Jump Off
--Please pick up a copy of the "Text Frames with Gaps (Richard Parsons Text)" document for Act 2 from the front table. As soon as I finish taking attendance, I will briefly explain to you what this document is and how I intend for us to use it today.
S. the C.
--Reminder: Beginning with the end in mind--our ultimate purpose when completing a first-draft "reading" and closely re-reading sections of The Tragedy of Romeo and Juliet:
--Please pick up a copy of the "Text Frames with Gaps (Richard Parsons Text)" document for Act 2 from the front table. As soon as I finish taking attendance, I will briefly explain to you what this document is and how I intend for us to use it today.
S. the C.
--Reminder: Beginning with the end in mind--our ultimate purpose when completing a first-draft "reading" and closely re-reading sections of The Tragedy of Romeo and Juliet:
End-of-Unit Assessment Writing Prompt:
Write a multi-paragraph essay in which you argue the extent to which both Romeo and Juliet are impulsive by analyzing their behaviors during similar circumstances. Then, answer the "so what?" question. So what?! Who cares?! Why does this matter?!
--agenda/HW
Discussion Preparation -- Act 2 of The Tragedy of Romeo and Juliet
--THINK: Quietly and independently, use your viewing/reading guide from last class block, your "Text Frames with Gaps (Richard Parsons text)" document, and your Parsons text to further process through Act 2 of the play, jotting down notes on both documents as you do so.
--Transition
Write a multi-paragraph essay in which you argue the extent to which both Romeo and Juliet are impulsive by analyzing their behaviors during similar circumstances. Then, answer the "so what?" question. So what?! Who cares?! Why does this matter?!
--agenda/HW
Discussion Preparation -- Act 2 of The Tragedy of Romeo and Juliet
--THINK: Quietly and independently, use your viewing/reading guide from last class block, your "Text Frames with Gaps (Richard Parsons text)" document, and your Parsons text to further process through Act 2 of the play, jotting down notes on both documents as you do so.
--Transition
- form groups of two-three (depending on class block) via a drawing of cards
--PAIR: Compare/share your responses with each other until time is up, making sure to enter today's circle discussion with at least two potential contributions.
Transition
--re-form the circle from last class block
Circle Discussion (cont.) -- Act 2 of The Tragedy of Romeo and Juliet
--Reminder: Today's discussion protocol:
Transition
--re-form the circle from last class block
Circle Discussion (cont.) -- Act 2 of The Tragedy of Romeo and Juliet
--Reminder: Today's discussion protocol:
- We will begin by continuing to go over the viewing/reading guide question-by-question.
- Raise your hand if you want to receive the ball and offer an answer--TAKE IT TO THE TEXT!
- Raise your hand if you want to offer an alternative answer, additional contribution, etc., but be aware of the signal (whether intended or not) that a raised hand sends to a speaker. Think about when to raise your hand.
- Unless a discussion thread is clearly "dying out", contributions should relate to/build upon whatever was previously shared. If you intend to "switch gears" with a contribution (e.g., move to the next question), make sure that your intentions are fine by the greater majority.
- The next contributor is selected by the previous contributor. Try to "rope in" as many contributors as possible throughout the discussion.
- Everyone must contribute at least once to today's discussion, and no one is permitted to share more than twice.
- Contributions will be assessed via the "Discussion Contribution Rating Scale".
- I reserve the right to...
- "jump in" whenever appropriate
- randomly select students to share.
Transition -- re-column the desks
Closure -- Ticket-Out-the-Door (time permitting)
--Expand upon your response to the final question on the viewing/reading guide in quick-write fashion--do not worry so much about spelling, punctuation, how it "sounds", instead focusing on getting your ideas down. What happens in the text that helps you draw your conclusion?Closure -- Ticket-Out-the-Door (time permitting)
HOOKED ON BOOKS
HW (Class Preparation)
--Strongly consider re-reading Act 2 of William Shakespeare's The Tragedy of Romeo and Juliet in order to add to your viewing/reading guide responses and fill in remaining blank spaces in the text frames. Consider visiting the following web address:
--Read at least 10 pages of your free reading book between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS! These next two marking periods, I will randomly check for books and include your level of preparation in my reporting via Schooltool.
On the backburner:
- Grammar Hammer--second wave with writing pieces
