English 9--3/22/2018 & 3/23/2018

Jump Off
--Pick up a copy of the "Text Frames with Gaps & Viewing/Reading Guide (Franco Zeffirelli Film/Richard Parsons Text)" document for Act 2.

S. the C.
--Reminder: Beginning with the end in mind--our ultimate purpose when completing a first-draft "reading" and closely re-reading sections of The Tragedy of Romeo and Juliet:

End-of-Unit Assessment Writing Prompt:
Write a multi-paragraph essay in which you argue the extent to which both Romeo and Juliet are impulsive by analyzing their behaviors during similar circumstances.  Then, answer the "so what?" question.  So what?!  Who cares?!  Why does this matter?!

--agenda/HW

Film/First-Draft "Reading" -- Act 2 of Franco Zeffirelli's Romeo and Juliet
--work together with "Act 2, Prologue" so as to familiarize ourselves with the "Text Frames with Gaps" format
--engage in a "materials assessment" together

• What are we "looking for" while viewing the next scene of The Tragedy of Romeo and Juliet?

--purposefully view the film in order to gather information for discussion/assessment preparation by jotting down notes and responding to viewing/reading guide questions/prompts
--REPEAT THIS PROCESS FOR REMAINING SCENES

Transition

--Take out your copy of the Richard Parson's version of The Tragedy of Romeo and Juliet if you have not already done so.  Quietly and independently use the text to answer/respond to at least one of the questions/prompts on your reading guide for which you currently have a blank.

• I will respond to a question/prompt first as a model--MAJORITY RULES!

Discussion Preparation -- Act 2 of The Tragedy of Romeo and Juliet Pairs
--form groups of two-three (depending on class block) via a drawing of cards

--compare/share responses with each other until time is up, making sure to enter today's circle discussion with at least two potential contributions

Transition
--Form a circle out of the desks from least to most impulsive--think about the stories that you shared and conversations that you had last class block!

Circle Discussion -- Act 2 of The Tragedy of Romeo and Juliet

--ice breaker: stories of impulsiveness (You have the right to pass!)

--today's discussion protocol:

• We will begin by going over the viewing/reading guide question-by-question.
• Raise your hand if you want to receive the ball and offer an answer--TAKE IT TO THE TEXT!
• Raise your hand if you want to offer an alternative answer, additional contribution, etc., but be aware of the signal (whether intended or not) that a raised hand sends to a speaker.  Think about when to raise your hand.

• Unless a discussion thread is clearly "dying out", contributions should relate to/build upon whatever was previously shared.  If you intend to "switch gears" with a contribution (e.g., move to the next question), make sure that your intentions are fine by the greater majority.
• The next contributor is selected by the previous contributor.  Try to "rope in" as many contributors as possible throughout the discussion.
• Everyone must contribute at least once to today's discussion, and no one is permitted to share more than twice.
• Contributions will be assessed via the "Discussion Contribution Rating Scale".
• I reserve the right to... 
• "jump in" whenever appropriate
• randomly select students to share.

Transition -- re-column the desks

Closure -- Ticket-Out-the-Door (time permitting)

--Expand upon your response to the final question on the viewing/reading guide in quick-write fashion--do not worry so much about spelling, punctuation, how it "sounds", instead focusing on getting your ideas down.  What happens in the text that helps you draw your conclusion?

HW (Class Preparation)

--Strongly consider re-reading Act 2 of William Shakespeare's The Tragedy of Romeo and Juliet in order to add to your viewing/reading guide responses.  Consider visiting the following web address:

• http://nfs.sparknotes.com/romeojuliet/page_74.html

--Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  These next two marking periods, I will randomly check for books and include your level of preparation in my reporting via Schooltool.

On the backburner:

• Grammar Hammer--second wave with writing pieces