TYBALT’S DEATH – NEWSPAPER REPORT AND PRESENTATION

Definition:

Unit: Genre – Play

Topic: Romeo and Juliet, by William Shakespeare

Areas: Reading comprehension, journalism, persuasive writing, listening & speaking, controlling impression, mood and tone, argument, intent, tone, active voice, details, evidence, logic, misunderstandings, media genres, organization, grammar and mechanics, creating interest, evaluative conclusion, notes

Setting: Verona, Italy, late 1500’s

After the performance of the Act III fight scene between Romeo and Tybalt, you are to select details from the scene that support a particular perspective (Capulet, Montague, Servant, Royalty, or Merchant) and write a newspaper article.

A. On your own in a written newspaper article, you are to display a feeling (happy, sad, angry, discontent, indifferent, etc.) that conveys a clear and distinctive perspective [Point of View] on the fight.

Carefully choose words that maintain a consistent tone (author’s attitude) and focus (the fight scene) throughout the article.
Use detailed and accurate specifications:

precise language; diction with either a positive or negative connotation
action verbs (jump, run, slash, rush)
details of the five senses (what do you smell, touch, taste, hear, see?)
appropriate modifiers (elaborative sentences: which one, how many, where, when, how, why?)
the active rather than the passive voice (use: Romeo raised his sword; not: the sword was raised by Romeo).

Use at least three quotes from Romeo and Juliet – what was said and by whom?
Maintain the flow of ideas (use transitions: consequently, therefore, however, nevertheless, later, afterwards, etc.).
Report information and convey ideas logically and correctly in chronological order, provide some background about the Montagues and the Capulets, if necessary.
Include scenarios, definitions, and examples to aid comprehension (e.g., make sure everyone understands your perspective), and anticipate readers’ misunderstandings. What is it about the fight that either upset you or, conversely, made you happy?
Correctly use grammar and mechanics of punctuation (e.g., semicolons, colons, ellipses, hyphens), spelling, capitalization, paragraph and sentence structure, diction, and syntax, consistent verb tenses.
Reflect appropriate manuscript requirements, including newspaper headline followed by name of reporter, spacing and columns, and integration of source and support material (e.g., photos, use of direct quotations, paraphrasing) with appropriate citations. For example, Act 3, Scene 1, lines 13-22 should be cited as: (3.1.13-22).

B. EVENING NEWS PRESENTATION: In small groups of 3-4 students, you will create an “evening news” presentation where you will establish clearly a point of view on the subject of the presentation (you either agree or disagree with the fight, the outcome, the prince’s ruling, etc). Divide yourselves into newsroom reporter, on site reporter, witnesses to the fight, etc. Wear costumes and bring props. You may use my table and chairs as props.

Establish your relationship with that subject. How are you related (e.g., dispassionate observer, personally involved, sister)?
Use effective, factual descriptions of appearance, concrete images, shifting perspectives and vantage points, and sensory details. What color outfits were they wearing; did they all have swords; did you move around; what could you see and hear; was anyone in the way; what did you miss?
Formulate judgments and support those judgments with convincing evidence. Who or what caused of the fight? Was that person justified? Provide evidence (quotes from the play) to support your claim.
Choose logical patterns of organization (e.g., chronological, cause and effect) to inform and to persuade, by soliciting agreement or action, or to unite audiences behind a common belief or cause (Convince us [the audience] that your point of view is the correct one).
Choose appropriate techniques for developing the introduction and conclusion. For example, you could start by quoting the Prince’s ruling in Act I or in this Act, or by providing background to the age-old fight (be creative).
Make sure you have an outline or note cards of what you intend to say (the Teacher will collect these).

C. EVALUATION: After the presentation, each of you will evaluate the clarity, quality, effectiveness, and general coherence of another student’s important points, arguments, evidence, organization of ideas, delivery, diction, and syntax.

Analyze the types of arguments used by the speaker, including: argument by causation; analogy; authority; emotion; logic.
Assess how language and delivery affect the mood and tone of the oral communication and make an impact on the audience.
Evaluate the reliability of a reporter’s argument by pointing out the difference between generalizations and evidence, listing the evidence, and the way in which the reporter’s perspective affects the structure and tone of the text.
Explain how the perspective of a reporter affects characterization, and the tone, plot, and reliability of a newspaper report.
Compare and contrast the ways in which media genres (e.g., televised news, news magazines, documentaries, online information) cover the same event.

