Profile Sheet for PBL Plan
Brandon Kolmetz
Teacher: Brandon Kolmetz
Primary Subject Area: Language Arts
Outside Subject Area: Social Studies
Class: English
Class Level: Regular
Grade Level: 8th
PBL Title: Why didn’t Juliet send Romeo a text?
Description of Student Roles and Problem Situation: Students will perform the roles of
researchers, writers and actors of their modernized version of Romeo and Juliet to pitch
to the major television producer. Students will interpret central messages of the play
and relate them to the modern youth.
Adaptations for a student from a non-Western culture: Through a one-on-one
conversation, I will discover any prior knowledge student has of the play. Through this
conversation, we will determine any similarities between the messages in the play and
the student’s own culture. The student will then have a personal connection to the play
to fall back on when working on the interpretation. I will make sure student is assigned
to an inclusive group to work with. While a member of this group, I will periodically
check to see if the student is actively participating in discussions and suggestions and
ask group members how we can incorporate the student’s unique perspective into their
work.
Adaptations for ESOL student: I can locate a copy of the play translated in the student’s
native language for studying at home. With this, the student will have an easier time
understanding the play when it comes to class discussions. I can also provide
translations of all PBL documents for student and family to use at home.
Title, Learner Characteristics, and Sunshine State Standards
Teacher:
Primary Subject Area:
Outside Subject Area:
Class and Level:
Grade Level:
Brandon Kolmetz
Language Arts
Social Studies
English/Regular
8th grade
PBL Title: Why didn’t Juliet send Romeo a text?
Primary Sunshine State Standards:
LA.8.1.7.3: The student will determine the main idea or essential message in gradelevel or higher texts through inferring, paraphrasing, summarizing, and identifying
relevant details;
LA.8.5.2.3: The student will select and use a variety of creative oral language
techniques for clarity and effect (e.g., connotation, denotation, hyperbole,
understatement);
Outside Sunshine State Standards:
SS.8.G.2.2: Use geographic terms and tools to analyze case studies of regional issues
in different parts of the United States that have had critical economic, physical, or
political ramifications.
Learner Characteristics of Middle Grade Students:
Physical: Concern and curiosity about sex are almost universal, especially among girls.
Justification: This concern is not only universal, but time tested as well. This topic was
a chief plotline in Romeo and Juliet, a play written over 400 years ago. Working on this
problem, students will see characters roughly their age dealing with similar problems.
Social: The development of interpersonal reasoning leads to greater understanding of
the feelings of others.
Justification: This characteristic is important as students will work in groups to
modernize a 400 year old play. In modernizing Romeo and Juliet, students will discuss
how each character interacted with one another and decide how they can update these
relationships.
Cognitive: Middle School students need a classroom environment that is open,
supportive and intellectually stimulating.
Justification: While provided a basic framework, students will make a majority of
choices on the direction of this project by deciding how they modernize this story,
deciding what characters to keep, assigning parts, etc.
Cognitive: Self-efficacy becomes an important influence on intellectual and social
behavior.
Justification: Through working in groups, self-efficacy is bound to grow in each student.
Those students with high self-efficacy will gravitate towards a leadership role while
those with low self-efficacy will be allowed to grow in a comfortable and safe
environment.
Emotional: Middle School students are typically self-conscious and self-centered.
Justification: Students will be asked to put themselves in the character’s “shoes”. In
doing so, students will be forced to think beyond themselves and see how certain
circumstances can not only affect them but those around them as well.
Learning Outcomes, Student Role and Situation, Meet the Problem Method
PBL Lesson Plan
Title: Why didn’t Juliet send Romeo a text?
Teacher: Brandon Kolmetz
Primary Sunshine State Standards with Learning Outcomes
LA.8.1.7.3: The student will determine the main idea or essential message in gradelevel or higher texts through inferring, paraphrasing, summarizing, and identifying
relevant details;
Learning Outcome: Given a copy of Romeo and Juliet, students will discover the
essential message(s) of the play and summarize all five acts in five weeks scoring a 5
on the provided rubric.
LA.8.5.2.3: The student will select and use a variety of creative oral language
techniques for clarity and effect (e.g., connotation, denotation, hyperbole,
understatement);
Learning Outcome: Using their summaries and their geographical research, students
will create a modern interpretation of Romeo and Juliet achieving at least a 15 on the
provided rubric.
