Objective: By the end of class, students will review timeline of Romeo and Juliet, complete plot structure graphic organizer, view conclusion of film, and make real life connections with the THEMES of Romeo & Juliet.
DO NOW:
Is there a character you think is most at fault for the tragedies that occurred in Romeo and Juliet? Why or why not? What could they or should they have done differently?
Direct Instruction:
Review timeline of Romeo and Juliet.
Complete plot structure graphic organizer.
Identify Themes:
FATE / REVENGE / LOVE AT FIRST SIGHT / SECRECY
Guided:
Finish watching Romeo and Juliet film.
Independent Practice:
Using NEOs, respond to two of the five sets of questions regarding the major THEMES of Romeo and Juliet as provided on the handout.
EXIT PASS:
Do you think there was any other way the families could have ended their feud? If yes, what is it? If no, why?
Thursday, January 31, 2013
Wednesday, January 30, 2013
Thursday, January 31, Romeo and Juliet
Objective: By the end of class, students will begin reading Act 5 of Romeo and Juliet, make connections, complete laptop projects, and write their Act 4 journal entry.
DO NOW:
When Friar Lawrence proposes his plan to Juliet, what are some worries or concerns that she has about it? What are her emotions at this time? Does she feel confident? Do you think it's a good plan? If you were Juliet, would you do it?
Direct Instruction:
Read/Perform Romeo and Juliet Act 5, Scenes 1 and 2.
Guided:
Watch Act 5, Scenes 1 and 2 in Romeo and Juliet film.
Independent Practice:
Choose one of the two laptop projects below:
1. Romeo is now banished - if he is seen in Verona, he is to be put to death. The Prince will want the citizens to be on the lookout for him. Create a WANTED DEAD OR ALIVE poster for Romeo that would be posted around Verona.
2. Newspaper article - A LOT happened in Act 3! Write a newspaper article about the fight between tybalt and Mercutio and then Tybalt and Romeo. Include details, images, a headline, and even quotes in your article. Quotes could be from Benvolio, the Prince, Romeo's mother, Lady Montague, Tybalt's aunt, Lady Capulet.
When you are finished, IF YOU HAVE NOT completed your Act 4 journal entry, do so. If you have, then you may take the time to work on the cover for your journal.
EXIT PASS:
Romeo is known for making brash decisions (loving and forgetting Rosaline, falling in love with Juliet, killing Tybalt, etc). Do you think this has to do with his age? Is this just his personality? Do you know anyone who is similar to Romeo in this way? Are you?
DO NOW:
When Friar Lawrence proposes his plan to Juliet, what are some worries or concerns that she has about it? What are her emotions at this time? Does she feel confident? Do you think it's a good plan? If you were Juliet, would you do it?
Direct Instruction:
Read/Perform Romeo and Juliet Act 5, Scenes 1 and 2.
Guided:
Watch Act 5, Scenes 1 and 2 in Romeo and Juliet film.
Independent Practice:
Choose one of the two laptop projects below:
1. Romeo is now banished - if he is seen in Verona, he is to be put to death. The Prince will want the citizens to be on the lookout for him. Create a WANTED DEAD OR ALIVE poster for Romeo that would be posted around Verona.
2. Newspaper article - A LOT happened in Act 3! Write a newspaper article about the fight between tybalt and Mercutio and then Tybalt and Romeo. Include details, images, a headline, and even quotes in your article. Quotes could be from Benvolio, the Prince, Romeo's mother, Lady Montague, Tybalt's aunt, Lady Capulet.
When you are finished, IF YOU HAVE NOT completed your Act 4 journal entry, do so. If you have, then you may take the time to work on the cover for your journal.
EXIT PASS:
Romeo is known for making brash decisions (loving and forgetting Rosaline, falling in love with Juliet, killing Tybalt, etc). Do you think this has to do with his age? Is this just his personality? Do you know anyone who is similar to Romeo in this way? Are you?
Tuesday, January 29, 2013
Wednesday, January 30, R & J
Objective: By the end of class, students will be assessed on comprehensive knowledge of Act 3. Students will also review Act 4 through slideshare and create original work on laptops from CHOICEBOARD.
DO NOW
ACT 3 quiz.
