could comment on their papers to help them improve and revise their writing. Without a rough draft, they were not only behind, but they also could not benefit from my comments.

This process taught me a great deal about expectations. In the assignment I gave them, I specified that papers should be 2-4 pages long. Although some student managed to get about 2 ½ pages, most student could barely manage a page and a half. Considering this was one of the first papers they had ever written that couldn’t use “I” or “you,” I still think they accomplished something. They learned the basic structure of an essay. Even if the 5-paragraph essay is somewhat rudimentary, it teaches students the general format of most academic writing: introduction, body, and conclusion. It also teaches students the general format of a well thought out paragraph: topic sentence, organized support, and transitions.

[SH1]25 minutes

[SH2]Students get into groups of 2 and have the option of working alone. They sign up for the scene of their choice; however, every group must have a different scene to avoid repetitiousness.

[SH3]The answer students give on the ballot will be the basis for their argumentative essay. They will make their choice on the ballot before they are even given their paper assignment. Although students are allowed to change their minds, I encourage them to go with their initial choice as long as it was a “thoughtful” one.

[SH4]Students’ ballots will be returned to them, and the writing assignment will officially be assigned.

[SH5]How to write an introductory paragraph will be modeled. Students will also be given the model template.

[SH6]Students must come up with 3 good reasons why the person that they chose is responsible. I provide examples of how to use quotations from the text as evidence. I also show how to cite quotations in writing.

[SH7]Students type their rough drafts and turn them in.

[SH8]I return their rough drafts with comments and suggestions for revision. The hour will be spent revising and conferencing. Students will also engage in a proofreading exercise which focuses on capitalization, punctuation, citation, and usage of "their," "there," and "they're."

[CMH9]Students return to the media center to type their final drafts. They are given a checklist to ensure that their paper has all the necessary requirements. They must submit this checklist with their final papers.

[CMH10]Students turn in their final papers. Final papers are assessed using the criteria listed on the rubric.