--Take out your copy of the Richard Parson's version of The Tragedy of Romeo and Juliet. Quietly and independently use the text to answer/respond to at least one of the questions/prompts on your viewing/reading guide and/or fill in a text frame gap.
- I WILL MODEL FIRST TO GET YOU STARTED.
--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:
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 impulsive by analyzing their behaviors during similar circumstances. Then, answer the "so what" question: So what?! Who cares?! Why does this matter?!
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
Discussion Preparation -- Act 3 of The Tragedy of Romeo and Juliet Small Groups (10 mins.)
Discussion Preparation -- Act 3 of The Tragedy of Romeo and Juliet Small Groups (10 mins.)
--form groups as per the lists on the front board
--compare/share responses/notes with each other until time is up, making sure to enter today's circle discussion with at least one potential contribution for each scene
Transition (2 mins.)
--form an alphabetical-by-first-name-of-an-impactful-adult circle out of the desks
Circle Discussion/Closure -- Act 3 of The Tragedy of Romeo and Juliet (flex time)
--compare/share responses/notes with each other until time is up, making sure to enter today's circle discussion with at least one potential contribution for each scene
Transition (2 mins.)
--form an alphabetical-by-first-name-of-an-impactful-adult circle out of the desks
Circle Discussion/Closure -- Act 3 of The Tragedy of Romeo and Juliet (flex time)
--ice breaker: stories about impactful adults (You have the right to pass!)
- I WILL MODEL FIRST WITH A STORY ABOUT MY INTEREST IN TEACHING AS A HIGH SCHOOLER.
--Today's discussion protocol:
- We will pass the ball around the circle clockwise in order to go over the viewing/reading guide and text frames (beginning with Act 3, scene 2). As we do so, someone will jot down notes on the front board and/or SMART Board.
- When you offer a question, answer, observation, thought, etc., make sure to TAKE IT TO THE TEXT!
- If you want to offer an alternative answer, additional contribution, etc., make sure to do so when the ball arrives at your desk. (This puts a premium on the next direction!)
- 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.
- You have the right to pass if you are not prepared to contribute when the ball arrives at your desk as per the current topic; however, 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 (2 mins.)
--re-column the desks and open your vocabulary book to page 62- DURING THIS PERIOD OF TIME, I WILL RETURN YOUR UNIT #4 VOCABULARY QUIZ WITH THE ROUGH GOAL YOU SET STAPLED TO IT.
--pronounce each of the Unit #5 vocabulary words (pages 62-64)
--directions given via models from Unit #4 (SEE POWERPOINT)/small groups re-formed/computers and unit words assigned
HW (Class Preparation)
--directions given via models from Unit #4 (SEE POWERPOINT)/small groups re-formed/computers and unit words assigned
- create Google Slides for use when reviewing on Friday, 4/27
- share slides with Mr. Martin by Thursday, 4/26 at 11:59 PM
HW (Class Preparation)
--The class block after next (Friday, 4/27 [ACE] or Monday, 4/30 [BDF]), a The Tragedy of Romeo and Juliet Act 2 and Act 3 quiz will occur. Though you cannot use your viewing/reading guide or text frames with gaps, you can use any handwritten notes that you bring with you. Please begin planning accordingly.
--Block 2 BDF/Block 3 BDF: Your Unit #5 vocabulary review slides must be shared with Mr. Martin by Thursday, 4/26 at 11:59 PM. You will have additional work time next class block.
--Begin preparing for the Unit #5 vocabulary quiz, which will take place on Tuesday, 5/1 (ACE) or Wednesday, 5/2 (BDF). We will review the class block after next. REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER. The incentive plan is in place for this unit!--Block 2 BDF/Block 3 BDF: Your Unit #5 vocabulary review slides must be shared with Mr. Martin by Thursday, 4/26 at 11:59 PM. You will have additional work time next class block.
--Bring your vocabulary book again next class--please do not forget!
--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.