Outside Subject Area Sunshine State Standards with Learning Outcomes
SS.8.G.2.2: Use geographic terms and tools to analyze case studies of regional issues
in different parts of the United States that have had critical economic, physical, or
political ramifications.
Learning Outcome: Given internet access for research, students will work in groups to
analyze regional issues of the United States and determine an appropriate setting for
their modernized interpretation of Romeo and Juliet by providing at least three (3)
accurate examples they will use in their final project.
Description of Student Roles and Problem Situation
No one understands the language of William Shakespeare anymore. This is troubling
for producers of film, television and stage since they do not have to pay any royalties for
Shakespeare’s plays thus making it the cheapest option around. Major television
producers would like nothing more than to display modernized versions of
Shakespeare’s plays as T.V. movies. Knowing that students are the only ones to study
Shakespeare these days, the major television producer has sent a letter to our middle
school seeking students’ assistance. Students will perform the roles of researchers,
writers and actors of their modernized version of Romeo and Juliet to pitch to the major
television producer.
Meet the Problem Method
This letter was received by the front office and promptly sent to our English class:
Dear Students,
As you know, the works of William Shakespeare are widely known and yet no one truly
understands the language anymore. It has come to our attention that students are the
only people still studying the works and language of this beloved playwright. Even
fewer truly understand how the problems the characters in his plays faced closely
resemble the problems people today, especially those of teenagers, tackle. This is truly
evident in Romeo and Juliet.
It is my goal to produce a movie version of Romeo and Juliet for my broadcasting
station. I would like to set it in modern day America using modern language, however. I
would like to hire your class to work on this project for me. I need you to discover the
central messages in Romeo and Juliet so we know how it relates to today’s youth. We
need it set in a location suitable for the story. This should be a location with some form
of economic or political conflicts to provide the proper setting for our feud.
I will be at your school on March 19th to see what you have come up with. Please be
prepared to perform a few scenes from your new production. As for payment, I will
send a check for $500 to cover any expenses in the creation process and I will be
more than happy to talk to your teacher and see if there is some way you can get an “A”
for all your hard work.
Sincerely,
Jack Jackson
VP of Television Programming
Problem Statement, Know/Need to Know Boards and Possible Resources
Title: Why didn’t Juliet send Romeo a text?
Teacher: Brandon Kolmetz
Primary Sunshine State Standards with Learning Outcomes
LA.8.1.7.3: The student will determine the main idea or essential message in gradelevel or higher texts through inferring, paraphrasing, summarizing, and identifying
relevant details;
Learning Outcome: Given a copy of Romeo and Juliet, students will discover the
essential message(s) of the play and summarize all five acts in five weeks scoring a 5
on the provided rubric.
LA.8.5.2.3: The student will select and use a variety of creative oral language
techniques for clarity and effect (e.g., connotation, denotation, hyperbole,
understatement);
Learning Outcome: Using their summaries and their geographical research, students
will create a modern interpretation of Romeo and Juliet achieving at least a 15 on the
provided rubric.
Outside Subject Area Sunshine State Standards with Learning Outcomes
SS.8.G.2.2: Use geographic terms and tools to analyze case studies of regional issues
in different parts of the United States that have had critical economic, physical, or
political ramifications.
Learning Outcome: Given internet access for research, students will work in groups to
analyze regional issues of the United States and determine an appropriate setting for
their modernized interpretation of Romeo and Juliet by providing at least three (3)
accurate examples they will use in their final project.
Problem Statement
How can we, as students, translate and modernize Romeo and Juliet in such a way that
 We finish in two months
 We do not exceed our budget of $500
 We set it in the United States
 We relate it to today’s youth
 We relate it to a current social issue
 We convey the central message(s) of the original work
Know Board
1. Our modernized version needs to be finished in two months.
2. We will pitch our version to a television executive.
3. The main characters are teenagers thus making it more relatable to today’s
youth.
4. We have a budget of $500 to spend on preparing our version.
5. Strife amongst family is a central message in Romeo and Juliet and is an issue
modern youth can relate to.