Direct Instruction
click here to review ACT 4 -Act 4 is the FALLING ACTION - take notes on your PLOT STRUCTURE graphic organizer to keep track of the events as they occur. click here for slideshare
Guided / Independent
Choose one of the two laptop projects below:
1. Romeo is now banished - if he is seen in Verona, he is to be put to death. The Prince will want the citizens to be on the lookout for him. Create a WANTED DEAD OR ALIVE poster for Romeo that would be posted around Verona.
2. Newspaper article - A LOT happened in Act 3! Write a newspaper article about the fight between tybalt and Mercutio and then Tybalt and Romeo. Include details, images, a headline, and even quotes in your article. Quotes could be from Benvolio, the Prince, Romeo's mother, Lady Montague, Tybalt's aunt, Lady Capulet.
When either of the above are complete, you may work on a cover for your journal and/or catch up on entries if you are behind.
Exit Pass
Is it time yet for the Friar to tell Romeo and Juliet's parents what is going on? Has he made some bad decisions so far or do you agree with his course of action? Why or why not?
DO NOW
ACT 3 quiz.
Direct Instruction
click here to review ACT 4 -Act 4 is the FALLING ACTION - take notes on your PLOT STRUCTURE graphic organizer to keep track of the events as they occur. click here for slideshare
Guided / Independent
Choose one of the two laptop projects below:
1. Romeo is now banished - if he is seen in Verona, he is to be put to death. The Prince will want the citizens to be on the lookout for him. Create a WANTED DEAD OR ALIVE poster for Romeo that would be posted around Verona.
2. Newspaper article - A LOT happened in Act 3! Write a newspaper article about the fight between tybalt and Mercutio and then Tybalt and Romeo. Include details, images, a headline, and even quotes in your article. Quotes could be from Benvolio, the Prince, Romeo's mother, Lady Montague, Tybalt's aunt, Lady Capulet.
When either of the above are complete, you may work on a cover for your journal and/or catch up on entries if you are behind.
Exit Pass
Is it time yet for the Friar to tell Romeo and Juliet's parents what is going on? Has he made some bad decisions so far or do you agree with his course of action? Why or why not?
Tuesday, January 29, R & J Act 3 scene 5
Objective: By the end of class, students will read and analyze Romeo and Juliet, make real life connections, review plot structure, and continue writing in their character journals.
DO NOW: Read the following quote from Romeo and Juliet. Who said it? Who did they say it to? What does it mean? What is the significance?
Page 160:
"There's no trust,
No faith, no honesty in men. All perjured,
All forsworn, all naught, all dissemblers."
Direct Instruction:
Using graphic organizers, together, we will review plot structure and summarize the play up to where we are now.
Guided Practice:
Read and Perform Romeo and Juliet Act 3, Scene 5. Discuss and summarize events of Act 3. Review main events of Act 3 and predict events of Act 4.
Independent Practice:
Using NEOs, continue writing your character journals. Pick up from where you last left off. By the end of class, you should have entries for Acts 1, 2, and 3. If you do not finish in class today, type them on a computer and home and e-mail them to Ms. Reina so they can be printed.
If you finish your journals, begin working on the cover for your journals, using paper and crayons.
Closure:
Print journal entries and put Neos back on rack.
EXIT PASS:
According to Shakespearean plot structure, Act 3 is the climax. What event from Act 3 do you feel is the most important? Mercutio's death? Tybalt's death? Romeo's banishment? Why? Were there any big surprises?
DO NOW: Read the following quote from Romeo and Juliet. Who said it? Who did they say it to? What does it mean? What is the significance?
Page 160:
"There's no trust,
No faith, no honesty in men. All perjured,
All forsworn, all naught, all dissemblers."
Direct Instruction:
Using graphic organizers, together, we will review plot structure and summarize the play up to where we are now.
Guided Practice:
Read and Perform Romeo and Juliet Act 3, Scene 5. Discuss and summarize events of Act 3. Review main events of Act 3 and predict events of Act 4.
Independent Practice:
Using NEOs, continue writing your character journals. Pick up from where you last left off. By the end of class, you should have entries for Acts 1, 2, and 3. If you do not finish in class today, type them on a computer and home and e-mail them to Ms. Reina so they can be printed.
