Tuesday, April 4, 2017

English 9--4/5/2017 (Block 4)

Jump Off (1 min.)
--Last class block, I intended to give you 10 minutes to work on Article of the Week #6; however, we ran out of time!  Please spend the first 10 minutes of today's class block working on the AoW quietly and independently.

Literacy Activity (cont.) -- Article of the Week #6 (10 mins.)
--work on Article of the Week #6 quietly and independently for 10 minutes

S. the C. (5-8 mins.)
--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...
  • are further along in your completion of Article of the Week #6 than you were when you entered the classroom
  • can do the following with both Act IV and Act V of The Tragedy of Romeo and Juliet:
    • summarize the acts, 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 (characterization)
    • give at least two examples of purposeful irony (situational, verbal, and/or dramatic) employed by Shakespeare
    • provide an effective theme statement for the play


Active/Purposeful Reading Activity -- The Tragedy of Romeo and Juliet Act IV (15-25 mins.)
--Reminder: Active/purposeful reading tasks (SEE LIST ON FRONT BOARD)
--active/purposeful reading of Act IV--complete Post-its as per the list we created
  • engage in discussion as per Post-its and page 63 of the Parsons text
Transition (2 mins.)
--Pick up a copy of the Act V Reading Guide from the front table so that we can engage in a "materials assessment" together.  What are we "looking for" while viewing Act V?

Film/Reinforcement and First-Draft "Reading" -- Act IV and Act V of Franco Zeffirelli's Romeo and Juliet (30-35 mins.)
--view Act IV as reinforcement of our work with the text (1:47:20-1:57:40)
--"materials assessment"--read  Act V Reading Guide prompts/questions aloud so that students know what to "look for" while viewing Act V
--purposefully view Act V of the film (1:57:40-credits)--gather information for discussion/assessment preparation by jotting down notes and responding to reading guide prompts/questions

Closure -- Partner Work (time permitting/remainder of class)
--"anchor in" to the "Compact for Group Work"
--form partnerships (wisely!)
--The Task:
  • Using each other and your Parsons texts, discuss your responses for the Act V Reading Guide, making sure to respond to any questions/prompts that are currently incomplete.  Also, consider this question: What from this section of the play would you like to discuss in a forthcoming whole-class circle discussion?
HW (Take-Home Assessment)
--Finish your work with Article of the Week #6, which is due at the beginning of class on your first class day back after April Break.  This task will include purposefully reading the directions in the box at the top of the first page and completing your best work with regard to the directions.  Good luck!
HW (Class Preparation)
--Consider reviewing your work from the last few class blocks with the "targets" in mind as an assessment is forthcoming.
--As always, whatever we do not finish in class today, you can expect to finish next class!
--Aim to read at least 5-10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS, and keep in mind that Hooked on Books takes place the rest of this week!