--Pick up the "Romeo and Juliet Unit--Revenge Quick-Write" halfsheet from the front table. After writing your name, purposefully read the italicized prompt. When you have finished reading, look up at me.
Setting the Context
--agenda/rationale/HW
- sharing some quick-writes = building our classroom community!
- learning how to monitor/practicing monitoring your reading (active/purposeful reading of literature = a need indicated by many within the self-assessments completed last class block!)
- "starting the conversation" with regard to some of the key questions overarching the Romeo and Juliet Unit
- Is hate/violence/revenge ever justified?
- Why do people commit acts of revenge?
- What impact does revenge have on people's lives?
- a clearer sense of how to read literature purposefully--when annotating, what should I be writing?!
- a clear answer to one of the following questions:
- Is hate/violence/revenge ever justified?
- Why do people commit acts of revenge?
- What impact does revenge have on people's lives?
Anticipatory Set/Teambuilding Activity -- Revenge Quick-Write
--What is a quick-write?
--writing time (8 minutes)
--whole-class share-out via a drawing of cards
- You have the right to pass! ;)
- 3-5 stories shared--conclusions about revenge jotted on the front board
--Pick up a copy of Saki's short story "The Interlopers" from the front table. This is the first text that we will study as part of our Romeo and Juliet Unit.
Purposeful First-Draft Reading/Discussion -- Saki's "The Interlopers" (Short Story #1 of the Romeo and Juliet Unit)
--Today's focus with "The Interlopers":
- omniscient narrator/point of view
- monitoring your reading
- "sealing the deal" with regard to today's lesson
- reviewing and applying irony
- reviewing and applying theme
- beginning to "nail down" how authors deliberately use literary techniques (such as irony) to develop literary elements (such as theme)
- "anchor in" to purpose with each page of the text by reading the information in the gray column first (except for the last page of the story!)
- purposefully read as per the gray columns three pages at a time
- after each chunk of three pages, engage in discussion
- contributions to today's discussion will be assessed via the "Discussion Contribution Rating Scale"--How can we live in "4 Land"?
--Pick up the "Romeo and Juliet Unit--Key Question Reflection--'The Interlopers' First-Draft Reading" halfsheet from the front table. After writing your name, purposefully read the italicized prompt and three question choices. Then, complete your best work in the time permitted. Leave your halfsheet on your desk when the bell rings.
Closure -- Key Question Reflection--"The Interlopers" First-Draft Reading
HW (Class Preparation)
--Review your IRONY notes page between now and the beginning of next class. Expect an assessment of your knowledge and understanding of each of the four terms. Do you know the meaning of each of the four terms? Can you recognize each of the three specific types of irony "in action"?
--By the middle of next week, you are expected to have a free reading book selected for the next two marking periods, and you are also expected to bring the book to class every day that we meet. Please see me if you would like some help getting a suitable book picked out (as the whole purpose of free reading is enjoyment).