If you finish your journals, begin working on the cover for your journals, using paper and crayons.
Closure:
Print journal entries and put Neos back on rack.
EXIT PASS:
According to Shakespearean plot structure, Act 3 is the climax. What event from Act 3 do you feel is the most important? Mercutio's death? Tybalt's death? Romeo's banishment? Why? Were there any big surprises?
Friday, January 25, 2013
Monday, January 28, R & J Act 3
Objective: By the end of class, students will read / act / interpret Act 3 scenes 2-4 of Romeo & Juliet and
DO NOW
Summarize Act 3 scene 1.
Direct Instruction:
Read/Act Romeo and Juliet Act 3, Scenes 2, 3, and 4.
Guided Practice:
View scenes 2, 3, and 4 in R&J film.
Independent Practice:
Choice board: YOU MAY EITHER
1) In pairs, choose one of the following selections from Romeo and Juliet, and rewrite the dialogue in modern slang. Rewrite what the characters say so they talk like YOU!
Options:
p. 139 - 143, p. 157-161, p. 167-171
OR
2) By yourself, write a letter of despair from Juliet. Directions are on the handout.
EXIT PASS:
What is Friar Lawrence's plan? Do you think it's a good one? Why or why not? What would you do differently?
DO NOW
Summarize Act 3 scene 1.
Direct Instruction:
Read/Act Romeo and Juliet Act 3, Scenes 2, 3, and 4.
Guided Practice:
View scenes 2, 3, and 4 in R&J film.
Independent Practice:
Choice board: YOU MAY EITHER
1) In pairs, choose one of the following selections from Romeo and Juliet, and rewrite the dialogue in modern slang. Rewrite what the characters say so they talk like YOU!
Options:
p. 139 - 143, p. 157-161, p. 167-171
OR
2) By yourself, write a letter of despair from Juliet. Directions are on the handout.
EXIT PASS:
What is Friar Lawrence's plan? Do you think it's a good one? Why or why not? What would you do differently?
Thursday, January 24, 2013
Friday, January 25th, 2013
Objective: By the end of class, students will be assessed on Act 2 of Romeo and Juliet, begin reading and performing Act 3 of the play, and create the Act 2 entry of their character journals.
DO NOW: Quick review / Q&A for quiz
DIRECT INSTRUCTION: Take Act 2 Quiz
GUIDED PRACTICE: Read/Act Romeo and Juliet Act 3, Scene 1. After reading, watch Scene 1 in the film.
INDEPENDENT PRACTICE: Using Neos, write the second entry in YOUR CHARACTER'S journal. Remember to focus on the events of ACT 2, and your character's reactions and thoughts regarding them. Entries must be in JOURNAL/DIARY FORMAT. "Dear Journal," etc. Write in your character's VOICE. You are the character!
CLOSURE: Print journal entries, and reflect on events in Act 3, Scene 3.
EXIT PASS: Tybalt and Mercutio are now dead. Romeo has been banished from Verona. Do you think Romeo's punishment was fair? Did he deserve to be banished? Why or why not? If you were the Prince, what would you have done?
DO NOW: Quick review / Q&A for quiz
DIRECT INSTRUCTION: Take Act 2 Quiz
GUIDED PRACTICE: Read/Act Romeo and Juliet Act 3, Scene 1. After reading, watch Scene 1 in the film.
INDEPENDENT PRACTICE: Using Neos, write the second entry in YOUR CHARACTER'S journal. Remember to focus on the events of ACT 2, and your character's reactions and thoughts regarding them. Entries must be in JOURNAL/DIARY FORMAT. "Dear Journal," etc. Write in your character's VOICE. You are the character!
CLOSURE: Print journal entries, and reflect on events in Act 3, Scene 3.
EXIT PASS: Tybalt and Mercutio are now dead. Romeo has been banished from Verona. Do you think Romeo's punishment was fair? Did he deserve to be banished? Why or why not? If you were the Prince, what would you have done?
Wednesday, January 23, 2013
Thursday, R & J Podcasts
Objective: By the end of class students will complete reading Act II of Romeo and Juliet, review key concepts from Act II, and create podcasts centered around key passages
DO NOW: Read the following quote from Romeo and Juliet. Who said it, why did they say it, what does it mean, and what is the significance?
