Argumentative Writing in Maker Strategies

Cochran 2!
Student Literacy Based Instruction:

Argumentative Writing in Shakespeares The Tempest Unit
Goals:
SWBAT cite complex textual evidence to support or refute an argument.
SWBAT describe the effects of various devices in relation to reader experience.
SWBAT engage in discussion concerning specific Maker Strategies across various mediums.
Common Core State Standards:
CCSS.ELA-LITERACY.RL.11-12.1
CCSS.ELA-LITERACY.W.11-12.1
Assessment:
The goals of this unit center largely on the identification, understanding, and articulation of a
new concept called Maker Strategies. Maker Strategies are the strategies employed by the
producers of content to communicate information implicitly or to add value to an existing work
(two easy examples here are literary devices and cinematic devices). By developing
argumentative skills around implicit pieces of literary content, we push our students toward
critical thinking skills and critical consumption of media.
Sequence:
This unit begins with a pair of activities separating the notion of text from story, creating a
space for the assessment of maker strategies. Then, we read through Shakespeares The Tempest
with specific focus on identification of literary devices (maker strategies in the format) and their
effects. There will be a midterm assessment at the end of this unit followed by the hinge lesson
comparing literary devices to cinematic devices. Providing students with a second type for the
concept of maker strategies will further clarify its necessity. This lesson will generate a list of
cinematic devices that are explored in depth over the course of the following week. Then the
class transitions into reading Julie Taymors The Tempest with specific focus on cinematic
devices and their effects. Break down of the film will parallel the breakdown of the play. At the
end of the film section, students will be assessed on their understanding of cinematic devices.
After both of these units, a comparison lesson precedes this assessment in which students
compare contradictory points of the plot to scaffold toward comparison of parallel representation
across mediums. Once the evaluation of each text has been scaffolded to promote critical
selection for the final assessment, students will begin the final argumentative writing assignment.
Cochran 2! 2
Maker Strategies in The Tempest Final Assignment

Select one of the two primary texts (Shakespeares The Tempest or Julie Taymors The Tempest)
to analyze in response to the following question:
Is Caliban depicted here as a villain or as a victim?
Be sure to cite specific maker strategies as evidence in your argument. You may choose the
format in which your argument is presented, but all artifacts (even traditional papers) must be
accompanied by a rationale explaining the specific maker strategies you employed in the
construction of your argument. The piece will be an Artifact of Learning. The rationale must be
in a different format than your artifact. You will be assessed according to the following rubric:
3
Clarity of
Position
N/A
Thesis is clearly
stated
Thesis can be
inferred, but is not
explicit
Position is unclear
Neglects to answer
the prompt
I know what side

your on.
I can kind of guess

what youre getting
at.
I have no idea
what youre
thinking.
I dont see Caliban

in here anywhere.
Discusses 2 or
more maker
strategies in
support of the
position
May refer to several

maker strategies,
but only discusses
1 in support of the
position
May refer to several Does not contain

maker strategies,
reference to maker
but neglect to
strategies
discuss their
relationship to the
position
Use of Evidence
Youve got the

beginning of a
strong argument,
but theres room for
deeper analysis.
You mention a lot

of maker strategies,
but what do they
do?
You havent
discussed maker
strategies at all.
Intentionally
manipulates 2 or
more maker
strategies in the
production of the
artifact.
Articulates goals
in relation to
strategies used
Intentionally
manipulates 1
maker strategy
intentionally in the
production of the
artifact. Articulates
goals of the artifact
Neglects to
articulate
manipulated maker
strategies in the
production of the
artifact. Goals are
not mentioned
Artifact was not

produced
I see the moves

that you
mentioned in the
rationale. Very
effective!
I see the move that You didnt mention

you mentioned in
any strategies in
the rationale.
your rationale.
Theres some room
to think about more
strategies here.
Youve
constructed a
strong argument
with varied
evidence.
Rationale for
use of Maker
Devices
Wheres your stuff

at?
Cochran 2! 3
Calendar:
Day 1: Narrative Source Lesson
During this lesson, students will explore the concept of narrative source through a sequence
that allows comparison between nonfictional event sources, inspiration by similar events, and
pre-existing text as a direct source.
Learning Objectives
After this lesson,
Students will be able to speculate about and identify possible sources for informational and literary
narrative.
Students will be able to broaden their understanding of text by identifying key features of literary work
Common Core and Content Area Standards
Previous Learning
Analysis of literary devices
Background in multiple media
Critical analytic skills
Supplementary Materials
Student Journals, Compare/Contrast Graphic Organizers
Key Vocabulary
Narrative, Source, Text, Interpretation,
Adaptation
Lesson
Participation structure:
Full class => Small Group => Full Class => Small Group => Independent Work
Materials needed
Suspended in Language
Jim Ottaviani
WatchmenAlan Moore
WatchmenZack Snyder
Day 1
Activity 1 / Warm - Up
Detailed Instructional Procedures:
1.
2.
3.
Warm-up Activity: Answer the question Where do stories come from?

