English 9--4/7/2017 (Block 3)

Jump Off (1 min.)
--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?

S. the C. (5-8 mins.)
--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.

Film/Reinforcement and First-Draft "Reading" -- Act IV and Act V of Franco Zeffirelli's Romeo and Juliet (30-35 mins.)

--view Act IV as reinforcement of our work with the text (1:47:20-1:57:40)
--"materials assessment"--read  Act V Reading Guide prompts/questions aloud so that students know what to "look for" while viewing Act V
--purposefully view Act V of the film (1:57:40-credits)--gather information for discussion/assessment preparation by jotting down notes and responding to reading guide prompts/questions

Whole-Class Discussion Preparation -- Partner Work (10 mins.)
--"anchor in" to the "Compact for Group Work"
--form partnerships (wisely!)
--The Task:

• Bearing in mind the targets for today's lesson, use each other and your Parsons texts to discuss your responses for the Act V Reading Guide, making sure to respond to any questions/prompts that are currently incomplete.  Also, consider this question: What from this section of the play would you like to discuss in the forthcoming whole-class circle discussion?

Whole-Class Discussion/Closure -- Act IV and Act V of The Tragedy of Romeo and Juliet (flex time)

--re-column the desks
--Reminder: the "Discussion Contribution Rating Scale"

--whole-class discussion as per the protocol:

• when contributing, bear in mind the "Discussion Contribution Rating Scale"

Closure (last 8 mins.)
--After carefully reading the directions, complete the task at hand and submit your best work in the time permitted.

HW (Take-Home Assessment)

--Finish your work with Article of the Week #6, which is due at the beginning of class on your first class day back after April Break.  This task will include purposefully reading the directions in the box at the top of the first page and completing your best work with regard to the directions.  Good luck!
HW (Class Preparation)
--Consider reviewing your work from the last few class blocks with the "targets" in mind as an assessment is forthcoming.
Miscellaneous
--Aim to read at least 25 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
--Enjoy vacation--you truly only get so many of 'em!