--Take out your copy of the Act IV Reading Guide. What do you remember (if anything!) about what we viewed last class?
S. the C. (5-8 mins.)
--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. Additionally, if you have an "NG" for a Marking Period, following up with me ASAP is in your best interest.
--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 do the following with both Act IV and Act V of The Tragedy of Romeo and Juliet:
- summarize the acts, noting key plot points (e.g., Friar Lawrence giving Juliet a sleeping potion, Friar Lawrence's plan, Romeo's request of the apothecary, etc.)
- note similarities and differences between Romeo and Juliet's level of impulsiveness (characterization)
- give at least two examples of purposeful irony (situational, verbal, and/or dramatic) employed by Shakespeare
- provide an effective theme statement for the play
- ONE OF THESE ITEMS SELECTED AT RANDOM WILL BE ASSESSED AT THE END OF TODAY'S CLASS BLOCK AS A TICKET-OUT-THE-DOOR.
- ALL ITEMS ON THIS LIST WILL BE OFFICIALLY ASSESSED AS PART OF THE ACT IV AND ACT V ASSESSMENT.
--Pick up a copy of the Act V Reading Guide from the front table so that we can engage in a "materials assessment" together. What are we "looking for" while viewing Act V?
Film/First-Draft "Reading" -- Act V of Franco Zeffirelli's Romeo and Juliet (20-25 mins.)
--"materials assessment"--read prompts/questions aloud so that students know what to "look for" while viewing Act V
--purposefully view Act V of the film--gather information for discussion/assessment preparation by jotting down notes and responding to reading guide prompts/questions
Transition (THINK) (8-10 mins.)
--via a show of hands, determine which prompts/questions for both Act IV and Act V require work with the Parsons text
--"divide and conquer" the six prompts/questions deemed necessary by doing the following:
- quietly and independently use the text to address/answer the prompt/question on your reading guide assigned to you
- Reminder: Specific references to the text improve responses and tend to move contributions up into the 3/4 range during discussion!
Discussion/Whole-Class Discussion Preparation (GROUP) -- Act IV and Act V of The Tragedy of Romeo and Juliet (6-8 mins.)
--share responses with each other for the next six-eight minutes, bearing in mind the targets for today's lesson--when time is up, we will form a circle and engage in a whole-class discussion in order to wrap up our initial reading of both Act IV and Act V
Transition (2 mins.)
--Pick a profession in which you'd like to see yourself in the future (e.g., chef, engineer, automotive mechanic, teacher, veterinarian, etc.) Form a circle alphabetically accordingly. (I am a teacher--build me in accordingly!) Bring to the circle the following items:
--Pick a profession in which you'd like to see yourself in the future (e.g., chef, engineer, automotive mechanic, teacher, veterinarian, etc.) Form a circle alphabetically accordingly. (I am a teacher--build me in accordingly!) Bring to the circle the following items:
- your notebook
- your Act IV Reading Guide
- your Act V Reading Guide
--Reminder: the "Discussion Contribution Rating Scale"
--whole-class discussion as per the protocol:
- when contributing, bear in mind the "Discussion Contribution Rating Scale"
Transition -- re-column desks while I randomly select and hand out T-O-D
Closure (last 8 mins.)
--After carefully reading the directions, complete the task at hand and submit your best work in the time permitted.
HW (Class Preparation)
--Consider reviewing your work from the last two class blocks with the "targets" in mind as an assessment is forthcoming.
--If you have not already done so, pick out a free reading book for the final two marking periods. Bring the book with you to class next time so that I can take a look. PLEASE DO NOT FORGET!
On the backburner:
- A Paragraph's a Paragraph's a Paragraph instruction (if necessary)
- Break down model paragraph together (if necessary)