"In one respect I'll thy assistant be,
For this alliance may so happy prove
To turn your households' rancor to pure love." (p. 102)
DIRECT INSTRUCTION: Decide on pairings for Podcast
INDEPENDENT PRACTICE: Choose a 2-3 page passage from what we have read so far, and in pairs, use the laptops to create an audio podcast centered on that passage.
Suggested passages: Samson and Gregory (p. 5,7,9), Benvolio and Romeo (p. 21, 23, 25), Romeo and Mercutio (p. 49, 51, 53), Capulet and Tybalt (p. 63, 65), Romeo and Juliet (p.67, 69), Romeo and Juliet (p. 81, 83, 85), Romeo and Juliet (p. 91, 93, 95), Romeo and Friar Lawrence (p.99, 101, 103), Nurse and Romeo (p. 119, 121), Nurse and Juliet (p. 127, 129)
1) In your pairs, decide on the passage you want to work with. Decide who will play which role.
2) LOG IN TO LAPTOP ON YOUR NAME! Using Garageband on the laptops, create a new project, and select PODCAST.
3) Click either male or female voice so it is highlight, and when you are ready, click the red record button at the bottom.
4) When you finish recording, press stop.
5) Use google images to find and add at least 5 images to the image bar at the top. Adjust the time bar so that pictures appear and change at appropriate times.
6) You can use the loops to add music under your podcast, or appropriate sound effects. Use the jingle track for these.
7) Once your podcast is finished, select SHARE at the top, and EXPORT PODCAST TO DISK.
8) Save your podcast to the desktop. Submit them using dropittome, using the link below.
click here for dropittome for podcasts - password is reinaeng
EXIT PASS:
Submit podcast, save work, and return laptop to cart. PLUG IN LAPTOP CHARGERS PLEASE!
DO NOW: Read the following quote from Romeo and Juliet. Who said it, why did they say it, what does it mean, and what is the significance?
"In one respect I'll thy assistant be,
For this alliance may so happy prove
To turn your households' rancor to pure love." (p. 102)
DIRECT INSTRUCTION: Decide on pairings for Podcast
INDEPENDENT PRACTICE: Choose a 2-3 page passage from what we have read so far, and in pairs, use the laptops to create an audio podcast centered on that passage.
Suggested passages: Samson and Gregory (p. 5,7,9), Benvolio and Romeo (p. 21, 23, 25), Romeo and Mercutio (p. 49, 51, 53), Capulet and Tybalt (p. 63, 65), Romeo and Juliet (p.67, 69), Romeo and Juliet (p. 81, 83, 85), Romeo and Juliet (p. 91, 93, 95), Romeo and Friar Lawrence (p.99, 101, 103), Nurse and Romeo (p. 119, 121), Nurse and Juliet (p. 127, 129)
1) In your pairs, decide on the passage you want to work with. Decide who will play which role.
2) LOG IN TO LAPTOP ON YOUR NAME! Using Garageband on the laptops, create a new project, and select PODCAST.
3) Click either male or female voice so it is highlight, and when you are ready, click the red record button at the bottom.
4) When you finish recording, press stop.
5) Use google images to find and add at least 5 images to the image bar at the top. Adjust the time bar so that pictures appear and change at appropriate times.
6) You can use the loops to add music under your podcast, or appropriate sound effects. Use the jingle track for these.
7) Once your podcast is finished, select SHARE at the top, and EXPORT PODCAST TO DISK.
8) Save your podcast to the desktop. Submit them using dropittome, using the link below.
click here for dropittome for podcasts - password is reinaeng
EXIT PASS:
Submit podcast, save work, and return laptop to cart. PLUG IN LAPTOP CHARGERS PLEASE!
Tuesday, January 22, 2013
Wednesday, January 23, R & J ACT 2
Objective: By the end of class students will continue reading Act 2 of Romeo & Juliet, make real-life connections, and make predictions.
DO NOW: Read the following quote from Act 2. Identify who said it, why they said it, what does it mean, and why is it significant?
"Good night, good night! Parting is such sweet sorrow
That I shall say good night till it be morrow." (p. 92)
DIRECT INSTRUCTION: Read/Act Romeo and Juliet Act 2, Scenes 3 and 4.
