· Web view2017-12-05 · PBL Title: Why didn’t Juliet send Romeo a text? Primary Sunshine...

Profile Sheet for PBL Plan

Brandon Kolmetz

Teacher: Brandon Kolmetz

Primary Subject Area: Language Arts

Outside Subject Area: Social Studies

Class: English

Class Level: Regular

Grade Level: 8th

PBL Title: Why didn’t Juliet send Romeo a text?

Description of Student Roles and Problem Situation: Students will perform the roles of researchers, writers and actors of their modernized version of Romeo and Juliet to pitch to the major television producer. Students will interpret central messages of the play and relate them to the modern youth.

Adaptations for a student from a non-Western culture: Through a one-on-one conversation, I will discover any prior knowledge student has of the play. Through this conversation, we will determine any similarities between the messages in the play and the student’s own culture. The student will then have a personal connection to the play to fall back on when working on the interpretation. I will make sure student is assigned to an inclusive group to work with. While a member of this group, I will periodically check to see if the student is actively participating in discussions and suggestions and ask group members how we can incorporate the student’s unique perspective into their work.

Adaptations for ESOL student: I can locate a copy of the play translated in the student’s native language for studying at home. With this, the student will have an easier time understanding the play when it comes to class discussions. I can also provide translations of all PBL documents for student and family to use at home.

Title, Learner Characteristics, and Sunshine State Standards

Teacher: Brandon KolmetzPrimary Subject Area: Language ArtsOutside Subject Area: Social StudiesClass and Level: English/RegularGrade Level: 8th grade

PBL Title: Why didn’t Juliet send Romeo a text?

Primary Sunshine State Standards:LA.8.1.7.3: The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details;

LA.8.5.2.3: The student will select and use a variety of creative oral language techniques for clarity and effect (e.g., connotation, denotation, hyperbole, understatement);

Outside Sunshine State Standards:SS.8.G.2.2: Use geographic terms and tools to analyze case studies of regional issues in different parts of the United States that have had critical economic, physical, or political ramifications.

Learner Characteristics of Middle Grade Students:Physical: Concern and curiosity about sex are almost universal, especially among girls.Justification: This concern is not only universal, but time tested as well. This topic was a chief plotline in Romeo and Juliet, a play written over 400 years ago. Working on this problem, students will see characters roughly their age dealing with similar problems.

Social: The development of interpersonal reasoning leads to greater understanding of the feelings of others.Justification: This characteristic is important as students will work in groups to modernize a 400 year old play. In modernizing Romeo and Juliet, students will discuss how each character interacted with one another and decide how they can update these relationships.

Cognitive: Middle School students need a classroom environment that is open, supportive and intellectually stimulating.Justification: While provided a basic framework, students will make a majority of choices on the direction of this project by deciding how they modernize this story, deciding what characters to keep, assigning parts, etc.

Cognitive: Self-efficacy becomes an important influence on intellectual and social behavior.

Justification: Through working in groups, self-efficacy is bound to grow in each student. Those students with high self-efficacy will gravitate towards a leadership role while those with low self-efficacy will be allowed to grow in a comfortable and safe environment.

Emotional: Middle School students are typically self-conscious and self-centered.Justification: Students will be asked to put themselves in the character’s “shoes”. In doing so, students will be forced to think beyond themselves and see how certain circumstances can not only affect them but those around them as well.

Learning Outcomes, Student Role and Situation, Meet the Problem Method

PBL Lesson Plan

Title: Why didn’t Juliet send Romeo a text?Teacher: Brandon Kolmetz

Primary Sunshine State Standards with Learning OutcomesLA.8.1.7.3: The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details;Learning Outcome: Given a copy of Romeo and Juliet, students will discover the essential message(s) of the play and summarize all five acts in five weeks scoring a 5 on the provided rubric.

LA.8.5.2.3: The student will select and use a variety of creative oral language techniques for clarity and effect (e.g., connotation, denotation, hyperbole, understatement); Learning Outcome: Using their summaries and their geographical research, students will create a modern interpretation of Romeo and Juliet achieving at least a 15 on the provided rubric.

Outside Subject Area Sunshine State Standards with Learning OutcomesSS.8.G.2.2: Use geographic terms and tools to analyze case studies of regional issues in different parts of the United States that have had critical economic, physical, or political ramifications.Learning Outcome: Given internet access for research, students will work in groups to analyze regional issues of the United States and determine an appropriate setting for their modernized interpretation of Romeo and Juliet by providing at least three (3) accurate examples they will use in their final project.

