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Unit Plan Final Emily DeRubeis
Unit Plan Final Emily DeRubeis
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
having 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 Juliets 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 days 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 either 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 miniargument. 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
counterarguments 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 Escaluss speech at the end of the play and argue
further on the subject 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 Writing
Theme: What led Romeo and Juliet to their death? Love, fate, other characters?
Assessment: Argumentative Essay stating who is at fault for the deaths of Romeo &
Juliet - Prince Escaluss speech at the end
Day 3: Passion
SWBAT use argumentative moves in a class discussion to determine
how much of Romeos 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 Romeos 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
Romeos behavior?
- students will use They Say I Say sentence templates during this discussion
- some students will be assigned to play devils 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 Juliets downfall? Why or why not? If not,
who or what do you think caused their demise?
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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
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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 arguments.
- 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 argue. 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 assignment
- Introduce the writing assignment
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- The other student will observe their partner and write down what argumentative
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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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 minutes to talk
about what theyre 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/concerns they
have for peer review
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Day 9: Students will have a rough draft due this day - Peer review day
Students will make comments on each others rough drafts and will
determine what is done well and what is missing as far as
arguments/claims, warrants, evidence, counterarguments/rebuttals
- Teacher will review what a good comment and what feedback should look like by
Day 10: Students will bring in their papers again and will do conferences
with a different partner
Students will make comments on each others rough drafts and
will determine what is done well and what is missing as far as
arguments/claims, warrants, evidence,
counterarguments/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
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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 Juliets death?