Ready to Administer Assessment Mara Brandli Unit: Argumentative Writing and Shakespeares Macbeth Introduction: Yesterday students finished

reading Shakespeares play Macbeth. Throughout the unit, students have engaged in a variety of speaking, listening, and writing activities that demonstrate growth and understanding about the place of gender, relationships, personal weaknesses, and judgment as related to the main characters in the play: Lady Macbeth and Macbeth. Earlier this week, the class participated in a Shared Inquiry discussion that asked students to argue who is the plays tragic hero - Macbeth or Lady Macbeth. Students also received direct instruction about the traits of a tragic hero: personal weakness, error in judgment, inability to prevent a disaster, and a life rule by fate. Today students will be participating in a performance assessment that asks them to write an imaginary conversation between two of the plays main characters that exposes a tragic hero trait that both characters share. Students can choose to work alone or in partners of two. During the last 15 minutes of class, students should exchange conversations with another person/group and provide peer feedback (see rubric). Please activate prior knowledge by asking students about the Shared Inquiry discussion and tragic hero instruction. Outcomes: Students will produce a 1-2 page conversation between Macbeth and Lady Macbeth that is hand-written on loose-leaf. In a different colored pen, students will provide peer feedback. At the end of the period, please collect the conversations for me to review upon my return. Standards: CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Directions: Working alone or in partners of two, students will write an imaginary conversation between two main characters in Shakespeares Macbeth that exposes a tragic hero trait that both characters share. Written conversations should be between 1-2 pages on loose-leaf paper. During the last 15 minutes of class, students will peer review conversations. Students should use another colored pen to make suggestions and give positive feedback on the loose-leaf while following the rubric that I have included.

Criteria: See Attached Rubric.

Name: _______________________________________ ! English 10: British Literature - Ms. Brandli Tragic Hero Conversation

Hr. ______

Introduction (stylish attention-getter; developed; the opening dialogue clearly introduces a relationship between two main characters; long, descriptive sentences that begin to hint at a tragic hero trait that both characters share): 0"! 1! 2"! 3"! 4! 5"! Dialogue Content (well-developed with specic details; only relevant details to the tragic hero trait are included; clear and creative connections to the play): 0"! 1! 2"! 3"! 4! 5"! Organization (the organization of the conversation is smooth and clear; each time a new character speaks, the characters words are preceded by the characters name and a colon, e.g., Lady Macbeth: You are so weak, my husband!): 0"! 0"! 1! 1! 2"! 2"! 3"! 3"! 4! 4! 5"! 5"! Conclusion (e#ectively ends the conversation): Vocabulary Choice (vivid, varied, and appropriate to audience and topic; author has taken care to choose the best words throughout): 0"! 1! 2"! 3"! 4! 5"! Mechanics, Grammar, Usage, Point of View (correct spelling, grammar, punctuation, capitalization; essay is same tense throughout): 0"! 1! 2"! 3"! 4! 5"! Sentence Structure & Style (sentences are correct no fragments or run-ons; varied sentence beginnings [no This character will talk about or This conversation is about]): 0"! 0! ! ! ! ! ! _____/40 points 1! 1! 2"! 2! 3"! 3! 4! 4! 5"! 5 Format (Conversation is 1-2 pages, handwritten)