Emily DeRubeis

Romeo and Juliet Argumentative Writing Unit Plan

This unit will take place after the students have already read the play. Furthermore, they will already have prior knowledge on the characters and the plot of the play. I have chosen to use Romeo and Juliet to help the students learn how to create arguments and use argumentative moves. In my Romeo and Juliet argumentative writing plan, my goals are that the students will be able to understand what argumentative moves are and that they will be able to use claims, warrants, evidence, and counterarguments to express themselves in their assigned argumentative paper about the deaths of Romeo and Juliet. As a result of this unit, I expect that through the ac-tivities my students will engage in, they will be able to learn good argumentative moves and tac-tics to use for persuasive purposes.

The final assessment for the unit is an argumentative paper that requires the students to argue which character in Romeo and Juliet, or abstract idea (i.e. passion or fate), is to blame for the deaths of Romeo and Juliet. Throughout the unit, the students will be taught in steps how to make claims, while using evidence, warrants, and counterarguments. I have tried to incorporate argument in each day of the unit so that the students are continuously building ideas on who or what may be to blame for these deaths. The assessment aligns with my goals by focusing on the students arguments and asking them to incorporate the argumentative moves/elements that we discuss and practice in class. The moves (argument/claim, warrant, evidence, and counterargu-ment/rebuttal) are in the rubric and are a requirement for the essay.

These are the common core standards that I will address in my unit:

RL 1: Cite strong and thorough textual evidence to support analysis of what the textsays explicitly as well as inferences drawn from the text.

W1: Write arguments to support claims in an analysis of substantive topics or texts,using valid reasoning and relevant and sufficient evidence.a. Introduce precise claim(s), distinguish the claim(s) from alternate oropposing claims, and create an organization that establishes clearrelationships among claim(s), counterclaims, reasons, and evidence.b. Develop claim(s) and counterclaims fairly, supplying evidence for eachwhile pointing out the strengths and limitations of both in a manner thatanticipates the audience’s knowledge level and concerns.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.d. Establish and maintain a formal style and objective tone while attending tothe norms and conventions of the discipline in which they are writing.e. Provide a concluding statement or section that follows from and supportsthe argument presented.

W4: Produce clear and coherent writing in which the development, organization,and style are appropriate to task, purpose, and audience.

W5: Develop and strengthen writing as needed by planning, revising, editing,rewriting, or trying a new approach, focusing on addressing what is mostsignificant for a specific purpose and audience.

W6: Use technology, including the Internet, to produce, publish, and update

individual or shared writing products, taking advantage of technology’scapacity to link to other information and to display information flexibly anddynamically.

In the unit, I have day by day objectives that will help me scaffold with the students and help teach them exactly how to conduct an argument in an essay. I begin on the first day by hav-ing the students do a Whodunnit? activity. This activity is designed for the students to work in groups and make arguments about how a person was murdered. During the activity, I ask that the students write down important information and facts about the picture they are given and explain in detail their reasonings behind their arguments. This Whodunnit? activity is a way for students to get their feet wet in the art of argumentation. As an assessment of the day, I have them write on an exit slip about what they thought was the cause of Romeo and Juliet’s death to get them thinking about the prompt at the end of the unit. I did this just so that I could see where their thoughts were before we dug deeper into the discussions to come later.

The next day’s objective is to have the students learn what the definitions of arguments/claim, evidence, warrant, counterargument/rebuttal are. In my lessons, I begin by showing them what each of these words mean and showing them examples of each. Afterwards, the students will practice these argumentative claims and warrants by using evidence from Romeo and Juliet, which is part of the CCSS RL1. The students will split into groups and pretend that they are ei-ther Lady or Lord Capulet/Montague or Romeo/Juliet and argue about why the love relationship between Romeo and Juliet. The students will need to use real evidence from the text, as well as argumentative claims, warrants, and counterarguments during this mini-argument. My goal for this lesson is that students will be able to practice their argumentative moves while talking so that later in the unit they can transcribe those skills onto paper.

