Queen Mab Style Guide
1 Hook/Attention Getter
Teacher will show Romeo + Juliet version of Mercutio's performance of the "Queen Mab Speech" from the film
The link provided will suffice, but it will be more beneficial to watch directly from the film.
2 Direct Instruction
Teacher will share requirements and rubric for Queen Mab Style Guide (provided in "Student Instructions")
Teacher will share examples of Polyvore style guides using Pinterest
Queen Mab Style Guide RAFT
Role – You are a team of two to four fashion designers and marketing specialists collaborating to create a style guide showcasing and explaining the stylings of the mythical creature, Queen Mab
Audience – Your audience is anyone who may read a magazine (in other words, consumers seeking the “Queen Mab Look”)
Format – Folded Style Card
Topic – Your job is to sell Queen Mab’s look by giving us a detailed written description of what she looks like, what her job is, and what other accessories accompany her “look.” You’ll include 6 descriptive details about her and on the front cover of your Style Card, you’ll include a picture of her.
You’ll be evaluated using the following “Description” Rubric (Rubric created using Standards Based Grading)
Descriptive Writing Rubric
4 - The overall purpose is clear. Many vivid sensory details and apt comparisons help readers visualize a person, place, or event. All the details relate to the central focus and are appropriate to the audience. The writer creates a unique description that helps readers share the experience
3 - The overall purpose is clear. Sensory details and comparisons help readers visualize a person, place, or event. Most details relate to the central focus and are appropriate to the audience. The writer creates a realistic description that readers can follow.
2 - The overall purpose is not always clear. Some sensory details and comparisons are used, but more are needed. Extraneous details should be eliminated. The writer creates a description that tells about the experience rather than helps readers share it.
1 - The overall purpose may be unclear or nonexistent. Few sensory details or comparisons are included. The description does not help readers visualize a person, place, or event
3 Guided Practice
Teacher and students will open Romeo and Juliet by LoudReader app to Act I, Scene IV and review Mercutio's monologue (otherwise known as the "Queen Mab" speech
Students will work in small groups to attempt to translate speech
4 Independent Practice
Students will use a graphic organizer to brainstorm ideas of what Queen Mab may have looked like, what she carried with her, what her carriage that carried her looked like, etc.
Students will also create written descriptors for each visual
Students will use Haiku Deck to put together a visual presentation with images and text describing their version of Queen Mab
5 Wrap Up
Students will present their Haiku Deck, Queen Mab Style Guides to the class.
Volunteers will present first but when there are no more volunteers, students will be randomly selected using Stick Pick
Key Standards Supported
|RL.9-10: Range of Reading and Level of Text Complexity|
|RL.9-10.10||By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.|
Speaking & Listening
|SL.9-10: Presentation of Knowledge and Ideas|
|SL.9-10.4||Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.|
|SL.9-10.5||Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.|
|SL.9-10.6||Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.|
|W.9-10: Production and Distribution of Writing|
|W.9-10.4||Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)|
|W.9-10.5||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.|
|W.9-10.6||Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.|