Jump Off
--Please pick up a copy of the "Free Reading--Course Component Fulfillment Options for Marking Periods 3 and 4" sheet from the front table.
--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.
S. the C.
--free reading Option #2 briefly highlighted/MODELED with Fredrik Backman's Beartown
--Please pick up a copy of the "Free Reading--Course Component Fulfillment Options for Marking Periods 3 and 4" sheet from the front table.
--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.
S. the C.
--free reading Option #2 briefly highlighted/MODELED with Fredrik Backman's Beartown
--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:
--Dr. G.'s Verona slides
Film/First-Draft "Reading" (cont.) -- The Rest of Act 1 of Franco Zeffirelli's Romeo and Juliet
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
Enrichment
--agenda/HW
Enrichment
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.
- 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.
- I will respond to another question/prompt first as a model--MAJORITY RULES!
--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:
--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).
--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"?
--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. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
HW (Class Preparation)
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
- 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.
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:
--Enjoy the weekend--you only get so many of 'em! :)
On the backburner:
- 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"