a.
Written responses recorded in student journals
b.
[T]Provide 5 minutes
Discuss Responses
a.
Students volunteer responses
b.
[T]Record responses on the board
Introduce definition of Source in relation to writing
a.
[T]Focus on structure for informational and non-fiction texts
b.
[T] Generate a definition of Source from student responses in Part 2
Activity 2
Cochran 2! 4
1.
2.
3.
Introduce activity and pass out G.O. and associated readings

a.
See Fig. 1
b.
[T] Put students into groups of 3 or 4
c.
[T] Read through directions with students and clarify the focus of the activity
d.
[T] Provide contextual assistance for students during the activity
Provide an appropriate amount of time for completion of the assignment (between 10m-30m)
Debrief the assignment
a.
Full class discussion about the two works
b.
[T] Which work communicates more information?
c.
[T] Which work is more appealing the the reader?
d.
[T] How do these mediums affect the content and the reading experience?
Activity 3 / Homework
1.
Introduce homework assignment

a.
Students will write a nonfiction narrative from personal experience (5-10 sentences)
b.
[T] Stress importance of artifact in warm-up for next lesson
Day 2
1.
2.
Warm-up Activity: Remix narrative artifacts

a.
Rewrite narratives that were produced for homework
b.
Introduce fictional elements to the narrative
c.
[T]Provide 10 minutes
Use remixed narratives to access the question Where does fictional narrative come from?
a.
Point back to definition of Source from Day 1
b.
c.
[T]Record responses on the board
d.
[T] Point to comparison and contrast of nonfiction and fiction sources
i.
Create this distinction using terminology around Interpretation
Activity 2
Cochran 2! 5
1.
2.
3.
Introduce activity and pass out G.O. and associated readings

a.
Activate prior knowledge for Day 1 lesson (See Fig. 2)
b.
Complete Day 1, Act. 2 for Watchmen texts
c.
[T] Put students into groups of 3 or 4
d.
[T] Read through directions with students and clarify the focus of the activity
e.
[T] Provide contextual assistance for students during the activity
Provide an appropriate amount of time for completion of the assignment (between 10m-30m)
Debrief the assignment
a.
Full class discussion about the two works
b.
[T] Which work communicates more information?
c.
[T] Which work is more appealing the the reader?
d.
[T] How do these mediums affect the content and the reading experience?
1.
Introduce source essay for The Tempest (Signet Classic Version)

a.
Assign reading of source essay as introduction to the first primary text
Day 3: Intro to the Tempest

Objective(s):
Itinerary:
SWBAT identify possible sources of literary works.

SWBAT identify various literary devices.
Introduce The Tempest as a primary text for the semester. Relying on the
rhetoric established in Lesson Plan 1, read and discuss the source text from
the signet edition (selections from pp. 91-105). Set up structure for literary
devices to be recorded in a journal throughout reading. Begin reading Act 1.
Day 4: Reading Act 1:

Objective(s):
SWBAT summarize Shakespearean drama.

SWBAT identify and discuss various literary devices.
SWBAT discuss the effects of literary devices on reader experience.
Itinerary: Read through the first act ofThe Tempest while tracking intentionally literary
devices. Provide ample opportunity for clarification related to unclear language
(students will be given more responsibility in later lessons). Utilize classroom space
to provide visual confirmation of maker strategies specific to drama (more
specifically dramatic scripts). After having completed Act 1, produce a full class
summary of the events of the act by asking students to volunteer information
chronologically. Check in to make sure literary device notes are being recorded.
Day 5-6: Reading Act 2
Cochran 2! 6
Objective(s):
SWBAT visualize Shakespearean drama.

SWBAT identify and discuss various literary devices.
SWBAT discuss the effects of literary devices on reader experience.
SWBAT assemble a summary from various, generated works.
Itinerary: Start the second Act, break up into scenes and after each scene, have students, in
groups, create some kind of visual representation of a single event in the scene.
These representations, collected and arranged, should result in a summary of the
Act.
Day 7-9: Reading Act 3

Objective(s):
SWBAT identify theme.