Description of Student Roles and Problem SituationNo one understands the language of William Shakespeare anymore. This is troubling for producers of film, television and stage since they do not have to pay any royalties for Shakespeare’s plays thus making it the cheapest option around. Major television producers would like nothing more than to display modernized versions of Shakespeare’s plays as T.V. movies. Knowing that students are the only ones to study Shakespeare these days, the major television producer has sent a letter to our middle school seeking students’ assistance. Students will perform the roles of researchers, writers and actors of their modernized version of Romeo and Juliet to pitch to the major television producer.

Meet the Problem MethodThis letter was received by the front office and promptly sent to our English class:

Dear Students,

As you know, the works of William Shakespeare are widely known and yet no one truly understands the language anymore. It has come to our attention that students are the only people still studying the works and language of this beloved playwright. Even fewer truly understand how the problems the characters in his plays faced closely resemble the problems people today, especially those of teenagers, tackle. This is truly evident in Romeo and Juliet.

It is my goal to produce a movie version of Romeo and Juliet for my broadcasting station. I would like to set it in modern day America using modern language, however. I would like to hire your class to work on this project for me. I need you to discover the central messages in Romeo and Juliet so we know how it relates to today’s youth. We need it set in a location suitable for the story. This should be a location with some form of economic or political conflicts to provide the proper setting for our feud.

I will be at your school on March 19th to see what you have come up with. Please be prepared to perform a few scenes from your new production. As for payment, I will send a check for $500 to cover any expenses in the creation process and I will be more than happy to talk to your teacher and see if there is some way you can get an “A” for all your hard work.

Sincerely,Jack JacksonVP of Television Programming

Problem Statement, Know/Need to Know Boards and Possible Resources





Problem StatementHow can we, as students, translate and modernize Romeo and Juliet in such a way that

We finish in two months We do not exceed our budget of $500

We set it in the United States

We relate it to today’s youth

We relate it to a current social issue

We convey the central message(s) of the original work

Know Board1. Our modernized version needs to be finished in two months.

2. We will pitch our version to a television executive.

3. The main characters are teenagers thus making it more relatable to today’s youth.

4. We have a budget of $500 to spend on preparing our version.

5. Strife amongst family is a central message in Romeo and Juliet and is an issue modern youth can relate to.

6. Even though Romeo and Juliet is written in English, it is difficult to understand.

7. Our version will be set in the United States.

Need to Know1. What is Romeo and Juliet’s essential message?

2. How have others modernized Shakespeare’s plays?

3. What current social issues affect modern youth?

4. What current social issues can relate to Romeo and Juliet?

5. What U.S. regions would be an appropriate setting for our version?

6. What is different between a play script and a television script?

7. How do you pitch a project to a television producer?

8. How long should our version be?

9. Are all original characters needed in our version?

10. What materials do we need to make our presentation?

ResourcesBooksPrentice Hall Literature Gold Edition, Simon & Schuster

Romeo and Juliet Shakespeare Made Easy by William Shakespeare, Barron’s Educational Series

Feature Film Making at Used Car Prices by Rick Schmidt, Penguin (this book gives great advice on how to put a project together on a tight budget)

Web Siteshttp://www.shakespearehigh.com/classroom/guide/page1.shtml

http://www.shakespearehigh.com/classroom/guide/page1.shtml

http://www.sourcebooksshakespeare.com/Shakespeare-Catalog-Pages/Speaking-Shakespeare.html

http://www.bardweb.net/plays/romeo.html

http://family.samhsa.gov/talk/teenmh.aspx

http://www.bea.gov/

http://socialissues.wiseto.com/

http://www.tvwritersvault.com/creating/creatingLoglines.asp

VideoThe Complete Works of William Shakespeare Abridged

http://www.tvwritersvault.com/creating/creatingLoglines.asp

http://socialissues.wiseto.com/

http://www.bea.gov/

http://family.samhsa.gov/talk/teenmh.aspx

http://www.bardweb.net/plays/romeo.html



Capstone Performance






We finish in two months We set it in the United States




Capstone PerformanceThe capstone performance for this project consists of 3 parts: an individual

summary of each act from the play, group research and a group presentation. Individual students will be assessed on each of the three parts based on an overall rubric.

After completing their summary, each student will devise at least two (2) ways to bring each act into modern times for a total of at least ten (10). Students

will be divided into three groups of five. Once in their group, each student is responsible for providing four (4) justifications for choosing one over the other. As a group, students will decide the best option for modernizing each act.

Each group of five will research and analyze different regions of the United States and the issues affecting each region. Each group will choose two (2) appropriate locations for the setting of their modernization. Providing four (4) justifications for their choice, each group will choose one location for their setting.

Using their summaries and solutions, students will prepare a short synopsis of their modern version of Romeo and Juliet. In their synopsis, students will be responsible for explaining their new version of the play and be able to perform one scene in which all students in the group play a part.

