--Please find your name card and sit in the corresponding desk in the circle. Before we begin today's lesson, I will share...
- reminders/the agenda/the HW
- information about refreshments
- information about May 16th.
--Reminder: It is important for you to stay caught up with regard to all of your coursework. It is in your best interest to check the blog and Schooltool often. Additionally, if you have an "INC" for a Marking Period, following up with me ASAP would be wise!
--Reminder: Beginning with the end in mind--our ultimate purpose when completing a first-draft "reading" of The Tragedy of Romeo and Juliet, closely re-reading sections of the play, and connecting the play to our lives:
--Reminder: Beginning with the end in mind--our ultimate purpose when completing a first-draft "reading" of The Tragedy of Romeo and Juliet, closely re-reading sections of the play, and connecting the play to our lives:
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?!
--agenda/HW
- Today, we are continuing to "zero in" on the "so what?!"!
--turn and talks/whole-class share-outs via a passing of the ball with regard to the following questions:
- What are some of the warning signs exhibited by Romeo and Juliet in the play?
- If you were another character in the play (e.g., Susan or another "eo/io"), what might you have done?
- What does Shakespeare ultimately seem to be suggesting?
--Transition
- sheets of lined paper passed around the circle
--Paper Toss
- On your sheet of lined paper, jot down a question that you would still like discussed, answered, etc. (about mental health? about suicide? about the play? about the End-of-Course Assignment?).
- Crumple up your sheet of paper and throw it into the middle of the circle.
- Engage in closure by moving clockwise around the circle, picking up papers, reading questions, and continuing to engage in discussion.
- closing comments from Miss Mahar and Mrs. Fitzsimmons
HW Time and/or Read-Aloud Time (time permitting)
HW (Practice/Take-Home Assessment)
HW (Practice/Take-Home Assessment)
--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 5/9 (see the "Membean Routine" document).
HW (Class Preparation)
HW (Class Preparation)
--Continue thinking about and preparing for the End-0f-Unit Essay (especially now that you have the official assignment sheet in your possession and we have engaged in debate aligned with the assignment). You can expect to begin outlining next class block.
--Read at least 10 pages of your (dystopian?) free reading book between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS! This final marking period, I will randomly check for books and include your level of preparation in my reporting via Schooltool.
Miscellaneous
*I AM AVAILABLE AFTER SCHOOL PRETTY MUCH DAILY FROM NOW UNTIL THE END OF THE SCHOOL YEAR AND AM MORE THAN HAPPY TO WORK WITH INDIVIDUALS ONE-ON-ONE (ESPECIALLY THOSE OF YOU WHO ARE STRUGGLING--BE HONEST WITH YOURSELF AND TAKE INITIATIVE!).*
--Read at least 10 pages of your (dystopian?) free reading book between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS! This final marking period, I will randomly check for books and include your level of preparation in my reporting via Schooltool.
Miscellaneous
*I AM AVAILABLE AFTER SCHOOL PRETTY MUCH DAILY FROM NOW UNTIL THE END OF THE SCHOOL YEAR AND AM MORE THAN HAPPY TO WORK WITH INDIVIDUALS ONE-ON-ONE (ESPECIALLY THOSE OF YOU WHO ARE STRUGGLING--BE HONEST WITH YOURSELF AND TAKE INITIATIVE!).*
