--Pick up the following items from the front table:
·
a BINGO board
·
a highlighter
Begin filling
in/setting up your BINGO board (unit word + "helper" word for
all 20 Unit #6 words).
*AS
YOU WORK, I WILL COME AROUND AND RETURN YOUR SMART GOALS FROM EARLY JANUARY.*
S. the C.
--brief
SMART Goal share-out
--Reminder: Beginning
with the end in mind--our ultimate purpose when closely re-reading
sections of The Tragedy of Romeo and Juliet:
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?
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?
--agenda/HW
Review -- Vocabulary Unit #6 BINGO
--Reminder:
Write five sentences on the back of your BINGO board (you may NOT just use
the sentences from the book)
--continue
filling in BINGO boards/writing sentences quietly and independently--open
your vocabulary book to page 72
--Reminder:
"How to win" boards
--Reminder:
Information about “board validation” (at podium, share words, basic
definitions, and a sample sentence)
--play
3-5 games (depending on time)--+1 bonus to winners
Transition
--Take out
your copy of the section of the play that we began working with at the end
of last class.
--Pick up a copy of
the "Romeo and Juliet Unit--Purposeful Close Re-reading
Questions--Act I, scene i, lines 152-230" document from the front table
and listen for your partnerships.
Purposeful Close Re-reading (Share-Out/Discussion
Preparation) -- Act I, scene i, lines 152-230 of The Tragedy of Romeo
and Juliet
--oral reading of
directions
--get in pairs
--continue working
with this section of the play as per the directions
Transition -- re-column desks
Share-Out/Discussion -- Act I, scene i,
lines 152-230 of The Tragedy of Romeo and Juliet
--as you and
your peers share and I mark up the text on the SMART Board, do the same on
your personal copy (volunteers first, then cards drawn)
Transition
--Pick up a copy of
the "Romeo and Juliet Unit--Purposeful Re-reading--Act I, scene
iii, lines 64-100" document. Carefully read the directions.
Then, complete the task at hand in order to close out our work with Act I.
Closure -- Purposeful Re-reading--Act I, scene iii, lines 64-100
--brief share-out
(time permitting)
HW (Class Preparation)
--Finish
preparing for the Unit #6 vocabulary quiz, which will take place next class
(Friday, 2/12). REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE
"FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!
--Don't
forget about your free reading book. Your book must be finished by
mid-March. ALWAYS BRING YOUR FREE READING BOOK TO CLASS. See me if you
have finished reading your book and need a one-pager.
Miscellaneous
--As
always, whatever we do not completely finish in class today, you can expect to
finish next class!
On
the backburner:
- A Paragraph's a Paragraph's a Paragraph instruction (if
necessary)
- Break down model paragraph together (if necessary)
