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“Much Ado About Shakespeare”I. Unit Introduction

Unit Title: Much Ado About Shakespeare

Name: Sara Sulecki

Grade Levels: 9-10th grade

Estimated Timeline for Teaching: This Unit is to be taught over the course of twenty five 60 – minute lessons.

Unit Overview: Students view Shakespeare as some dreadful, unattainable reading assignment because the language is so different from the English we use today, that does not mean that these works are not worth the extra effort to understand. They are funny, insightful and have accessible themes that are still important for students to be exposed to, and understand. In this unit we will read the text “Much Ado About Nothing” to explore the differences in Shakespearean language and the version of English we use today. Along the way, we will also identify puns and make students more comfortable with Shakespearean prose. There will also be a section that explains Iambic Pentameter and encourages the students to write a small piece of their choosing in Iambic Pentameter.

Theory to Practice: Use “Best Practices” to help students gain ownership of the literature by having them come up with their own “translations” of the text. This Unit will also focus on valuing student’s ideas through discussion, peer and group work, collaboration in discovering their own meanings of the text, and learning grammar in context through creating their own short works in Iambic Pentameter. Students will complete self-evaluations exhibiting honest expression in a reflection at the end of the Unit.Works CitedNational Council of Teachers of English. Teaching Shakespeare Today:

Practical Approaches and Productive Strategies. United States ofAmerica: Library of Congress, 1993. Print

Shakespeare, William. Much Ado About Nothing. New York: FolgerShakespeare Library, 1995. Print

Tchudi, Stephen and Tchudi, Susan. The English Language Arts Handbook:Classroom Strategies for Teachers. Portsmouth: Boynton/CookPublishers, Inc., 1999. Print

Vopat, Jim. Micro Lessons In Writing: Big Ideas for Getting Started.Portsmouth: Heinemann, 2007. Print

Student Objectives:-Students will read the Shakespearean play “Much Ado About Nothing”-Students will do a pre-reading writing activity in which they innumerate stereotypes they may have encountered about reading Shakespeare and describe how they feel towards it. -Students will participate in several discussions about what is going on in the text and share any insights or questions they might have come across while reading.-Students will write several journal entries as we read the text that address questions presented in the writing prompts. -Students will complete several translation/decoding Shakespeare exercises. -Students will complete a few short writing assignments asking them to a) come up with a list of props for one act, b) determine the casing for one act, and c) how would you prepare the play for production? What needs to be cut and where would you put the intermission?-Students will be introduced to and understand Iambic Pentameter and write a couple sentences in Iambic Pentameter. -Students will ‘rewrite’ 5 pages of text in today’s colloquial English in Iambic Pentameter.-Students will review all of their short writing assignments and journal entries for grammar/conventions mistakes and correct them.-Students will complete a major project that includes a project proposal, 5 pages of Iambic Pentameter, a peer-reviewed rough draft, a final revised scene, either a project in a genre of student’s choosing or an additional 5 pages of Iambic Pentameter, and a reflection answering the questions in the “Think About” section.-Students will re-enact a scene(s) in small groups.-Students will watch the film “Much Ado About Nothing” with Kenneth Branagh and discuss how aspects of the film affect the meaning of the play and whether it is effective or not.

Michigan Content Expectations:1.1.2 Demonstrate the use of independent and collaborative strategies for planning, drafting, revising and editing complex texts. CE 1.1.1 Students will use different prewriting strategies to generate, focus and organize ideas.1.1.3 Use a variety of language (formal, informal, literary or technical) that is appropriate for the purpose and audience of an assignment.1.1.4 Compose writing that serves different purposes within the constraints of the conventions in their chosen form or genre.1.1.5 Peer-review their work and revise rough drafts asking themselves questions about the content and effectiveness of their writing.

