English 9--3/1/2017 & 3/2/2017

Jump Off -- THINK (Purposeful Viewing of Gnomeo & Juliet)
--Take out your copy of the "Purposeful Viewing of Gnomeo & Juliet" document with which we have been working.  Read back through anything that you have written up to this point.  Then, star one question/prompt and/or answer/response from your document that you deem worthy of going over.  (If these directions are unclear, please throw your hand up--I think I can explain better verbally!)
--Please SEE ME before leaving class today:

• Shawn D.
• Austin H.
• Hunter L.
• Bryanna R.

S. the C.
--Beginning with the end in mind--here's "what's up" at the close of our The Tragedy of Romeo and Juliet Unit:

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 behaviors during similar circumstances.  Then, answer the "so what" question.  So what?!  Who cares?!  Why does this matter?!

--agenda/HW

Discussion Preparation #1 -- PAIR (Purposeful Viewing of Gnomeo & Juliet)

--with a partner (randomly assigned via a drawing of cards), share you question(s) and/or answer(s)/response(s) with each other and aim to answer each other's questions/add to each other's responses

Discussion Preparation #2 -- Purposeful Reading of The Tragedy of Romeo and Juliet Excerpts

--information shared about the Parsons text via PowerPoint

--directions given and modeled

--partnerships combined so as to form groups

--"anchor in" to the "Compact for Group Work"

--folders handed out/task completed

• "The rest is up to you"--what can you "figure out" about the play?
• Wave me over whenever you want my assistance! :)

--FYI:  As you work on your purposeful reading task, you might find that you can better respond to some of the other tasks within your "Purposeful Viewing of Gnomeo & Juliet" document.  Please jot down notes accordingly!

Transition -- form a circle out of the desks--sit with the group members with whom you just worked

Discussion -- Purposeful Viewing of Gnomeo & Juliet/Purposeful Reading of The Tragedy of Romeo and Juliet

--Reminder: 
In our circle discussions, you need to...

• ask questions that probe reasoning and evidence from your teacher and peers
• offer contributions that are strong and well-supported by the text (e.g., In Act I, scene i, line 36, Sampson says, "I will bite my thumb at them--".  Technically speaking, then, Sampson, a servant of the house of Capulet, starts the street fight...) 
• provide detailed anecdotes/references if making connections between the text and real life/other works.

--Today's protocol: All must contribute once to today's discussion before any second contributions are made--bear in mind the "Discussion Contribution Rating Scale"

--beginning with #1, go over the "Purposeful Viewing of Gnomeo & Juliet" document

Transition -- re-column the desks

Pre-reading/Film Analysis Activity -- Purposeful Viewing of Gnomeo & Juliet
--pick back up where we left off last class
*BLOCK 3 AND BLOCK 2: WHILE YOU VIEW THE FILM, I WILL COME AROUND WITH THE SMART GOALS THAT YOU SET ON INDEX CARDS.  HOW DID YOU DO?!  WHAT CAN YOU DO NEXT?!*

Class Preparation
--Please keep in mind that an assessment that mirrors your work with "The Cask of Amontillado" is forthcoming, and reviewing your work with Poe's short story is the best method of preparation for said assessment.

Miscellaneous
--Read at least 5-10 pages of your free reading book between now and next class. Your book must be finished by mid-March. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.