English 9--3/4/2019 & 3/5/2019

Jump Off (1-2 mins.)
--Please take out your copy of the "The Shakespearean Sonnet" document from last class block.

S. the C. (5-8 mins.)
--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

Transition (1-2 mins.)

--Please pick up a copy of the "'Sonnet 116'--Comprehension/Closure Questions" document from the front table.

Comprehension Check/Assessment -- "Sonnet 116"--Comprehension/Closure Questions (15-20 mins.)
--After purposefully reading the directions at the top of the page, complete the task at hand quietly and independently.  Good luck!
--When you finish, please place your work in black basket on the front table.  Then, complete one of the following tasks until everyone is finished with the assessment:

• read your free reading book
• review your "Drama Terms Notes/Poetry Terms Notes" document in preparation for the upcoming comprehension check.

Transition (2-3 mins.)
--Pick up an index card from the front table and number it 1-14 like the model on the front board.

Comprehension Check/Previewing the Play -- Drama Terms/Poetry Terms in the Early Stages of William Shakespeare's The Tragedy of Romeo and Juliet (20-25 mins.)
--engage in comprehension check/"firm up" understanding via PowerPoint

Transition/Looking Ahead (5-8 mins.)

--Please pick up a copy of the "Viewing/Reading Guide (Franco Zeffirelli Film/Richard Parsons Text)" document for Act 1 from the front table.
--Engage in a "materials assessment" together for #1-5:

• What are we "looking for" while viewing Act 1, scene 1 of The Tragedy of Romeo and Juliet?
• What do we already know from the Prologue prior to Act 1?  How does the Prologue help create dramatic irony? 
• Each time that I read a question/prompt that we are already equipped to answer/respond to, shout out "STOP!" and share your thoughts.

Film/First-Draft "Reading" -- Act 1 of Franco Zeffirelli's Romeo and Juliet (flex time)

--purposefully view the film through #5, focusing mostly on the questions/prompts that we are as yet unable to answer/respond to--gather information for discussion/assessment preparation by jotting down notes and responding to viewing/reading guide questions/prompts
--repeat the process for next 5 (time permitting)
--repeat the process for final 4 (time permitting)

• Closure (time permitting) 
• engage in a brief whole-class share-out in response to this question:
• What were you able to "get" out of your first-draft "reading"?

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training in three different days before 11:59 PM this Thursday, 3/7 (see the "English Department Membean Routine" sheet).
HW (Class Preparation)

--If you have not already done so, strongly consider pre-reading the rest of Act 1 of William Shakespeare's The Tragedy of Romeo and Juliet before next class for the "gist".  Consider visiting the following web address:

• http://nfs.sparknotes.com/romeojuliet/page_4.html

--Read at least 5-10 pages of your free reading book between now and next class.  Your book must be finished by the END OF THIS WEEK.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "Books are mirrors: you only see in them what you already have inside you" (Carlos Ruiz Zafon).

HW (Class Preparation)
--On Friday, 3/8 (ACE)/Monday, 3/11 (BDF), a The Tragedy of Romeo and Juliet Unit mini-test will occur.  In order to begin/continue preparing, consider...

• reviewing your "Purposeful Viewing of Gnomeo & Juliet" document
• reviewing your "Drama Terms Notes/Poetry Terms Notes" document
• reviewing your "The Shakespearean Sonnet" sheet
• reviewing your "'Sonnet 116'--Comprehension/Closure Questions" sheet upon its return next class block
• reviewing the character map on the inside cover of your Parson text, which you will receive next class block
• rereading Act 1 of the play and visiting the following web address in order to improve your Act 1 viewing/reading guide responses
• http://nfs.sparknotes.com/romeojuliet/page_4.html
• reviewing your Act 1 viewing/reading guide responses.

Miscellaneous

--Work toward achievement of your S.M.A.R.T. Goal?!


On the backburner:

• INCLUDE AS PART OF ASSESSMENT: Pick up a copy of the "The Shakespearean Sonnet--Checking for Understanding" document.  After purposefully reading the directions at the top of the page, complete the task at hand quietly and independently.  (See if you can complete this task without using your "The Shakespearean Sonnet" document from last class.)  Good luck!
• whole-class share-out/discussion (responses to the "The Shakespearean Sonnet--Checking for Understanding" document)
• Completion of Free Reading Course Component for Marking Periods 3 & 4 (Offer Book Review in Hallway as an Option)
• Finishing Gnomeo & Juliet by further discussing/returning to guide
• opening a window into The Tragedy of Romeo and Juliet
• continuing to master Reading Literature standards, irony, and theme
• Prior to "The Interlopers", complete acting activity reviewing the types of irony from both Gnomeo & Juliet and Act 1 of The Tragedy of Romeo and Juliet.
• Writing returned/revised in waves
• Wave 1?!?!
• Wave 2--organization as per sample paragraphs for "The Cask of Amontillado"
• Prior to "The Interlopers", share a few paragraphs as review of both organization and concepts therein.
• Wave 3--grammar hammer as per common errors
• Continuing to master Reading Literature standards, irony, and theme
• Short works--The Tragedy of Romeo and Juliet Unit
• Poe's "The Cask of Amontillado"
• Saki's "The Interlopers"