1.1.6 Revise sentences to include a variety of styles that enhance the fluency of the work.1.1.7 Edit for style, tone and word choice as well as conventions.1.2.2 Write, speak and visually represent to develop self-awareness and insight through a journal, portfolio and self-reflection.1.2.4 Assess strengths, weaknesses and development as a writer by examining a collection of their own writing. (grammar mini-lesson and portfolio self-reflection)1.3.1 Compose written, spoken and/or multimedia presentations in a range of genres, with a variety of purposes, in different organizational patterns. 1.3.2 Compose written and spoken essays or work-related text that demonstrates logical thinking and development of ideas with well-constructed paragraphs, transition sentences, and a powerful conclusion.1.3.3 Compose essays with well-crafted and varied sentences demonstrating effective and creative use of language.1.3.7 Participate collaboratively and productively in groups, in discussion; building on ideas and contributions of others to answer questions or to solve problems.1.3.9 Use conventions in a variety of genres in speaking, writing and multimedia presentations.1.4.5 Develop organizational structures appropriate to the purpose and message, and use of transitions that produce a sequential or logical flow of ideas.1.5.4 Use technology tools to produce polished written and multimedia work.2.1.1 Use a variety of pre-reading and previewing strategies to make conscious choices about how to approach the reading based on purpose, genre, level of difficulty, text demands and features.2.1.3 Determine the meaning of unfamiliar words, specialized vocabulary, figurative language, etc. through the use of context clues, word roots and affixes and the use of appropriate resource materials such as print and electronic dictionaries.2.1.4 Identify and evaluate the primary focus, logical argument, structure, and style of the text and the ways in which these elements support or confound meaning or purpose.2.1.7 Demonstrate understanding of written information by restating, paraphrasing, summarizing, critiquing, or composing a personal response.2.1.8 Recognize the conventions of visual and multimedia presentations. (e.g., lighting, camera angle, special effects, color, and soundtrack), and how they carry or influence messages.2.1.11 Demonstrate appropriate social skills of audience, group discussion or work team behavior by listening attentively and with civility to the ideas of others, gaining the floor in respectful ways, posing appropriate questions, and tolerating ambiguity and lack of consensus.

2.1.12 Use a variety of strategies to enhance listening comprehension (e.g. monitor message for clarity and understanding, ask relevant questions, provide verbal and nonverbal feedback, notice cues such as change of pace or emphasis that indicate a new point is about to be made; and take notes to organize essential information.)2.2.1 Recognize literary and persuasive strategies as ways by which authors convey ideas and readers make meaning (e.g. imagery, irony, satire, parody, propaganda, overstatement/understatement, omission, and multiple points of view).2.2.2 Examine the ways in which prior knowledge and personal experience affect the understanding of written, spoken and multimedia text.2.2.3 Interpret the meaning of written, spoken, and visual texts by drawing on different cultural, theoretical, and critical perspectives.2.3.5 Engage in self-assessment as a reader, listener, and viewer, while monitoring comprehension and using a variety of strategies to overcome difficulties when constructing and conveying meaning.2.3.6 Reflect on personal understanding of reading, listening, and viewing; set personal leaning goals; and take responsibility for personal growth.3.1.1 Interpret literary language (e.g., imagery, allusions, symbolism, metaphor) while reading literary works.3.1.2 Demonstrate an understanding of literary characterization, character development, the function of major and minor characters, motives and causes for action, and moral dilemmas that characters encounter by describing their function in specific works.3.1.3 Recognize a variety of plot structures and elements (e.g., story within a story, rising action, foreshadowing, flash backs, cause-and-effect relationships, conflicts, resolutions) and describe their impact on the reader in specific literary works.3.1.10 Demonstrate an understanding of the connections between literary works, themes, and historical and contemporary contexts.3.2.3 Identify how elements of dramatic literature (e.g., dramatic irony, soliloquy, stage direction, and dialogue) illuminate the meaning of the text.3.2.4 Respond by participating actively and appropriately in small and large group discussions about literature.3.2.5 Respond to literature in a variety of ways, providing examples of how texts affect their lives, connect them with the contemporary world and communicate across time.4.1.1 Use sentence structures and vocabulary effectively within different modes (oral and written, formal and informal) and for various rhetorical purposes.4.1.2 Use resources to determine word meanings, pronunciations, and word etymologies (e.g., context, print and electronic dictionaries, thesauruses, glossaries, and others).

