Friday, Mrch 29, Romeo & Juliet Act 1 test

Objective: By the end of class, students will demonstrate comprehension of ACT 1.

DO NOW

Take out notes / books for open book test. .

1. ACT ONE TEST.

2. Complete and submit ACT 1 study guide questions.

2. View movie through the marriage.

exit Pass

Romeo asks Juliet to marry him about 3 hours after meeting her and she says yes. What do you think bout that? Remember they are both very aware that their love is forbidden.

Thursday, MArch 29, periods 8 &9

Objective: By the end of class, students will read and interpret r & J, answer comprehensive questions and demonstrate ability to interpret archaic language.

DO NOW

Do you think Romeo's friends are being good friends by helping him sneak into the Capulet party even after he tells them he had a bad dream that going to the party would somehow lead to his death? Why or why not?

1. Read / act 1 scene 5.

2. Answer study guide questions through # 17.

3. Review for test tomorrow.

2. View movie through the party scene.

Exit Pass

Do you think they really fell in love at first sight or is it just lust and why do you think that?

Thursday, MArch 29, romeo & Juliet scene 5

Objective: By the end of class, students will read and interpret r & J, answer comprehensive questions and demonstrate ability to interpret archaic language.

DO NOW

LANGUAGE quiz

1. Read / act 1 scene 5.

2. Answer study guide questions through # 17.

3. Review for test tomorrow.

2. View movie through the party scene.

Exit Pass

Do you think they really fell in love at first sight or is it just lust and why do you think that?

Wednesday, March 28, Romeo & JUliet Act 1 scenes

Objective: By the end of class, students will read and interpret Romeo & Juliet, learn new vocabulary and demonstrate comprehension of characters and their roles.

DO NOW

Character Quiz

1. Read ACT 1 scenes 2 &3. Act out - assign roles.

2. Study guide questions through Act 1 scene 3 or 4.

3. View movie through the arrival to the party.

Exit Pass

What does Romeo say at the end of ACT 4 that foreshadows that something bad is going to happen? Does he have good reason for his fear? What is his reason that he thinks this?

Tuesday, March 27, 2012, Period 8 & 9

Objective: By the end of class, students will read and interpret prologue and Act 1 of Romeo & Juliet and answer comprehensive questions, and practice new vocabulary.

DO NOW

Add - "Bite my thumb" to vocabulary list. It is an insult similar to giving someone the middle finger!

Then use whence, hither, wherefore, annon and bite my thumb in a a short paragraph.

You will have a quiz on these words tomorrow as well as a character quiz.

______________________________________________________________

1. Read and analyze the prologue.

2. Begin ACT ONE.

3. Answer study guide questions on handout provided.

4. Complete family tree for the family that you DID not do yesterday. If you were not here, you nee to complete one for EACH the Montagues and the Capulets.

Exit Pass

Do you think Romeo is really in love with Rosaline? Why or why not?

Tuesday, MArch 27, THE PROLOGUE AND ACT 1

Objective: By the end of class, students will read and interpret prologue and Act 1 of Romeo & Juliet and answer comprehensive questions, and practice new vocabulary.

DO NOW

Add - "Bite my thumb" to vocabulary list. It is an insult similar to giving someone the middle finger!

Then use whence, hither, wherefore, annon and bite my thumb in a a short paragraph.

You will have a quiz on these words tomorrow as well as a character quiz.

______________________________________________________________

1. Read and analyze the prologue.

2. Begin ACT ONE.

3. Answer study guide questions on handout provided.

Exit Pass

Do you think Romeo is really in love with Rosaline? Why or why not?

Monday, March 26, Romeo & JUliet

Objective: By the end of class, students will be introduced to characters in Romeo and Juliet, identify and describe each family and the setting of R & J.

DO NOW

Vocabulary - write the archaic words into your notebooks with definitions.

Whence = from where Star-crossed = doomed by fate

Hither = here Anon = right away

Wherefore = Why? Rapier = sword

Maidenhead = Virginity Foreswear = go back on your word

---------------------------------------------------------------------------

SETTING = Verona , Italy

BASIC SITUATION = Family feud between two wealthy families -

MONTAGUES VS. CAPULETS.