SWBAT identify, discuss, and critique use of various literary devices.
SWBAT cite textual evidence in an argument.
Itinerary: In the third act, students will begin discussing ongoing themes within the text. Before
reading, introduce the concept of theme (Topic+comment). After clear understanding of
the elements of theme is established, demonstrate the ways in which literary text can be
cited in support of a theme. Theme, in this case, is the claim and elements of the play
will serve as evidence. Explicit instruction of the ways in which we make arguments
concerning literature is required here. Once students indicate a clear understanding of
how to formulate an argument about theme, assign the task of working out a theme or
selecting a topic within which to consider a theme by the end of the third act. Students
will need to cite at least two pieces of evidence for the theme that they have generated.
Day 10-12: Finishing the Tempest

Objective(s):
SWBAT construct an argument supporting a theme.

SWBAT identify, discuss, and critique use of various literary devices.
SWBAT determine the meaning of words and phrases as they are used in the
text.
SWBAT cite textual evidence in an argument.
Itinerary: Based on work started in Act 3, students will construct an argument around the
theme that they have selected from The Tempest. After finishing the reading of the
text, students engage in a midterm assessment in which they write an argument
that defends their selection of theme from The Tempest. For instance, a student
might decide that a theme from the text is It is difficult to distinguish between men
and monsters and support this theme with various accounts of interaction between
Prospero and Caliban or Antonios ambition and traitorousness.
Day 13: Hinge Lesson: Maker Strategies in Film
Cochran 2! 7
During this lesson, students will rely on background knowledge in literary devices to draw
parallels between familiar mediums (written text) and film. Students will generate a list of
literary devices, associate these devices with possible cinematic devices, and articulate
similarities between author and director.
Learning Objectives
After this lesson,
Students will be able to report a variety of cinematic devices and their essential functions
Students will be able to discuss the devices allowed by specific mediums in relation to expressed
narratives
Previous Learning
Familiarity with literary devices
Minor background in film
Key Vocabulary
Devices, Medium, Format, Affect/Effect
Lesson
Full class => Small Group => Full Class
Materials needed
Space for production of full
class artifact
One Day Lesson

1.
2.
3.
Warm-up Activity: Compose a list of 5-10 literary devices.

a.
Brainstorm on a sheet of paper, working in pairs or small groups is appropriate
b.
[T] Provide 5-10 minutes
Formulate a class list of familiar literary devices
a.
Students shout out responses
b.
[T] Push students toward any obviously missing from the list
i.
Metaphor, simile, imagery, irony, rhyme, alliteration
Discuss the function of literary devices
a.
[T] Start with the question Why do we use literary devices?
b.
[T] Use graphic organizer to provide scaffolding:
c.
Side A: Literary Devices:
i.
What is a [literary device]?
ii.
What does it do?
iii.
How is that useful to an author?
d.
Students engage in discussion of the uses of various devices
Activity 2
Cochran 2! 8
1.
2.
Brainstorm (not unlike activity 1) a list of Cinematic Devices

a.
Working in small groups to get about 5 devices
i.
Camera positioning, Photography, Lighting, Framing, Soundtrack, Editing
(montage), Transitions
Return to graphic organizer
a.
Side B: Cinematic Devices
b.
Students work in groups to explore the possible effects of cinematic devices
c.
Largely functions as a pre-assessment of cinematic literacy
1.
Introduce homework assignment

a.
Students will find a youtube clip of a scene from a PG-13 film that demonstrates one of
the devices we discussed in class
b.
Students write a brief rationale about the effect of the device on the scene overall
Day 14-16: Elements of Cinema

Objective(s):
SWBAT identify cinematic devices.

SWBAT construct arguments that position maker strategies as evidence.
Itinerary: During these days, provide explicit instruction on the nature of specific cinematic
elements. Include short mentor texts that illustrate these elements and scaffold
toward making arguments using the effects of these elements to produce
arguments about meaning making within the text. Include specific instruction on
lighting, framing, movement, sound, and color composition. Explore any other
element that appears in the brainstorming activities on Day 13. Refer to the
Youtube channel Every Frame a Painting for resources
<https://www.youtube.com/user/everyframeapainting>
Day 17 Begin Reading Taymors The Tempest

Objective(s):