4.1.4 Control standard English structures in a variety of contexts (e.g., formal speaking, academic prose, business, and public writing) using language carefully and precisely.4.1.5 Demonstrate use of conventions of grammar, usage, and mechanics in written texts, including parts of speech, sentence structure and variety, spelling, capitalization, and punctuation.

II. Unit Components

Resources:The play “Much Ado About Nothing” by William ShakespeareLoose-leaf paperPen or PencilRed penFolder to put all related papers/projects in Access to a dictionary and thesaurus Access to a computer to type the final revised sceneAccess to a video cart with a VHS or DVD player

*Day 1DETAILED LESSON PLAN NO. 1Teacher Preparation: Assign each student a copy of “Much Ado About Nothing” by William Shakespeare, have it ready on their desk for the beginning of class. Look over the reading and make copies of (Document B1) and (Document B2)5 minutes – Prewriting activity (Document B1) Brainstorm list of stereotypes, words that you think of when you think of Shakespeare. Make a class list of these words.10 minutes – Write a journal entry answering these questions: Do these words have a positive or negative connotation for you? Pick one of these words to describe your overall attitude/feeling toward Shakespeare.15 minutes - read Pages xxvi-xlix silently; these focus on Shakespeare’s life, theatre and publication of his plays.15 minutes – “Popcorn” (have volunteers take turns reading a page at a time out loud) read Pages xvi-xxvi, these focus on reading Shakespeare’s language, wordplay and stage action.10 minutes – read Pages xiii-xvi and Pages xlix-lv out loud to your neighbor, taking turns reading each page. These sections focus on the background of “Much Ado About Nothing”5 minutes – Assign Homework and let students pack up.Homework: Any unfinished reading and Short reflective writing: (Document B2) What did you learn after reading the background information? How might the life of a person from Elizabethan England be different from your own?

Day 2Teacher Preparation: Look over the readingAssign parts to 2 groups of students to read Act 1 Scene 1 out loud. 5 pages group 1, 5 pages group 2.Take time to go over unfamiliar words and phrases, ask for students opinions on what a phrase could mean, ask them to restate a piece of dialogue in their own words.Homework: Finish reading Act 1 Scene 1 (if we didn’t in class)Read Act 1 Scenes 2 and 3, write down all words and/or phrases they had trouble understanding.

Day 3Teacher Preparation: Make copies of translation worksheet (Document I)Short journal writing about what they think so far, Do they like it? Why or why not? Have they picked out a favorite character or favorite section and why?Go over lists of unfamiliar words and phrases (re-read small sections of scenes 2 and 3)Do two translations from Act I (Document I)

Day 4Teacher Preparation: Look over the reading.Pick 2 groups to read Act 2 scene 1 in class, 4 pages group 1, 4 pages group 2, (if time) 2 pages group 1, 2 pages group 2.Discuss the meaning of words and phrases along the way.Any reading we don’t get to in class, is for homework.

Day 5Teacher Preparation: Make copies of Short writing assignment #1 (Document B3)Popcorn reading of Act II Scene 2. (only 2 pgs)Short writing assignment #1 “You are a leader of an acting company in 1600…” (Document B3) Due Day 6

Day 6Teacher Preparation: Look over reading. Collect short writing assignment #1.Popcorn reading of Act II Scene 3Have students get into groups of 6 and assign themselves parts. Have them re-enact this scene on Day 8 of class. Write a short journal entry of what members of your group were assigned what part and why.

Day 7Teacher Preparation: Review the rules of Iambic Pentameter, write a couple practice sentences.Introduce the idea of Iambic Pentameter, write a couple of examples on the board and have students write 3 to 4 sentences about a topic of their choosing in Iambic Pentameter. To be turned in at the end of class.Let students get together into their groups to practice for their performance.

Day 8Teacher Preparation: Put group names into a hat, to pick randomly.Have students get into their groups and give them a couple minutes to gather themselves. Pick groups randomly to determine who performs first.

Day 9Teacher Preparation: Look over reading.Short journal writing: What do you think so far? Were there any challenges to re-enacting the play? How do you like the plot so far? If you didn’t like it, has your opinion changed? What is your favorite part so far?Popcorn read Act III scene 1.Have students get into groups of 3 and plan to re-enact this scene as well, on Day 11 of class.

