Course Profile English, Grade 9 academic, Catholic

Unit 4: Drama

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

Time: 15 hours, plus 2 hours for skills development (Unit 6)

Unit Description

Students read, discuss, and critically analyse dramatic texts in light of Jesus' teaching and life of service. They work collaboratively to demonstrate the skills of reflection, meaningful communication, and Christian leadership as they explore the identified play(s).

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: 1a, 3a, 3b, 4a, 4b, 4f, 5c, 5e, 5f.

Strand(s): Literature Studies and Reading; Writing; Language

Overall Expectations: LIV.01-02D, 03B; WRV.02D; LGV.01D, 02B; MDV.02D.

Specific Expectations: LI1.01D, 06B, 08D; LI2.01D; LI3.02D; LG1.02B, 05D, 06-07B; LG2.02-6D; MD2.01D.

Activity Titles (Time and Sequence)

Activity 1	Discovering the Play: Reading and Explication of the Text	420 minutes
Activity 2	Responding to the Playwright: Journals	90 minutes, interspersed
Activity 3	Playing with Words: The Effectiveness of Language	90 minutes
Activity 4	Staging the Play: Student Dramatizations	300 minutes
Activity 5	Making the Point: The Art of Persuasive Writing	120 minutes

Unit Planning Notes

· The time required for students to complete all of the steps in the writing process connected to the instruction of the persuasive writing piece should be taken from the time allowed in Unit 6.

· The staging assignment should be done as students explore the text with the teacher.

· Selection of a text should once again be done mindful of students' backgrounds and interests.

· Plays that highlight universal themes afford teachers the opportunity to explore the dynamic struggle between sin and grace, despair and hope.

Teaching/Learning Strategies

· Reflect in written form on the literature.

· Evaluate self and peer's contribution.

· Examine and interpret the text.

· Participate in daily discussion in small and large group settings.

· Devise and establish a blocking plan for a scene.

· Produce and perform dramatizations.

· Synthesize concepts in a persuasive writing piece.

· Investigate and examine the aesthetics of poetic language.

Assessment/Evaluation

Formative Evaluation

· reader response journals

· informal and formal teacher observation

· process/rehearsal participation rubrics

· analysis questions

· completion of steps in writing of persuasive writing piece

· act or scene quiz(zes)

Summative Evaluation

· student performance of scene

· persuasive writing piece

· unit test which addresses the four areas of achievement

Resources

a drama text e.g., Romeo and Juliet, Merchant of Venice, A Midsummer Night's Dream, Julius Caesar, Shakespeare; Skin and/or Liars, Dennis Foon; Our Town, Thornton Wilder

video and audio cassettes

secondary sources on Shakespeare and his times

Activity 1: Discovering the Play: Reading and Explication of the Text

Time: 420 minutes

Description

This activity encompasses the majority of the work to be done for the unit. Students are introduced to the study of drama by identifying, analysing and interpreting the elements of dramatic structure, character and characterization, setting, theme, and the stylistic features of drama, including movement and voice. Through a discussion of themes and issues revealed through the text, students explore the importance of the social, cultural, and political context in which the work was created. The play is read during class time and subsequent activities provide students with opportunities to bring the drama alive, both through impromptu dramatizations and prepared scene work.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

3a - recognize there is more grace in our world than sin and that hope is essential in facing all challenges;

4a - demonstrate a confident and positive sense of self and respect for the dignity and welfare of others;

4b - demonstrate flexibility and adaptability;

5e - respect the rights, responsibilities, and contributions of self and others.

Strand(s): Literature Studies and Reading, Writing, Language, Media

Overall Expectations:

L1V.01D - read and demonstrate an understanding of a variety of literary and informational texts, from contemporary and historical periods;

L1V.02D - demonstrate an understanding of the elements of a variety of literary and informational forms, with a focus on plays, short stories, and short essays;

L1V.03B - identify and explain the effect of specific elements of style in a variety of literary and informational texts;

WRV.02D - identify the literary and informational forms suited to various purposes and audiences and use forms appropriately in their own writing, with an emphasis on supporting opinions or interpretations with specific information;

LGV.01D - use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience;

LGV.02B - use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as storytelling, role playing, and reporting/presenting, for specific purposes and audiences;

MDV.02D - use knowledge of a variety of media forms, purposes, and audiences to create media works and describe their intended effect.