GUIDED PRACTICE: View Scenes 3 and 4 in film.
INDEPENDENT PRACTICE: Crack the code and Friar Lawrence activity sheet.
CLOSURE: Review themes from Scenes 3 and 4, make predictions. What may happen next?
EXIT PASS: At first, Friar Lawrence is reluctant to marry Romeo and Juliet, but he later changes his mind. Why do you think he did this?
DO NOW: Read the following quote from Act 2. Identify who said it, why they said it, what does it mean, and why is it significant?
"Good night, good night! Parting is such sweet sorrow
That I shall say good night till it be morrow." (p. 92)
DIRECT INSTRUCTION: Read/Act Romeo and Juliet Act 2, Scenes 3 and 4.
GUIDED PRACTICE: View Scenes 3 and 4 in film.
INDEPENDENT PRACTICE: Crack the code and Friar Lawrence activity sheet.
CLOSURE: Review themes from Scenes 3 and 4, make predictions. What may happen next?
EXIT PASS: At first, Friar Lawrence is reluctant to marry Romeo and Juliet, but he later changes his mind. Why do you think he did this?
Monday, January 21, 2013
Tuesday, January 22, Romeo & Juliet Act 2
Objective: By the end of class, students will read / analyze Romeo & JULIET, determine character traits and compare.
DO NOW
IDENTIFY THE FOLLOWING QUOTE - Who says it to whom and explain what it means:
"I will withdraw, but this intrusion shall
Now seeming sweet, convert to bitterest gall. " (page 64)
Direct Instruction
Read / act Act 2 scenes 1 and 2.
Guided / Independent
Complete comparative character trait graphic organizers. Compare Romeo & Juliet on one side and Benvolio / Tybalt on the other.
View film through balcony scene.
Answer study guide questions through Act 2 scene 2.
Exit Pass
Sunday is finally over - what will Romeo & Juliet do on Monday?
DO NOW
IDENTIFY THE FOLLOWING QUOTE - Who says it to whom and explain what it means:
"I will withdraw, but this intrusion shall
Now seeming sweet, convert to bitterest gall. " (page 64)
Direct Instruction
Read / act Act 2 scenes 1 and 2.
Guided / Independent
Complete comparative character trait graphic organizers. Compare Romeo & Juliet on one side and Benvolio / Tybalt on the other.
View film through balcony scene.
Answer study guide questions through Act 2 scene 2.
Exit Pass
Sunday is finally over - what will Romeo & Juliet do on Monday?
Thursday, January 17, 2013
Friday, January 17, R & J Act 1 quiz
Objective: By the end of class, students will be assessed on ACT 1 of Romeo & Juliet, begin character journal project and create wordles using Shakespearean language from Romeo & Juliet.
DO NOW
Quick review for Act 1 quiz. Now is the time to ask any questions and clarify information.
Direct instruction
Journal Directions
1. After each Act, you will write a journal entry from the perspective of one of the characters. This entry should be written in the character's voice (YOU ARE THAT CHARACTER). Your entry will reflect their thoughts, feelings, hopes, questions, expectations, desires, etc.
2. Choose a character from the list below:
Friar Lawrence
Nurse
Prince
Mercutio
Benvolio
Tybalt
Romeo
Juliet
Lady or Lord Capulet
Lady or Lord Montague
3. Each Entry should be one page in length and written in Journal Format like a diary. Each Entry MUST be dated. Therefore, the first entry is Sunday, August 15, 1597.
4. After five journal entries, you will create a book jacket for your journal. The jacket should reflect the personality of your character.
5. You will be provided a rubric for grading purposes. Please pay attention to spelling and grammar in addition to accurate content that clearly reflects your character.
Guided / Independent
1. You will receive a laptop when you are done with your quiz. Please type first entry on the laptop and email or share with me on google docs so i can print it.
2. Create a wordle using at least 25 words from Romeo & Juliet - in traditional SHAKESPEAREAN language. Save as a PDF on desktop, and upload to google docs and share with me or just email it as an attachment. click here for wordle
Exit Pass
According to where the Acts fall on a plot structure, what happens in Act 2? What does Act 2 lead to according to plot structure?
DO NOW
Quick review for Act 1 quiz. Now is the time to ask any questions and clarify information.
