--Please take out your copy of the "Text Frames with Gaps & Viewing/Reading Guide (Franco Zeffirelli Film/Richard Parsons Text)" document for Act 2.
S. the C.
--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?!
Film/First-Draft "Reading" -- Act 2 of Franco Zeffirelli's Romeo and Juliet
--read questions/prompts aloud (beginning with 2.4 #1) before viewing the film
--purposefully view the film up to the 1:10:50 mark in order to gather information for discussion/assessment preparation by jotting down notes and responding to viewing/reading guide questions/prompts
Discussion Preparation -- Act 1 and Act 2 of The Tragedy of Romeo and Juliet
--THINK: Quietly and independently, use the following materials to further process through the play and prepare for discussion:
Transition
Today's discussion protocol:
--purposefully view the film up to the 1:10:50 mark in order to gather information for discussion/assessment preparation by jotting down notes and responding to viewing/reading guide questions/prompts
Discussion Preparation -- Act 1 and Act 2 of The Tragedy of Romeo and Juliet
--THINK: Quietly and independently, use the following materials to further process through the play and prepare for discussion:
- your Act 1 viewing/reading guide
- your Act 1 "close" readings about Romeo and Juliet
- your Act 2 viewing/reading guide
- your Parsons text
- 2 ACE: your side-by-side text
- take a look at the list of potential discussion topics for today's circle (ALSO WRITTEN UP ON THE SOUTHERN WHITEBOARD):
- Act 1
- Who's who?
- What's still "tripping you up" (e.g., challenging items on the viewing/reading guide)?
- Asking "why?!"
- Act 2
- Who's who?
- What's still "tripping you up" (e.g., challenging items on the viewing/reading guide)?
- Asking "why?!"
- Romeo's characterization and level of impulsiveness
- Juliet's characterization and level of impulsiveness
- So what (e.g., personal connections)?!
- form groups of two-three (depending on class block) via a drawing of cards
Transition
--set up a circle out of the desks in the following manner:
Discussion -- Act 2 of The Tragedy of Romeo and Juliet- Choose the character that you think is more impulsive, Romeo or Juliet.
- Rank the character on a scale of 1-10.
- "Romeos"--sit on the south end of the circle, ordered from lowest number to highest number.
- "Juliets"--sit on the north end of the circle, ordered from lowest number to highest number.
- Feel free to begin justifying your choices/rankings while setting up!
Today's discussion protocol:
- We will pass the ball around the circle clockwise. As we do so, someone will jot down notes on the front board.
- When you offer a thought, idea, question, response, etc. make sure to TAKE IT TO THE TEXT whenever possible!
- If you want to offer an alternative response, additional related 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, 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" (SEE BELOW).
- I reserve the right to...
- "jump in" whenever appropriate
- randomly select students to share.
Discussion Contribution Rating Scale
Transition -- re-column the desks
Closure -- Ticket-Out-the-Door (time permitting)
--Expand upon your response to the final question on the viewing/reading guide in quick-write fashion--do not worry so much about spelling, punctuation, how it "sounds", instead focusing on getting your ideas down. What happens in the text that helps you draw your conclusion?
HW (Practice/Take-Home Assessment)
4. HIGHLY EFFECTIVE: Asks a higher-level question that probes textual evidence and reasoning from others; offers a contribution that is strong and well-supported by textual evidence; takes the text insightfully beyond itself by linking it to personal experience via detailed anecdote and/or other readings/research conducted with textual evidence as support
3. EFFECTIVE: Asks a reasonable question or makes a contribution with some textual evidence as support (e.g., referring to a page, but not sharing the actual specific piece of text therein OR speaking about a specific section of the text from memory) that could potentially push the discussion forward; takes the text beyond itself by loosely linking it to personal experience, other readings, etc.
2. DEVELOPING: Provides a contribution/an answer to a question with little or no textual evidence as support that does not push the discussion forward—student clearly demonstrates involvement in the discussion (e.g., attempts at contributing and attentive listening), but ability to participate effectively is a work in progress
1. INEFFECTIVE: No contributions made and/or shows no evidence of preparation and/or not paying attention and/or not on task and/or dominates the discussion
Transition -- re-column the desks
Closure -- Ticket-Out-the-Door (time permitting)
--Expand upon your response to the final question on the viewing/reading guide in quick-write fashion--do not worry so much about spelling, punctuation, how it "sounds", instead focusing on getting your ideas down. What happens in the text that helps you draw your conclusion?
HW (Practice/Take-Home Assessment)
--Complete 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)
--NEXT CLASS (Wednesday, 3/27 [ACE]/Thursday, 3/28 [BDF]), 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
- reviewing Romeo's initial characterization and Juliet's initial characterization via the following:
- the "Purposeful Close Re-reading--Act 1, scene 1, lines 152-230" document
- the "Purposeful Close Re-reading--Act 1, scene 3, lines 64-100" sheet
- 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 to discuss any lingering questions that you have.
--If you have not yet selected your final free reading book of the school year, consider doing so ASAP (with the knowledge, though, that we will head to the library during class soon)--ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
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"
