Jump Off
--Please pick up a copy of each of the following items from the front table: - the "Defining Impulsiveness--2019" halfsheet
- the "Purposeful Close Re-reading--Act 1, scene 1, lines 152-230" document
- Daniela G.
- Aidan H.
- Shealyn L.
- Dan S.
--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?!
- the ability to better define "impulsiveness"
- a solid, supportable answer to each of the following questions:
- What is Romeo like?
- How do you know?
- a number in mind on a scale of 1-10 (a "score", if you will) that corresponds with Romeo's level of impulsiveness by the end of Act 1
- an explanation of why, using specific details from the play, you are giving Romeo the score that you are
- a first-draft "reading" of Act 2 of The Tragedy of Romeo and Juliet partially completed
- a clear sense of what to do between now and next class in order to continue moving forward.
Purposeful Close Re-reading (Share-Out/Discussion Preparation) -- Act 1, scene 1, lines 152-230 of The Tragedy of Romeo and Juliet
--purposeful oral reading of the "Defining Impulsiveness--2019" halfsheet in order to answer these questions:
--whole-class share-out
--purposeful oral reading of the directions on the "Purposeful Close Re-reading--Act 1, scene 1, lines 152-230" document in order to answer these questions:
--whole-class share-out
--modeling with #1
--quiet and independent work time
--directions modeled for partner discussions
- What has Romeo done so far that fits this definition?
- What has Juliet done so far that fits this definition?
--whole-class share-out
--purposeful oral reading of the directions on the "Purposeful Close Re-reading--Act 1, scene 1, lines 152-230" document in order to answer these questions:
- What are you being asked to do?
- What is the purpose of this task?
--whole-class share-out
--modeling with #1
--quiet and independent work time
--directions modeled for partner discussions
- Find someone who can answer or help you add to your answer for one of the boxes. Ask the person to initial your box before sharing with you/helping you. Jot down notes in your box while you confer with each other.
- If your name is called, you will come to the front board and jot down notes for a question of your choice instead of talking with a partner.
--Closure #1
- process through the information written on the front board in order to respond to the following prompt:
- On a scale of 1-10, rank Romeo's level of impulsiveness by the end of Act 1. Justify your ranking.
- heads down/fingers up to determine class consensus
- class consensus shared
- individual rankings shared/justified
--Please pick up a copy of each of the following items from the front table:
--work together with "Act 2, Prologue" so as to familiarize ourselves with the "Text Frames with Gaps" format
--engage in a "materials assessment" together
--REPEAT THIS PROCESS FOR REMAINING SCENES
Closure -- "Dipping Our Toes Into" Act 2 of The Tragedy of Romeo and Juliet
--form groups of two-four via a drawing of cards
--Consider re-reading and thinking about the "You should leave class today with..." in order to monitor your progress and move forward.- the class preparation assignment due NEXT CLASS ("Purposeful Close Re-reading--Act 1, scene 3, lines 64-100"
- the "Text Frames with Gaps & Viewing/Reading Guide (Franco Zeffirelli Film/Richard Parsons Text)" document for Act 2
--work together with "Act 2, Prologue" so as to familiarize ourselves with the "Text Frames with Gaps" format
--engage in a "materials assessment" together
- What are we "looking for" while viewing the next scene of The Tragedy of Romeo and Juliet?
--REPEAT THIS PROCESS FOR REMAINING SCENES
Closure -- "Dipping Our Toes Into" Act 2 of The Tragedy of Romeo and Juliet
--form groups of two-four via a drawing of cards
--compare/share responses with each other until time is up
--engage in a brief whole-class share-out in response to this question:
HW (Practice/Take-Home Assessment)--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"?
--WE ARE TAKING A BREAK FROM MEMBEAN 3/15-3/21; HOWEVER, YOU CAN STILL TRAIN THESE NEXT 7 DAYS (AND ARE HIGHLY ENCOURAGED TO DO SO IF YOU HAVE FALLEN BEHIND). In fact, an excellence score/comment will be awarded to anyone who "takes care of business" early with regard to the upcoming Membean assignment by meeting the training goal before the end of the day this Thursday!
--Complete another 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 3/28 (see the "English Department Membean Routine" sheet).
HW (Class Preparation)
HW (Class Preparation)
--Complete the "Purposeful Close Re-reading--Act 1, scene 3, lines 64-100" sheet to the best of your ability as per the directions by the beginning of NEXT CLASS (Thursday, 3/21 [ACE] or Friday, 3/22 [BDF]). This assignment is meant to both close out our work with Act 1 and help you craft your final essay.
--If you have not already done so, strongly consider pre-reading Act 2 of William Shakespeare's The Tragedy of Romeo and Juliet before next class for the "gist". Consider visiting the following web address:
--If you have not already done so, strongly consider pre-reading Act 2 of William Shakespeare's The Tragedy of Romeo and Juliet before next class for the "gist". Consider visiting the following web address:
HW (Class Preparation)
--Sometime in the near future (most likely Monday and Tuesday of next week), 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
- 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
- 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.
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"