Direct instruction
Journal Directions
1. After each Act, you will write a journal entry from the perspective of one of the characters. This entry should be written in the character's voice (YOU ARE THAT CHARACTER). Your entry will reflect their thoughts, feelings, hopes, questions, expectations, desires, etc.
2. Choose a character from the list below:
Friar Lawrence
Nurse
Prince
Mercutio
Benvolio
Tybalt
Romeo
Juliet
Lady or Lord Capulet
Lady or Lord Montague
3. Each Entry should be one page in length and written in Journal Format like a diary. Each Entry MUST be dated. Therefore, the first entry is Sunday, August 15, 1597.
4. After five journal entries, you will create a book jacket for your journal. The jacket should reflect the personality of your character.
5. You will be provided a rubric for grading purposes. Please pay attention to spelling and grammar in addition to accurate content that clearly reflects your character.
Guided / Independent
1. You will receive a laptop when you are done with your quiz. Please type first entry on the laptop and email or share with me on google docs so i can print it.
2. Create a wordle using at least 25 words from Romeo & Juliet - in traditional SHAKESPEAREAN language. Save as a PDF on desktop, and upload to google docs and share with me or just email it as an attachment. click here for wordle
Exit Pass
According to where the Acts fall on a plot structure, what happens in Act 2? What does Act 2 lead to according to plot structure?
Tuesday, January 15, 2013
Thursday, January 17, R & J ACT 1
English 1
OBJECTIVE: By the end of class, students will complete reading/acting Act 1 of R&J, practice new vocabulary, and identify character quotes.
DO NOW: Read the following quote from Romeo and Juliet. Who said it? Why did they say it? What is the meaning behind it? p. 44 of your R&J text. Remember to check the modern translation on the right side if you need help.
"I'll look to like is looking liking move,
But no more deep will I endart mine eye
Than your consent gives strength to make it fly."
DIRECT INSTRUCTION: Finish reading/acting Romeo and Juliet, Act 1. Begin with Scene 5 on p. 59.
GUIDED PRACTICE: Review vocabulary words and quotes in preparation for Act 1 QUIZ on Friday.
INDEPENDENT PRACTICE: Work on study guide questions for Act 1.
CHECK FOR UNDERSTANDING: Watch R&J movie, Act 1.
EXIT PASS: How would you handle an uninvited guest at a party you were throwing? Would you want them kicked out, like Tybalt? Or would you allow them to stay, as long as they behaved, like Lord Capulet does? Why?
OBJECTIVE: By the end of class, students will complete reading/acting Act 1 of R&J, practice new vocabulary, and identify character quotes.
DO NOW: Read the following quote from Romeo and Juliet. Who said it? Why did they say it? What is the meaning behind it? p. 44 of your R&J text. Remember to check the modern translation on the right side if you need help.
"I'll look to like is looking liking move,
But no more deep will I endart mine eye
Than your consent gives strength to make it fly."
DIRECT INSTRUCTION: Finish reading/acting Romeo and Juliet, Act 1. Begin with Scene 5 on p. 59.
GUIDED PRACTICE: Review vocabulary words and quotes in preparation for Act 1 QUIZ on Friday.
INDEPENDENT PRACTICE: Work on study guide questions for Act 1.
CHECK FOR UNDERSTANDING: Watch R&J movie, Act 1.
EXIT PASS: How would you handle an uninvited guest at a party you were throwing? Would you want them kicked out, like Tybalt? Or would you allow them to stay, as long as they behaved, like Lord Capulet does? Why?
Wednesday, January 16, R & J ACT 1
English 1
OBJECTIVE: By the end of class, students will read and interpret Romeo & Juliet, Act 1 and learn new vocabulary.
DO NOW: Read the following quote. Who said it? What do they mean by it? What is the significance of this quote? p. 34 in R&J text. Remember to check modern English on right side if you need help.
"Compare her face to some that I will show
And I will make thee think thy swan a crow."
DIRECT INSTRUCTION: Continue reading and acting Romeo and Juliet Act 1. Start with Scene 3 on page 39. Continue through Scene 4.
GUIDED PRACTICE: Review character quotes and vocabulary for QUIZ on Friday.
INDEPENDENT PRACTICE: Work on STUDY GUIDE questions for Act 1.