Your Name: _____________________________________________________ Date: ______________ Period: ______

Newspaper Report Rubric (100 Writing Points)

Definition	Minimal (1)	Limited (2)	Adequate (3)	Commendable (4)	Exceptional (5)
Author’s attitude (tone) is clear and perspective is distinct
Maintains a consistent tone throughout
Focuses on the fight scene
Uses precise language and diction (positive or negative connotation)
Uses action verbs
Uses details from the five senses
Uses appropriate modifiers (elaborative sentences)
Uses the active rather than passive voice
Uses at least three quotes from Romeo and Juliet
Uses transitions words/phrases were necessary
Information is reported logically, in chronological order
Student includes scenarios, definitions, and examples where needed
Grammar/Mechanics: semicolons, colons, ellipses, hyphens, capitals, spelling, verb tense, diction, syntax
Paragraph and sentence structure (run-ons, fragments)
Newspaper headline followed by name of reporter
Spacing and columns (newspaper style)
Photos, drawings, map
Correct punctuation of direct quotations from Romeo and Juliet
Correct paraphrasing or summarizing of prior or current events
Correct punctuation of citations (e.g.: 3.1.13-22).

Your Name: _____________________________________________________ Date: ______________ Period: ______

Name of Student Evaluated:

Student Presentation Evaluation (50 Speaking points)	Minimal (1)	Limited (2)	Adequate (3)	Commendable (4)	Exceptional (5)
Presentation is clear and captures your attention immediately
Presentation is organized and easy to follow
Evidence of quality: time spent by student preparing (costumes/props)
Presentation is convincing, effective, provides evidence
Presentation describes the scene and speaker’s vantage point
Speaker’s volume: easy to hear at the back of the room
Speaker’s delivery is clear, not mumbled
Speaker uses appropriate syntax (avoids slang, um, okay)
Speaker’s attitude is evident (use of gestures, movement across stage)
Evidence of cooperation and equal work completed among group

Your Name: _____________________________________________________ Date: ______________ Period: ______

Presentation Evaluation (25 Listening Points)

1. Type of argument made (circle one) (1 point)

Emotion

Analogy

Authority

Causation

Logic

2. List at least five words used by the speaker that affected your mood and helped you understand that speaker’s attitude:

(5 points) _________________________________________________________________________________________

__________________________________________________________________________________________________

3. What generalizations were made, what evidence was presented? (4 points)

Generalizations	Evidence

4. After the presentation, explain how the perspective of a reporter affects characterization. Did the speaker like or dislike the character? How do you know? (3 points) ___________________________________________________

__________________________________________________________________________________________________

5. Explain how the perspective of a reporter affects the tone, plot, and reliability of a newspaper report. (3 points)

__________________________________________________________________________________________________

6. Compare and contrast the ways in which media genres (e.g., televised news, news magazines, documentaries, and online information) cover the same event. Does the American news media cover the Iraq war in the same way that the Iraq news media covers the war? (1 point) ____________________________________________________________

7. What are some things that the American news media may discuss? What things might the American news media avoid? (2 points)

__________________________________________________________________________________________________

8. What are some things that the Iraq news media may discuss? What things might the Iraq news media avoid? (2 pts)

__________________________________________________________________________________________________

9. If journalism is supposed to be unbiased and based on the facts, how do opinions affect the reporter’s story? (2 pts)

__________________________________________________________________________________________________

10. How has this assignment affected your understanding of news events and media coverage? (2 points)

__________________________________________________________________________________________________

Competencies:

