--I have placed on your desk both your AoW #6 and your Ticket-Out-the-Door from last class. As I quickly take care of attendance, take a mindful look at both documents.
S. the C. (8-10 mins.)
--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. Additionally, if you have an "NG" for a Marking Period, following up with me ASAP is in your best interest.
--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, as we will do during today's class block):
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?
Old Business -- Article of the Week #6 (8-10 mins.)
--Many of you "stepped up your active reading game"--I noticed, I appreciate your efforts, and I truly believe you're growing as scholars as a result!
--analyze your performance on AoW #6 quietly and independently--at the top of the front page of the article, write a PRO and a GROW based on your analysis (I WILL MODEL FIRST)
--whole-class share-out via a drawing of cards
*IF YOU HAVE ANY QUESTIONS ABOUT YOUR T-O-D, PLEASE SEE ME DURING HOMEROOM OR AFTER SCHOOL.*
Transition (2 mins.)
--Pick up a copy of Article of the Week #7 ("10 Things You Didn't Know About Shakespeare", by Jude Morgan, an article from the most recent copy of Upfront newsmagazine) from the front table and wait for me to give further directions.
Looking Ahead -- Article of the Week #7 (3-5 mins.)
--directions given:
- actively read ("converse" with) the text
- Think of it this way: Active reading is ultimately about really paying attention and engaging while reading so that you could carry on an intelligent conversation with someone about what you've read, including specific pieces of information in your dialogue. Also, answering follow-up questions from your listener should be fairly easy to do if you've actively read a text successfully.
- once you've finished reading, review your active reading notes in preparation for answering multiple choice questions meant to assess the quality of your active reading
Activity -- Debate Circle
Step #1: Debate Preparation--Phase One (20 mins.)
- What do I mean when I say, "Think like a trial lawyer!"?
- task modeled with a folder about Act I (if necessary)
- Q & A--I've only ever done this activity once before (in Block 1 today), so you need to help me be clear! :)
- groups formed via a drawing of cards
- folders distributed
- group work time "anchored in" to our "Compact for Group Work"
- larger groups formed (Juliet group and Romeo group)
- share work completed, finish forming your argument/counterargument, and assign spokespeople (three total--consider who worked with which folder initially)
Step #3: The Debate (until a few minutes remaining in class)
- purpose of desks explained: 6 desks in the inner circle are for spokespeople to share their views while the 7th desk and the 8th desk in the inner circle are designated for anyone who wants to come in briefly and add information to the debate (advisement for spokespeople, clearer explanations, direct quotations, etc.) after which he or she must go back to his or her desk in the outer circle
- spokespeople move to inner circle desks to prepare for debating about the following question:
- Who is more impulsive throughout Act IV and Act V of The Tragedy of Romeo and Juliet, Romeo or Juliet?
- begin debating with a spokesperson from Romeo's "camp" (timer at 45 seconds)--I'll moderate, moving from "camp" to "camp" and including the "7th and 8th deskers" whenever appropriate
- during the debate, outer circle members are to be silent until all the spokespeople in the inner circle have been heard (unless, of course, an outer circle member chooses to take the 7th or 8th desk)--taking notes during the debate is highly encouraged! :)
- after the spokespeople in the inner circle have debated the topic, outer circle members can direct questions to individual spokespeople (time permitting)
- What conclusions did you draw during today's debate that you plan on including within your end-of-unit essay?
- How did you and your classmates show that you were attentively listening to each other today?
- What part of this activity did you enjoy the most? What does this suggest about your special strengths or skills?
- If you catch the ball, respond to one of the above questions.
--Complete Article of the Week #7 prior to next class (Tuesday, 4/5). This task will include actively reading and reviewing your annotations in preparation for a component of your mini-test taking place on Tuesday.
--Review your work from the class blocks beginning on 3/14 in preparation for a mini-test. The mini-test, which will take place next class (Tuesday, 4/5), aims to measure the extent to which you have "hit" the following "targets":
- Mr. Martin's English 9 students can...
- accurately summarize both "A Poison Tree" and "Fireworks"
- provide an effective theme statement for both "A Poison Tree" and "Fireworks"
- accurately characterize major players within The Tragedy of Romeo and Juliet through the lens of both "A Poison Tree" and "Fireworks"
- accurately summarize both Act IV and Act V of The Tragedy of Romeo and Juliet, noting key plot points (e.g., Friar Lawrence giving Juliet a sleeping potion, Friar Lawrence's plan, Romeo's request of the apothecary, etc.)
- note similarities and differences between Romeo and Juliet's level of impulsiveness (characterize) in Act IV and Act V of The Tragedy of Romeo and Juliet
- recognize irony (situational, verbal, and/or dramatic) employed by Shakespeare in Act IV and Act V of The Tragedy of Romeo and Juliet and consider Shakespeare's potential purposes
- provide an effective theme statement for The Tragedy of Romeo and Juliet
- actively read nonfiction texts with proficiency.
- A Paragraph's a Paragraph's a Paragraph instruction (if necessary)
- Break down model paragraph together (if necessary)