3. Review the members of each family on page 785 holt text.

4. Use the descriptions of each character from the No Fear Shakespeare book to find character traits of each character. Be sure to write them down in your notebooks as well for future reference.

4. Using the handout provided, create a FAMILY TREE for each the MONTAGUES and the CAPULETS:

a. Put characters separately on each branch. Each branch has several leaves so put the character's name in one leaf and a minimum of two character traits in the others.

b. Color the leaves for the character and his/her character traits the same color.

c. Then do one for all of the other major characters in the play. you can call that one "VERONA."

Exit PAss

Write a sentence using two archaic words and practice pronouncing it before giving to me.

Friday, MArch 23, Shakespeare / Drama Test

Objective: By the end of class, students will demonstrate comprehension of Shakespeare's life and drama terms pertinent to reading Romeo & Juliet.

DO NOW

Five minutes to review drama terms and ask any questions.

1. Drama - multiple choice. 30 points.

2. Shakespeare essay. Follow directions carefully. 70 points.

3. FAMILY TREE - on one side of the handout provided, create a family tree for your own PERSONAL family. In Shakespeare's time in the early 1600's in England, families often had "crests" (symbols) and colors that represented their families. So do the following:

a. Choose a symbol for your family. Draw it onto the TREE handout.

b. Choose two colors. Decorate the tree in these colors.

c. Put the names of family members in the leaves. You can be creative.

Complete your family tree for homework.

Objective: By the end of class, students will demonstrate comprehension of Shakespeare and Elizabethan England in early 1600's.

DO NOW - QUIZ

Complete multiple choice questions about Shakespeare.

1. Read background information on page 784. After reading, write a paragraph - "How important do you think FATE is in determining what happens to us? How much do we actually CONTROL our own destiny?"

4. Romeo and Juliet were just 14/15 years old and claim they were in love. They end up dying for each other. Have you ever felt that committed to someone else? If not, do you ever think you will? If your friends and family told you this person was a bad influence, would you stop seeing him/ her? What would you say to them? And then, what would you actually do?

Exit Pass

Do you believe in LOVE AT FIRST SIGHT? Why or why not? Explain.

Thursday, March 22, Shakespeare

-Objective: By the end of class, students will demonstrate comprehension of Shakespeare and Elizabethan England in early 1600's.

DO NOW

Complete one side of handout provided using pages 776-777 of holt text.

1. Read 781 - 782 together and be able to identify couplets, end stops and run ons and practice speaking in this manner. Who speaks in PROSE (not poetry) in Romeo and Juliet?

2. Read Background information on page 784. After reading, write a paragraph - "How important do you think FATE is in determining what happens to us? How much do we actually CONTROL our own destiny?"

3. Anticipation GUIDES. Complete and discuss.

4. Romeo and Juliet were just 14/15 years old and claim they were in love. They end up dying for each other. Have you ever felt that committed to someone else? If not, do you ever think you will? If your friends and family told you this person was a bad influence, would you stop seeing him/ her? What would you say to them? And then, what would you actually do?

Exit Pass

Do opposite side of "do Now" handout using pages 778-780 to find answers.

Objective: By the end of class, students will be introduced to Drama, Shakespeare and his language.

DO NOW

On pages 752-754, there are 16 words in bold. Write the definition for the following ones into your notebooks:

Play

Internal Conflict

External Conflict

tragedy

Tragic Flaw

Dialogue

Monologue

Soliliquoy

Aside

3. Read 776-780 and fill in the blanks on handout provided.

3. Shakespeare insults. The first two columns contain adjectives and the last contain nouns. Can you write a five line poem or rap using at least 10 of these words?

Exit Pass

Insult me in Shakespeare language.

Wednesday, March 21, Introduction to Shakespeare

Objective: By the end of class, students will be introduced to Drama, Shakespeare and his language.

DO NOW

On pages 752-754, there are 16 words in bold. Write them down in notebooks and leave space. We will read those pages together and you will write down definitions as we read.

1. Read pages 752-754 and take notes.

2. Shakespeare background video.

3. Read 776-780 and complete handout on Shakespeare's life.

3. Shakespeare language -- Flash cards and insults.

Exit Pass

Objective: By the end of class, students will explain why greek and norse mythology are so different and demonstrate comprehension of the myth of their choice and how its origin affects the tone.

