--Pick up the Unit #6 vocabulary quiz from the front table. Make sure to carefully read all of the directions. Complete the quiz quietly and independently. Good luck!
--When you finish with the assessment, place it on the floor next to your desk. Then, take out your copy of the section of the play that we began working with at the end of last class (Act I, scene iii, lines 64-100). Scan back through your responses/annotations in preparation for a brief share-out/discussion.
S. the C.
--trade and grade--scored assessments returned to test-takers for self-reflection purposes--scored assessments collected
--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?
--agenda/HW
Share-Out/Discussion -- Act I, scene iii, lines 64-100 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 the "Act I Wrap-up/End-of-Unit Essay Preparation Ticket-Out-the-Door" halfsheet from the front table.
Closure
--After carefully reading the directions, complete the task at hand and submit your best work in the time permitted.
Transition
--Pick up a copy of the “Drama Terms Notes/Poetry Terms Notes” document from the front table. Give it quick scan before directing your attention to the front of the classroom.
Activity -- Drama Terms Notes/Poetry Terms Notes Posters
--directions given:
- Use resources (smartphones, computer, literature books, dictionaries, etc.) in order to determine what is needed to fill in the blank(s) for your term
- Paraphrase the definition of your term
- Create a visually appealing poster for your term to share with the rest of the class, including
- the term prominently displayed
- the paraphrased definition of your term
- an example of your term “in action”
- corresponding visual
- Terms assigned/materials gathered
- Quiet and
independent work time
--Enjoy your free reading book over break. You’ll have just about a month to finish your book and one-pager once we return from break. ALWAYS BRING YOUR FREE READING BOOK TO CLASS! See me if you have finished your book and need a one-pager.
--Consider the following question: In addition to sections analyzed together over the course of the past two classes, what other section or sections of the play could you consider for use within your end-of-unit essay?
Miscellaneous
--Enjoy break--what a gift!
--Work toward achievement of a S.M.A.R.T. Goal?!
On the backburner:
-
A Paragraph's a Paragraph's a Paragraph instruction (if
necessary)
- Break down model paragraph together (if necessary)