EXIT PASS: Do you think Romeo is really in love with Rosaline, or is it just lust? Why?
OBJECTIVE: By the end of class, students will read and interpret Romeo & Juliet, Act 1 and learn new vocabulary.
DO NOW: Read the following quote. Who said it? What do they mean by it? What is the significance of this quote? p. 34 in R&J text. Remember to check modern English on right side if you need help.
"Compare her face to some that I will show
And I will make thee think thy swan a crow."
DIRECT INSTRUCTION: Continue reading and acting Romeo and Juliet Act 1. Start with Scene 3 on page 39. Continue through Scene 4.
GUIDED PRACTICE: Review character quotes and vocabulary for QUIZ on Friday.
INDEPENDENT PRACTICE: Work on STUDY GUIDE questions for Act 1.
EXIT PASS: Do you think Romeo is really in love with Rosaline, or is it just lust? Why?
Monday, January 14, 2013
Tuesday, January 15, 2013
English 1
DO NOW: Read this quote from Act 1, Scene 1 of Romeo and Juliet. Who said this? What does he or she mean by it? Why is it significant? p. 12 in the Romeo & Juliet text. Remember, the modern translation is on the right if you need help.
"What, drawn, and talk of peace? I hate the word,
As I hate hell, all Montagues, and thee.
Have at thee, coward!"
Direct Instruction: Read and Act-out Act 1, Scene 1 of Romeo and Juliet. Start with street fight scene that begins on pages 10-11.
Independent Practice: Answer study guide questions for Act 1, Scene 1.
Exit Pass: Who are you more like, Tybalt or Benvolio? Why? What about you makes you relate to that character?
DO NOW: Read this quote from Act 1, Scene 1 of Romeo and Juliet. Who said this? What does he or she mean by it? Why is it significant? p. 12 in the Romeo & Juliet text. Remember, the modern translation is on the right if you need help.
"What, drawn, and talk of peace? I hate the word,
As I hate hell, all Montagues, and thee.
Have at thee, coward!"
Direct Instruction: Read and Act-out Act 1, Scene 1 of Romeo and Juliet. Start with street fight scene that begins on pages 10-11.
Independent Practice: Answer study guide questions for Act 1, Scene 1.
Exit Pass: Who are you more like, Tybalt or Benvolio? Why? What about you makes you relate to that character?
Friday, January 11, 2013
Monday, January 14, ACT 1 SCENE 1 R & J
-->
Monday
January 14, 2013
English
1
OBJECTIVE: By the end of class,
students will begin reading Act 1 of Romeo & Juliet, identify more character
traits and the consequences of the Montague/ Capulet family feud.
DO NOW: You and a friend are on your way home from school, when two
students from another school provoke you. What do you do? Is it better to walk
away, or to defend your honor and reputation to them? Why?
DIRECT INSTRUCTION: Review prologue of Romeo & Juliet. What do we
already know? What do you think is going to happen?
GUIDED PRACTICE: Read Act 1, Scene 1 of Romeo
& Juliet.
INDEPENDENT PRACTICE: Begin answering study guide
questions. Continue adding to your character sheet with any new
information. Who have we now met?
What do we know about them?
EXIT PASS: Who are you more like –
Tybalt or Benvolio? Why?
Objective: By the end of class, students will learn characters of
each member of the Capulet and Montague houses and character traits and read prologue.
DO NOW
Sit down and take out No Fear Romeo & Juliet. We will red te prologue together.
Then.....
Read through description of characters and use handout to write down names, descriptions and the family to which they belong. Use the textbook on page 785 to see who is in each family. Be sure to list all of the Montagues first, then the Capulets, and finally the first 5 "Others."
We will add in when they were introduced when we begin reading.
DO NOW
Sit down and take out No Fear Romeo & Juliet. We will red te prologue together.
Then.....
Read through description of characters and use handout to write down names, descriptions and the family to which they belong. Use the textbook on page 785 to see who is in each family. Be sure to list all of the Montagues first, then the Capulets, and finally the first 5 "Others."
We will add in when they were introduced when we begin reading.
Thursday, January 10, 2013
January 10, Characters of romeo & Juliet and Family Feud
Objective: By the end of class, students will learn characters of each member of the Capulet and Montague houses, character traits and examine the family feud.