DO NOW -

In paragraph form, what is it about norse culture that makes their myths so gloomy? What is it about greek culture that makes their myths have happier endings?

1. When you receive a laptop, go to this site. You may work in pairs.

2. Choose any myth. Read it and summarize it in your own words on another piece of paper. Consider the tone and mood. Consider the ending - is it happy or sad? Is a lesson learned? Do gods determine destiny? Is it gloomy? Do people die?

3. Note from which country the myth was written.

4. Find out what cultural influence from that country determined the mood and tone of the myth. Why is the myth written the way it is? What about the people of that country makes it that way?

Exit Pass

Either hand in or email your results. This project is worth 50 points.

Tuesday, March 20, MYTHOLOGY FINAL

Objective: By the end of class, students will explain why greek and norse mythology are so different and demonstrate comprehension of the myth of their choice and how its origin affects the tone.

DO NOW - QUIZ _ 25 points

In a clear, concise paragraph, explain why greek and norse mythology are so different in mood and tone.

Then, in another paragraph, compare the endings of Fenris Wolf to Odyssey and why they are like that.

1. When you receive a laptop, go to this site. You may work in pairs.

2. Choose any myth. Read it and summarize it in your own words on another piece of paper. Consider the tone and mood. Consider the ending - is it happy or sad? Is a lesson learned? Do gods determine destiny? Is it gloomy? Do people die?

3. Note from which country the myth was written.

4. Find out what cultural influence from that country determined the mood and tone of the myth. Why is the myth written the way it is? What about the people of that country makes it that way?

Exit Pass

Either hand in or email your results. This project is worth 50 points.

March 19, NORSE MYTHOLOGY - periods 8 & 9

Objective: By the end of class, students will be introduced to Norse Mythology and compare to Greek mythology.

DO NOW

Look on page 727 at the Norse gods and write down the greek equivalent for as many as you can.

2. Review map and causes for different attitudes between greeks and norse.

3. Read Fenris Wolf - pages 728-730.

4. Complete cause effect graphic organizer for Fenris Wolf. You may add lines on the back of the sheet ( you will nee to if you do a good job of this).

Exit pass

Is one style of myth more realistic than the other? How? Or why not?

Monday, March 19, Norse Mythology

Objective: By the end of class, students will be introduced to Norse Mythology and compare to Greek mythology.

DO NOW

If mythology tells "adventures of heroes that embody the beliefs and values of their culture," then were the Greeks generally optimistic people or pessimistic? Ultimately, were gods good or bad? In the end, does good prevail over evil?

1. Read introduction on 726-727 on Norse mythology.

2. Review map and causes for different attitudes between greeks and norse.

3. Read Fenris Wolf - pages 728-730.

4. Complete vocabulary portion of handout. Complete comprehensive handout.

5. Cause /effect sheet for Fenris Wolf.

Exit pass

Is one style of myth more realistic than the other? How? Or why not?

Friday, MArch 16, Periods 8 & 9

Objective: By the end of class, students will demonstrate comprehension of themes and symbols in the Odyssey and analyze character.

DO NOW

Explain how each Penelope and Odysseus use deception (trickery) to their advantage.

1. Complete PLOT / CHARACTER test.

1. Questions 29-30 - Symbols and themes. Open book and open note.

2. Interview a character from the Odyssey (talk show style).

a. Get a partner.

b. One of you will be the interviewer and the other will be a character from the Odyssey.

c. Imagine you are conducting the interview 6 months after Odysseus returns to Ithaca.

d .Develop a set of five interview questions and answers. Write them down.

e. Be creative and ask questions that relate to the epic that we don't know the answer to.

f. Submit questions and answers fro approval.

f. Present the interview in front of class.

Exit Pass

In his heart, do you think Odysseus remained loyal to Penelope?

Friday, March 16, Odyssey THEMES and Character

Objective: By the end of class, students will demonstrate comprehension of themes and symbols in the Odyssey and analyze character.

DO NOW

Explain how each Penelope and Odysseus use deception to their advantage.

