English 9--2/28/2019 & 3/1/2019

Jump Off
--2 ACE/3 ACE: Please take out your copy of the "The Shakespearean Sonnet" document from last class block.  Then, complete the following task for at least three unknown words essential to understanding:

• Draw a box around the unknown word (e.g., "tempests" or "bark" or "sickle" or "compass" or...).
• Use a dictionary or Dictionary.com to determine and write down (a) potential meaning(s).
• After arriving at a definition, reread the area of the poem from which the word comes with your newfound understanding in mind.
• Consider jotting a paraphrase in the margin.

*I WILL MODEL WITH MY WORK WITH THE WORD "IMPEDIMENTS" AGAIN TO CLARIFY THE DIRECTIONS/GET YOU STARTED.*

--4 BDF: Please pick up a copy of the poetry protocol halfsheet from the front table.  Then, take out your copy of the "The Shakespearean Sonnet" document from last class block.  After copying down the annotations written on the copy of the poem projected on the SMART Board, finish running the protocol on the poem.

S. the C.
--pair up and share
--You should leave class today...

• 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 sound 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)?
• YOUR LEVEL OF UNDERSTANDING WILL BE ASSESSED VIA THE "'SONNET 116'--COMPREHENSION/CLOSURE QUESTIONS", WHICH WILL BE TURNED IN ABOUT HALFWAY THROUGH THE CLASS BLOCK.  
• better equipped to appropriately understand and analyze William Shakespeare's The Tragedy of Romeo and Juliet
• having begun a first-draft "reading" of The Tragedy of Romeo and Juliet.

--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

Mini-Lesson (cont.) -- The Shakespearean Sonnet

--whole-class share-out/discussion (cards drawn)

• notes added to whiteboard, text annotated, etc.
• 2 ACE: Who or what is being personified in the lines about "Love" and "Time"?
• 3 ACE: Is personification occurring in the line about the "bark"?  If so, how so?

Transition

--Pick up a copy of the "'Sonnet 116'--Comprehension/Closure Questions" document from the front table.  --DID NOT GET TO TODAY--WILL OCCUR IN CLASS NEXT TIME

Comprehension Check/Assessment -- "Sonnet 116"--Comprehension/Closure Questions
--After purposefully reading the directions at the top of the page, complete the task at hand quietly and independently.  Good luck!
--When you finish, please place your work in black basket on the front table.  Then, read your free reading book until everyone is finished with the assessment. 

Mini-Lesson Closure -- "Sonnet 116"--Comprehension/Closure Questions
--pair up and share using the copy of the questions projected on the SMART Board
--whole-class share-out/discussion (cards drawn)

Transition/Looking Ahead

--Please pick up a copy of the "Viewing/Reading Guide (Franco Zeffirelli Film/Richard Parsons Text)" document for Act 1 from the front table.
--Engage in a "materials assessment" together for #1-5:

• What are we "looking for" while viewing Act 1, scene 1 of The Tragedy of Romeo and Juliet?
• What do we already know from the Prologue prior to Act 1?  How does the Prologue help create dramatic irony? 
• Each time that I read a question/prompt that we are already equipped to answer/respond to, shout out "STOP!" and share your thoughts.

Film/First-Draft "Reading" -- Act 1 of Franco Zeffirelli's Romeo and Juliet

--purposefully view the film through #5, 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
--repeat the process for next 5 (time permitting)
--repeat the process for final 4 (time permitting)

• Closure 
• 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"?

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)
--Strongly consider reviewing your "The Shakespearean Sonnet" sheet as next class block, an assessment will occur.  (You ARE permitted to use your copy of the document when completing the assessment!)

--Strongly consider pre-reading the rest of Act 1 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_4.html

--Read at least 5-10 pages of your free reading book between now and next class.  Your book must be finished in just over a week.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "A book is made from a tree.  It is an assemblage of flat, flexible parts (still called 'leaves') imprinted with dark pigmented squiggles.  One glance at it and you hear the voice of another person, perhaps someone dead for thousands of years.  Across the millennia, the author is speaking, clearly and silently, inside your head, directly to you.  Writing is perhaps the greatest of human inventions, binding together people, citizens of distant epochs, who never knew one another.  Books break the shackles of time--proof that humans can work magic" (Carl Sagan).

HW (Class Preparation)
--Sometime soon (two classes from now-ish?!), 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 upon its return next class block
• reviewing the character map on the inside cover of your Parson text, which you will receive next class block
• rereading Act 1 of the play and visiting the following web address in order to improve your Act 1 viewing/reading guide responses
• http://nfs.sparknotes.com/romeojuliet/page_4.html

• reviewing your Act 1 viewing/reading guide responses.

Miscellaneous

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

--Enjoy the weekend--you only get so many of 'em! :)

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"