Instructional Leadership Initiative: Supporting Standards-based Practice
Unit:
All the World’s a Stage
School:
Mar Vista High School: English – Grade 9
All the World’s a Stage provides students with a structured introduction to the
critical analysis of a literary text. The unit focuses on characterization in Romeo
and Juliet. Ninth graders are asked to select a character from the play, identify
his/her dominant character traits, discuss at least two instances in which the traits
are revealed, and support their opinions with accurate and detailed references to the
text, using proper citations.
Strengths:
•
Close alignment among the content standards addressed, assessment, criteria
for success, and performance standards of the scoring guide.
•
Steadfast focus on content standard 3.4: “Determine character traits by what
characters say about themselves in narration, dialogue, dramatic monologue,
and soliloquy.”
•
Content standard 3.3 amended to maintain focus on characterization and not
on plot: “Analyze interaction between main and subordinate characters in a
literary text…and explain the way these interactions affect the plot.”
•
Secondary focus on important skills of identifying relevant quotations as
supporting evidence, incorporating specific references from the text in the
essay, using proper citation form.
•
Explicit suggestions in the assessment to guide students’ thinking and focus
their response to the prompt.
Concerns:
•
Some trouble unpacking standard 3.3. To unpack a standard we should
consider: What questions must the student ask and answer to address the
standard fully? What must the student do to show he/she has met the
standard? The questions posed in this unpacking focus on conflict, plot and
theme and are not aligned to the assessment.
•
The highly structured assessment may result in highly structured,
conventional essays, relying on explicit thesis statements and obvious
textual references, and eliciting little critical discussion.
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Mar Vista – English 9: All the World’s a Stage
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Western Assessment Collaborative at
Instructional Leadership Initiative: Supporting Standards-based Practice
I.
BACKGROUND
Unit Title:
All the World’s a Stage
Unit Designers:
David Holden, Mary Harrigan, Stacy
Ahrenstein, Brian Bane, Larry Buchanan
Discipline/Course Title:
Timeframe:
Grade Level: 9
Language Arts / English 9
Four to six weeks (depending on how long it
takes to read Romeo and Juliet)
Teacher to Teacher Notes:
In our district, all ninth graders are required to write a Response to
Literature essay on characterization to be included in the District
Language Arts Portfolio. At our school, we have elected to write
this essay on a character from Romeo and Juliet, which all of our
ninth graders read. Teachers often have a favorite way of teaching
about Shakespeare and Romeo and Juliet, since it is commonly
taught in ninth grade. Many of these strategies can still be used
during this unit; however, the focus of this unit is ultimately on
characterization. So teachers may want to pare down their
instruction so it is more tightly focused on characterization identifying instances in which character is revealed and supporting
claims through accurate and detailed references to the text.
Standard 3.3 states that students will “analyze interactions between
main and subordinate character in a literary texts and explain the
way those interactions affect the plot.” To help maintain focused
instruction on characterization, the second part of the standard is
not addressed explicitly in this lesson. However, in the revision of
students’ essays, time should be spent discussing how interaction
between characters affect the plot.
Printed Materials Needed:
Resources (non-print):
Internet Resources:
Recognizes teachers’ already
developed “favorite way” of
teaching the play, but asks
that they re-focus the unit on
characterization
The standards addressed in
the unit have been pared
down from four to two,
standards 3.3 and 3.4,
resulting in greater
coherence.
Romeo and Juliet
None
http://shakespeare.palomar.edu,
http://owl.english.purdue.edu/hando
uts/index2.html
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Western Assessment Collaborative at
Instructional Leadership Initiative: Supporting Standards-based Practice
II. CONTENT STANDARDS ADDRESSED
The required content knowledge
California / Sweetwater Union High School
State/District: District
Title:
California Language Arts Standards (9th and 10th grade)
Reading Standard 3.0 - Literary Response and Analysis
3.3 Analyze interactions between main and subordinate characters
in a literary text (e.g., internal and external conflicts,
motivations, relationships, influences) and explain the way
those interactions affect the plot.
Amended standard 3.3,
narrowing the focus to
characterization
3.4 Determine characters’ traits by what characters say about
themselves in narration, dialogue, dramatic monologue, and
soliloquy.