1. Questions 29-30 - Symbols and themes. Open book and open note.

2. Interview a character from the Odyssey (talk show style).

a. Get a partner.

b. One of you will be the interviewer and the other will be a character from the Odyssey.

c. Imagine you are conducting the interview 6 months after Odysseus returns to Ithaca.

d .Develop a set of five interview questions and answers.

e. Be creative and ask questions that relate to the epic that we don't know the answer to.

f. Present the interview in front of class.

Classmates (audience) can ask questions at the end.

Exit Pass

In his heart, do you think Odysseus remained loyal to Penelope?

Thursday, March 15, THEMES of the Odyssey

Objective: By the end of class, students will evaluate themes from The Odyssey.

DO NOW

Complete the PLOT /CHARACTER test from yesterday.

Review handout and choose two themes from the Odyssey that most interest you.

Read the theme and use your knowledge from reading and viewing The Odyssey to answer the questions that accompany the two themes you chose. Each set of questions is worth 25 points.

Exit Pass

Write a sentence using two other vocabulary words from page 689.

Wednesday, MArch 14, PLOT & CHARACTER

Objective: By the end of class, students will demonstrate comprehension of plot and character in The Odyssey.

DO NOW

Take out notes and get a book to help you complete the 20 questions on the handout which will be graded as a test.

1. PLOT AND CHARACTER TEST. - 20 QUESTIONS - 3 PTS EACH.

EXIT PASS

Use two vocabulary words correctly in a sentance using context clues.

Tuesday, Periods 8 & 9

Objective: By the end of class, students will analyze character using character traits and review plot, characters and theme for assessment.

DO NOW

Write a paragraph about your favorite character in the Odyssey. Use as many descriptive words as possible and define character traits as you explain why he/she is your favorite. Don't forget to mention how he/she looks, says and acts. You can write about any human or god/goddess.

1. Review for assessment - PLOT / CHARACTERS / THEMES

Exit Pass

If you could ask your favorite character one question, what would it be?

Tuesday, MArch 13, The Odyssey Comprehension and Vocab

Objective: By the end of class, students will practice vocabulary, answer comprehension questions about the Odyssey and review plot, characters and theme for assessment.

DO NOW

Write a paragraph about your favorite character in the Odyssey. Use as many descriptive words as possible and define character traits as you explain why he/she is your favorite. Don't forget to mention how he/she looks, says and acts. You can write about any human or god/goddess.

1. Complete vocabulary handout with vocabulary and comprehension questions.

2. Review for assessment - PLOT / CHARACTERS / THEMES

Exit Pass

If you could ask your favorite character one question, what would it be?

Monday, March 12, the Odyssey periods 8& 9

Objective: By the end of class, students will be introduced to new vocabulary, analyze characters and motive and complete film review sheets for the Odyssey.

DO NOW

Copy all new vocabulary words on page 689 into notebooks.

1. Read page 689.

2. Complete comprehensive questions and vocabulary worksheet.

3. View the conclusion (climax and resolution) of The Odyssey.

4. Complete Film Review sheets and turn in for a grade.

Exit Pass

Do you think Odysseus was justified in his actions at the end? Why or why not?

Monday, March 11, Odyssey Characters and vocabulary

Objective: by the end of class, students will be introduced to new vocabulary, analyze characters and motive and complete film review sheets for the Odyssey.

DO NOW

Copy all new vocabulary words on page 689 into notebooks.

1. Read page 689.

2. Complete character analysis sheet.

3. Read pages 691 and 696.

4. View the conclusion (climax and resolution) of The Odyssey.

5. Complete Film Review sheets and turn in for a grade.

6. Review the guidelines and topics for compare/contrast essay that is due this Friday, March 16.

Exit PAss

Do you think Odysseus was justified in his actions at the end? Why or why not?

Friday, MArch 9, Compare / Contrast Essay for Odyssey

Objective; By the end of class, you will write a compare contrast essay according to the guidelines provided, type on a neo and print it.

DO NOW

Review essay format and potential topics.

You will have the entire class to write your essay. Be sure to spell check prior to printing.

Have a good weekend. :)

Thursday, March 8, Periods 8 & 9

Objective: By the end of class, you will demonstrate reading comprehension, analyze character to determine motive and create plot structure for The Odyssey.

DO NOW

Odyssey means "a long extended journey." Copy the plot structure of Odysseus' journey into notebooks. Note that he starts in Ithaca (setting) and the climax of the epic ends in Ithaca as well.