DO NOW
What can create a feud between two families? Why do you think these feuds can go on for generations? Do you know of any famous family feuds?
Direct Instruction
Read handout about family feuds.
Distribute books / sign out.
Read through description of characters and use handout to write down names, descritions an the family to which they belong.
We will add in when they were introduced when we begin reading.
DO NOW
What can create a feud between two families? Why do you think these feuds can go on for generations? Do you know of any famous family feuds?
Direct Instruction
Read handout about family feuds.
Distribute books / sign out.
Read through description of characters and use handout to write down names, descritions an the family to which they belong.
We will add in when they were introduced when we begin reading.
Tuesday, January 8, 2013
Wednesday, January 9, Introduction to Romeo & Juliet
Objective: By the end of class, students will learn how to read Shakespeare, learn background information about Romeo & Juliet, be introduced to characters and the play's timeline.
DO NOW
Do you believe "love at first sight" can last forever? Or does it even exist? Is love at first sight, really just loving the IDEA of being in love? So that maybe you are not actually in love with the other person, just the idea of love?
Direct Instruction
Read 781-782 - how to read Shakespeare. Focus on where to pause when reading.
Read background - page 784. Discuss fate and controlling our own destinies and timeline of Romeo & Juliet.
Guided / Independent
Complete Family Trees
Exit Pass
Do you think adults respect teenagers ability to make decisions on their own? Why or why not?
DO NOW
Do you believe "love at first sight" can last forever? Or does it even exist? Is love at first sight, really just loving the IDEA of being in love? So that maybe you are not actually in love with the other person, just the idea of love?
Direct Instruction
Read 781-782 - how to read Shakespeare. Focus on where to pause when reading.
Read background - page 784. Discuss fate and controlling our own destinies and timeline of Romeo & Juliet.
Guided / Independent
Complete Family Trees
Exit Pass
Do you think adults respect teenagers ability to make decisions on their own? Why or why not?
Monday, January 7, 2013
Tuesday, January 8 - Introduction to Shakespeare
Objective: By the end of class, students will learn background of Shakespeare's life and theater, be introduced to Shakespeare language and style of playwriting.
DO NOW
Recreate the components of a plot structure. Plot structure will be important when we read Romeo and Juliet.
Direct Instruction
Review plot structure and how it connects with Shalespeare plays.
Introduce language using note cards.
Read together 776-777.
Guided / Independent
On own read 778-779. As you read, answer multiple choice questions on handout provided.
ANTICIPATION GUIDES
Family Trees for Montagues AND CAPULETS.
Exit Pass
In what ACT of Romeo & Juliet does the climax of the story take place?
DO NOW
Recreate the components of a plot structure. Plot structure will be important when we read Romeo and Juliet.
Direct Instruction
Review plot structure and how it connects with Shalespeare plays.
Introduce language using note cards.
Read together 776-777.
Guided / Independent
On own read 778-779. As you read, answer multiple choice questions on handout provided.
ANTICIPATION GUIDES
Family Trees for Montagues AND CAPULETS.
Exit Pass
In what ACT of Romeo & Juliet does the climax of the story take place?
Friday, January 4, 2013
Objective: By the end of class, students will read and analyze Shakespeare poem and be introduced to Shakespeare and Elizabethean England to prepare for Romeo and Juliet.
DO NOW
What is an extended metaphor? Use the glossary in the back of the purple holt text for definition if you do not know.
Direct Instruction
View shakespeare intro
The Seven Ages of Man - page 444
Identify the seven stages of man.
What is the extended metaphor?
Identify one example of a simile and three examples of alliteration.
Guided practice
Answer all questions - 1-60n page 446
Use note cars to practice pronounciation and Shakespearean insult sheets.
DO NOW
What is an extended metaphor? Use the glossary in the back of the purple holt text for definition if you do not know.
Direct Instruction
View shakespeare intro
The Seven Ages of Man - page 444
Identify the seven stages of man.
What is the extended metaphor?
Identify one example of a simile and three examples of alliteration.
Guided practice
Answer all questions - 1-60n page 446
Use note cars to practice pronounciation and Shakespearean insult sheets.
Subscribe to:
Posts (Atom)