*Day 10 DETAILED LESSON PLAN NO. 2Teacher Preparation: Make copies of the “BIG WRITING PROJECT” assignment sheets and rubric.15 minutes - Give students some time to work in their groups and practice re-enacting Act III scene 1. Offer advice and guidance on where to put emphasis.15 minutes - Introduce “BIG WRITING PROJECT” pass out all of the assignment sheets and rubric and go over them, answering any questions along the way. 10 minutes – Make a class list of possible project ideas. Including; Make a collage, write a script and re-enact, make a film, write a short story, write a series of journal entries, make a children’s book… 15 minutes - Give students time to write their proposal. To be turned in either at the end of class or first thing Monday if they need some time to think about it. Completed project is due Day 25.Last 5 min or so, Pack up.

Day 11Teacher Preparation: Put group names in a hat, to pick randomly and make a list of questions for class discussion.Give students some time to get into groups and finalize what they are doing. Randomly pick groups to perform.Class discussion: How are the two scenes they re-enacted different? Are they similar? Are they both effective?

Day 12Teacher Preparation: Look over reading.Either popcorn or have volunteers read Act III scenes 2 and 3 in class. Homework: Finish reading Act III scenes 2 and 3 (if we don’t in class) and read Act III scenes 4 and 5. Make a list of difficult words/phrases.

Day 13Teacher Preparation: Look over reading. Make copies of Short writing assignment #2 (Document B4)Discuss in class key events of Act III scenes 4 and 5. Make predictions, what will happen next?Short writing assignment #2 “You are in charge of props for a production…” (Document B4) Due Day 15

Day 14 Teacher Preparation: Look over reading. Make a list of questions for class discussion, collect student journal entries and short writing assignments. Make a list of writing assignments students should gather to turn in. Have students locate and submit their journal entries and short writing assignments.Have students get into groups of 4 or 5 and take turns reading Act IIII scene I out loud within these groups.Discuss Claudio’s actions. How would you re-act in the same situation? Is Claudio being overdramatic? What about Benedick? Notice how he aligns himself with Beatrice instead of his long-time friends, the Prince and Claudio.

*Day 15 DETAILED LESSON PLAN NO. 3Teacher Preparation: Look over reading. Collect short writing assignment #2 and the journal writing.7 minutes – Share the main idea of your short writing assignment with your neighbor. Discuss other possible options. 3 minutes – Share new and unusual ideas with the class. Discuss how important props are in a play. Collect short writing assignment #2.15 minutes – “Popcorn” read Act IIII scene 2. 10 minutes – Get in small groups of 4 and discuss the Journal writing questions.20 minutes – Journal writing: Your thoughts so far? Has your opinion of the characters changed? Were you surprised by their actions? What surprised you? What do you think will happen next? What purpose does Dogberry and co. serve? How do they make you feel?5 minutes - Collect journal writing at the end of class and pack up.

*Day 16 DETAILED LESSON PLAN NO. 4Teacher Preparation: Look over all students returned assignments and highlight all sentences in which there is a mistake in either grammar or conventions. Make copies of Document F Look over reading.Grammar Mini-Lesson (see Section F and Document F)5 minutes - Return collected and highlighted writing assignments. 20 minutes - Pass out Document F and explain the directions, give students time to look over their highlighted mistakes and ask questions. Encourage students to use Dictionaries and Thesaurus as resources to fix their conventions mistakes. (Due: Day 20)30 minutes - Popcorn read Act V scene 1 until the end of class.Homework: Finish reading Act V scene 1, writing down all difficult words/phases.