Specific Expectations:

LI1.01D - describe information, ideas, opinions, and themes in print and electronic texts they have read during the year from different cultures and historical periods and in a variety of genres, including novels, short stories, plays, poems, biographies, short essays, articles from newspapers, magazines, and encyclopedias;

LI1.06B - use specific references from a text to support opinions and judgments;

LI1.08D - explain how the background of the author might influence the information and ideas in a text;

L12.01D - use knowledge of elements of drama, such as plot and sub-plot, character portrayal, conflict, dramatic structure, dramatic purpose, dramatic irony, dialogue, and stage directions, to understand and interpret examples of the genre;

LI3.02D - explain how authors use stylistic devices, such as simile, metaphor, personification, imagery, foreshadowing, onomatopoeia, oxymoron, alliteration, and symbol, to achieve particular effects in their writing;

WRV.02D - identify the literary and informational forms suited to various purposes and audiences and use the forms appropriately in their own writing, with an emphasis on supporting opinions or interpretations with specific information;

WR3.04D - use key words from questions or prompts to organize ideas, information, and evidence in homework answers;

WR3.05D - structure expository paragraphs using a topic sentence, supporting sentences to develop the topic, connecting words to link the sentences, and a concluding sentence;

LG1.02B - identify and explain examples of slang, jargon, dialect, colloquialism, as well as of standard Canadian English, in literary texts and their own oral and written work;

LG1.05D - recognize, describe, and use correctly, in oral and written language, the language structures of standard Canadian English and its conventions of grammar and usage;

LG2.02D - communicate in group discussions by sharing the duties of the group, speaking in turn, listening actively, taking notes, paraphrasing key points made by others, exchanging and challenging ideas and information, asking appropriate questions, reconsidering their own ideas and opinions, managing conflict, and respecting the opinions of others;

MD1.02D - identify how elements of media forms are used in a variety of media works and explain the effects of different treatments;

MD1.03D - compare and explain their own and their peers' reactions to a variety of media works.

Planning Notes

· While this activity provides an opportunity for the teacher and students to explore and deconstruct the text, teachers should note that Activities 2, 3, 4, and 5 can all be interspersed throughout the implementation of Activity 1.

· Teachers have the option to select either a contemporary or classic text as a play for study. Selections should be made mindful of the community in which the curriculum is delivered.

· The text should be read primarily in class, although some scenes may be assigned for homework reading.

· Teachers should employ a variety of different strategies and tools to facilitate a reading of the text, (e.g., audio-tapes, video-tapes, impromptu dramatizations).

· Teachers who opt to teach The Merchant of Venice may wish to link their discussions of stereotype and bias issues to the activities on these topics in Unit 5.

Teaching/Learning Strategies

· The teacher begins with an ice-breaker discussion dealing with either some or all of the following: issues/themes of the play, the context (i.e., time and place) of the play, or a brief biography of the playwright.

· Review the cast of characters to allow students an access point to the text.

· Introduce students to the basic literary terms unique to the study of drama, (i.e., dramatic structure, dialogue, soliloquy, blocking, script, stage directions, aside, dramatic irony, monologue, tragedy and comedy). This might be done early in the unit or interspersed throughout their study of the play.

· Students write response journals as assigned. (See Activity 2)

· Students complete comprehension and analysis questions as assigned, both in class and for homework. Issues to be covered include character development, importance of setting and atmosphere, conflict(s), staging, thematic concerns, plot development, crisis and climax, foreshadowing, the creation of suspense, an exploration of how humour is employed, the use of dramatic irony, and the protagonist versus the antagonist.

