--Take out your copy of the "Purposeful Viewing of Gnomeo & Juliet" document with which we have been working. Please reread #6-9 so that you are prepared to answer this question: What are we focusing on today as we finish up the film?
--Please SEE ME before leaving class today:
- Adam B.
- Austin H.
- Hunter L.
- Carter P.
- Bryanna R.
S. the C. (10-12 mins.)
--Reminder: 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?!
--Reminder: 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?!
--What are we focusing on today as we finish up the film?
- response(s) via a drawing of cards
--pick back up where we left off two classes ago
*BLOCK 3: 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?!*
Wrap-up Discussion -- THINK, PAIR, SHARE (10-15 mins.)
--finish #6-9 (THINK) (2-3 mins.)
--with a partner (randomly assigned via a drawing of cards), share your answer(s)/response(s) for #6-9 with each other and aim to answer each other's questions/add to each other's responses (PAIR) (3-5 mins.)
--whole-class share-out via a drawing of cards (SHARE) (no more than 8 mins.)
- Adding notes to your document is strongly encouraged during this time!
Transition (8-10 mins.)
--Pick up a copy of the Act I Reading Guide document from the front table so that we can engage in a "materials assessment" together. What are we "looking for" while viewing Act I? --Spend 3-5 minutes responding to as many of the questions as you can based on what you already know and/or can reason out based on our work with Gnomeo & Juliet and our circle discussion last class.
Film/First-Draft "Reading" -- Act I of Franco Zeffirelli's Romeo and Juliet
--brief background information shared about this film version of the play
--whole-class share-out via a drawing of cards--what do we already know about Act I of The Tragedy of Romeo and Juliet?
--purposefully view the film until class ends, focusing mostly on the questions that we are as yet unable to answer--gather information for discussion/assessment preparation by jotting down notes and responding to reading guide prompts/questions
HW (Class Preparation)
--whole-class share-out via a drawing of cards--what do we already know about Act I of The Tragedy of Romeo and Juliet?
--purposefully view the film until class ends, focusing mostly on the questions that we are as yet unable to answer--gather information for discussion/assessment preparation by jotting down notes and responding to reading guide prompts/questions
HW (Class Preparation)
--On Thursday, 3/9 (BDF) or Friday, 3/10 (ACE), a mini-test will occur. In order to prepare, ...
- review your work with "The Cask of Amontillado" with the knowledge that as part of this mini-test, you will be asked to read a new short story and respond to related questions. Remember that the focus of our work with "The Cask of Amontillado" was as follows:
- working toward mastery of the Reading Literature standards (e.g., RL.4 [Diction])
- reviewing and applying irony
- reviewing and applying theme
- discussing the revenge-related Essential Questions
- beginning to "nail down" how authors deliberately use literary techniques (such as irony) to develop literary elements (such as theme)
- review your "The Shakespearean Sonnet" document
- consider reviewing your "Purposeful Viewing of Gnomeo & Juliet" document
- review the character map on the inside cover of your Parsons text (which you will receive next class)
- strongly consider rereading Act I of the play and visiting the following web address in order to improve your Act I Reading Guide responses
- review your Act I reading Guide responses
- review your "Missing comma after an introductory element" document (which you will receive and work with next class)--you must really "know your way around" this error and fixing it in order to be successful on this component of the mini-test
Miscellaneous
--Read at least 5-10 pages of your free reading book between now and next class. Marking Period 4 ends on Friday, 3/17! ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
--Read at least 5-10 pages of your free reading book between now and next class. Marking Period 4 ends on Friday, 3/17! ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