1. Read Island of Helios - 684-686. Answer the following CRQ's.

a. Does Odysseus warn his men not to eat the cattle? What does he say?

b. Odysseus prays to the gods in lines 870-877 (page 685). Why don't the gods help him? What happens instead?

c. While Odysseus is sleeping, what happens?

d. Why does Odysseus blame the gods for making him fall asleep? (lines 915-919) (page 686)

e. The SUN GOD, Helios, is angry. What does he threaten to do if Odysseus' men are not punished?

f. Who predicted this would happen and warned Odysseus?

3. Imagine you are Telemachus. You believe your father, Odysseus, is still alive. Write a letter to him explaining what is happening on Ithaca. Also, be sure to ask him questions and tell him how you feel. (remember, Telemachus has an identity crisis and abandonment issues).

4. View Odyssey until Odysseus arrives back in Ithaca.

Exit Pass

What do you think will happen now that odysseus is finally back in Ithaca?

Thursday, MArch 8,

Objective: By the end of class, you will demonstrate reading comprehension, analyze character to determine motive and create plot structure for The Odyssey.

DO NOW

What does the word "Odyssey mean"? Why is the story we are reading called THE ODYSSEY? What is it referring to on a superficial level and then on a deeper level?

1. Read Island of Helios - 684-686. Answer the following CRQ's.

a. Does Odysseus warn his men not to eat the cattle? What does he say?

b. Odysseus prays to the gods in lines 870-877 (page 685). Why don't the gods help him? What happens instead?

c. While Odysseus is sleeping, what happens?

d. Why does Odysseus blame the gods for making him fall asleep? (lines 915-919) (page 686)

e. The SUN GOD, Helios, is angry. What does he threaten to do if Odysseus' men are not punished?

f. Who predicted this would happen and warned Odysseus?

3. Imagine you are Telemachus. You believe your father, Odysseus, is still alive. Write a letter to him explaining what is happening on Ithaca. Also, be sure to ask him questions and tell him how you feel. (remember, Telemachus has an identity crisis and abandonment issues).

4. View Odyssey until Odysseus arrives back in Ithaca.

Exit Pass

Why will Odysseus still not find his way home and find peace? What does he still have to do and have to realize?

Wednesday, Scylla & Charybdis

Objective: By the end of class, students will demonstrate reading comprehension and gain insight on character and relationships.

DO NOW

What does the word "Odyssey mean"? Why is the story we are reading called THE ODYSSEY? What is it referring to on a superficial level and then on a deeper level?

1. Read THE MONSTERS

2. View until Odysseus lands on Island of Circe.

3. Imagine you are Telemachus. You believe your father, Odysseus, is still alive. Write a letter to him explaining what is happening on Ithaca. Also, be sure to ask him questions and tell him how you feel. (remember, Telemachus has an identity crisis and abandonment issues).

Exit pass

What do you predict will happen next?

Objective: By the end of class, students will demonstrate comprehension of the Odyssey to date, vocabulary and recognize and evaluate newly identified themes.

DO NOW

Quick review. Q & A.

1. TEST - short answer / vocabulary all 3 points each.

Short Essay on theme= 25 points / extra credit. Choose one of the following:

Discuss two themes in short essay format that have become obvious so far in the Odyssey:

1. Strong Females (Odysseus' mother, penelope, Circe, Athena)

How do strong women have a direct impact on the story? Use the actions of at least two females as examples and be sure to explain how they show strength.

2. Self - Indulgent Men (sex, drugs, wine)

How does self-indulgence almost ruin the men on each the Lotus Eater Island, the Cyclops island and Circe's island? Give examples of each.

3. Odysseus blames everyone else for his problems. Explain how he does this and how he could really take responsibility and get himself out of trouble but he doesn't. Think of how he blames Posiedon, Circe, his crew for releasing the wind..... how could he have avoided these problems and/or how could he fix them if he would only look at HIMSELF.

Friday, March 7, MOTIF - BLAME

Objective: By the end of class, students will write a cohesive short essay explaining the motif of BLAME OR RESPONSIBILITY in the Odyssey.

Do Now

Telemachus is "lost" without his father. What are some emotions that you think he is feeling. Do you think he is angry and if so, at whom? Who does he blame for his problems?