6. Even though Romeo and Juliet is written in English, it is difficult to understand.
7. Our version will be set in the United States.
Need to Know
1. What is Romeo and Juliet’s essential message?
2. How have others modernized Shakespeare’s plays?
3. What current social issues affect modern youth?
4. What current social issues can relate to Romeo and Juliet?
5. What U.S. regions would be an appropriate setting for our version?
6. What is different between a play script and a television script?
7. How do you pitch a project to a television producer?
8. How long should our version be?
9. Are all original characters needed in our version?
10. What materials do we need to make our presentation?
Resources
Books
Prentice Hall Literature Gold Edition, Simon & Schuster
Romeo and Juliet Shakespeare Made Easy by William Shakespeare, Barron’s
Educational Series
Feature Film Making at Used Car Prices by Rick Schmidt, Penguin (this book gives
great advice on how to put a project together on a tight budget)
Web Sites
http://www.shakespearehigh.com/classroom/guide/page1.shtml
http://www.sourcebooksshakespeare.com/Shakespeare-Catalog-Pages/SpeakingShakespeare.html
http://www.bardweb.net/plays/romeo.html
http://family.samhsa.gov/talk/teenmh.aspx
http://www.bea.gov/
http://socialissues.wiseto.com/
http://www.tvwritersvault.com/creating/creatingLoglines.asp
Video
The Complete Works of William Shakespeare Abridged
Capstone Performance
Title: Why didn’t Juliet send Romeo a text?
Teacher: Brandon Kolmetz
Primary Sunshine State Standards with Learning Outcomes
LA.8.1.7.3: The student will determine the main idea or essential message in gradelevel or higher texts through inferring, paraphrasing, summarizing, and identifying
relevant details;
Learning Outcome: Given a copy of Romeo and Juliet, students will discover the
essential message(s) of the play and summarize all five acts in five weeks scoring a 5
on the provided rubric.
LA.8.5.2.3: The student will select and use a variety of creative oral language
techniques for clarity and effect (e.g., connotation, denotation, hyperbole,
understatement);
Learning Outcome: Using their summaries and their geographical research, students
will create a modern interpretation of Romeo and Juliet achieving at least a 15 on the
provided rubric.
Outside Subject Area Sunshine State Standards with Learning Outcomes
SS.8.G.2.2: Use geographic terms and tools to analyze case studies of regional issues
in different parts of the United States that have had critical economic, physical, or
political ramifications.
Learning Outcome: Given internet access for research, students will work in groups to
analyze regional issues of the United States and determine an appropriate setting for
their modernized interpretation of Romeo and Juliet by providing at least three (3)
accurate examples they will use in their final project.
Problem Statement
How can we, as students, translate and modernize Romeo and Juliet in such a way that
 We finish in two months
 We set it in the United States
 We relate it to today’s youth
 We relate it to a current social issue
 We convey the central message(s) of the original work
Capstone Performance
The capstone performance for this project consists of 3 parts: an individual
summary of each act from the play, group research and a group presentation.
Individual students will be assessed on each of the three parts based on an overall
rubric.
After completing their summary, each student will devise at least two (2) ways to
bring each act into modern times for a total of at least ten (10). Students
will be divided into three groups of five. Once in their group, each student is responsible
for providing four (4) justifications for choosing one over the other. As a group, students
will decide the best option for modernizing each act.
Each group of five will research and analyze different regions of the United
States and the issues affecting each region. Each group will choose two (2) appropriate
locations for the setting of their modernization. Providing four (4) justifications for their
choice, each group will choose one location for their setting.
Using their summaries and solutions, students will prepare a short synopsis of
their modern version of Romeo and Juliet. In their synopsis, students will be
responsible for explaining their new version of the play and be able to perform one
scene in which all students in the group play a part.
An outside individual will play the part of the television producer. Half of the
classroom will be divided into a “stage” area. Students’ desks will be divided in half so
each group not presenting will have an area in which they may watch. The television
producer will sit behind a table at the back of the room so they may have a wide view of
the stage. Each group will deliver their synopsis and short scene in the “stage” area.
Each student will discuss a different aspect of their synopsis and must play at least one
(1) character in their scene. Once each group’s pitch ends, the television producers will
be prepared to ask each student in the group about the choices they made for their
project.
Room Arrangement Page
White Board
Stage
Area
Students’
Students’
Desks
Desks
Producer’s
Table
Rubric for Assessing the Capstone Performance
Title: Why didn’t Juliet send Romeo a text?
Teacher: Brandon Kolmetz
Primary Sunshine State Standards with Learning Outcomes
LA.8.1.7.3: The student will determine the main idea or essential message in gradelevel or higher texts through inferring, paraphrasing, summarizing, and identifying
relevant details;
Learning Outcome: Given a copy of Romeo and Juliet, students will discover the
essential message(s) of the play and summarize all five acts in five weeks scoring a 10
on the provided rubric.
LA.8.5.2.3: The student will select and use a variety of creative oral language
techniques for clarity and effect (e.g., connotation, denotation, hyperbole,
understatement);
Learning Outcome: Using their summaries and their geographical research, students
will create a modern interpretation of Romeo and Juliet achieving at least a 15 on the
provided rubric.
Outside Subject Area Sunshine State Standards with Learning Outcomes
SS.8.G.2.2: Use geographic terms and tools to analyze case studies of regional issues
in different parts of the United States that have had critical economic, physical, or
political ramifications.
Learning Outcome: Given internet access for research, students will work in groups to
analyze regional issues of the United States and determine an appropriate setting for
their modernized interpretation of Romeo and Juliet by providing at least three (3)
accurate examples they will use in their final project.
Problem Statement
How can we, as students, translate and modernize Romeo and Juliet in such a way that
 We finish in two months
 We set it in the United States
 We relate it to today’s youth
 We relate it to a current social issue
 We convey the central message(s) of the original work
Capstone Performance
The capstone performance for this project consists of 3 parts: an individual
summary of each act from the play, group research and a group presentation.
Individual students will be assessed on each of the three parts based on an overall
rubric.
After completing their summary, each student will devise at least two (2) ways to
bring each act into modern times for a total of at least ten (10). Students
will be divided into three groups of five. Once in their group, each student is responsible
for providing four (4) justifications for choosing one over the other. As a group, students
will decide the best option for modernizing each act.
Each group of five will research and analyze different regions of the United
States and the issues affecting each region. Each group will choose two (2) appropriate
locations for the setting of their modernization. Providing four (4) justifications for their
choice, each group will choose one location for their setting.
Using their summaries and solutions, students will prepare a short synopsis of
their modern version of Romeo and Juliet. In their synopsis, students will be
responsible for explaining their new version of the play and be able to perform one
scene in which all students in the group play a part.
An outside individual will play the part of the television producer. Half of the
classroom will be divided into a “stage” area. Students’ desks will be divided in half so
each group not presenting will have an area in which they may watch. The television
producer will sit behind a table at the back of the room so they may have a wide view of
the stage. Each group will deliver their synopsis and short scene in the “stage” area.
Each student will discuss a different aspect of their synopsis and must play at least one
(1) character in their scene. Once each group’s pitch ends, the television producers will
be prepared to ask each student in the group about the choices they made for their
project.
CRITERIA
Alignment to
Problem
Statement
Summary
SUPERIOR
ADEQUATE
10 points
Each solution
must align with all
conditions stated
in the problem
statement.
5 points
One solution
aligns with all
conditions; the
other aligns with
all but one
condition.
10 points
The summary
contains 3-4
sentences. The
summary leaves
out one (1) key
element of an Act.
The Act’s
summary contains
only one (1) way
to make the story
relevant to
modern times.
15 points
The summary
contains 5-6
sentences
detailing the key
elements of each
Act. Each Act’s
summary will
contain at least
two (2) ways to
make the story
relevant to
modern times.
UNACCEPTABLE
1 point
Neither solutions
aligns with all
conditions.
5 points
The summary
contains two (2) or
less sentences.
OR
The summary
leaves out two (2)
or more key
elements of an
Act.
OR
The Act’s
summary fails to
Geography
15 points
At least two (2)
possible settings
are provided for
the interpretation.
At least four (4)
viable
justifications are
provide for
choosing one
location over the
other.
20 points
A short synopsis
is provided with
key elements from
all five (5) Acts.
Synopsis must
include at least
three (3) accurate
examples of
geographical and
societal choices.
One scene of the
interpretation is
provided that fully
represents one (1)
of the key
elements of the
story.
10 points
Only one (1)
possible setting is
provided and only
2-3 viable
justifications are
given for choosing
one location over
the other.
Timeliness
5 points
Each portion of
the project is
turned in at the
designated time.
Oral
Presentation
10 points
Student maintains
eye contact with
audience at least
3 points
One (1) or more
portions of the
project are turned
in one (1) day
after the
designated time.
5 points
Student maintains
eye contact with
audience at least
Interpretation
15 points
A short synopsis
is provided with
key elements from
3-4 Acts.
Synopsis includes
only two (2)
examples of
geographical and
societal choices.
One scene of the
interpretation is
provided that does
not fully represent
one (1) of the key
elements to the
story.
offer a way to
make the story
relevant to
modern times.
5 points
Zero settings for
the interpretation
are provided
OR
One (1) or less
justifications are
given for choosing
one location over
the other.
7 points
A short synopsis
is provided with
key elements from
only 1-2 Acts.
OR
Synopsis includes
one (1) or less
examples of
geographical and
societal choices.
OR
One (1) scene of
the interpretation
is provided that
does not
represent a key
element of the
story.
1 point
One (1) or more
portions of the
project are turned
in two (2) or more
days after the
designated time.
2 points
Students
maintains eye
contact with
Mechanics
78-70: A
69-54: B
53-38: C
37-23: D
22 or less: F
90% of the time
during the
synopsis. Student
portrays at least
one (1)
character/part
during scene.
50% of the time
during the
synopsis. Student
portrays at least
one (1)
character/part
during scene.
3 points
Final report
contains 1-2
grammatical
and/or spelling
errors.
2 points
Final report
contains 3-4
grammatical
and/or spelling
errors.
audience less
than 50% of the
time during
synopsis
OR
Student does not
portray at least
one (1)
character/part
during scene.
1 point
Final report
contains 5 or more
grammatical
and/or spelling
errors.
Two Alternative Solutions and “Best” Solution Analysis
Title: Why didn’t Juliet send Romeo a text?
Teacher: Brandon Kolmetz
Primary Sunshine State Standards with Learning Outcomes
LA.8.1.7.3: The student will determine the main idea or essential message in gradelevel or higher texts through inferring, paraphrasing, summarizing, and identifying
relevant details;
Learning Outcome: Given a copy of Romeo and Juliet, students will discover the
essential message(s) of the play and summarize all five acts in five weeks scoring a 10
on the provided rubric.
LA.8.5.2.3: The student will select and use a variety of creative oral language
techniques for clarity and effect (e.g., connotation, denotation, hyperbole,
understatement);
Learning Outcome: Using their summaries and their geographical research, students
will create a modern interpretation of Romeo and Juliet achieving at least a 15 on the
provided rubric.
Outside Subject Area Sunshine State Standards with Learning Outcomes
SS.8.G.2.2: Use geographic terms and tools to analyze case studies of regional issues
in different parts of the United States that have had critical economic, physical, or
political ramifications.
Learning Outcome: Given internet access for research, students will work in groups to
analyze regional issues of the United States and determine an appropriate setting for
their modernized interpretation of Romeo and Juliet by providing at least three (3)
accurate examples they will use in their final project.
Problem Statement
How can we, as students, translate and modernize Romeo and Juliet in such a way that
 We finish in two months
 We set it in the United States
 We relate it to today’s youth
 We relate it to a current social issue
 We convey the central message(s) of the original work
Solution #1
The researchers recommend setting their story in the American Southwest by using the
issue of immigration as a backdrop. One leading character will be a teenager in a
prominent, American family that holds a strong belief against illegal immigration. The
other leading character will be a teenager in a family of illegal immigrants struggling to
find their way in the United States. This interpretation will focus on the tension between
the two family’s lifestyles and the choices the two leads must make in defying their
families.
PRO
This is a modern social issue in which
many have a strong opinion
Situation provides easy conflict
Today’s youth could relate to
characters and situation
Student’s have deep insight into
modern, American family
CON
Students are unfamiliar with the
American Southwest
Students are unfamiliar with the lives of
illegal immigrants
Students would need to be mindful in
how they portray each side as to not
greatly offend someone
Students are unfamiliar with current
immigration laws
Consequences:
As this is a current, important social issue, the whole country, let alone its youth, could
relate to this interpretation.
Depending on how either side is depicted, controversy could overshadow the broadcast
and hurt viewership.
Solution #2
The researchers recommend setting their story in the American Southeast by using the
issue of economics as a backdrop. One leading character will be a teenager in a
wealthy, prominent family. The other leading character will be a teenager in lower-class
family in which one or both parents are out of work. This interpretation will focus on the
tension between the two family’s lifestyles and the choices the two leads must make in
defying their families.
PRO
The American economic crisis is an
important and current issue
Students are familiar with the American
Southeast and will have an easier time
setting their story there
A broad amount of students will offer
viewpoints to both sides of the issue
making both sides equally represented
Today’s youth could relate to
characters and situation
CON
This situation does not have an easy
“built in” conflict and one must be
created
Setting does not provide the same
amount of interest as others
Students would need to be mindful in
how they portray each side as to not
greatly offend someone
The two “feuding” sides don’t offer
enough contrasts
Consequences:
As the nation is still undergoing and economic crisis, the whole country, let alone its
youth, could relate to this interpretation.
As this setting ultimately does not have the same excitement as other settings,
viewership might be low.
Justification:
Solution One is the best solution. The illegal immigration aspect of Solution One offers
a natural conflict. As this has been a long, ongoing issue, many people have a deepseated opinion for one side or the other. If two teenagers from both sides “fell in love”, it
would be easy to see why the two families would attempt to thwart them. Solution Two,
while offering two opposing sides, does not offer the natural conflict of Solution One. A
conflict would have to be manufactured for Solution Two. As this is issue has been
ongoing for some time, the country is divided and offers two clear arguments. There
are no real differing sides in Solution Two as the country as a whole would like to see
this crisis end in somewhat the same way. Because of the more natural conflict of
Solution One, today’s youth could relate better relate to it. Many youth today feel the
world or even their parents are “out to get them” and could easily relate to the parents in
this solution questioning their child’s choices. One could argue against that this solution
could be too controversial and that it would be too easy to paint one side in too negative
of a way. Yet, it is because it is a controversial subject that it needs to be discussed.
Through this interpretation of one of Shakespeare’s great works we will be able to see
the positives and negatives of both sides while telling the story of two individuals.
Debriefing Plan and Coaching Questions
Title: Why didn’t Juliet send Romeo a text?
Teacher: Brandon Kolmetz
Primary Sunshine State Standards with Learning Outcomes
LA.8.1.7.3: The student will determine the main idea or essential message in gradelevel or higher texts through inferring, paraphrasing, summarizing, and identifying
relevant details;
Learning Outcome: Given a copy of Romeo and Juliet, students will discover the
essential message(s) of the play and summarize all five acts in five weeks scoring a 5
on the provided rubric.
LA.8.5.2.3: The student will select and use a variety of creative oral language
techniques for clarity and effect (e.g., connotation, denotation, hyperbole,
understatement);
Learning Outcome: Using their summaries and their geographical research, students
will create a modern interpretation of Romeo and Juliet achieving at least a 15 on the
provided rubric.
Outside Subject Area Sunshine State Standards with Learning Outcomes
SS.8.G.2.2: Use geographic terms and tools to analyze case studies of regional issues
in different parts of the United States that have had critical economic, physical, or
political ramifications.
Learning Outcome: Given internet access for research, students will work in groups to
analyze regional issues of the United States and determine an appropriate setting for
their modernized interpretation of Romeo and Juliet by providing at least three (3)
accurate examples they will use in their final project.
Problem Statement
How can we, as students, translate and modernize Romeo and Juliet in such a way that
 We finish in two months
 We do not exceed our budget of $500
 We set it in the United States
 We relate it to today’s youth
 We relate it to a current social issue
 We convey the central message(s) of the original work
Debriefing Plan
Each group of students will “pitch” their solution in front of the T.V. Executive, teacher
and other students so that all will hear each solution. As students are presenting, the
teacher will record what each group designated as their best choice. The teacher will
provide a typed list of each “best” solution the following day in class. Using the list of
each “best” solution, each group will rank the characteristics of each solution using the
point scale provided below. The teacher will then count the points and relay the results.
Point Scale
5 = Best
3 = Adequate
1 = Poor
Five Essential Concepts
Each “best” solution must address the following:
1)
2)
3)
4)
5)
Current social issue
Essential message(s) of the play
Interpretation must be set in United States
Be relatable to modern youth
Summary of all five Acts
Furthermore, each “best” solution must demonstrate at lest three (3) accurate examples
of why students chose their setting and successfully argue how their interpretation is
relatable to modern youth.
Coaching Questions
C – Cognitive
M – Metacognitive
E – Epistemic
Meet the Problem:
C – Why is the television producer asking you to come up with an interpretation?
M – What do you already know about writing a play/script?
E – Could this problem occur in the real world?
Know/Need to Know Board:
C – Can you find this information in the “Meet the Problem” document?
M – How do you “Know” this?
E – Why do you “Need” to know this?
Problem Statement:
C – What is the budget for your project?
M – What might you do to help you reach the finish the project on time?
E – What is considered “relatable” to modern youth?
Research:
C – What is your proof of this?
M – What resources have been most helpful in determining an appropriate setting?
E – How is this relevant to the problem?
Generating Possible Solutions:
C –Do you have enough facts for this to be your “best” solution?
M – Why do you consider this the weaker of the two conditions?
E – Will this meet all the problem situations and how?