English 9--2/26/2019 & 2/27/2019

Jump Off
--Please pick up an index card from the front table.  Write your name at the top of the lined side.
--Please take out your copy of the "Drama Terms Notes/Poetry Terms Notes" document with which we were working prior to break.
--Welcome back--we are heading in to an important stretch of the school year! :)

S. the C.
--SMART Goal index cards read aloud
--You should leave class today...

• with a basic understanding of the remaining terms included in the "Drama Terms Notes/Poetry Terms Notes" document
• with the "Drama Terms Notes/Poetry Terms Notes" document accurately completed so that you can use it to review each of the terms that you have not yet mastered 
• able to answer the following questions:
• How do I know a Shakespearean Sonnet when I see one?
• How do I "attack" a piece of poetry in order to get the most out of it?
• with a solid understanding of William Shakespeare's "Sonnet 116" ("Let Me Not to the Marriage of True Minds")
• What is the "gist"?
• What is the theme (central idea)?
• How does Shakespeare deliberately use writing strategies (e.g., diction, figurative language, etc.) to convey the theme (central idea)?
• better equipped to appropriately understand and analyze William Shakespeare's The Tragedy of Romeo and Juliet.

--agenda/HW

Mini-Presentations/Notetaking (cont.) -- Drama Terms Notes/Poetry Terms Notes

--remaining mini-presentations delivered/notetaking

• 2 ACE: "IMAGERY"-"TONE"
• 3 ACE: "BLANK VERSE"-"TONE"
• 4 BDF: "TRAGEDY", "IRONY", and "SOLILOQUY"-"TONE"

Anticipatory Activity #1 -- What is Love?

--On your index card, respond to the question below while light background music plays.  A bulleted list is appropriate:

• What is love?

--Pass the index cards up your column when you finish.

Anticipatory Activity #2 -- Sequencing Shakespeare's "Sonnet 116"

--after handing the first person in your column the lines of Shakespeare's poem out of order, "anchor in" to our "Compact for Group Work" and organize the lines into what you think is Shakespeare's poem

• I know this task might seem impossible, so perhaps this will help:
• Structurally, this poem is organized in the same manner as the Prologue to The Tragedy of Romeo and Juliet!  Shakespeare's form seen both in this poem and the Prologue is actually something that he created which now bears his name!

*DURING THIS TIME, I WILL LIST INFORMATION ON THE WHITEBOARD USING YOUR INDEX CARDS.*
--share out and build consensus via SMART Notebook
--What observations are you making about this poem in terms of its structure?

• notes jotted down on the whiteboard (beginning to define a Shakespearean Sonnet)
  

Transition

--Pick up a copy of the "The Shakespearean Sonnet" document from the front table.

Mini-Lesson -- The Shakespearean Sonnet
--Based on the work that we have done with the poem up to this point, what seems to be the "gist"?
--directions given for next two purposeful readings of the poem (William Shakespeare's "Sonnet 116")
--read through skeletal notes at the top of the document in order to clarify purpose

• Can we complete some of this together already?!

--oral readings of the sonnet
--finish completing skeletal notes together

--run the rest of the poetry protocol on the sonnet quietly and independently

• Would you like me to MODEL first with the first few lines?

--pair up and share

--Closure

• whole-class share-out/discussion (cards drawn)
• notes added to whiteboard, text annotated, etc.

Transition
--Pick up a copy of the "'Sonnet 116'--Comprehension/Closure Questions" document from the front table.  After purposefully reading the directions at the top of the page, complete the task at hand quietly and independently.  Good luck!

Closure -- "Sonnet 116"--Comprehension/Closure Questions 
--If time permits, engage in a whole-class share-out/discussion.

HW Time (time permitting)

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 3/7 (see the "English Department Membean Routine" sheet).
HW (Class Preparation)
--Read at least 5-10 pages of your free reading book between now and next class. Your book must be finished in about a week and a half. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "The reading of all good books is like a conversation with the finest minds of past centuries" (Rene Descartes).

--Sometime soon, a The Tragedy of Romeo and Juliet Unit mini-test will occur.  In order to begin/continue preparing, consider...

• reviewing your "Purposeful Viewing of Gnomeo & Juliet" document
• reviewing your "Drama Terms Notes/Poetry Terms Notes" document
• reviewing your "The Shakespearean Sonnet" sheet
• reviewing your "'Sonnet 116'--Comprehension/Closure Questions" sheet

Miscellaneous

--Work toward achievement of your S.M.A.R.T. Goal?!


On the backburner:

• Finishing Gnomeo & Juliet by further discussing/returning to guide
• opening a window into The Tragedy of Romeo and Juliet
• 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.
• Writing returned/revised in waves
• Wave 1?!?!
• 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 concepts therein.
• Wave 3--grammar hammer as per common errors
• Continuing to master Reading Literature standards, irony, and theme
• Short works--The Tragedy of Romeo and Juliet Unit
• Poe's "The Cask of Amontillado"
• Saki's "The Interlopers"