During the unit, students are often given opportunities to practice argumentative moves through learning talk and activities. One of these activities requires them to get into groups and analyze a specific character in the text. In doing this, students will find evidence as to why their particular character could be to blame for the deaths of Romeo and Juliet. After this activity, the students will post a group argumentative paper onto a class blog where they will practice making claims, warrants, and counterarguments with their evidence which coincides with CCSS W6. The day after this activity, the students will comment on one of the other groups blog posts and write what they do well in their paper and what those students should work on a little more which addresses the CCSS W5. Before they comment, I will demonstrate what a good example of an essay would look like, and what one that needs a little more work looks like. On the model essay that needs revision, I will show the students what a good comment would look like, and what the students should be looking for. The point of this revision activity is to prepare students for peer review of their individual essays later on in the unit. We have two peer revision sessions before the final assessment is due. The first one will be after the first draft has been written, and the second peer review will be after the first draft has been edited for a second time.

One of the most important days of the unit is where students participate in a mock trial where they place the characters on trial. During the mock trial, students will prepare questions to ask each character, as well as think of claims to make, find evidence to use, and create counterar-guments to use against the character. My main objective for this day is that the students will be able to decide on their own who they truly believe is to blame for the deaths of Romeo and Juliet. After hearing all of the sides of the characters and our discussion about passion the day before, it is my hope that my students will pick either a character or topic that they can argue is to blame in complete confidence. The day after the trial, the students will participate in a socratic seminar in

which we talk about Prince Escalus’s speech at the end of the play and argue further on the sub-ject of who is to blame for the deaths. Each student will pair up and decide who will speak in the first circle and who speaks in the second. The student observing on the outside will write down what argumentative moves the their partner makes, and will write what they should work on as far as making those moves.

This unit is designed so that students will be continuously practicing making arguments through learning talk, as well as writing them down. The unit is also designed to help students think about their interpretations of the ending of Romeo and Juliet and develop them further. I think that this unit will give students the tools and skills they need to make strong arguments and use good argumentative moves.

This unit begins after we have already read Romeo and Juliet

Unit Plan: Argumentative WritingTheme: What led Romeo and Juliet to their death? Love, fate, other charac-ters?

Assessment: Argumentative Essay stating who is at fault for the deaths of Romeo & Juliet - Prince Escalus’s speech at the end

Day 1: Whodunnit? - Introduction to arguments and claimsStudents will begin to learn how to write and make arguments/claims through the Whodunnit? activity and start to think of it in terms of Romeo and Juliet

- Students will get into groups of 4 and will do the Whodunnit? activity- Students should write down their arguments and explain why they think

that- Share as a class what they think and then teacher will talk about what ac-

tually happened in the murder case- Teacher asks questions about the activity

- What did you notice about your groups? How did you work together? How did you form your arguments? Why was it important to think about your arguments completely? etc.

- Exit Slip: Think about our reading of Romeo & Juliet and compare it to the Whodunnit activity we just completed. Although Romeo and Juliet took their own lives, do you think someone else may have been responsi-ble for their deaths? What do you think?

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Day 2: Introduction to terms - Argument/Claim, Warrant, Coun-terargument, Rebuttal

Students will learn the argumentative terms of argument/claim, warrant, evidence, and counterargument/rebuttal and success-fully demonstrate their understanding through their parent de-bate activity

- Introduce counter-claims, warrants, & moves - Chart in Dynamics of Writ-ing - Extended definition chapter

- Will lecture on ways to lead in to warrants and provide examples - “Some may say… I say…” or “Due to the fact that ….” etc.

