English 9--3/9/2018 & 3/13/2018

Jump Off (2 mins.)
--Take out your copy of the "Viewing/Reading Guide (Franco Zeffirelli Film/Richard Parsons Text)" document for Act 1 with which we began working last class block.  What is one "thing" that stood out to you in what we viewed so far? 

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

--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" (cont.) -- Act 1 of Franco Zeffirelli's Romeo and Juliet (25-45 mins.)
--brief whole-class share-out as per the question posed in the "Jump Off"
--2 ACE: Pick back up with scene 4; 2 BDF: Pick back up in the middle of scene 3; 3 BDF: Pick back up with scene 2.
--engage in a "materials assessment" together

• What are we "looking for" while viewing the next scene of The Tragedy of Romeo and Juliet?
• Each time that I read a question/prompt that we are already equipped to answer/respond to, shout out "STOP!" and share your thoughts.

--purposefully view the film, focusing mostly on the questions/prompts that we are as yet unable to answer/respond to--gather information for discussion/assessment preparation by jotting down notes and responding to viewing/reading guide questions/prompts

• engage in a brief whole-class share-out in response to this question:
• What were you able to "get" out of your first-draft "reading"?

--REPEAT THIS PROCESS FOR REMAINING SCENES

Transition (5-8 mins.)

--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!

Closure Activity/Discussion Preparation -- Act 1 of The Tragedy of Romeo and Juliet Small-Group Discussions (8 mins.)
--form groups of two-four (depending on class block) via a drawing of cards

--compare/share responses with each other until time is up

Closure Activity -- Act 1 of The Tragedy of Romeo and Juliet--Carousel Graffiti and Acting (flex time)

--The following are the poster topics intended to help us review:

• The Tragedy of Romeo and Juliet--Act 1, scene 1
• The Tragedy of Romeo and Juliet--Act 1, scene 2
• The Tragedy of Romeo and Juliet--Act 1, scene 3
• The Tragedy of Romeo and Juliet--Act 1, scene 4
• The Tragedy of Romeo and Juliet--Act 1, scene 5
• Irony in "The Cask of Amontillado", Gnomeo & Juliet, and the Prologue and Act 1 of The Tragedy of Romeo and Juliet
• Theme in The Tragedy of Romeo and Juliet

--in your groups, spend two minutes at each poster, briefly planning (acting poster), discussing, and jotting down notes on posters

• Prior to each rotation, the students at the acting poster will perform so that we can guess the type of irony!

--REPEAT THIS PROCESS FOR AS MANY POSTERS AS TIME PERMITS

Closure Discussion -- Review (remainder of class [time permitting])
--whole-class share-out via a drawing of cards

• Tell your peers about...
• something you and your group member(s) wrote on a poster
• a response you wrote on your viewing/reading guide about which you are particularly proud
• something about which you are still confused.

HW (Class Preparation)

--NEXT CLASS (Wednesday, 3/14 [ACE] or Thursday, 3/15 [BDF]), 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)

• consider reviewing your "Purposeful Viewing of Gnomeo & Juliet" document
• review the character map on the inside cover of your Parsons text
• strongly consider rereading Act 1 of the play and visiting both the blog (where class notes will often be posted) and the following web address in order to improve your Act 1 viewing/reading guide responses
• http://nfs.sparknotes.com/romeojuliet/page_4.html
• review your Act 1 viewing/reading guide responses

Miscellaneous
--Work toward fulfillment of the Free Reading Course Component for Marking Periods 3 and 4 as per the parameters set forth in the document you received today.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• One-pagers due NEXT TIME (3/14 [ACE] or 3/15 [BDF])
• Class time will be given to complete this task.
• Voicemails due by 11:59 PM 3/14
• Book talks completed by end of after-school period 3/14

NEXT FEW WEEKS:

• Writing returned/revised in waves
• Wave 2--organization as per sample paragraphs for "The Cask of Amontillado"
• Prior to "The Interlopers", share a few paragraphs as review of both organization and the concepts therein.
• Wave 3--grammar hammer as per common errors
• Continuing to master Reading Literature standards, irony, and theme
• Gnomeo & Juliet review
• continuing to master Reading Literature standards, irony, and theme
• Prior to "The Interlopers", complete acting activity reviewing the types of irony from both Gnomeo & Juliet and Act 1 of The Tragedy of Romeo and Juliet.
• opening a window into The Tragedy of Romeo and Juliet
• Short works--The Tragedy of Romeo and Juliet Unit
• Saki's "The Interlopers"