Lesson Title: Argumentative Writing (Writing a Critical Review)

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1 Lesson Title: Argumentative Writing (Writing a Critical Review) Author: Carl Myers, DeeAnne Simonson Subject Area(s): Type an X in the box to the left of the subject area(s) addressed in this lesson: Subject Area(s) Standard 1: Social and Instructional Language x Standard 2: The Language of Language Arts Standard 3: The Language of Mathematics Standard 4: The Language of Science Standard 5: The language of Social Studies The Language of Music and Performing Arts The Language of Visual Arts The Language of Technology and Engineering The Language of Health and Physical Education The Language of the Humanities Other: Topic: Argumentative Writing with Romeo and Juliet Grade Levels: 9 Language Domain(s): Type an X in the box to the left of the language domain(s) addressed in this lesson. Language Domain(s) Speaking x Reading x Writing Listening Approximate Duration: 3 hours of instructional time (more for reading play and watching movie) Content Standards: 9.RL.1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 9.W.1.a- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2 9.W.2.c- Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. 9.W.2.e- Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Cognitive Function: How will you ensure that all students will have opportunities to engage in the same cognitive challenge? Language Target: Level 4- Expanding Correctly use technical content vocabulary in short, expanded, and complex sentences Express ideas in an organized manner, with emerging cohesion of ideas. Language Supports: Type an X in the box to the left of any supports that will be used in the lesson. Sensory Support Graphic Support Interactive Support Real- life objects Charts x In pairs or partners (realia) Manipulatives Number Lines In triads or small groups Pictures & Tables In whole group photographs Illustrations & diagrams Graphs Using cooperative group structures x Magazines & newspapers Timelines Physical activities x Videos & films Broadcasts Models & figures Other: x Graphic organizers: VENN DIAGRAM Other: x Using the Internet or software programs In the native language With mentors Other: Description of supports: Magazines and Newspapers- students will use reviews from these printed sources as models. Films- students will watch an adaptation of Romeo and Juliet as text support and also as a context for their film review. Graphic Organizer- Students will use a Venn Diagram to organize their compare/contrast ideas between the original and adaptation. In pairs or partners- Students will use partners as support for examining both printed and visual text. Students may aid each other in comprehension. Internet- Students will use the Internet to find examples of critical reviews about topics they are interest in.

3 Assessment and Feedback: Content/Language Assessment: Thesis Supporting Evidence Vocabulary Tone Grading Rubric for Critical Review The student communicates a plausible thesis containing a clear opinion and reasons for the opinion. The thesis focuses on differences or similarities between one story element in both adaptations. The student cites and thoroughly explains evidence supporting the thesis. The evidence consists of relevant, sufficient details from the original and adaptation. The student effectively uses genre- specific vocabulary within their review. Student effectively communicated a specific tone. The tone enhances the overall purpose of the review. Context: Students should already be familiar with the purposes and organization of argumentative or persuasive writing. Their familiarity with story elements should allow them to examine a work of literature, either printed or visual (i.e. film) at a proficient level. Lesson Description: Enduring Understanding: In order to develop and share opinions about the word around them, students need to be able to read and write critically by: identifying and evaluating others opinions forming their own opinions and defending them with evidence. Rationale: Critical reviews are real- world examples of argumentative writing that have the potential to engage students across various interest and ability levels. Once this skill is mastered, students can choose their own area of interest and explore and write reviews of products, services, etc. related to that area. This is intended to be an end of the year lesson reviewing the steps to argumentative writing and allowing students to apply those steps while writing for a real audience- their peers. Content Learning Objectives: - Write about an opinion using valid reasoning and supporting evidence.

4 - Anticipate audience knowledge and interest in topic and adjust content accordingly. - Maintain style and tone consistent with the type of writing being produced. Language Learning Objectives: - Review key vocabulary related to different types of argumentative writing. - Use argumentative vocabulary to aid in supporting and defending a claim. Resources: Various interpretation of The Tragedy of Romeo and Juliet. Possible ideas include: Romeo and Juliet- Zefferelli Romeo and Juliet- Luhrmann Gnomeo and Juliet- Romeo and Juliet Graphic Novels Romeo and Juliet No Fear Version Computers Examples of critical reviews for contemporary movies and books Highlighters Venn diagrams (Inspiration 9 or on paper) Task 1: Choose an act, scene, or possibly the whole play, for comparing with the same act, scene, etc., from a different interpretation of R+J. Read and view both versions while recording differences and similarities on a Venn diagram. The teacher should choose one criteria to record on his/her own in order to model for students during breaks from the movie. Task 2: Teacher divides students up into cooperative learning groups, with each focusing on one similarity or difference in plot, setting, character, or theme. Remind students that all elements effect theme and will tie back to that element during the writing phase. In groups, they will identify similarities and differences between one element of the versions they are comparing. By this time students should already be able to analyze a work of fiction based on various criteria, including plot, characterization, or theme. Task 3: Students independently write a three- pronged thesis statement focused on whether they would recommend this interpretation to others who are interested in the story of Romeo and Juliet. Keep evidence from Venn diagram in mind. Students should base their recommendation on the differences and similarities between the original and one adaptation. For example, students could make, but are not limited to, one of the following claims: Shouldn t be viewed because the (story element) departs too much from original Should be seen because the differences in (story element) enhance the story Should be seen because in terms of (story element) it is a faithful adaptation Shouldn t be seen because similarity in (story element) doesn t add to story Task 4: Teacher leads students in an examination of tone and vocabulary within several professionally written critical reviews of contemporary books, plays, performances, or movies. Students highlight and list specific instances of tone and genre- specific vocabulary and take notes in margins of

5 examples. Students then set a goal of using at least of these vocabulary words in their own review. Students also decide on a tone they would like to emulate from one of the examples. Task 5: Students work through writing process to create their own critical review of one adaptation of R+J. For peer revision, students use the PQS method (Praise, Question, Suggest). Reflection: - Partner pairings must be well thought out. ESL students should most likely be paired with a motivated student who is willing to help someone whose comprehension may not be on their level. - It helps to explain to the students what their purpose and product will be in relation to watching the film. Make sure to stop the film periodically at key points to allow students to process and record similarities and differences between the original and adaptation. - Encourage students to set reasonable goals for vocabulary usage. Even Level 5 students may struggle with using words in correct context. One suggestion- model the process of writing by writing your own review in front of the students, showing it on projector and thinking out loud about your decisions as a writer. Photos/Images: Square Venn Diagrams provide more room. Encourage students to draw pics also.

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