Standard 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). Standard 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. Standard 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. Standard 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Student must be able to read and write, basic computer skills and understand the process of writing an essay.

*Communication Map Criteria- All main characters from the play must be included. All actual communication patterns must be drafted in an easily understandable and neat manner. *Communication Map Essay Criteria, 1st Draft- Multi paragraphed, coherent and insightful conclusion from map. *Essay Final Draft Criteria- Word processed, saved on disk, free of spelling and grammar errors, multi paragraphed.

Students crteate a Communication Map, which lists the names of all main characters in the play. A line is drawn between characters that communicate through out the play as follows: A solid line connects characters that communicate with a sense of emotional awareness and bonding for each other. A broken line connects characters that communicate without any sense of emotion or internal connections. Those characters that never communicate will not be connected. Once the map is completed the students answer the following: -Who communicates in an emotional manner? Who does not? -Who doesn't communicate in an emotional manner but should? -What can you conclude about how communication takes place through out the play? Once answered the students write an essay on the following prompt: Write an essay in which you analyze Romeo & Juliet on the basis of communication, or the lack there of. How does the manner in which the main characters communicate affect the action of the play? Would better communication between the characters change the final outcome? Teacher corrects the first draft and then students re write the essay incorporating the corrections. The second draft is to be word processed and saved in a disk.

Students will understand the basic operation of a word processing application, typing, spell checking editing and saving on a disk.

Copyright © 1997-2003 Career Connection to Teaching with Technology USDOE Technology Innovation Challenge Grant Marshall Ransom, Project Manager All rights reserved.