Day 17Teacher Preparation: Look over reading. Make copies of short writing assignment #3 (Document B5)Go over the plot and difficult words/phrases for the second half of Act V scene 1 in small groups. Ask for 3 volunteers to read Act V scenes 2 and 3.Short writing assignment #3 “You are compiling an annotated concordance…” (Document B5) Due Day 20

Day 18Teacher Preparation: Look over reading. Make a list of questions for class discussion. Make copies of short writing assignment #4 (Document B6)Popcorn read aloud Act V scene 4. Class discussion: How was it? Have your opinions changed? Favorite scene and favorite character and why?Short writing assignment #4 “You are preparing ‘Much Ado About Nothing’ for a university production…” (Document B6) Due Day 22

Day 19Teacher Preparation: Reserve the computer lab and hold class there. Bring timer to stay on track with short teacher meetings.Writing workshop day. Spend one-on-one time with students to check in on how their projects are coming along.Peer reviewed rough drafts are due Day 22

Day 20Teacher Preparation: Obtain a video-cart and either a VHS or DVD of “Much Ado About Nothing”Start watching the film “Much Ado About Nothing” with Kenneth Branagh

Day 21Teacher Preparation: Obtain a video-cart and either a VHS or DVD of “Much Ado About Nothing”Continue watching the film “Much Ado About Nothing” with Kenneth Branagh.

*Day22 DETAILED LESSON PLAN NO. 5Teacher Preparation: Obtain a video-cart and either a VHS or DVD of “Much Ado About Nothing”. Collect short writing assignment #4 and peer-reviewed rough draft. Make list of questions for class discussion.3 minutes - Turn in short writing assignment #4 and Peer-reviewed Rough Draft.20 minutes - Finish watching the film “Much Ado About Nothing” with Kenneth Branagh.20 minutes - Class discussion 15 minutes - Journal entry answering the questions: What aspects of the film were different from the play? Why were these aspects changed? Was the play still effective? Did these changes make the film more effective than the play? What scenes did you like and why? What scenes did you not like and why? What would you have changed?2 minutes – Finish Journal for Homework and pack up.

Day 23Teacher Preparation: Reserve the computer lab. Explain what you will be looking for in the presentation of their projects. Bring a timer and have short meetings with studentsWriting workshop day: Students will have the opportunity to work on their projects and address any questions they may have. Projects are due Day 25, but may be turned in and presented Day 24 for a couple extra credit points.

Day 24Teacher Preparation: Bring a legal pad to take notes on the student presentations.Student project presentationsIf there is time; work day until the end of class.

Day 25Teacher Preparation: Bring a legal pad to take notes on the student presentations.All remaining final projects are due and presented.

Varied Assignments:

A) An Assignment Sheet (see Document A)

B) Pre-reading/ During-reading/ After-reading Writings:Pre-reading – see Document B1During-reading – See Reflective Writing #1 (Document B2)

Short Writing Assignment #1 (Document B3)Short Writing Assignment #2 (Document B4)Short Writing Assignment #3 (Document B5)Short Writing Assignment #4 (Document B6)Translation Worksheet (Document I)

After-reading Writings – “BIG WRITING PROJECT”

C) Pre-writing Activity:Pre-writing activity is also the pre-reading activity. (Document B1) Students will Brainstorm a list of Shakespeare stereotypes and discover their own preconceived notions.

D) Discussion Activity/Prompt:There will be a few informal in-class discussions throughout this Unit.Day 11 – Class discussion comparing the scenes where Beatrice and Benedict are ‘tricked’ into falling in love.Day 14 – Discuss Claudio’s actions, their causes and consequences and whether his actions were warranted or not.Day 18 – Discuss how your views of this play have changed and why. For better, or worse?Day 22 – Compare and contrast the play to the film. What parts of the film were more or less effective than the play? What would you have done differently? Are there parts you would have accentuated?

E) Peer Review: (Document E)Teacher Instructions: -Have students trade papers with their neighbor.-Have students read over their peer’s paper once. -Pass out the Peer Review Sheet (Document E)-Explain that students are supposed to focus on the content of the paper and write questions to prompt the writer further before commenting on conventions mistakes.-Have students sign the back of their peer’s paper and staple their Peer Review Sheet to their Rough Draft. F) Grammar Mini-Lesson: (Document F)Teacher instructions: Step 1: Have students turn in all their writing assignments they have completed for this unit so far. Step 2: Check to make sure they have all assignments and read over/give positive comments on all writing pieces. Step 3: Locate all grammar mistakes and highlight the entire sentence in yellow highlighter. Do not comment on the type of grammar mistake.Step 4: Return all assignments to students.Step 5: Distribute the Grammar Mini-Lesson worksheet (Document F) and explain how the students will locate all the highlighted sentences, and copy them down on the worksheet. Step 6: Next, have students talk with their neighbors in small groups and identify the type of grammar mistake and how it can be fixed.Step 7: Have students write out the corrected sentence.Step 8: Have students identify what type of grammar mistakes are most common for them and how they can avoid them in the future.

