English 9--4/17/2018 & 4/18/2018 (2 BDF)

Jump Off
--Attend to the following task:

Below, you will find the second line of a series of lines spoken by Benvolio early in Act 3.  After taking a peek at your class preparation assignment sheet that allowed you to practice paraphrasing, decide which of the four "paraphrases" that follow is the best.  Be ready to both share and defend your choice.

"Either withdraw unto some private place,":

• Perhaps pick a covert spot to head to,
• Draw the curtains to hide yourselves,
• Leave and go to a less public location,
• Go someplace private,

S. the C. #1
--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?!


Writing Workshop -- Act 3--Paraphrasing Practice
--discuss the "Jump Off" in pairs
--heads down/hands up vote
--discuss the "Jump Off" as a whole class
--share/compare remaining paraphrases for Benvolio's lines--pick two about which you and your partner are fairly confident

• AS YOU WORK, I WILL BE AROUND TO PICK STUDENTS TO SHARE PARAPHRASES ON THE SMART BOARD.

--whole-class share-out/wrap-up
--Closure/Anticipatory Set -- Making Inferences

• What do you think will happen at the start of Act 3?

S. the C. #2
--whole-class share-out in response to the question above via a drawing of cards
--agenda/HW

Transition
--Pick up a copy of the “Romeo & Juliet--Act 3 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?

Pre-reading Activity -- Act 3 Swordfight
--form groups of 6-8 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(s)

--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 (unless someone has another idea for how to share--can we record and post somehow?!)
--perform/discuss the scene!

Transition--DID NOT GET TO IN BLOCK 2 ACE
--Pick up one or both of the following from the front table:

• "Viewing/Reading Guide" for Act 3
• "Text Frames with Gaps" for Act 3

Closure

--Based on today's work with Act 3, complete as much of the Act 3, scene 1 section as you can of the document you selected.

• whole-class share-out (time permitting)

HW Time/Free Reading (time permitting)

HW (Class Preparation)
--If you have not already done so, strongly consider pre-reading Act 3 of William Shakespeare's The Tragedy of Romeo and Juliet, completing some of the document you selected as you do so.  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.
--Bring your vocabulary book to class next time--PLEASE DO NOT FORGET!

On the backburner:

• Vocabulary (students create picture review)
• Next AoW