Unpacking the Standard:
3.3
Discuss the definitions of internal and external conflict (man
vs. man, man vs. nature, etc.)
How does character motivation affect plot and theme?
How does character interaction affect theme?
How does theme affect character interaction?
How does the feud/friendship/romantic love affect plot and
theme?
How do conversations by minor/subordinate characters shape
the events of the play?
Questions posed are
unrelated to the assessment:
Suggestions: What
relationships are most
important to the character?
What does this relationship
reveal about the character?
3.4
Create a generalized listing of character traits
How is character revealed in the following methods: narration,
dialogue, dramatic monologue, and soliloquy?
Enabling Prerequisite Skills:
•
Writes with a command of standard English conventions
appropriate to grade level
•
Writes Response to Literature essays that:
Exhibit careful reading and insight in their interpretations.
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Instructional Leadership Initiative: Supporting Standards-based Practice
Connect the student's own responses to the writer's
techniques and to specific textual references.
Draw supported inferences about the effects of a literary
work on its audience.
The prompt will not elicit
these three prerequisite skills;
skills not embedded in the
prompt.
• Support judgments through references to the text, other works,
other authors, or to personal knowledge (Grade eight – WA
2.2*).
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Instructional Leadership Initiative: Supporting Standards-based Practice
III. THE ASSESSMENT
What students will need to do to provide evidence
that they have met the standard.
Type(s) of Evidence Required to Assess the
Standard(s):
•
•
•
Student writes with a command of standard English
conventions (W&OELC 1.0*)
Student identifies at least two instances in which the character
is revealed through actions, speech, thoughts, and how other
characters perceive him/her
Student properly cites references to the text to support his/her
claim
Assessment Method(s):
Essay
Teacher to Teacher Notes:
This essay will be given as a test after studying Romeo and Juliet
and then can be revised later to be included in a portfolio.
Assessment Prompt(s):
Select a character from Romeo and Juliet by William Shakespeare.
In a multi-paragraph essay, discuss what is revealed about his/her
character through his/her interactions with two or more characters,
or various interactions with the same character. In this essay,
support important ideas through accurate and detailed references to
the text (WA 2.2*).
* Refers to the California Language Arts Standards for 9th and 10th
grade
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Romeo and Juliet Assessment Prompt
Student copy
Select a character from Romeo and Juliet by William
Shakespeare. In a multi-paragraph essay, discuss what is
revealed about his/her character through his/her
interactions with two or more characters, or various
interactions with the same character. In this essay,
support important ideas through accurate and detailed
references to the text.
Things to consider as you write your essay:
What problems does the character face?
What personal traits cause the character's problems?
What are the character's attitudes?
Which traits help the character deal with his/her problems?
Which traits keep the character from solving his/her problems?
What steps does the character go through to solve his/her
problems?
What motivates the character? Does this motivation justify
his/her actions? How?
How does the character change?
Does the character learn anything?
Students will write Response to Literature essays that:
Demonstrate a command of standard English conventions
(W&OELC 1.0*).
Identify at least two instances in which the character is
revealed through actions, speech, thought, and how other
characters perceive him/her.
Properly cite references to the text to support the writer's
claims.
Support important ideas and viewpoints through accurate and
detailed references to the text or to other works (WA 2.2b*).
Establish a controlling impression or coherent thesis that
conveys a clear and distinctive perspective on the subject and
maintain a consistent tone and focus throughout the piece of
writing (WS 1.1*).
Use precise language, action verbs, sensory details, appropriate
modifiers, and the active rather than the passive voice (WS
1.2*).
Personal traits may not cause
the character’s problem, but may
affect, influence or aggravate the
problem.
These three considerations
should be moved to the top of
the list, so that students focus on
characterization and not
problems
Should delete “to support the
writer’s claims;” emphasis
should be on citation
Listing is jumbled, with minor
features preceding more
important ones. To help guide
students, rearrange with most
important features listed first.
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Analyze interactions between main and subordinate characters
in a literary text (e.g., internal and external conflicts,
motivations, relationships, influences) and explain the way
those interactions affect the plot (LR&A 3.3*).
Determine characters' traits by what the characters say about
themselves in narration, dialogue, dramatic monologue, and
soliloquy (LR&A 3.4*).
