Jump Off
--If I have yet to receive a one-pager from you (or received a "voicemail" or engaged in a "book talk"), please place your one-pager in the black basket on the front table.
--Take out your completed copy of the "Purposeful Re-reading--Act I, scene iii, lines 64-100" document that was assigned as class preparation for today. Scan back through your responses/annotations in preparation for a brief share-out/discussion. I am going to draw cards; I have not been fully satisfied with participation lately--I need to hear more voices!
--If I have yet to receive a one-pager from you (or received a "voicemail" or engaged in a "book talk"), please place your one-pager in the black basket on the front table.
--Take out your completed copy of the "Purposeful Re-reading--Act I, scene iii, lines 64-100" document that was assigned as class preparation for today. Scan back through your responses/annotations in preparation for a brief share-out/discussion. I am going to draw cards; I have not been fully satisfied with participation lately--I need to hear more voices!
--The following students need to SEE ME ASAP in order to discuss an INCOMPLETE recorded for Marking Period 4:
- Grace B.
- Lilly D.
- James F.
- Austin H.
- Jasmine M.
- Donovan M.
- Ollie O.
- Bryanna R.
- Storme S.
--FYI: After 3 PM today, I am taking all unscored mini-tests that I have and scoring them (finished or otherwise!).
S. the C.
--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
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 (cards drawn)
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
--mini-presentations delivered/notetaking
Closure -- Ball TossActivity -- 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
- Prepare a brief presentation to share with the rest of the class in which you...
- share your term and paraphrased definition
- make sure that your classmates are able to fill in the blanks on their notes page for your term
- share your example and visual in order to clarify the meaning of your term
- are prepared to respond to any questions from your classmates regarding your term.
I WILL SHARE AN EXEMPLAR FOR THE TERM “METAPHOR”
- Terms assigned/materials gathered
- Quiet and independent work time
--When preparing/practicing your mini-presentation, keep this information about content and these seven public speaking tips in mind:
Content
- Your presentation must include all four of the items included in the bulleted list above, but you should not just read from your notes page and your poster!
- Pause/smile in front and gain the attention of your audience before speaking.
- Speak loudly enough to be heard by all.
- Speak at an appropriate speed (NOT TOO FAST).
- Speak with enthusiasm.
- Make clear attempts at eye contact to ALL parts of the classroom.
- Limit vocal fillers ("umm", "ahh", long silences, etc.)--NO MORE THAN 3-5 PER MINUTE.
- Limit distracting body movements (podium tapping, hair smoothing, etc.).
--mini-presentations delivered/notetaking
--Tell us something that you now know/understand that you did not know/understand/understand fully before class today.
HW (Class Preparation)
--Consider the following question: In addition to sections analyzed together over the course of the past few classes, what other section or sections of the play could you consider for use within your end-of-unit essay?
Miscellaneous
--You can expect to finish the mini-presentation/notetaking activity next class.
--You can expect to finish the mini-presentation/notetaking activity next class.
--Aim to read at least 5-10 pages of your free reading book between now and next class (especially since no reading for The Tragedy of Romeo and Juliet is being assigned!). ALWAYS BRING YOUR FINAL FREE READING BOOK OF THE SCHOOL YEAR TO CLASS!
