English 9--3/14/2016

Jump Off
--After determining which group will perform (Block 1 and Block 3), spend the first five minutes doing one of the following:

• preparing to perform
• engaging in free reading
• looking over materials in preparation for today's Act III assessment

S. the C.
--Reminder: It is important for you to stay caught up with regard to all of your coursework.  It would behoove you to check the blog and SchoolTool often.
--Reminder: Beginning with the end in mind--our ultimate purpose when dealing with The Tragedy of Romeo and Juliet (especially when closely re-reading sections of the play):

ROUGH End-of-Unit Assessment Writing Prompt:
Write a multi-paragraph essay in which you argue the extent to which both Romeo and Juliet are fatally impulsive by analyzing their responses to similar circumstances.  Then, answer the "so what" question: Why did Shakespeare develop his two main characters in this manner?

--agenda/HW
--You have hit the "targets" for today's lesson if you...

• earn a score of 80% or higher on the Act III assessment
• can accurately summarize both poems with which we work
• can provide an effective theme statement for both poems with which we work
• can accurately characterize major players within The Tragedy of Romeo and Juliet through the lens of each of the poems
• smile at least once over the course of the 82 minutes!

BULLETS 2-4 WILL BE OFFICIALLY ASSESSED AS PART OF THE ACT IV ASSESSMENT.

Old Business/Review -- Act III Swordfight
Block 1

--one more group performs the scene!
Block 2
--remaining group performs the scene!
Block 3
--finish group work time (directors set forth their "visions" as actors read through lines together--actors do a quick run-through)

--via a card drawing, determine which "acting troupe" will perform the scene for the entire clas

• "acting troupe" completes one final run-through in the hallway with props while peers  doublecheck responses for #1-8 of the Act III Reading Guide

--perform the scene!

Transition
--Clear your desk of all but a writing utensil and pick up a copy of the "QUIZ--Act III" from the front table.

Assessment -- The Tragedy of Romeo and Juliet--Act III
--carefully complete the assessment quietly and independently
--When you finish, place your work in the black basket on the front table.  Then, engage in free reading until everyone is finished.

Transition
--Pick up a copy of the "A Poison Tree" and "Fireworks" document from the front table.

First-Draft Reading -- "A Poison Tree" and "Fireworks" Fold the Line Reading
--model reading/paraphrasing and "gisting" with a student
--Transition

• line up from youngest to oldest (youngest near the classroom door)
• fold the line

--read/paraphrase and "gist" stanza by stanza by stanza for "A Poison Tree" ("west side" students read)
--Transition--return to desks
--via volunteers and/or a drawing of cards, share stanza paraphrases/gists for "A Poison Tree" so as to begin "marking up" (SMART Board)
--Transition--get back into pairs (pick back up here in Block 1)
--read/paraphrase and "gist" stanza by stanza by stanza for "Fireworks" ("east side" students read)
--via volunteers and/or a drawing of cards, share stanza paraphrases/gists for "Fireworks" so as to begin "marking up" (SMART Board)

Transition
--Pick up a copy of the "Poetry Analysis/Making Connections: 'A Poison Tree' and 'Fireworks'" document from the front table and purposefully read the directions, prompts, and questions quietly and independently
--Q & A

• explication modeling for first two lines of each poem (SMART Board)

Close/Purposeful Reading Activity -- "A Poison Tree" and "Fireworks"
THINK

• work on completing the "Poetry Analysis/Making Connections: 'A Poison Tree' and 'Fireworks'" document quietly and independently

PAIR

• compare/share responses with a partner

SHARE

• whole-class share-out (SMART Board)

Closure -- Whip Around (last 5 minutes) (did in Block 1 for "targets" 2-4 for "A Poison Tree")
--If you receive the ball, show that you have hit one of the "targets" of today's lesson.

Brain Break -- Mum Ball (time permitting)

HW (Class Preparation)
--Take a look at your "To Do List" for our current unit that you crafted a few classes ago.  How you doin'?
--One-pagers are due next class (Wednesday, 3/16) for those students who have yet to complete one.  We will use some class time on Wednesday to complete one-pagers.  Students who have already submitted a one-pager will engage in free reading during this time.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
Miscellaneous
--As always, whatever we do not finish in class today, you can expect to finish next class!

On the backburner:

• A Paragraph's a Paragraph's a Paragraph instruction (if necessary)
• Break down model paragraph together (if necessary)