* Refers to the California Language Arts Standards for 9th and 10th
grade
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Instructional Leadership Initiative: Supporting Standards-based Practice
IV. CRITERIA FOR SUCCESS
What will be expected of the students on the
assessment
Characteristics of a High Quality Response to the
Assessment:
Students write Response to Literature essays that:
Demonstrate a command of standard English conventions
(W&OELC 1.0*).
Identify at least two instances in which the character is
revealed through actions, speech, thought, and how other
characters perceive him/her.
Properly cite references to the text to support the writer's
claims.
Support important ideas and viewpoints through accurate
and detailed references to the text or to other works (WA
2.2b*).
Establish a controlling impression or coherent thesis that
conveys a clear and distinctive perspective on the subject
and maintain a consistent tone and focus throughout the
piece of writing (WS 1.1*).
Use precise language, action verbs, sensory details,
appropriate modifiers, and the active rather than the passive
voice (WS 1.2*).
Analyze interactions between main and subordinate
characters in a literary text (e.g., internal and external
conflicts, motivations, relationships, influences) and
explain the way those interactions affect the plot (LR&A
3.3*).
Determine characters' traits by what the characters say
about themselves in narration, dialogue, dramatic
monologue, and soliloquy (LR&A 3.4*).
* Refers to the California Language Arts Standards for 9th and 10th
grade
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Western Assessment Collaborative at
Instructional Leadership Initiative: Supporting Standards-based Practice
V.
OPPORTUNITIES TO LEARN AND PERFORM
Instructional plan to assure that every student has
adequate opportunities to learn and practice what is
expected.
Opportunities to Learn:
•
•
•
•
Lesson on characterization and character types
Guided reading of Romeo and Juliet
Lesson on character mapping and relationships between
characters
Lesson on citations within an essay
Opportunities to Perform:
•
•
•
•
Practice in characterization and determining character traits
Comprehension and assessment of Romeo and Juliet
Practice in mapping character relationships in Romeo and
Juliet
Practice in incorporating citations within an essay
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Western Assessment Collaborative at
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VI. THE PERFORMANCE STANDARD
Rubric or other form of scoring guide
Rubric
Score
Scoring Guide
MEETS THE STANDARD
4 – Exceeds
the standard
•
•
•
•
•
•
•
3 – Meets the
standard
•
•
•
•
•
•
•
Clearly addresses all parts of the writing
task
Provides a meaningful thesis and
maintains a consistent tone and focus and
purposefully illustrates a control of
organization
Identifies at least two instances in which
the character is revealed
Ideas are supported with detailed and
accurate references to the text
Thoroughly analyzes interactions between
characters and determines characters’
traits; shows insight into the text
Properly cites references from the text
Demonstrates a command of standard
English conventions
Addresses all parts of the writing task
Provides a thesis and maintains a
consistent tone and focus and illustrates a
control of organization
Identifies at least one instance in which
the character is revealed
Ideas are supported with references to the
text
Analyzes interactions between characters
and determines characters’ traits
Cites references from the text
Contains few, if any, errors in the
conventions of standard English
Should include “controlling
impression” to align with the
assessment and criteria for
success
What does this mean? Wordy
and confusing to the student.
Suggestion: “maintains
consistent tone, focus, and
control of organization.
Refer to comments above
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DOES NOT YET MEET THE STANDARD
2 – Nearly
meets the
standard
•
•
•
•
•
•
•
1 – Needs
additional
instruction to
meet the
standard
•
•
•
•
•
Addresses only part of the writing task
May provide a thesis and maintains an
inconsistent tone and focus and illustrates
little control of organization
May identify an instance in which the
character is revealed
Ideas are not supported with references to the
text
Analysis of interactions between characters is
weak
References from the text are not complete or
properly cited
Contains several errors in the conventions of
standard English
Addresses only one part of the writing task
May provide a weak, if any, thesis and fails
to maintain a focus and illustrates little or no
control of organization
No references or citations from the text are
provided
No analysis of interactions between
characters is provided
Contains serious errors in the conventions of
standard English
Refer to comments above
Refer to comments above
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Western Assessment Collaborative at
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VII.