*Competency*
The student will be able to select details from the Tybalt fight scene that support a particular perspective (Capulet, Montague, Servant, Royalty, Merchant).
In the written report, the student will be able to establish a controlling feeling (happy, sad, angry, discontent, indifferent) that conveys a clear and distinctive perspective on the fight.
In the written report, the student will maintain a consistent tone and focus throughout the piece of writing.
In the written report, the student will be able to use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice.
In the written report, the student will be able to develop the main ideas within the body of the composition through supporting evidence (quotes) and maintain the flow of ideas (use transitions).
In the written report, the student will be able to report information and convey ideas logically and correctly.
In the written report, the student will be able to offer detailed and accurate specifications.
In the written report, the student will be able to include scenarios, definitions, and examples to aid comprehension (e.g., make sure everyone understands your perspective), and anticipate readers’ misunderstandings.
In the written report, the student will be able to correctly use grammar and mechanics of punctuation (e.g., semicolons, colons, ellipses, hyphens), spelling, capitalization, paragraph and sentence structure, diction, and syntax, consistent verb tenses.
In the written report, the student will be able to reflect appropriate manuscript requirements, including newspaper headline followed by name of reporter, spacing and columns, and integration of source and support material (e.g., photos, use of direct quotations, paraphrasing) with appropriate citations.
During the presentation, the student will be able to establish clearly the speaker’s point of view on the subject of the presentation.
During the presentation, the student will be able to establish clearly the speaker’s relationship with that subject (e.g., dispassionate observation, personal involvement).
During the presentation, the student will be able to use effective, factual descriptions of appearance, concrete images, shifting perspectives and vantage points, and sensory details.
During the presentation, the student will be able to formulate judgments and support those judgments with convincing evidence.
During the presentation, the student will be able to choose logical patterns of organization (e.g., chronological, topical, cause and effect) to inform and to persuade, by soliciting agreement or action, or to unite audiences behind a common belief or cause.
During the presentation, the student will be able to choose appropriate techniques for developing the introduction and conclusion (e.g., by using literary quotations, anecdotes, references to authoritative sources).
During the presentation, the student will be able to produce concise notes for extemporaneous delivery.
After the presentation, the student will be able to evaluate the clarity, quality, effectiveness, and general coherence of a speaker’s important points, arguments, evidence, organization of ideas, delivery, diction, and syntax.
After the presentation, the student will be able to analyze the types of arguments used by the speaker, including argument by causation, analogy, authority, emotion, and logic.
After the presentation, the student will be able to assess how language and delivery affect the mood and tone of the oral communication and make an impact on the audience.
After the news presentation, the student will be able to evaluate the reliability of a reporter’s argument by pointing out the difference between generalizations and evidence, listing the evidence, and the way in which the reporter’s perspective affects the structure and tone of the text.
After the presentation, the student will be able to explain how the perspective of a reporter affect characterization, and the tone, plot, and reliability of a newspaper report.
After the presentation, the student will be able to compare and contrast the ways in which media genres (e.g., televised news, news magazines, documentaries, online information) cover the same event.

California Standards Addressed:

Reading

2.8 Evaluate the credibility of an author’s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text.

3.9 Explain how voice, persona, and the choice of a narrator affect characterization and the tone, plot, and credibility of a text.

Writing

1.1 Establish a controlling impression that conveys a clear and distinctive perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.

1.2 Use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice.

1.4 Develop the main ideas within the body of the composition through supporting evidence (quotes).

1.6 Integrate quotations into a written text while maintaining the flow of ideas.

2.6 Write technical documents

a. Report information and convey ideas logically and correctly.

b. Offer detailed and accurate specifications.

c. Include scenarios, definitions, and examples to aid comprehension (e.g., troubleshooting guide).

d. Anticipate readers’ misunderstandings.

Written & Oral Language

1.1, 1.2, 1.3, 1.4 Correctly use grammar and mechanics of punctuation (e.g., semicolons, colons, ellipses, hyphens), spelling, capitalization, paragraph and sentence structure, diction, and syntax, consistent verb tenses.

1.5 Reflect appropriate manuscript requirements, including newspaper headline, spacing and columns, and integration of source and support material (e.g., in-text citation, use of direct quotations, paraphrasing) with appropriate citations.

Listening & Speaking

1.1 Formulate judgments and support those judgments with convincing evidence.

1.2 Compare and contrast the ways in which media genres (e.g., televised news, news magazines, documentaries, online information) cover the same event.

1.3 Choose logical patterns of organization (e.g., chronological, topical, cause and effect) to inform and to persuade, by soliciting agreement or action, or to unite audiences behind a common belief or cause.

1.4 Choose appropriate techniques for developing the introduction and conclusion (e.g., by using literary quotations, anecdotes, references to authoritative sources).

1.8 Produce concise notes for extemporaneous delivery.

1.11 Assess how language and delivery affect the mood and tone of the oral communication and make an impact on the audience.

1.12 Evaluate the clarity, quality, effectiveness, and general coherence of a speaker’s important points, arguments, evidence, organization of ideas, delivery, diction, and syntax.

1.13 Analyze the types of arguments used by the speaker, including argument by causation, analogy, authority, emotion, and logic.

2.6 Deliver descriptive presentations:

a. Establish clearly the speaker’s point of view on the subject of the presentation.

b. Establish clearly the speaker’s relationship with that subject (e.g., dispassionate observation, personal involvement).

c. Use effective, factual descriptions of appearance, concrete images, shifting perspectives and vantage points, and sensory details.