Objective: By the end of class, students will read / interpret and view ACT's 3 and 4 of Romeo & Juliet.
DO NOW
Review the character relations and the timeline of Romeo & Juliet.
Direct Instruction
Review the rest of Act 3 and then view.
Read Act 4 scene 1 and 5.
View through Act 4.
Exit Pass
In your own words, restate the Friar's plan. Do you think it was a wise plan? What might you have suggested if you were the Friar?
Monday, June 10, 2013
Friday, June 7, 2013
Friday, June 7, Act 3 Romeo & Juliet
Objective: By the end of class, students will read and analyze Act 3 scene 1 and 2, answer study guide questions and view film through Act 3.
DO NOW
Complete handout by choosing correct answers for each letter.
Direct Instruction
read / act Act 3 scene 1 & 2.
Guided
Answer study guide questions.
Independent
View through Act 3.
Exit Pass
Is exiling Romeo fair punishment? Why or why not?
DO NOW
Complete handout by choosing correct answers for each letter.
Direct Instruction
read / act Act 3 scene 1 & 2.
Guided
Answer study guide questions.
Independent
View through Act 3.
Exit Pass
Is exiling Romeo fair punishment? Why or why not?
Thursday, June 6, 2013
Thursday, June 6 Romeo & Juliet
Objective: By the end of class, students will read / analyze Act 2 scenes 3-5, answer comprehensive questions and view film to date.
DO NOW
After Romeo and Juliet profess their love for each other, Romeo goes to speak with the priest, Friar Lawrence, to ask him to secretly marry them. Do you think the priest should married them without telling their parents /Why or why not?
Direct instruction
Read analyze scenes 3-5 of Romeo and Juliet.
Identify the reasons that Friar Lawrence gets involved compared to the nurse's involvement. Do you agree or disagree with their actions? Why ?
Independent
View through Act 2.
Answer film review questions.
Exit Pass
This marriage plan is very sporadic and sudden. They have no plan for the future. Would you get married secretly against your parents wishes? D you think the Friar and Nurse should have made these teens more aware of possible problems they could encounter? Explain.
DO NOW
After Romeo and Juliet profess their love for each other, Romeo goes to speak with the priest, Friar Lawrence, to ask him to secretly marry them. Do you think the priest should married them without telling their parents /Why or why not?
Direct instruction
Read analyze scenes 3-5 of Romeo and Juliet.
Identify the reasons that Friar Lawrence gets involved compared to the nurse's involvement. Do you agree or disagree with their actions? Why ?
Independent
View through Act 2.
Answer film review questions.
Exit Pass
This marriage plan is very sporadic and sudden. They have no plan for the future. Would you get married secretly against your parents wishes? D you think the Friar and Nurse should have made these teens more aware of possible problems they could encounter? Explain.
Tuesday, June 4, 2013
Tuesday, June 4, Act 1 Study Guide / Act 2
Objective: By the end of class, students will demonstrate comprehension of Act 1 and
Do Now
Do you believe in love at first sight? Do you think Romeo ever really did love Rosaline? Or is it all just LUST?
Direct Instruction
Take out study questions from Prologue and Act 1. Complete - to be turned in by first bell and graded as quiz.
Guided / Independent
Read Act 2 scene 2 in Old English!! Complete old English handouts with examples from the text.
View through Act 2 scene 2.
Exit Pass
Do you think the priest, Friar Lawrence, should have married them? Was it a sin on his part, or do his good intentions pardon him for his actions?
Do Now
Do you believe in love at first sight? Do you think Romeo ever really did love Rosaline? Or is it all just LUST?
Direct Instruction
Take out study questions from Prologue and Act 1. Complete - to be turned in by first bell and graded as quiz.
Guided / Independent
Read Act 2 scene 2 in Old English!! Complete old English handouts with examples from the text.
View through Act 2 scene 2.
Exit Pass
Do you think the priest, Friar Lawrence, should have married them? Was it a sin on his part, or do his good intentions pardon him for his actions?
Monday, June 3, 2013
Monday, June 3, Romeo & Juliet Act 1 Scenes 2-5
Objective: By the end of class, students will read the rest of Act 1 and demonstrate reading comprehension in addition to identifying and interpreting Shakespearean language.
DO NOW
According to basic plot structure where does all of ACT1 take place? Describe the setting and basic situation of Romeo and Juliet.
Direct Instruction
Read / Act scenes 2-5 of Act 1.
Identify Shakespearean words as we read and add to handout from Friday.
Guided / Independent
Answer study guide questions for Prologue and Act 1 on handout provided.
Exit Pass
Do you believe in love at first sight? Do you think Romeo ever really did love Rosaline? Or is it all just LUST?
DO NOW
According to basic plot structure where does all of ACT1 take place? Describe the setting and basic situation of Romeo and Juliet.
Direct Instruction
Read / Act scenes 2-5 of Act 1.
Identify Shakespearean words as we read and add to handout from Friday.
Guided / Independent
Answer study guide questions for Prologue and Act 1 on handout provided.
Exit Pass
Do you believe in love at first sight? Do you think Romeo ever really did love Rosaline? Or is it all just LUST?
Friday, May 31, 2013
Friday, May 31, Romeo & Juliet
Objective: By the end of class, students will read / analyze ACT 1 scene 1 of Romeo & Juliet and identify and practice Shakespearean language.
DO NOW
Read the prologue from NO FEAR Shakespeare page 3, and summarize in your own words in a short paragraph.
Direct Instruction
Assign roles.
Read together ACT 1 scene 1.
