HOOKED ON BOOKS
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?
--You should leave class today with...
- the Marking Period 3 and Marking Period 4 Free Reading Course Component completed
- two thoughtful comments selected for your Marking Period 4 report card.
- sample completed one-pagers shared--which is stronger and why?
- one-pager options pointed out
- selection of comments modeled
--complete one-pagers and comments document and turn in when finished
--students who have already completed or finish one-pagers will engage in free reading
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'?
--ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Block 2
Jump Off
--Select a one-pager from the front of the classroom.
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?
--You have hit the "targets" for today's lesson if you...
- leave class with the Marking Period 3 and Marking Period 4 Free reading Course Component completed
- have selected two thoughtful comments for your Marking Period 4 report card
- 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
BULLETS 3-5 WILL BE OFFICIALLY ASSESSED AS PART OF THE ACT IV ASSESSMENT.
--agenda/HW
- sample completed one-pagers shared--which is stronger and why?
- one-pager options pointed out
- selection of comments modeled
--students who have already completed or finish one-pagers will engage in free reading
First-Draft Reading -- "Fireworks" Fold the Line Reading
--Are we "all good" on the procedure from last class block?
--Transition--get back into pairs from last class and switch roles
--read/paraphrase and "gist" stanza by stanza by stanza for "Fireworks"
--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)
THINK
- work on completing the "Poetry Analysis/Making Connections: 'A Poison Tree' and 'Fireworks'" document quietly and independently
- compare/share responses with a partner
- whole-class share-out (SMART Board)
--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'?
--ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
On the backburner:
- A Paragraph's a Paragraph's a Paragraph instruction (if necessary)
- Break down model paragraph together (if necessary)