SAMPLES OF STUDENT WORK WITH
COMMENTARY
MEETS THE STANDARD:
Example: Level 4
Commentary
Student should move beyond
mere citation of quotations to
analytical commentary,
explaining the relevance of
the textual reference to the
character trait.
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Example: Level 4 cont.
Commentary
This competent essay may
exceed the performance
standard and earn a 4 score;
however, it is straightforward
and simplistic, with little critical
analysis. The introductory
paragraph mentions two
character traits. Most of
paragraphs two and three (the
body of the essay) consists of
quoted references with little
explication or critical
commentary. The short
concluding paragraph mentions
the two character traits again.
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MEETS THE STANDARD:
Example: Level 3
Commentary
Seeds of thesis here, though
misdirected. Perhaps because
of the focus on the character’s
problems in the assessment,
the student thinks he/she might
discuss Romeo’s decisions, but
then moved directly to
identifying emotions.
Not necessary to mention “that
that;” it is just a careless error.
The thesis is not implicit here.
This is the student’s
commentary on Romeo’s
passion.
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Example: Level 3 cont.
Commentary
This essay has no clear thesis
statement, but is a good
example of an essay with a
controlling impression: Romeo
is a man ruled by his emotions
– passion, love, revenge.
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DOES NOT YET MEET THE STANDARD:
Example: Level 2
Commentary
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DOES NOT YET MEET THE STANDARD:
Example: Level 2 cont.
Commentary
A major revision is required.
The student addresses the six
suggestions in the assessment
which target problems and
neglects the required attention
to character traits.
The student’s commentary
denotes a serious
misrepresentation of Juliet’s
character. However, the writing
skills, focus, organization and
support are adequate, so
perhaps the problem rests with
the prompt and not the writer.
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DOES NOT YET MEET THE STANDARD:
Commentary
Example: Level 1
quotation
This essay addresses many of
the demands of the prompt:
identifies two instances from the
text, uses proper citations,
demonstrates some command of
conventions, uses precise
language, supports important
ideas, analyzes interactions.
However, one major problem:
the writer looks through the lens
of plot rather than character.
What specific guidance could the
teacher provide to easily boost
this essay up from its 1 score?
Suggestion: The student has
already identified relevant
quotations. Perhaps have
student back map from the
question to the character trait.
relationship
character trait
What does the quotation
reveal about Juliet?
How does this
character trait affect the
relationship between
Juliet and Romeo?
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DOES NOT YET MEET THE STANDARD:
Example: Level 1 cont.
Commentary
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Student Assessment
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Western Assessment Collaborative at
Romeo and Juliet Assessment Prompt
Student copy
Select a character from Romeo and Juliet by William Shakespeare. In a multiparagraph essay, discuss what is revealed about his/her character through his/her
interactions with two or more characters, or various interactions with the same
character. In this essay, support important ideas through accurate and detailed
references to the text.
Things to consider as you write your essay:
What problems does the character face?
What personal traits cause the character's problems?
What are the character's attitudes?
Which traits help the character deal with his/her problems?
Which traits keep the character from solving his/her problems?
What steps does the character go through to solve his/her problems?
What motivates the character? Does this motivation justify his/her actions? How?
How does the character change?
Does the character learn anything?
Students will write Response to Literature essays that:
Demonstrate a command of standard English conventions (W&OELC 1.0*).
Identify at least two instances in which the character is revealed through actions, speech,
thought, and how other characters perceive him/her.
Properly cite references to the text to support the writer's claims.
Support important ideas and viewpoints through accurate and detailed references to the text
or to other works (WA 2.2b*).
Establish a controlling impression or coherent thesis that conveys a clear and distinctive
perspective on the subject and maintain a consistent tone and focus throughout the piece of
writing (WS 1.1*).
Use precise language, action verbs, sensory details, appropriate modifiers, and the active
rather than the passive voice (WS 1.2*).
Analyze interactions between main and subordinate characters in a literary text (e.g., internal
and external conflicts, motivations, relationships, influences) and explain the way those
interactions affect the plot (LR&A 3.3*).
Determine characters' traits by what the characters say about themselves in narration,
dialogue, dramatic monologue, and soliloquy (LR&A 3.4*).
* Refers to the California Language Arts Standards for 9th and 10th grade