English 9--4/13/2018 & 4/16/2018

Jump Off
--Pick up a copy of the "RE-READING Strategies" halfsheet from the front table.
--Go to either the north whiteboard, the SMART Board, or the south whiteboard.  There should be no more than five of you at each location.

S. the C.
--Reminder: Beginning with the end in mind:

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

Review -- The Grammar Hammer
--directions given/modeling for reviewing in small groups
--review in small groups via RE-READING strategies

*DURING THIS PERIOD OF TIME, I WILL...

• RETURN YOUR "'ST. LUCY'S HOME FOR GIRLS RAISED BY WOLVES' MINI-UNIT END-OF-MINI-UNIT ASSESSMENT" WRITING PIECE SO THAT YOU CAN USE IT A LITTLE LATER IN THE CLASS BLOCK.*

--determine a paragraph with which to work as a whole class via a drawn card
--whole-class review
--Closure

• Using the RE-READING strategies, find and fix one more error in your "St. Lucy's..." writing piece.

Transition
--Put your "St. Lucy's..." writing piece in the black basket on the front table.
--Pick up a copy of the "QUIZ: Identifying Subjects and Verbs, Comma Usage with Introductory Elements, The Possessive Apostrophe, and Comma Usage with Coordinating Conjunctions (FANBOYS)" from the front table.

Assessment -- QUIZ: Identifying Subjects and Verbs, Comma Usage with Introductory Elements, The Possessive Apostrophe, and Comma Usage with Coordinating Conjunctions (FANBOYS)
--after clarification of the directions, complete the quiz--good luck!
--When you finish with the quiz, place your work in the black basket on the front table.  Then, engage in free reading until you receive further directions.

Transition

--Attend to the following task:

Below, you will find the first line of a series of lines spoken by Benvolio early in Act 3.  After reading Benvolio's line at least twice, decide which of the four "paraphrases" that follow is the best.  Be ready to both share and defend your choice.

"We talk here in the public haunt of men":

• This place is haunted by our words.
• We are having a conversation out in the open where all the townspeople hang out.
• We discuss here in the not private haunt of males.
• All the townspeople can watch us as we converse in this spot.

Writing Workshop -- Act 3--Paraphrasing Practice

--discuss the "Transition" in pairs
--discuss the "Transition" as a whole class
--Transition

• Pick up the "Act 3--Paraphrasing Practice/Making Inferences" sheet from the front table.  Purposefully read the directions back at your desk.
• Q & A

--directions modeled for second line of Benvolio’s lines
--quiet and independent work time OR small group work time depending upon your personal preference
--whole-class share-out

Closure/"Anticipatory Set" -- Making Inferences
--What do you think will happen at the start of Act 3?

HW Time/Free Reading (time permitting)

HW (Class Preparation)
--If you were unable to fully do so in class today, finish paraphrasing the passages provided from Act 3 of William Shakespeare's The Tragedy of Romeo and Juliet.
--Strongly consider pre-reading Act 3 of William Shakespeare's The Tragedy of Romeo and Juliet before next class for the "gist".  Consider visiting the following web address:

• http://nfs.sparknotes.com/romeojuliet/page_136.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.
Miscellaneous
--Enjoy the weekend--you only get so many of 'em! :)

On the backburner:

• Act 3 swordfight
• Vocabulary (students create picture review)
• Next AoW

Transition
--Pick up a copy of the “Romeo & Juliet--Act III Swordfight” document from the front table.  Then, consider the following question and expect me to ask you for a response:

• When a director such as Mr. VanEpps here at Livonia works on turning a script into an actual stage production, what must he consider?

Activity -- Act III Swordfight

--form groups of 7-9 via a drawing of cards

--in groups, determine who will take on each of the following roles:

• Tybalt
• Mercutio
• Romeo
• Page
• Benvolio
• Other(s)
• The Director

--discuss Transition question:

• What ought our directors consider during work time?

--independent work time (directors envision delivery of lines and execution of stage directions and jot down notes accordingly; actors read through and highlight lines/stage directions)
--group work time (directors set forth their “visions” as actors read through lines together--actors do a quick run-through)
--via a card drawing, determine which “acting troupe” will perform the scene for the entire class
--perform the scene!