· Students look at key scenes and discuss in a small group how they would stage the scenes. Approaches might include creating a blocking diagram/stage set-up, creating an impromptu dramatization, with an emphasis on movement and blocking.

· Conduct some lessons via a socratic teacher-directed approach and others via small group discussion.

Assessment/Evaluation

Formative Assessment:

· Reader response journals for completion and insightfulness

· Homework questions for completion

· Act or scene quiz(zes)

· Informal teacher observation of small group discussions for co-operation and ability to stay on task

Summative Assessment:

· Questions of a summative nature on the unit test

Accommodations

· A scribe as required (a peer, peer tutor, or educational assistant)

· A peer to read the play aloud or an audiotape of the play

· A simplified or abridged version of the play

· Reduction in the amount of content and/or number of questions for which a student is responsible

Resources

A drama text e.g., Romeo and Juliet; The Merchant of Venice; A Midsummer Night’s Dream; Julius Caesar; Shakespeare; Skin and/or Liars, Dennis Foon; Our Town, Thornton Wilder; The Effect of Gamma Rays on Man in-the-Moon Marigolds; The Diary of Anne Frank; Dracula.

Shakespeare Made Easy. Copp Clark.

Dramathemes: A Practical Guide for Teaching Drama. Swartz

http://www.db.dk/bib/as/globe_eng.htm

Shakespeare’s Globe – theatre background

www.jet.link.net/~massij/shakes/

Shakespearean classroom

http://daphne.palomar.edu/shakespeare/

Mr. William Shakespeare and the Internet

Video and audio cassettes

Secondary sources on Shakespeare and his times

Activity 2: Responding to the Playwright: Journals

Time: 90 minutes, interspersed

Description

The response journal continues to be a vehicle for student personal dialogue with the text. Students are encouraged to share feelings, thoughts, questions, and observations regarding the text’s themes or issues. Personal responses provide an ideal opportunity to explore the connection between the character’s journey and the students’ own spiritual journey. Response journals are employed throughout the reading of the play.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

1a - illustrate a basic understanding of the saving story of our Christian faith;

3b - participate in the sacramental life of the church and demonstrate an understanding of the centrality of the Eucharist to our Catholic story;

4a - demonstrate a confident and positive sense of self and respect for the dignity and welfare of others;

4f - apply effective communication, decision-making, problem-solving, time and resource management skills;

5e - respect the rights, responsibilities, and contributions of self and others.

Strand(s): Literature Studies and Reading, Writing, Language, Media

Overall Expectations:

LIV.01D - read and demonstrate an understanding of a variety of literary and informational texts, from contemporary and historical periods;

WRV.03D - use a variety of organizational techniques to present ideas and supporting details logically and coherently in written work;

LGV.01D - use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience;

MDV.01D - use knowledge of the elements, intended audiences, and production practices of a variety of media forms to analyze specific media works.

Specific Expectations:

LI1.03B - describe a variety of reading strategies and select and use them effectively before, during, and after reading to understand texts;

LI1.06B - use specific references from a text to support opinions and judgements;

LI1.07D - explain how readers' different backgrounds might influence the way they understand and interpret a text;

WR2.01D - demonstrate an understanding of literary and informational forms, such as myths, poems, short stories, scripts, advertisements, formal letters, reviews, and supported opinion essays, by selecting and using forms of writing appropriate to different purposes and audiences;

WR3.04D - use key words from questions or prompts to organize ideas, information, and evidence in homework answers;

LG1.05D - recognize, describe, and use correctly, in oral and written language, the language structures of standard Canadian English and its conventions of grammar and usage;

LG1.07B - recognize, describe, and use correctly, in oral and written language, the conventions of standard Canadian English for spelling, capitalization, and punctuation;

MD1.01B - demonstrate critical thinking skills by identifying the differences between explicit and implicit messages in media works;

MD1.02D - identify how elements of media forms are used in a variety of media works and explain the effects of different treatments;

MD1.03D - compare and explain their own and their peers' reactions to a variety of media works.

Planning Notes

· The students’ reflections in their journals are ongoing as they read the play.

