English 9--3/12/2019 & 3/13/2019

Jump Off

--Please sit at your new assigned seat again.
--Please take out your copy of the "Viewing/Reading Guide (Franco Zeffirelli Film/Richard Parsons Text)" document for Act 1 with which we have been working.  What one "thing" seems most important to know/understand in what we viewed so far?  Why?

S. the C.
--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

Film/First-Draft "Reading" (cont.) -- The Rest of Act 1 of Franco Zeffirelli's Romeo and Juliet

--"Romeo on the Rebound" slide shared
--brief whole-class share-out as per the question posed in the "Jump Off"
--Transition

• Pick up a copy of the "Act 1--Jot It or Draw It!" sheet from the front table.
• Use of the sheet modeled on the front board with Act 1, scene 1

--Engage in a "materials assessment" together:

• What are we "looking for" while viewing the final scene(s) of The Tragedy of Romeo and Juliet?
• Each time that I read a question/prompt that we are already equipped to answer/respond to, shout out "STOP!" and share your thoughts.

--purposefully view the film, focusing mostly on the questions/prompts that we are as yet unable to answer/respond to--gather information for discussion/assessment preparation by responding to viewing/reading guide questions/prompts, jotting down notes, starting the "Act 1--Jot It or Draw It!" sheet, etc.

• 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"?

Transition
--Take out your copy of the Richard Parsons version of The Tragedy of Romeo and Juliet if you have not already done so.  Quietly and independently use the text to answer/respond to at least one of the questions/prompts on your reading guide for which you currently have a blank and complete at least one box on your "Act 1--Jot It or Draw It!" sheet.

• I will respond to a(nother) question/prompt first as a model--MAJORITY RULES!

Closure -- Wrapping Up Act 1 of The Tragedy of Romeo and Juliet
--form groups of two-four via a drawing of cards

--compare/share responses with each other
--complete the "Act 1--Jot It or Draw It!" sheet

• If you cannot reach consensus for a scene, jot/draw multiple "things" in sequential order.

--engage in a whole-class share-out in response to this question:

• What MORE 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, 3/14 (see the "English Department Membean Routine" sheet).

HW (Class Preparation)
--FINISH your free reading book.  Work toward fulfillment of the Free Reading Course Component for Marking Periods 3 and 4 as per the parameters set forth in the document you received last class block.    

• One-pagers are due NEXT TIME (Thursday, 3/14 [ACE]/Friday, 3/15 [BDF]).
• Class time will be given to complete this task.
• Book reviews are due NEXT TIME (Thursday, 3/14 [ACE]/Friday, 3/15 [BDF]).
• Class time will be given to complete this task.
• Voicemails are due by 11:59 PM on Wednesday, 3/13.
• Book talks must be completed by the end of the after-school period on Thursday, 3/14. 

HW (Class Preparation)

--Sometime in the near future, a The Tragedy of Romeo and Juliet Unit mini-test will occur.  In order to continue/finish preparing, consider...

• reviewing your "Purposeful Viewing of Gnomeo & Juliet" document
• reviewing your "Drama Terms Notes/Poetry Terms Notes" document
• Are you able to match each of the terms to its definition?
• Can you apply your understanding of each of the terms to Act 1 of the play?
• reviewing your "The Shakespearean Sonnet" sheet, especially bearing in mind the highly effective answers/responses to the "'Sonnet 116'--Comprehension/Closure Questions" sheet
• Can you recognize a sonnet when you see one?
• What distinguishes a Shakespearean Sonnet from, say, a Petrarchan Sonnet?
• What is the "gist" of "Sonnet 116"?
• What is the theme (central idea) of "Sonnet 116"?
• How does Shakespeare deliberately use writing strategies (e.g., diction, figurative language, etc.) to convey the theme (central idea) of "Sonnet 116"?
• reviewing the character map on the inside cover of your Parson text
• Who's who?! 
• Who are the main characters?
• What relationships exist between the main characters?
• What are the roles of some of the minor characters (e.g., Samson and Gregory)?
• 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
• rereading Act 2 of the play and visiting the following web address in order to improve your Act 2 text frames with gaps items and viewing/reading guide responses
• https://www.sparknotes.com/nofear/shakespeare/romeojuliet/page_74/
• reviewing your Act 2 text frames with gaps items and viewing/reading guide responses
• staying after school in Room 203 on 3/8 and/or 3/11 to discuss any lingering questions that you have.

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"