Guided / Independent
Use No Fear book to find examples of the Shakespearean words on the handout provided. You are given the definitions of the words. Find examples from Act 1 / Scene 1 for each and write down the quote below the word. You will be responsible for memorizing the meanings of these words!!
Exit Pass
In Romeo & Juliet, who speaks in prose and who speaks in poetry? Why?
DO NOW
Read the prologue from NO FEAR Shakespeare page 3, and summarize in your own words in a short paragraph.
Direct Instruction
Assign roles.
Read together ACT 1 scene 1.
Guided / Independent
Use No Fear book to find examples of the Shakespearean words on the handout provided. You are given the definitions of the words. Find examples from Act 1 / Scene 1 for each and write down the quote below the word. You will be responsible for memorizing the meanings of these words!!
Exit Pass
In Romeo & Juliet, who speaks in prose and who speaks in poetry? Why?
Wednesday, May 29, 2013
Wednesday, May 28, Introduction to Shakespeare
Objective: By the end of class, students will be assessed on knowledge of poetic devices, introduced to Shakespeare, complete anticipation guides for Romeo and Juliet and practice language / phrases of Shakespearean language.
DO NOW
Poetry device quiz
Direct Instruction
Shakespeare introduction - pages 776-777.
Guided Independent
Divide into 5 groups. Click here - we will review directions together. Each group to take a section and answer the respective questions.
Closure
Each group must share findings - other groups take notes. All groups will be responsible for ALL information.
Exit Pass
How do the 5 acts of Shakespeare's plays correlate to a plot structure?
DO NOW
Poetry device quiz
Direct Instruction
Shakespeare introduction - pages 776-777.
Guided Independent
Divide into 5 groups. Click here - we will review directions together. Each group to take a section and answer the respective questions.
Closure
Each group must share findings - other groups take notes. All groups will be responsible for ALL information.
Exit Pass
How do the 5 acts of Shakespeare's plays correlate to a plot structure?
Friday, May 24, 2013
Friday, May 24, Poetry
Objective: By the end of class, students will review poetic devices, read Shakespeare's Seven Ages of Man and complete personal imagery poems.
DO NOW
Tongue twisters are good examples of Alliteration. Some examples is:
Peter piper picked a peck of pickled peppers.
Sally sold sea shells by the seashore.
Now write one of your own.
Direct Instruction
Read The Seven Ages of Man by Shakespeare pages 444-445.
Identify the metaphors within the extended metaphor.
Independent
Complete Imagery poems on laptops.
Exit Pass
Print to display.
DO NOW
Tongue twisters are good examples of Alliteration. Some examples is:
Peter piper picked a peck of pickled peppers.
Sally sold sea shells by the seashore.
Now write one of your own.
Direct Instruction
Read The Seven Ages of Man by Shakespeare pages 444-445.
Identify the metaphors within the extended metaphor.
Independent
Complete Imagery poems on laptops.
Exit Pass
Print to display.
Thursday, May 23, 2013
Thursday, May 23, Poetry / Personification / Hyperboles and Imagery Poems
Objective: By the end of class, students will learn new poetic devices and write original imagery poems with visual pairing.
DO NOW
Describe ANYTHING using sight, sound, smell, touch and taste. DO NOT TELL US WHAT YOU ARE DESCRIBING. We will have to guess when you read the description.
Direct Instruction
Personification and hyperbole worksheets.
independent
Type finalized copy of personal imagery poem. Be sure to have a title and your name on it! Then create a visual to match it. You can use a power point slide to create a collage of pictures. Minimum 5 pix
Exit Pass
Share with me on google docs or drop it in my drop box - see rihgt side of blog.
DO NOW
Describe ANYTHING using sight, sound, smell, touch and taste. DO NOT TELL US WHAT YOU ARE DESCRIBING. We will have to guess when you read the description.
Direct Instruction
Personification and hyperbole worksheets.
independent
Type finalized copy of personal imagery poem. Be sure to have a title and your name on it! Then create a visual to match it. You can use a power point slide to create a collage of pictures. Minimum 5 pix
Exit Pass
Share with me on google docs or drop it in my drop box - see rihgt side of blog.
Wednesday, May 22, 2013
Wednesday, May 22, Imagery in Poetry
Objective: By the end of class, students will read and identify imagery in poetry and create their own imagery poem.
DO NOW
Using all five senses (taste, smell, sound, touch, sight) describe one of the following:
1. Your favorite ice cream.
2. Your favorite sport.
3. Your favorite season.
Direct Instruction
slideshare - imagery
Read and Analyze Hope is a thing with Feathers.
Guided
Break don and identify images. What do they represent? What picture does this create? What is the poet trying to say?
Independent
IMAGERY - Poetic thoughts
Think of a topic for which you would like to write a poem full of imagery.
Complete the graphic organizer provided. Then using he information on the organizer, restructure the information into poetic format. It does not have to rhyme.
Exit Pass
DO NOW
Using all five senses (taste, smell, sound, touch, sight) describe one of the following:
1. Your favorite ice cream.
2. Your favorite sport.
3. Your favorite season.
Direct Instruction
slideshare - imagery
Read and Analyze Hope is a thing with Feathers.
Guided
Break don and identify images. What do they represent? What picture does this create? What is the poet trying to say?
Independent
IMAGERY - Poetic thoughts
Think of a topic for which you would like to write a poem full of imagery.
Complete the graphic organizer provided. Then using he information on the organizer, restructure the information into poetic format. It does not have to rhyme.
Exit Pass
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