An outside individual will play the part of the television producer. Half of the classroom will be divided into a “stage” area. Students’ desks will be divided in half so each group not presenting will have an area in which they may watch. The television producer will sit behind a table at the back of the room so they may have a wide view of the stage. Each group will deliver their synopsis and short scene in the “stage” area. Each student will discuss a different aspect of their synopsis and must play at least one (1) character in their scene. Once each group’s pitch ends, the television producers will be prepared to ask each student in the group about the choices they made for their project.

Room Arrangement Page

White Board

Students’

Desks

Students’

DesksProducer’s

Table

Stage

Area

Rubric for Assessing the Capstone Performance










Capstone PerformanceThe capstone performance for this project consists of 3 parts: an individual

summary of each act from the play, group research and a group presentation. Individual students will be assessed on each of the three parts based on an overall rubric.

After completing their summary, each student will devise at least two (2) ways to bring each act into modern times for a total of at least ten (10). Students

will be divided into three groups of five. Once in their group, each student is responsible for providing four (4) justifications for choosing one over the other. As a group, students will decide the best option for modernizing each act.

Each group of five will research and analyze different regions of the United States and the issues affecting each region. Each group will choose two (2) appropriate locations for the setting of their modernization. Providing four (4) justifications for their choice, each group will choose one location for their setting.

Using their summaries and solutions, students will prepare a short synopsis of their modern version of Romeo and Juliet. In their synopsis, students will be responsible for explaining their new version of the play and be able to perform one scene in which all students in the group play a part.

An outside individual will play the part of the television producer. Half of the classroom will be divided into a “stage” area. Students’ desks will be divided in half so each group not presenting will have an area in which they may watch. The television producer will sit behind a table at the back of the room so they may have a wide view of the stage. Each group will deliver their synopsis and short scene in the “stage” area. Each student will discuss a different aspect of their synopsis and must play at least one (1) character in their scene. Once each group’s pitch ends, the television producers will be prepared to ask each student in the group about the choices they made for their project.

CRITERIA SUPERIOR ADEQUATE UNACCEPTABLEAlignment to Problem Statement

10 pointsEach solution must align with all conditions stated in the problem statement.

5 pointsOne solution aligns with all conditions; the other aligns with all but one condition.

1 pointNeither solutions aligns with all conditions.

Summary 15 pointsThe summary contains 5-6 sentences detailing the key elements of each Act. Each Act’s summary will contain at least two (2) ways to make the story relevant to modern times.

10 pointsThe summary contains 3-4 sentences. The summary leaves out one (1) key element of an Act. The Act’s summary contains only one (1) way to make the story relevant to modern times.

5 pointsThe summary contains two (2) or less sentences.

ORThe summary leaves out two (2) or more key elements of an Act.

ORThe Act’s summary fails to

offer a way to make the story relevant to modern times.

Geography 15 pointsAt least two (2) possible settings are provided for the interpretation. At least four (4) viable justifications are provide for choosing one location over the other.

10 pointsOnly one (1) possible setting is provided and only 2-3 viable justifications are given for choosing one location over the other.

5 pointsZero settings for the interpretation are provided

OROne (1) or less justifications are given for choosing one location over the other.

Interpretation 20 pointsA short synopsis is provided with key elements from all five (5) Acts. Synopsis must include at least three (3) accurate examples of geographical and societal choices. One scene of the interpretation is provided that fully represents one (1) of the key elements of the story.

15 pointsA short synopsis is provided with key elements from 3-4 Acts. Synopsis includes only two (2) examples of geographical and societal choices. One scene of the interpretation is provided that does not fully represent one (1) of the key elements to the story.

7 pointsA short synopsis is provided with key elements from only 1-2 Acts.

ORSynopsis includes one (1) or less examples of geographical and societal choices.

OROne (1) scene of the interpretation is provided that does not represent a key element of the story.

Timeliness 5 pointsEach portion of the project is turned in at the designated time.

3 pointsOne (1) or more portions of the project are turned in one (1) day after the designated time.

1 pointOne (1) or more portions of the project are turned in two (2) or more days after the designated time.

Oral Presentation

10 pointsStudent maintains eye contact with audience at least

5 pointsStudent maintains eye contact with audience at least

2 pointsStudents maintains eye contact with

90% of the time during the synopsis. Student portrays at least one (1) character/part during scene.

50% of the time during the synopsis. Student portrays at least one (1) character/part during scene.

audience less than 50% of the time during synopsis

ORStudent does not portray at least one (1) character/part during scene.

Mechanics 3 pointsFinal report contains 1-2 grammatical and/or spelling errors.

2 pointsFinal report contains 3-4 grammatical and/or spelling errors.

1 pointFinal report contains 5 or more grammatical and/or spelling errors.

