English 9--3/6/2019 & 3/7/2019

Jump Off

--On your desk at YOUR NEW ASSIGNED SEAT, you will find the "'Sonnet 116'--Comprehension/Closure Questions" from last class block.  At the start of class today, I would like to share highly effective answers/responses that I read via one last set of annotations.

--Please take out your copies of the following: 

• the "The Shakespearean Sonnet" sheet
• the "Viewing/Reading Guide (Franco Zeffirelli Film/Richard Parsons Text)" document for Act 1 with which we began working last class block

S. the C.
--annotations shared/assessments and name cards turned back in

--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.) -- Act 1, scene 1 of Franco Zeffirelli's Romeo and Juliet

--3 ACE/4 BDF: 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.

--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
--repeat the process for final 4
--Closure

• pair-share
• 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" of Act 1, scene 1?
• DURING THIS TIME, I WILL JOT DOWN "GIST" NOTES ON THE FRONT BOARD.

Transition (THINK)
--Please pick up each of the following from the front table: 

• a copy of the Richard Parsons version of The Tragedy of Romeo and Juliet.  
• Write your first and last name and "Mr. Martin" on the first page of the text (the page with a man in sunglasses reading a book with "CGP" on the cover).  
• Write your first and last name and book number on the sheet on the front table.
• 2 ACE: a paper copy of the side-by-side version of Act 1 of the play.

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.

• I will respond to a question/prompt first as a MODEL--MAJORITY RULES!

Closure (PAIR) -- Act 1, scene 1 of The Tragedy of Romeo and Juliet

--form groups of two-four via a drawing of cards

--compare/share responses with each other

--whole-class Q & A

Brain Break --The Shoe Game

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

--Engage in a "materials assessment" together:

• What are we "looking for" while viewing the next scene 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 jotting down notes and responding to viewing/reading guide questions/prompts

• 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"?

--REPEAT THIS PROCESS FOR REMAINING SCENES

Transition

--Take out your copy of the Richard Parson's 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.

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

Closure Activity/Discussion Preparation -- Act 1 of The Tragedy of Romeo and Juliet Small-Group Discussions
--re-form groups of two-four

--compare/share responses with each other until time is up

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training in three different days before 11:59 PM this Thursday, 3/7 (see the "English Department Membean Routine" sheet).
HW (Class Preparation)

--FINISH your free reading book.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

HW (Class Preparation)
--On Tuesday, 3/12 (ACE)/Wednesday, 3/13 (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 the Act 1, Prologue and reviewing your Act 1, Prologue viewing/reading guide responses
• 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?!


On the backburner:

• INCLUDE AS PART OF ASSESSMENT: Pick up a copy of the "The Shakespearean Sonnet--Checking for Understanding" document.  After purposefully reading the directions at the top of the page, complete the task at hand quietly and independently.  (See if you can complete this task without using your "The Shakespearean Sonnet" document from last class.)  Good luck!
• whole-class share-out/discussion (responses to the "The Shakespearean Sonnet--Checking for Understanding" document)
• Completion of Free Reading Course Component for Marking Periods 3 & 4 (Offer Book Review in Hallway as an Option)
• 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"