__________________________________________________________________

ESSAY ON BLAME /RESPONSIBILITY - total of five paragraphs

thesis statement to be included in opening paragraph

So far, we have seen that Odysseus always blames his problems on someone else. He only takes responsibility for his successes, not his failures.

Then choose three of the five examples below to show that this is true. Each one of these should be a paragraph:

a. Blames Athena in beginning because she didn't help him stay home and not go fight in Troy.

b. Blames Posiedon for not being able to get home.

c. Blames his crew for opening he bag of wind (was it really all their fault?)

d. Blames Circe for staying on her island for 5 years.

e. Blames gods for letting him fall asleep on island of Helios.

Remember that his blaming others is a very HUMAN reaction, but he does not realize this because he still thinks he is as good as the gods.

In the conclusion, address what he could have done differently in each case to avoid the disasters that he blamed on the gods.

Exit Pass

Has Odysseus learned anything yet? What about Telemachus? How are they alike? How are they different?

Friday, March 2, TEST

Objective: By the end of class, students will demonstrate comprehension of the Odyssey to date, vocabulary and recognize and evaluate newly identified themes.

DO NOW

Quick review. Q & A.

1. TEST - short answer / vocabulary all 3 points each. Short Essay on theme= 25 points.

Discuss two themes in short essay format that have become obvious so far in the Odyssey:

1. Strong Females (Odysseus' mother, penelope, Circe, Athena)

How do strong women have a direct impact on the story? Use the actions of at least two females as examples and be sure to explain how they show strength.

2. Self - Indulgent Men (sex, drugs, wine)

How does self-indulgence almost ruin the men on each the Lotus Eater Island, the Cyclops island and Circe's island? Give examples of each.

2. So far, we have seen that Odysseus always blames his problems on someone else. Examples include:

a. Blames Athena in beginning because she didn't help him stay home and not go fight in Troy.

b. Blames Posiedon for not being able to get home.

c. Blames his crew for opening he bag of wind (was it really all their fault?)

d. Blames Circe for staying on her island for 5 years.

His blaming others is a very HUMAN reaction, but he does not realize this because he still thinks he is as good as the gods. As long as he thinks this, what will happen?

2. View Odyssey through Land of the Dead and continue to complete film review questions.

Exit Pass

Has Odysseus learned anything yet? What do you think will happen after he leaves the Land of the DeAD?

thursday, March 1, Cyclops, God of Wind and Circe

OBJECTIVE: By the end of class, students will analyze character and predict action based on their traits. Also, demonstrate reading comprehension skills and begin to analyze one of many themes of the Odyssey.

DO NOW

Odysseus blames everyone but himself for his problems. Think about when you don't get what you want. Do you tend to do the same thing? Give an example. Is this a common human reaction?

1. Read the summary of the Odyssey through the Circe and answer the following comprehensive questions:

a. The Land of the Lotus Eaters is a clear warning against drug use. Explain how using drugs can interfere with one's goals. explain how it affected Odysseus' men.

b. Why didn't Odysseus leave the Cyclops cave right away? Why did he wait for the "owner" of the cae to come back?

c. Are Cyclops afraid of the gods? What does Cyclops do to make his point clear?

d. Why doesn't Odysseus kill the Cyclops while he has the chance?

d. What is Odysseus' plan?

e. What does Odysseus tell him his name is?

f. Why does this end up being very clever?

g. Why does Odysseus tell him who he is in the end?

h. Who is Cyclops (Polyphemus) father and why is that a problem for Odysseus?

i. Where do they go from Cyclops island?

j. What happens with the wind?

k. Where and how does Odysseus then lose most of his men?

l. What does Circe do to Odysseus' men?

m. Who helps Odysseus and how?

n. What is an external conflict of Odysseus' when with Circe?

o. What is an internal conflict that he might have? Do you think he feels guilty? Why or why not?

p. What does Circe tell Odysseus to do in order to get home?

2. We will continue to view THE ODYSSEY. You must complete the film questions as you view. I will collect the sheets at the end of every class. This film review sheet will be graded as a test at the end of the film.

Exit Pass

SELF-INDULGENCE is becoming a theme in the Odyssey. How do Odysseus and his men indulge in women, wine, food and drugs so far?