· Teachers foster an atmosphere of collegial sharing of responses and ideas from students’ journals.

· Teachers allow journal writing six to eight times during the course of this unit (approximately 15 – 20 minutes per journal entry).

· The response journal might also be used in this unit to capture students’ successes, frustrations, thoughts, and feelings when they are working through the staging of a scene. As well, students might be called upon to reflect on how they felt once they had adopted a particular role.

Teaching/Learning Strategies

· Students reflect in written form on the literature.

· Provide sample prompt questions which might include:

· What is your initial reaction to the play?

· What visual images are called to mind?

· Reflect on what happened in the play.

· Tell me what you think and feel about an event and why.

· When did you feel sympathy/compassion/anger/frustration with a particular character and why?

· Does anything in the play we are reading remind you of something in your own life?

· Has anything the main character said or done caused you to question your own code of values?

· Does anyone in the play act as a mentor to, or “moral compass” for, the main character?

· What scene would you like to see dramatized and why? Which scene do you think would be most challenging to stage?

· What alternative settings for this play would you suggest for a new staging?

· What feelings did you experience as you attempted to stage your scene?

· Once you adopted a particular role, did your feelings regarding the character change in any way? If so, how? If not, why not?

· What actors do you think would be effective casting choices for this play and why?

· After watching one, two, or three film versions of the play, what adds or detracts from your understanding of the play?

· What directorial choices do you feel were strong? Which were weak and why?

Assessment/Evaluation

Formative Assessment:

· Reader response journals for completion and thoroughness of reflection (see Appendix 2.1)

Accommodations

· Number and length of reflections may be reduced

· A scribe may be provided

Resources

“Reader Response Theory and the English Curriculum” in The English Journal, 1994, pp. 37-44, Robert E. Probst

Tompkins, Jane, ed. Reader Response Criticism: From Formalism to Post-Structuralism.

Activity 3: Playing with Words: The Effectiveness of Language

Time: 90 minutes, interspersed

Description

Students are challenged to explore the diction and nuances of language employed by playwrights to emphasize characterization and themes.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

1a - illustrate a basic understanding of the saving story of our Christian faith;

3a - recognize there is more grace in our world than sin and that hope is essential in facing all challenges;

4b - demonstrate flexibility and adaptability.

Strand(s): Literature Studies and Reading, Language, Media

Overall Expectations:

L1V. 02D - demonstrate an understanding of the elements of a variety of literary and informational forms, with a focus on plays, short stories, and short essays;

L1V.03B - identify and explain the effect of specific elements of style in a variety of literary and informational texts;

LGV.01D - use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience;

MDV.01D - use knowledge of the elements, intended audiences, and production practices of a variety of media forms to analyze specific media works.

Specific Expectations:

LI3.02D - explain how authors use stylistic devices, such as simile, metaphor, personification, imagery, foreshadowing onomatopoeia, oxymoron, alliteration, and symbol, to achieve particular effects in their writing;

LI3.01D - explain how authors use diction and phrasing to achieve particular effects in their writing;

LG1.02B - identify and explain examples of slang, jargon, dialect, colloquialism, as well as of standard Canadian English, in literary texts and their own oral and written work;

MDI.03D - compare and explain their own and their peers' reactions to a variety of media works.

Planning Notes

· The amount of time spent on this activity may be determined by the play selected for this unit. A more contemporary play may not require as much time as a classic play, such as a Shakespearean one.

· This activity provides an ideal opportunity to continue the study of the etymology of words that was introduced in Unit 1.

Teaching/Learning Strategies

· The teacher models the explication of certain lines, phrases, and words to highlight for students how the use of certain diction and/or the nuances of the language can contribute to the overall effect and understanding of the scene.

· Students work in small groups to complete one or any combination of the following options:

· Students examine the subtext, conscious of the fact that what is said and how it is said determines how a line is interpreted and its intended meaning. Students look at how a line is delivered, (i.e., how inflection and emphasis are employed). The teacher could hand out certain lines and invite students to deliver the line to indicate the context, e.g., “I’d like to thank you for everything”, to a) a parent upon graduation from high school; b) a stranger upon wrecking your car; c) a friend having just helped you cheat on an exam.