G) Self-Reflection for Students: (Documents A and H)Self-Reflection paper is part of the major writing assignment, to be completed as an after-reading activity. Students will only have to turn in a ‘final product’ but will be given class time to work on the Reflection and expected to follow the writing process.

H) Assessment Rubric: (Document H)See Document H for rubric.

III. Unit Expansions/Alterations:

For this Unit I created four short writing assignments and one large one based on five separate large projects for getting to know any Shakespearean play. It is possible to do 5 plays in a year and do each project for the “BIG WRITING PROJECT”. Or to give each writing project as options your students can pick.

I designed this Unit so that my students would have minimal homework. I felt that if I assigned too much, they would be less inclined to participate and enjoy the actual play. I tried to make it so everything could be done in class. This however, made the Unit 25 days long. I would like to cut it down a little bit into 15 days. I feel that 25 days is too long to spend with one text.

Document A

“Much Ado” By You

Assignment: Rewrite your favorite (option A) or least favorite (option B) section of “Much Ado About Nothing” by William Shakespeare. Submit a project showing off your revised scene(s) or rewrite an additional 5 pages. Also, write a reflection explaining why you chose the section you did and what you changed and why.

Option AChoose your favorite scene(s) and rewrite it/them in a modern context with today’s colloquial English. Feel free to change aspects of the play such as setting, and time period. Feel free to add in more dialogue and additional characters or plot twists.

Option BChoose your least favorite scene(s) and rewrite it/them in a modern context with today’s colloquial English. Change everything you don’t like. Feel free to add in more dialogue and additional characters or plot twists.

Project Ideas What genre do you want to use? Write a script and re-enact, make a film, write a short story, write as a series of journal entries, make a children’s book or choose your own.

Think About: -What goals do you want to accomplish in this writing? -Who is your audience? Your parents? Me? Your peers? A younger class of students?-How does the setting affect the story?-Does your version change the meaning of the original play?-Are there any parts of the plot you would change to “make it better” or more modern?-Is your version more accessible to an audience of your peers who have notread the original play?

Requirements:Must rewrite at least 5 pages of the play.Must be in Iambic PentameterSubmit a proposal listing your chosen option, the scene(s) and your project genre.Submit your peer-reviewed Rough Draft. (does not have to be typed)Submit your revised scene, must be typed and in dialogue format.Submit either a project in a genre of your choosing or rewrite an additional 5 pages.Submit your reflection answering the questions in the “Think About” above.

Document B1Pre-reading activity:

Part 1: Below, brainstorm a list of stereotypes, or words you think of when you hear the name “Shakespeare”.

Part 2: Below, or on the back, write a journal entry that addresses: - Do these words have a positive or negative connotation for you? - Pick one of these words to describe your overall attitude/feeling

toward Shakespeare.- Can you identify where these feelings originate?

Document B2Reflective Writing #1

Take a moment to look over the background information and answer these questions: -What did you learn after reading the background information? -How might the life of a person from Elizabethan England be different from your own?-What would they have that we don’t and what do we have that they didn’t.

Document B3

Short Writing Assignment #1You are the leader of an acting company in 1600 and you are producing “Much Ado About Nothing”. You have seven professional actors, but still need to hire more people to cover minor roles. Analyze which roles can be played by the same actor and the effect this would have on the meaning of the play. Remember, you want to make a large profit so hire as few actors as possible, and that since it’s 1600, they must all be men.

Document B4

Short Writing Assignment #2You are in charge of finding the props for a production of “Much Ado About Nothing” Go through what we have read so far and compile a list of props, indicating when and how they will be used. Write a few short sentences explaining the significance of each prop to the plot of the play.

