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?
Friday, May 31, 2013
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
Monday, May 20, 2013
Monday, May 20, Imagery / Sybmolism
Objective: By the end of class, students will be assessed on allegory and introduced to imagery and symbolism in poetry.
DO NOW
What is your favorite food? Think about that food and write down all of the sensations you experience while eating that food. Think of all the senses - sight, sound, taste, touch, smell.
Direct Instruction
Allegory of the Cave video - QUIZ
Read - How to Eat a Guava- 541-544.
Write down all of the descriptive words that create imagery.
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
What is your favorite food? Think about that food and write down all of the sensations you experience while eating that food. Think of all the senses - sight, sound, taste, touch, smell.
Direct Instruction
Allegory of the Cave video - QUIZ
Read - How to Eat a Guava- 541-544.
Write down all of the descriptive words that create imagery.
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
Friday, May 17, 2013
Friday, May 17, The Scarlett Ibis
Objective: By the end of class, students will analyze the Scarlett Ibis as allegory.
DO NOW
What are some of the things that Doodle and the Scarlett Ibis have in common?
Direct Instruction
What do you think the message (theme) is in the Scarlett Ibis?
1. You can't try to make someone something he is not.
2. It is difficult to survive in an environment in which you are not accustomed.
3. Who you are should be good enough.
Independent
1. What might the external beauty of the Scarlett Ibis represent (symbolize)?
2. Describe how the Scarlett Ibis is an allegory for the above themes?
3. Analyze the allegory of the Scarlett Ibis. This means first show how the author uses the Ibis to represent Doodle. THEN, explain why this was a good way of expressing the above themes.
DO NOW
What are some of the things that Doodle and the Scarlett Ibis have in common?
Direct Instruction
What do you think the message (theme) is in the Scarlett Ibis?
1. You can't try to make someone something he is not.
2. It is difficult to survive in an environment in which you are not accustomed.
3. Who you are should be good enough.
Independent
1. What might the external beauty of the Scarlett Ibis represent (symbolize)?
2. Describe how the Scarlett Ibis is an allegory for the above themes?
3. Analyze the allegory of the Scarlett Ibis. This means first show how the author uses the Ibis to represent Doodle. THEN, explain why this was a good way of expressing the above themes.
Thursday, May 16, 2013
Thursday, May 16,
Objective: By the end of class, students will analyze the allegory of The Scarlet Ibis and find various ways to identify character traits.
DO NOW
Summarize the Scarlet ibis on a literal level.
Direct Instruction
What do we know about the scarlett ibis? List traits and information that we know.
Look back at the story from the beginning. On the left side of the t-chart, list quotes or specific events from the story. Then on the right side, list the corresponding character traits that the quote or event reveals about Doodle.
On the back of your t-chart, list the traits of the Scarlett Ibis. Next to it list Doodle's traits. How are they alike/ How might they be different?
Brother unsuccessfully changes Doodle into what he wanted him to be. Doodle dies. What statement is the Author trying to make about human nature? This would be the theme.
EXIT PASS
WHAT do you think the author's purpose is in using allegory to deliver the theme? Do you think this allegory was effective?
DO NOW
Summarize the Scarlet ibis on a literal level.
Direct Instruction
What do we know about the scarlett ibis? List traits and information that we know.
Look back at the story from the beginning. On the left side of the t-chart, list quotes or specific events from the story. Then on the right side, list the corresponding character traits that the quote or event reveals about Doodle.
On the back of your t-chart, list the traits of the Scarlett Ibis. Next to it list Doodle's traits. How are they alike/ How might they be different?
Brother unsuccessfully changes Doodle into what he wanted him to be. Doodle dies. What statement is the Author trying to make about human nature? This would be the theme.
EXIT PASS
WHAT do you think the author's purpose is in using allegory to deliver the theme? Do you think this allegory was effective?
Wednesday, May 15, 2013
Wednesday, May 15
Objective: By hte end of class, students will finish the allegory, The Scarett Ibis, summarize on a literal level and determine author's intent.
DO NOW
Why do you think Doodle put his hands around his own neck when he saw the injured, dying red bird? Why do you think Doodle relates to the Scarlett Ibis?
Direct Instruction
Read conclusion of Scarlet Ibis.
Summerize the story on a literal level 4-6 sentences). Use the rubric provided to you yesterday. Be sure to note, "WHO WHAT WHY WHEN WHERE" and don't provide too many details.
Answer the following questions:
1. What was the Scarlett Ibis' natural habitat according to Father?
2. How did it get to the Southern US?
3. AS Doodle watches the bird die, why does he relate to him?
4. What does the physical beauty of the Ibis symbolize in Doodle?
5. How is school for Doodle similar to the Southern US for Ibis?
6. Do you think anything could have been done to help the Ibis survive?
7. Do you think Doodle could ever change enough to survive in this society on his own?
8. What is the theme or message of this allegory?
Exit Pass
What is the author's intent in using allegory to demonstrate the theme of The Scarlet Ibis?
The author's intent in writing The Scarlet Ibis was to demonstrate that..... He uses allegory in order to
DO NOW
Why do you think Doodle put his hands around his own neck when he saw the injured, dying red bird? Why do you think Doodle relates to the Scarlett Ibis?
Direct Instruction
Read conclusion of Scarlet Ibis.
Summerize the story on a literal level 4-6 sentences). Use the rubric provided to you yesterday. Be sure to note, "WHO WHAT WHY WHEN WHERE" and don't provide too many details.
Answer the following questions:
1. What was the Scarlett Ibis' natural habitat according to Father?
2. How did it get to the Southern US?
3. AS Doodle watches the bird die, why does he relate to him?
4. What does the physical beauty of the Ibis symbolize in Doodle?
5. How is school for Doodle similar to the Southern US for Ibis?
6. Do you think anything could have been done to help the Ibis survive?
7. Do you think Doodle could ever change enough to survive in this society on his own?
8. What is the theme or message of this allegory?
Exit Pass
What is the author's intent in using allegory to demonstrate the theme of The Scarlet Ibis?
The author's intent in writing The Scarlet Ibis was to demonstrate that..... He uses allegory in order to
Tuesday, May 14, 2013
Tuesday, May 14, The Scarlett Ibis
Objective; By the end of class, students will read / analyze the allegory, The Scarlet Ibis and make real life connections.
DO NOW
Are you ever embarrassed of someone in your own family? Why? How do you react? What is the author's intent in showing brother's disdain for Doodle's mental and physical handicaps?
Direct Instruction
Continue to read - Scarlet Ibis - pages - 349-351
Guided / Independent
Complete double journal entries.
Review SUMMARY rubric. WRITE A summary to date for Scarlet Ibis on the LITERAL level. That means what is actually happening in the story (NOT what it symbolizes).
EXIT PASS
DO NOW
Are you ever embarrassed of someone in your own family? Why? How do you react? What is the author's intent in showing brother's disdain for Doodle's mental and physical handicaps?
Direct Instruction
Continue to read - Scarlet Ibis - pages - 349-351
Guided / Independent
Complete double journal entries.
Review SUMMARY rubric. WRITE A summary to date for Scarlet Ibis on the LITERAL level. That means what is actually happening in the story (NOT what it symbolizes).
EXIT PASS
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