· Subsequently, students could be given a speech from the play under study and be challenged to offer different deliveries of the lines.

· Students watch the same scene from two to three versions of the play under study and analyse how the delivery affects their understanding of the scene, e.g., the opening scene of Romeo and Juliet as presented by a) the BBC version of the play, b) the Franco Zefferelli version, and c) the Baz Luhrmann version (1996 with Leonardo DiCaprio).

· Students examine how idiomatic expressions have evolved over time. Students locate expressions from the play under study and explore how that phrase might be said today, or alternately how the expression would have been said 400 years ago, e.g., “The Shakespearean Insult Sheet” from Shakespeare Set Free (see Resources).

Assessment/Evaluation

Formative Assessment:

· Informal teacher observation of group dynamics and attention to task

Resources

O’Brien, Peggy. Shakespeare Set Free.

All BBC versions of Shakespearean plays

The Story of English. Caedmon.

Oxford English Dictionary

Activity 4 Staging the Play: Student Dramatizations

Time: 300 minutes

Description

Student dramatizations are an ideal opportunity for students to discover the play on a new and different level. In this activity students bring to life one or more scenes depending on the play under study and the discretion of the teacher. Students are encouraged to adopt a role, while attempting to capture through their characterization the values and struggles, as well as the nuances of the character portrayed. They are also challenged to act as directors, displaying Christian leadership while developing a vision for the scene in question, as well as giving consideration to such things as lighting, sound, costumes, and set. Students act collaboratively and as successful, respectful communicators in order to make this activity work.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

3b - create, adapt, and evaluate new ideas in light of the common good;

4a - demonstrate a confident and positive sense of self and respect for the dignity and welfare of others;

4b - demonstrate flexibility and adaptability;

4c - take initiative and demonstrate Christian leadership;

4f - apply effective communication, decision-making, problem-solving, time and resource management skills;

5c - develop one's God-given potential and make a meaningful contribution to society;

5e - respect the rights, responsibilities, and contributions of self and others;

5f - exercise Christian leadership in the achievement of individual and group goals.

Strand(s): Literature and Reading, Writing, Language, Media

Overall Expectations:

LIV.O2D - demonstrate an understanding of the elements of a variety of literary and informational forms, with a focus on plays, short stories, and short essays;

LIV.03B - identify and explain the effect of specific elements of style in a variety of literary and informational texts;

MDV.01D - use knowledge of the elements, intended audiences, and production practices of a variety of media forms to analyse specific media works;

MDV.02D - use knowledge of a variety of media forms, purposes, and audiences to create media works and describe their intended effect.

Specific Expectations:

LI1.02D - select and read texts for different purposes, with an emphasis on recognizing the elements of literary genres and the organization of informational materials, collecting and assessing information, responding imaginatively, and exploring human experiences and values;

LI2.01D - use knowledge of elements of drama, such as plot and sub-plot, character portrayal, conflict, dramatic structure, dramatic purpose, dramatic irony, dialogue, and stage directions, to understand and interpret examples of the genre;

LI3.01D - explain how authors use diction and phrasing to achieve particular effects in their writing;

LG1.02B - identify and explain examples of slang, jargon, dialect, colloquialism, as well as of standard Canadian English, in literary texts and their own oral and written work;

LG2.03D - plan and make oral presentations to a small group or the class, selecting and using vocabulary and methods of delivery to suit audience and purpose;

LG2.04D - use specific examples, facial expressions, gestures, intonation, humour, and visual aids, and technology, as appropriate, to engage the audiences' interest during oral presentations;

LG2.05D - practise with cue cards and relaxation exercises and with visual aids and technology (if used), to ensure confident delivery in oral presentations;

MD2.01D - adapt a work of literature to another media forma and determine what aspects have been strengthened and/or weakened by the adaptation.

Planning Notes

· While this activity is a cumulative project, the class could decide to do a small presentation at the end, in combination with other smaller presentations as they work through the play.

· As an option, offer students the possibility of videotaping their performance and hold a screening of the final product.

· Teachers could investigate the possibility of booking the drama room, or comparable space, for the final production. This activity provides an ideal opportunity for teachers to team-teach with the drama teacher if circumstances permit.

· Teachers should note that group sizes may vary and are dictated by how many actors are required for the selected scenes.

· Teachers could offer students the option to write their own script, which is an adaptation of the original, e.g., a modernized version of a Shakespearean scene.

· Students might be inspired by watching different film versions of the play under study.

· The activity provides an ideal opportunity for students to make connections between the themes of human weakness, sin, and grace, as they are encouraged to explore compassionately the characters while adopting the role.

· Students use their response journals to log feelings of success and frustration as they work through staging the scene.

Teaching/Learning Strategies

· The teacher and students agree upon the scenes to be performed.

· Outline the expectations of the assignment as follows:

· Students carefully read through and study their scene.

· Students decide how they want to stage their scene. As an option the students draw the stage set.

· Students make a copy of the scene, if needed, so that they can make the necessary changes right on the script.

· Students make production notes for the way they want to stage the scene. Production notes would include pauses, tone of voice, gestures, and facial expressions, notes or diagrams of action and movement.

· Students decide on how to costume their players. Again as an option, students provide a drawing or description of the costumes, as well as a justification for selecting that particular costume.

· Students keep a response journal, outlining their thoughts and feelings as they work through the process.

· Encourage students to practise with cue cards. Lead students through some simple relaxation exercises in order to help them deliver their optimal performance, as found in a text such as Dramathemes: A Practical Guide for Teaching Drama, (see Resources).

Assessment/Evaluation

Formative Assessment:

· Reader response journals for completion and thoroughness of reflection (see Appendix 2.1)

· Informal and formal observation of group process for co-operation and attention to task

· Rehearsal process via a participation checklist

Summative Assessment:

· Student performance of scene via a rubric (see Appendix 4.1)

Accommodations

· Videotape the scene for students who prefer not to do a live performance or as an added challenge for those who would like to enhance their performance with editing and/or special effects.

· Use cue cards for the final performance for those students who are unable to memorize lines.

· Assign backstage duties to students who are unable to perform.

Resources

A drama text

Swartz. Dramathemes: A Practical Guide for Teaching Drama.

Kemp, D. A Different Drama.

Booth, D. Improvisation and Interpretation.

Beissel. Cues and Entrances.

Video and audio cassette versions of the plays

Activity 5: Making the Point: The Art of Persuasive Writing

Time: 120 minutes

Description

Students respond to an issue or topic based on their reading of the play and write a persuasive piece to express their views. Students are encouraged to articulate their position through the lens of their developing moral conscience.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

1a - illustrate a basic understanding of the saving story of our Christian faith;

3a - recognize there is more grace in our world than sin and that hope is essential in facing all challenges;

3b - create, adapt, and evaluate new ideas in light of the common good;

4f - apply effective communication, decision-making, problem-solving, time and resource management skills.

Strands: Literature Studies and Reading, Writing, Language, Media

Overall Expectations:

LIV.01D - read and demonstrate an understanding of a variety of literary and informational texts, from contemporary and historical periods;

LIV.02D - demonstrate an understanding of the elements of a variety of literary and informational forms, with a focus on plays, short stories, and short essays;

LGV.01D - use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience;

MDV.01D - use knowledge of the elements, intended audiences, and production practices of a variety of media forms to analyse specific media works.