- Practice making claims/arguments w/ Romeo & Juliet- Claim/Warrant parent activity - mini-debates- Students will receive a “They Say… I Say…” sentence templates chart to

keep in their possession for the whole unit- Groups of 4 - two people be Lady/Lord Montague or Capulet, two people

be Romeo or Juliet- Think pair share debate

- Each side will have 10 minutes to gather information/evidence and begin to think of warrants using the “They Say… I Say…” sentence templates on their side of the debate. Students should also

- Using the “They Say… I Say…” sentence template, students will be-gin the debate. R&J will go first with 5 minutes

- Lady/Lords will go next 5 minutes- R&J Counterarguments will go 5 minutes- Lady/Lords Counterarguments

- Final words for eachClass discussion: What happened?- Class chart on the board - what were Capulet arguments? What were Juliet

arguments? What were Montague arguments? What were Romeo argu-ments?

- What were some of your counterclaims? How did you use a rebuttal?- What role do you think the Capulets/Montagues had in the death of their

children?- Are they responsible?- Class Assessment: Students will have successfully shown their understand-

ing of the terms through their group debates____________________________________________________________

Day 3: PassionSWBAT use argumentative moves in a class discussion to deter-mine how much of Romeo’s actions were motivated by passion

- Quick Write: What is passion?- As a class come together and define what we think passion is

- teacher will write their ideas on the board- look up the definition on OED and read it

- Do you agree or disagree with this definition?- as a class, we will combine our ideas and form a class definition

- Think about how passion affected the lives of Romeo and Juliet. How did it contribute to their deaths?

- Act 3-Scene 1: how did Romeo’s behavior affect both Romeo and Juliet? Does his passionate behavior doom both of them to their deaths?

- Quick write: How did passion shape what occurred in Act 3, scene 1? Make an argument and use evidence to support your claims

- Pair-share - students discuss their ideas and will debate and talk about what they think.

- Class discussion using argumentative moves - To what extent did passion affect Romeo’s behavior?

- students will use “They Say… I Say…” sentence templates during this dis-cussion- some students will be assigned to play devil’s advocate- think about loyalty to Mercutio as well as his hatred for Tybalt, all the

while thinking of his love for Juliet and desire to be friendly with her cousin.

Exit Slip: Is passion the cause of Romeo and Juliet’s downfall? Why or why not? If not, who or what do you think caused their demise?____________________________________________________________

Day 4: Feelings about love (Technology Activity)SWBAT understand each character’s motivations and thoughts on love. Students will also write group argumentative essays and post on an online class blog for other students to read

- Students get into groups - each group is a different character - Romeo, Juliet, Nurse, Capulet, Lady Capulet, Friar, Paris, Benvolio, Mercutio

- Students will find textual evidence in the play that points to what their characters’ feelings are towards love

- Groups will create human tableaus to demonstrate those feelings to the class

- There should be one “narrator” to explain what is going on to the class- As a class discuss around the question using their “They Say… I Say…” sen-

tence templates: What are the different motivations for love expressed that you notice?

As a group, you must write a short essay explaining what motivations for love your character had. Make a claim, cite your evidence with a warrant. They will post these in a class discussion board online.____________________________________________________________

Day 5: Revision PracticeSWBAT comment on their peers writing and discuss what they did well and what was missing in their paper as far as argu-ments/claims, warrants, evidence, and counterarguments/re-buttals

- Teacher will present examples of a good essay and good examples of feed-back- Show what is good about it- arguments, claim, evidence with warrant

- Also show what a good comment will look like- “I notice… I wonder…”- Explain that you should give encouraging comments as well as men-

tion things that they should work on- Talk about being constructive, not mean

- Show another one - have the students tell you what is good about it and provide feedback while the teacher models it on the board- Have them tell you what to say in a comment

- Let students read and comment on each other’s assignments. Students should comment on 2 of the other groups (Teacher will assignment this so that every group gets the same amount of feedback)

- Students get roles for mock trial the next day____________________________________________________________

Day 6: Trial - Who is responsible for the death of Romeo and Juliet?

