Before I began my critical reading unit on The Tragedy of Macbeth, I designed a literary analysis final product that would serve as guidance for the unit as a whole. We would read the play through a critical lens in an effort to collect evidence for our essays. In short, reading with the final product in mind would allow students to be deliberate about their reading choices while paying close attention to specific literary devices that are used throughout the text.
The issue with the notion of a backward planned unit with a summative writing assessment like this is that the product itself is not differentiated. I differentiated the reading process for many students, and the content of the unit was made approachable to each learner with tiered companion texts. However, in terms of creating multiple avenues for a successful product, the assignment was lacking.
One of my students fancies himself to be a hip hop artist and a rapper. Normally a difficult student to motivate, I sat down with him and discussed the possibility of creating a final product after reading Macbeth that would motivate him to engage in the reading process while also appealing to his interests.
This student has released several mixtapes and has demonstrated a legitimate skill in songwriting and producing. We agreed that, rather than writing the summative literary analysis that his peers were assigned, this student would write and produce a song about Macbeth, his tragic flaw, and details from the play. This mirrored the content of the literary analysis paper while providing the student with the room for agency and creativity that he craves. Continue reading