Specific Expectations:

LI1.01D - describe information, ideas, opinions, and themes in print and electronic texts they have read during the year from different cultures and historical periods and in a variety of genres, including novels, short stories, plays, poems, biographies, short essays, and articles from newspapers and magazines, and encyclopedias;

LI1.06B - use specific references from a text to support opinions and judgments;

LI2.03D - use knowledge of elements of short essays, such as introductions, thesis statements, topic sentences, supporting details, connecting words, and conclusions, to understand and interpret examples of the genre;

WR4.01B - revise drafts to ensure that ideas are adequately developed with supporting details, and to achieve clarity and unity;

WR4.02B - revise drafts to ensure consistency in use of first or third person and use of an appropriate level of language;

WR4.03D - make constructive suggestions to peers;

WR4.04B - consider reactions from teachers, peers, and others in revising and editing written work;

WR5.01D - identify sources of ideas, information, and quotations in writing and independent research projects;

WR5.04B - edit and proofread their own and others' writing, identifying and correcting errors according to the requirements for grammar, usage, spelling, and punctuation;

LG1.05D - recognize, describe, and use correctly, in oral and written language, the language structures of standard Canadian English and its conventions of grammar and usage;

LG1.06B - recognize, describe, and correct sentence errors in oral and written language;

LG1.07B - recognize, describe, and use correctly, in oral and written language, the conventions of standard Canadian English for spelling, capitalization, and punctuation;

MD1.02D - identify how elements of media forms are used in a variety of media works and explain the effects of different treatments;

MD1.03D - compare and explain their own and their peers' reactions to a variety of media works.

Planning Notes

· This activity builds upon and extends the skills learned in Unit 2, Activity 5 where students were introduced to expository essay writing. Students should once again be called upon to use textual proofs to support their opinion.

· The length of this writing piece is at the discretion of the teacher; the decision should be based upon perceived needs and abilities of the class.

· This assignment is commenced in class, as is revision of the piece, but the majority of work is completed at home.

· Also note that the time required to complete all of the steps in the writing process connected to the instruction of the persuasive writing piece should be taken from the time allowed in Unit 6.

· This assignment could be placed in the writing portfolio as a sample (see Unit 6, Activity 2).

Prior Knowledge Required

· introduction to 5 paragraph expository essays (see Unit 2, Activity 5)

· solid working knowledge and understanding of the play under discussion

Teaching/Learning Strategies

· Review the elements of persuasive writing, such as logic, textual proof, emotional appeal, and rhetorical language.

· Introduce and explain the assignment expectations and assessment criteria.

· The teacher tracks student progress through the various steps in the writing process.

· The teacher continues to introduce lessons in grammar and style, based on individual student need.

· Students explore, through critical analysis and the art of persuasive writing, the issues and themes of the text(s) under study. Some possible topics for consideration are:

· The Merchant of Venice: Is Bassanio a fortune-hunting predator or a sensitive romantic?

· The Merchant of Venice: Is Shylock an outraged victim or a cruel racist?

· Romeo and Juliet: Is Romeo truly in love or is he just infatuated?

· Romeo and Juliet: Is Juliet a strong female role model or is she a weak dependent girl?

· Our Town: Is the stage manager a sensitive interpreter of events or is he a detached cruel commentator?

· Is the conflict in which the protagonist is involved caused by his/her own character flaws or by external forces?

· Is the BBC version of A Midsummer Night’s Dream more effective in portraying the play than Zefferelli’s 1999 version of the play?

· Students further brainstorm textual proofs to support their position and draft a response.

· Students conference about, edit, and revise drafts as needed.

· Students submit their final polished draft.

Assessment/Evaluation

Formative Assessment:

· A checklist for assessing student completion of the steps in the writing process

Summative Assessment:

· A rubric for evaluating the persuasive written product (see Appendix 2.4)

Accommodations

· Modify either time requirement or length of assignment to accommodate students with special needs.

· Provide a scribe.

· Attempt a comparative persuasive essay, e.g., comparing and contrasting two characters from the play. For greater challenge, examine who is the stronger female: Portia from The Merchant of Venice or Juliet from Romeo and Juliet

Resources

ResourceLines 9.10. Prentice-Hall.

Reading and Writing for Success. HBJ.

Bridges 3. Prentice-Hall.

Fit to Print. HBJ.

Hugh Robertson. The English Essay.

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