Document B5Short Writing Assignment #3You are compiling an annotated concordance for a Shakespeare play and are preparing entries for key words that are repeated throughout the play. Find one reoccurring word that has deeper significance and create a sample Shakespeare Dictionary entry. Include how the word changes in meaning depending on its context and speaker. How the word possesses metaphorical or symbolic meanings as well as literal ones and how Shakespeare uses the word to set up thematic patterns in the play. Make sure to cite each place this word is used, including variants. Example: Honor/honorable

Document B6Short Writing Assignment #4You are preparing a Shakespeare play for a university production. You need to divide it into two acts and cut approximately fifteen percent of the lines in order to keep the acts to about one hour and 15 minutes. Where would you put the intermission and why? Explain what cuts were made and why, how does it help you emphasize the important aspects of the play?

Document EPeer Review Sheet:

Read over the paper a second time. Make a list of at least 5 questions to prompt the author further or in another direction. Is their writing effective? Is their message clear? What can they do to make it better?

1) .

2) .

3) .

4) .

5) .

6) .

Now look over the paper a third time and note any mistakes in the conventions of the author.

Don’t forget to sign the back of their paper and staple this Peer Review Sheet to their Rough Draft.

Document H

Story Writing : "Much Ado" By You

Teacher Name: Ms. Sulecki

Student Name: ________________________________________ CATEGORY

Proposal Lists either Option (A or B), chosen Scene(s), and Project Genre.10 pts

Lists two out of the three requirements. Is missing either the Option, Scene(s) or Project Genre 7 pts

Lists one out of the thee requirements. Only lists either the Option, Scene(s) or Project Genre. 3 pts

Proposal is missing. 0 pts

Rough Draft Submit a Rough Draft either hand written or typed, that is in Iambic Pentameter and has been peer reviewed by a classmate and signed. 20 pts

Submits a Rough Draft that is either hand written or typed, but it is either not in Iambic pentameter or has not been peer reviewed and signed by a classmate. 15 pts

Submits a Rough Draft that is either hand written or typed but is not in Iambic Pentameter and has not been peer reviewed and signed by a classmate. 10 pts

Rough Draft is missing. 0 pts

Revised Scene Revised Scene(s) is 5 pages and in Iambic Pentameter. Shows knowledge and understanding of the play and uniqueness in their adaptation. 50 pts

Revised Sene(s) is either less than 5 pages, or not in Iambic Pentameter. Or does not show clear knowledge and understanding of the play or originality. 40 pts

Revised Scene(s) is less than 5 pages and not in Iambic Pentameter. It does not show clear knowledge and understanding of the play or any originality. 20 pts

Revised Scene is missing. 0 pts

Project Project demonstrates a clear idea of who the audience is and the purpose. Supports student's chosen Scene(s) Is interesting and original in its composition or delivery. 50 pts

Project does not demonstrate clear idea of either the audience or the purpose.40 pts

Project does not demonstrate clear idea of both the audience and the purpose.20 pts

Project is missing. 0 pts

Document ITranslation Worksheet:

Directions: In the set of lines to the left, copy down 5 lines exactly as they appear in the text. In the set of lines to the right, translate the same lines into today’s colloquial English (does not have to be in Iambic Pentameter).

*Remember to cite the Act, Scene and Lines at the bottom of the lines. Example: (1,2,14)

. .

. .

. .

. .

. .

( , , )

. .

. .

. .

. .

. .

( , , )

Document F

Grammar Self-Check

Directions: Identify all highlighted sentences. Copy each sentence next to where it says ‘Write the mishap’. Identify the mistake(s) in each sentence. If you have trouble finding the mistake(s) get in small groups of 3 or 4 and discuss with your neighbors, also use in class resources, ex. Grammar books, or the Internet. Write the type of mistake in your own words next to where it says ‘What grammar “rule” was broken?’ Fix the broken rule and re-write the sentence where it says ‘Corrected sentence’. On the back of this paper write a small paragraph answering these questions; What mistakes were most common? What can you do to avoid them in the future?

1) Write the mishap: What grammar “rule” was broken?

Corrected Sentence:

2) Write the mishap:

What grammar “rule” was broken?

Corrected Sentence:



Corrected Sentence:

Grammar Self-Check (continued)



Corrected Sentence:



Corrected Sentence:



Corrected Sentence:



Corrected Sentence: