Standards:
CCSS.ELA-Literacy.W.9-10.1c Use words, phrases, and clauses to link the major
sections of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between claim(s) and
counterclaims.
CCSS.ELA-Literacy.W.9-10.3c Use a variety of techniques to sequence events so that
they build on one another to create a coherent whole.
CCSS.ELA-Literacy.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.
Procedure:
Students will have just finished,
or are about to finish, the book The Count of Monte Cristo by Alexandre
Dumas. The year is 1815 the place is
France and the question is: will Napoleon remain on Elba or majestically
return? In the midst of this is Edmond
Dantes who is wrongfully imprisoned thanks to a plan hatched by Caderousse,
Danglar, Mondego, and Villefort. He
escapes after many years, acquires a massive fortune and spends it exacting
revenge on the people who had him wrongfully imprisoned.
In this
procedure students will look at the intricacies of revenge, why Dantes chose
the kinds of revenge he did for those characters, and if the students think it
was the right method to take. Students
will then be presented with similar scenarios in present day to which they will
respond if they will exact the same kind of revenge that Dantes did, another
method, or extend forgiveness. It
employs the ‘Parallel Story’ and ‘Whatcha Gonna Do?’ strategies.
Day 1:
1. 1. Students will be placed into groups of 3-4. Each group will be assigned one of the
following: Danglars, Mondego, or Villefort (there will be two groups of
each). They will be given ledger sized
sheets of paper and some kind of drawing implement. They will be asked to draw the revenge path
that Dantes takes against the character they were assigned. They should have about 5 events and should be
sure to include setting changes. They
should also include any obstacles Dantes might have faced while planning or
executing his revenge. This does not
need to be Renoir worthy but a few visual depictions would be a good idea. Let students know they should finish within about
15 minutes.
2.
2. After the groups have finished putting their
maps together students will form larger groups with their ‘partner group’ that
had the same character. A worksheet with
these questions will be handed out:
a.
Why did Dantes exact revenge on your assigned
character?
b.
Why did your character feel threatened by
Dantes?
c.
Do you agree with Dantes’ choice for revenge
against your character? Why or why not?
d.
Do you think the revenge Dantes exacts is
suitable for the character? In other
words, did the revenge fit the crime and the criminal? Did he deserve it? Why or why not?
3.
3. Students will be asked to answer these questions
in 2-3 sentences.
4.
4. Groups will then be asked to present their 2
maps as well as the answers to their questions.
As students not presenting if they agree or disagree with the group’s
findings. Repeat with other two groups.
5.
5. Once all students are back in their sheets hand
out a worksheet with the following writing prompt:
a.
The Modern Day Count or Countess of Monte Cristo
i.
Choose a scenario from below. Write how you would exact revenge. Or, if you think forgiveness is best, like
Dantes with Caderousse, you may write about that. If choosing revenge be sure to take into
account the person you are taking revenge on and who you are as a person. Just as Dantes did. Would you reveal your identity? How involved would you be in exacting the
revenge or would you have other people do it for you? This paper should be 2-4 pages. Use at least 3 examples from the book that
illustrate how Dantes’ form of revenge was successful, or not and how that
influenced why you chose the path you did.
1.
You find out that your best friend convinced you
to break up with your girlfriend/boyfriend only to start going out with her/him
2 weeks later.
2.
You find out that your coworker lies to your
boss causing you to lose your job and there is no getting it back.
3.
You tell a friend you saw his Dad steal and that
friend starts spreading rumors about you at school.
6.
6. Inform the students that this will be a writing
process and that there will be peer editing.
7.
7. Emphasize to students that the activities done today
are forms of pre-writing.
a.
The map gives you an idea of overall plot and
shape of the story. This could be
applied to their pre-writing of their own story.
b.
Thinking about how Dantes gets his revenge on
the type of characters he deals with helps develops characters. Asking for the motivation behind actions not only
shapes characters but plot as well.
c.
Roads can change and take different directions
8.
8. Let students know that we will be working in
groups the next day (or whichever works best in the schedule) to brainstorm
ideas about ways to take revenge. Ask them
to work on a map of their own for their own story. Stress that this road can change over the
course of their writing.
Day 2:
1.
Have students gather into groups based on which
story they decided to work on. Depending
on the group sizes it might be beneficial to divide the groups even further. Have students compare maps, share ideas about
the ways they would take revenge. After
maybe 15 minutes gather the students back together.
Day 3
1.
After three or four school days have students
peer edit in groups of two. They should
have at least the outline of their revengeful plot. Students can help find quotes if need be and
suggest different ways to write the story.
Day 4
1.
Students will turn in their paper a week and a
half after it was assigned. They are
encouraged to draw a map of their revengeful tale. Showcasing of artwork and papers will
definitely happen.
Assessment:
1.
1. Through the ‘mapping of revenge’ students will
show their overall knowledge and understanding of at least part of the
plot. Discussion of all of the plots
within the book will show that they understand the other plots as well. They will also gain a deeper understanding of
the main characters by analyzing why the characters wanted to hurt Dantes and why
and how Dantes exacted his revenge.
2.
2. Students will gain an understanding of writing
as a process by not only comparing the ‘road of revenge’ to their own ‘road of
writing’ but also through the discussion and peer editing activities.
3.
3. Students will also gain an understanding of the
intricacies of writing and the use of multiple plot lines by discussing them
separately and by writing their own.
This allows them to see how a text is broken down into smaller units
that create a cohesive whole.
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