SWBAT compare an enacted version of a play with a written version.
Itinerary: Split the film into sections according to scenes within the play. Engage in a
prewriting activity around the question How might the story of The Tempest
change if Prospero was Mirandas mom? Split students into small groups and
allow time for discussion. Have groups report back and guide conversation toward
the nature of interpretation.
Day 18-20: Reading Taymors The Tempest
Cochran 2! 9
Objective(s):

SWBAT compare an enacted version of a play with a written version.
Itinerary: Split the film into sections according to scenes within the play. After each scene,
engage in conversation in which students discuss the differences between the film
depiction and the reading that preceded.
Cochran 3! 0
Day 21: Comparative Analysis Lesson
During this lesson, students will compare and contrast deliberate choices in the depiction of
characters within a narrative in order to scaffold toward comparison of the elements of the
different mediums.
Learning Objectives
After this lesson,
Students will be able to articulate medium specific maker strategies.
Students will be able to construct an argument positioning maker strategies as evidence in support of a
claim.
Previous Learning
Elements of Film
Literary Devices
Narrative understanding of The Tempest
Familiarity with Maker Strategies
Key Vocabulary
Maker Strategies, Compare/Contrast,
Depiction
Lesson
Full class => Small Group => Full Class => Small Group => Independent
Materials needed
Computers as playback
devices for the film
Copies of The Tempest
One Day Lesson

1.
2.
3.
Warm-up Activitiy: Answer the question What similarities or differences are apparent between
Shakespeares The Tempest and Taymors The Tempest?
a.
In introduction to the question, press students to generate a list of two or three responses
Discuss Responses
a.
b.
[T] Record common responses on the board
Introduce Compare and Contrast activity
Activity 2
Cochran 3! 1
1.
2.
3.
4.
5.
Compare and Contrast primary texts

a.
Working in small groups, students compare and contrast depictions of Prospero/Prospera
Utilize Graphic Organizer
a.
Students organize their thoughts into a Venn Diagram G.O
Report Back findings in a full class discussion
Repeat activity for depictions of Miranda
a.
Miranda, being similar in each depiction, will be difficult to articulate
b.
[T] Prime students for success by suggesting consideration of the effects of medium
unique maker strategies
Report findings in full class discussion
a.
[T] Highlight scaffolding toward the use of abstract evidence in support of a claim
Activity 3
1.
Introduce Final Assessment

a.
Students are given time to review and ask questions about the prompt, the nature of the
assignment, and the rubric.
b.
[T] Ask students to consider the task and come to class with some ideas about how to
Day 22-XX: Workshop Final Assignment:

Objective(s):

Itinerary: Introduce the final assignment and provide working time during a schedule of one
on one conferences. After drafts are completed and turned in, students review work
in pairs and produce a rough rationale for the work of another. After review of the
peer rationale, students engage in revision of their original work. Students will
require access to technology to be able to review and cite the film.

Argumentative Writing in Maker Strategies

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Cochran 2!

Student Literacy Based Instruction:

Maker Strategies in The Tempest Final Assignment

I know what side

I can kind of guess

I dont see Caliban

May refer to several

May refer to several Does not contain

Youve got the

You mention a lot

Artifact was not

I see the moves

I see the move that You didnt mention

Wheres your stuff

Warm-up Activity: Answer the question Where do stories come from?

Introduce activity and pass out G.O. and associated readings

Introduce homework assignment

Warm-up Activity: Remix narrative artifacts

Introduce activity and pass out G.O. and associated readings

Introduce source essay for The Tempest (Signet Classic Version)

Day 3: Intro to the Tempest

SWBAT identify possible sources of literary works.

Day 4: Reading Act 1:

SWBAT summarize Shakespearean drama.

Day 5-6: Reading Act 2

SWBAT visualize Shakespearean drama.

Day 7-9: Reading Act 3

SWBAT identify theme.

Day 10-12: Finishing the Tempest

SWBAT construct an argument supporting a theme.

Day 13: Hinge Lesson: Maker Strategies in Film

One Day Lesson

Warm-up Activity: Compose a list of 5-10 literary devices.

Brainstorm (not unlike activity 1) a list of Cinematic Devices

Introduce homework assignment

Day 14-16: Elements of Cinema

SWBAT identify cinematic devices.

Day 17 Begin Reading Taymors The Tempest

SWBAT identify cinematic devices.

Day 18-20: Reading Taymors The Tempest

SWBAT identify cinematic devices.

One Day Lesson

Compare and Contrast primary texts

Introduce Final Assessment

Day 22-XX: Workshop Final Assignment:

SWBAT identify cinematic devices.

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