Reflection: Complex Tasks Drafting Arguments Based on the Dramatic Tension in Romeo and Juliet - Section 2: Writing Arguments

 

We spent the hour today discussing the arguments my students built for homework, but as I suspected, some students still struggled with the concept of an argument statement. Instead of just accepting that some students "didn't get it," I decided to practice an undervalued routine (at least by me): wait time. One of the first juxtapositions on the worksheet is age v youth. So I asked them to consider all the characters in the play and decide who's smarter, more patient, more loving. Then I asked them to make a statement about age and youth based on what they see in the play. And then I waited. And waited.

 

It was a slow start, but by the time we reached the end of the worksheet, students seemed much more comfortable and confident with the process and the expectations. The conversation flowed much more naturally and there was less wait time.

  Wait time
  Complex Tasks: Wait time
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Drafting Arguments Based on the Dramatic Tension in Romeo and Juliet

Unit 17: Romeo and Juliet Act 4: Reading, Performing, and Writing
Lesson 5 of 5

Objective: SWBAT write arguments to support claims in an analysis of substantive texts, using valid reasoning and relevant evidence by analyzing juxtapositions in Romeo and Juliet.

Big Idea: Romeo and Juliet is intense. What can we conclude from the intensity and tension?

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