78-70: A69-54: B53-38: C37-23: D22 or less: F

Two Alternative Solutions and “Best” Solution Analysis










Solution #1The researchers recommend setting their story in the American Southwest by using the issue of immigration as a backdrop. One leading character will be a teenager in a prominent, American family that holds a strong belief against illegal immigration. The other leading character will be a teenager in a family of illegal immigrants struggling to find their way in the United States. This interpretation will

focus on the tension between the two family’s lifestyles and the choices the two leads must make in defying their families.

PRO CONThis is a modern social issue in which many have a strong opinion

Students are unfamiliar with the American Southwest

Situation provides easy conflict Students are unfamiliar with the lives of illegal immigrants

Today’s youth could relate to characters and situation

Students would need to be mindful in how they portray each side as to not greatly offend someone

Student’s have deep insight into modern, American family

Students are unfamiliar with current immigration laws

Consequences:As this is a current, important social issue, the whole country, let alone its youth, could relate to this interpretation.

Depending on how either side is depicted, controversy could overshadow the broadcast and hurt viewership.

Solution #2The researchers recommend setting their story in the American Southeast by using the issue of economics as a backdrop. One leading character will be a teenager in a wealthy, prominent family. The other leading character will be a teenager in lower-class family in which one or both parents are out of work. This interpretation will focus on the tension between the two family’s lifestyles and the choices the two leads must make in defying their families.

PRO CONThe American economic crisis is an important and current issue

This situation does not have an easy “built in” conflict and one must be created

Students are familiar with the American Southeast and will have an easier time setting their story there

Setting does not provide the same amount of interest as others

A broad amount of students will offer viewpoints to both sides of the issue making both sides equally represented

Students would need to be mindful in how they portray each side as to not greatly offend someone

Today’s youth could relate to characters and situation

The two “feuding” sides don’t offer enough contrasts

Consequences:As the nation is still undergoing and economic crisis, the whole country, let alone its youth, could relate to this interpretation.

As this setting ultimately does not have the same excitement as other settings, viewership might be low.

Justification:Solution One is the best solution. The illegal immigration aspect of Solution One offers a natural conflict. As this has been a long, ongoing issue, many people have a deep-seated opinion for one side or the other. If two teenagers from both sides “fell in love”, it would be easy to see why the two families would attempt to thwart them. Solution Two, while offering two opposing sides, does not offer the natural conflict of Solution One. A conflict would have to be manufactured for Solution Two. As this is issue has been ongoing for some time, the country is divided and offers two clear arguments. There are no real differing sides in Solution Two as the country as a whole would like to see this crisis end in somewhat the same way. Because of the more natural conflict of Solution One, today’s youth could relate better relate to it. Many youth today feel the world or even their parents are “out to get them” and could easily relate to the parents in this solution questioning their child’s choices. One could argue against that this solution could be too controversial and that it would be too easy to paint one side in too negative of a way. Yet, it is because it is a controversial subject that it needs to be discussed. Through this interpretation of one of Shakespeare’s great works we will be able to see the positives and negatives of both sides while telling the story of two individuals.

Debriefing Plan and Coaching Questions






We finish in two months We do not exceed our budget of $500

We set it in the United States




Debriefing PlanEach group of students will “pitch” their solution in front of the T.V. Executive, teacher and other students so that all will hear each solution. As students are presenting, the teacher will record what each group designated as their best choice. The teacher will

provide a typed list of each “best” solution the following day in class. Using the list of each “best” solution, each group will rank the characteristics of each solution using the point scale provided below. The teacher will then count the points and relay the results.

Point Scale5 = Best3 = Adequate1 = Poor

Five Essential ConceptsEach “best” solution must address the following:

1) Current social issue 2) Essential message(s) of the play3) Interpretation must be set in United States4) Be relatable to modern youth5) Summary of all five Acts

Furthermore, each “best” solution must demonstrate at lest three (3) accurate examples of why students chose their setting and successfully argue how their interpretation is relatable to modern youth.

Coaching Questions

C – CognitiveM – MetacognitiveE – Epistemic

Meet the Problem:C – Why is the television producer asking you to come up with an interpretation?

M – What do you already know about writing a play/script?

E – Could this problem occur in the real world?

Know/Need to Know Board:C – Can you find this information in the “Meet the Problem” document?

M – How do you “Know” this?

E – Why do you “Need” to know this?

Problem Statement:C – What is the budget for your project?

M – What might you do to help you reach the finish the project on time?

E – What is considered “relatable” to modern youth?

Research:C – What is your proof of this?

M – What resources have been most helpful in determining an appropriate setting?

E – How is this relevant to the problem?

Generating Possible Solutions:C –Do you have enough facts for this to be your “best” solution?

M – Why do you consider this the weaker of the two conditions?

E – Will this meet all the problem situations and how?

· Web view2017-12-05 · PBL Title: Why didn’t Juliet send Romeo a text? Primary Sunshine...

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