SWBAT determine how different characters may have played a role in the death of Romeo and Juliet. They should be able to decide on their own who or what they think is to blame for the death of Romeo and Juliet

- Students place characters on trial- Students have 10 minutes in the beginning of class to think of who they

want to put on trial- Student tokens are passed out because each student must participate once

in one of the roles- They must write out their arguments, evidence, counterarguments, and

rebuttals for each character- Students should use the “They Say… I Say…” and use the warrant lead

ins we discussed on the second day of the unit to present their argu-ments.

- One student will volunteer to be the first character- There can be a cross examiner/witness/and teacher is always the judge- Students may tag a player in the debate out if they wish to speak or ar-

gue. Every student must participate at least once and use argumentative warrants/counterarguments in the debate and will turn in their token

- When each character has been on trial, the judge will wrap up the trial and say that the ruling is still up for debate and introduce the assign-ment

- Introduce the writing assignment____________________________________________________________

Day 7: Summing up the trial and Prince Escalus’s speechSWBAT dig deeper into the meaning of Prince Escalus’s speech and will discuss through a socratic seminar who/what they be-lieve is responsible for the death of Romeo and Juliet. Students must use argumentative moves to make their claims

- Teacher will pass out a copy of the Prince’s speech from Act 5, Scene 3:A glooming peace this morning with it brings.The sun, for sorrow, will not show his head.Go hence, to have more talk of these sad things.Some shall be pardoned, and some punishèd.For never was a story of more woeThan this of Juliet and her Romeo.

- Students will get into pairs and will talk about the meaning of the speech- These pairs will decide who will be in the inner circle first/second

- Teacher will start the socratic discussion with an opening question: To what extent do you think fate/passion was to blame for the deaths of R&J?- The first group will go and will discuss who/what they believe is to blame

for the death of Romeo and Juliet- The other student will observe their partner and write down what argu-

mentative moves they make, what rebuttals they use, and what evidence they use to make their claims

- There will be a debriefing period where the students will talk with their partners what they can do to make their arguments stronger, what went well, or what they think they can work on

- The second group will go and do the same- Their partner will do the same- Debriefing session for the other partner

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Day 8: Work DayStudents will begin to find sources, brainstorm their ideas through a web, and will begin to work on their assignments

- Mini-lesson on finding sources, citing the text, and what is considered a good source

- brainstorming activity - making a web- students will focus on one character/thing (if they choose passion or

fate) and will branch out their thoughts about how their behaviors and actions contributed to the death of Romeo and Juliet

- get into partners and discuss their ideas. Each student will have 5 min-utes to talk about what they’re thinking. They can also help each other find textual evidence because it will be required in the essay

- Students will begin to work on their assignments- Homework: students will finish their paper and will bring in questions/con-

cerns they have for peer review____________________________________________________________

Day 9: Students will have a rough draft due this day - Peer re-view day

Students will make comments on each other’s rough drafts and will determine what is done well and what is missing as far as arguments/claims, warrants, evidence, counterarguments/re-buttals

- Teacher will review what a good comment and what feedback should look like by modeling on a fake/older essay

- Students will get into pairs- Each student has 10 minutes to discuss their paper - 1 student presents

paper while other students reads and gives feedback (just like the motiva-tions for love blog comments)

- After the peer review, students will focus on their paper themselves. They will read through and use different highlighter colors to highlight argu-ments/claims, warrants, evidence, and their counterarguments to help them see where they make their arguments and if they need to add more evidence, etc.

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Day 10: Students will bring in their papers again and will do con-ferences with a different partner

Students will make comments on each other’s rough drafts and will determine what is done well and what is missing as far as arguments/claims, warrants, evidence, counterar-guments/rebuttals. They will also compare what they have written to the rubric I have provided to ensure that they are not missing anything

- same idea- Students will go through the rubric with their paper to make sure that the

students are hitting everything____________________________________________________________

Day 11: Final paper is due and new unit will begin.Students will turn in their final paper on Who is to Blame for Romeo and Juliet’s death?