Jump Off
--Take out your document containing the poems "A Poison Tree" and "Fireworks". After we go through the agenda together, you are going to get back into pairs from last class and switch roles. Are we "all good" on the procedure from two classes ago?
S. the C.
--Reminder: It is important for you to stay caught up with regard to all of your coursework. It would behoove you to check the blog and SchoolTool often.
--Reminder: Beginning with the end in mind--our ultimate purpose when dealing with The Tragedy of Romeo and Juliet (especially when closely re-reading sections of the play):
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?
--You have hit the "targets" for today's lesson if you...
- can accurately summarize both poems with which we work
- can provide an effective theme statement for both poems with which we work
- can accurately characterize major players within The Tragedy of Romeo and Juliet through the lens of each of the poems
- do the following with Act IV of The Tragedy of Romeo and Juliet:
- summarize it, noting key plot points (e.g., Friar Lawrence giving Juliet a sleeping potion, Friar Lawrence's plan, etc.)
- note similarities and differences between Romeo and Juliet's level of impulsiveness (characterization)
- give at least one example of purposeful irony employed by Shakespeare
First-Draft Reading -- "Fireworks" Fold the Line Reading
--Transition--get back into pairs from last class and switch roles
--read/paraphrase and "gist" stanza by stanza by stanza for "Fireworks"
--via volunteers and/or a drawing of cards, share stanza paraphrases/gists for "Fireworks" so as to begin "marking up" (SMART Board)
Transition
--Pick up a copy of the "Poetry Analysis/Making Connections: 'A Poison Tree' and 'Fireworks'" document from the front table and purposefully read the directions, prompts, and questions quietly and independently.
--Q & A
- explication modeling for first two lines of each poem (SMART Board)
- THINK
- work on completing the "Poetry Analysis/Making Connections: 'A Poison Tree' and 'Fireworks'" document quietly and independently
- PAIR
- compare/share responses with a partner
- SHARE
- whole-class share-out (SMART Board)
- Closure -- Whip Around
- If you receive the ball, show that you have hit one of the "targets" of today's lesson.
--Pick up a copy of the Act IV Reading Guide from the front table so that we can engage in a "materials assessment" together. What are we "looking for" while viewing Act IV?
Film/First-Draft "Reading" -- Act IV of Franco Zeffirelli's Romeo and Juliet
--"materials assessment"--read prompts/questions aloud so that students know what to "look for" while viewing Act IV
--purposefully view Act IV of the film--gather information for discussion/assessment preparation by jotting down notes and responding to reading guide prompts/questions
Closure
--talk about the "hard ones" until class ends
HW (Class Preparation)
--Consider reviewing your work from today's class with the "targets" in mind as an assessment is forthcoming.
--ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
Miscellaneous
--Enjoy your time off--what a gift! Sharpen the Saw!
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Block 2
--Enjoy your time off--what a gift! Sharpen the Saw!
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Block 2
HOOKED ON BOOKS
Transition
--Take out your document containing the poems "A Poison Tree" and "Fireworks" and the corresponding analysis document. After we go through the agenda together, you are going to get into pairs and firm up your responses from the end of last class in preparation for a whole-class share-out.
Close/Purposeful Reading Activity (cont.) -- "A Poison Tree" and "Fireworks"
- PAIR
- compare/share responses from analysis document with a partner
- SHARE
- whole-class share-out (SMART Board)
- Closure -- Whip Around (if necessary)
- If you receive the ball, show that you have hit one of the "targets" of today's lesson.
--Pick up a copy of the Act IV Reading Guide from the front table so that we can engage in a "materials assessment" together. What are we "looking for" while viewing Act IV?
Film/First-Draft "Reading" -- Act IV of Franco Zeffirelli's Romeo and Juliet
--"materials assessment"--read prompts/questions aloud so that students know what to "look for" while viewing Act IV
--purposefully view Act IV of the film--gather information for discussion/assessment preparation by jotting down notes and responding to reading guide prompts/questions
Closure
--talk about the "hard ones" until class ends
HW (Class Preparation)
--Consider reviewing your work from today's class with the "targets" in mind as an assessment is forthcoming.
--ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
Miscellaneous
--Enjoy your time off--what a gift! Sharpen the Saw!
--Enjoy your time off--what a gift! Sharpen the Saw!
