Thursday, April 30 Agenda

}Bell Ringer: Roots

}Research

◦How to take notes

◦Rubric

◦Begin or continue notes, look on your rubric if you aren’t sure what to take notes on

◦Ways to present: Web page, video (weVideo or Windows Movie Maker), power point with links, prezi, Thinglink, HaikuDeck, Picktochart, powtoons

◦As you think of ways to present your information, consider:

–Ways to include videos, audio, images

–How to keep class interested

–Do you want them to think or do anything after seeing your presentation

Wednesday, April 29 Agenda

}Bell Ringer: Turn on your computers for the Aspire test

}Aspire reading test (60 min)

}At the end of the test, work on your potential resources.  You need at least 15 by tomorrow at the latest!

◦You need to have at least 15 potential sources by the end of the block today to be where you need to be

◦Begin researching: you want a lot of different texts (articles, audio clips, video clips, pictures, etc) that show the importance of your theme/issue (you should be looking during your research for an issue/problem/negative situation connected to your theme)

◦If you have 15-20 sources, start taking notes. Think about your research questions and your final goal, and take notes that help you achieve your purpose

}Your final goal is to present your findings to the class in order to give your peers an awareness of an issue connected to your theme that is affecting teens in American society today

Tuesday, April 28 Agenda

}Bell Ringer: Research next step

◦You should have your textual evidence (3 exact lines from the play) and your research questions/key terms (at least 5).  You should also have some ideas of issues/topics that your theme can connect to

◦Next: potential sources

}After lunch: essay discussion

◦Re-dos due on Monday

}Research Time

◦You need to have at least 15 potential sources by the end of the block today to be where you need to be

◦Begin researching: you want a lot of different texts (articles, audio clips, video clips, pictures, etc) that show the importance of your theme/issue (you should be looking during your research for an issue/problem/negative situation connected to your theme)

}Your final goal is to present your findings to the class in order to give your peers an awareness of issues affecting teens in American society today

◦

Monday, April 27 Agenda

}Bell Ringer: Make sure computer is on and ready to go when the bell rings!!!

}Research Document for Romeo and Juliet social issues research (format; some of you did this Friday)

}Issues tied to themes: Examples from last semester

}Get out Outline

}Essay Test: staple outline to rubric to turn in (make sure the essay is shared with me)

}When done with your test, work on: R&J Themes/Topic: then and now

}Research:

◦Textual Evidence (at least three)

◦Questions and Key Terms (shared with me through Google Drive)

◦Today’s goals (due by the beginning of class tomorrow):

Friday, April 24 Agenda

}Bell Ringer: Universal Themes/Topic

◦Brainstorm with friend and choose theme (universal theme that is in Romeo and Juliet and is relevant to teens today)

}Outline Check/Discussion

}Turning Outline to Essay

◦I do then you do with partner based on my outline

}Essay portion of the test on MONDAY

}“How To” questions and key terms for R&J Universal Theme/Social Issue Project

}Current Teen Issues in Romeo and Juliet

◦Find your theme in the play (at least three pieces of textual evidence)

◦Create research focus question and key words

◦Begin compiling list of potential sources

◦Share that list with me through Google Docs

Potential Universal Theme

Comment on this post with your potential theme that is seen in Romeo and Juliet and is also seen today.

Thursday, April 23 Agenda

}Bell Ringer: Check Translation Practice with Partner

}Translation Practice Answers

}Creating an Outline for the essay

◦Outlining a paper (I=intro, II=body, III=conclusion)

◦Sample Outline

–Compare your outline to mine, will yours help you to answer the question? Do you have in-text citations?

}Translation Test (start right after lunch)

}When done with test, read your own book or work on your outline

◦Outline due TOMORROW

◦Essay Outline Completion

◦Look at example outline on my blog (linked on the word ‘here’ in the most recent post and this one)

◦If you need a book, sign your name on the white board, or you could use the online text, which is linked on the right side of my blog

◦Reading  your book for SSR letter

–SSR Letter due Friday: this week’s SSR needs to have a paragraph connecting your book with either Romeo and Juliet or a theme you brainstormed yesterday

–

Sample Outline

Your outline for the essay portion of the test needs to be done by Friday.  If you need to see my example, you can link to it here.

Wednesday, April 22 Agenda

}Bell Ringer: Take out TIQA notes and Outline from yesterday

}TIQA paragraph from Who is Responsible? Outline

◦Finishing outline with textual evidence

◦turn in to me when done

}Creation of outline for test

◦Test Essay notes and outline

◦You need to have your textual evidence picked out so you can make the outline tomorrow. Check out book from me or use online text (linked on my blog)

}Translation Practice

Tuesday, April 21 Agenda

}Bell Ringer: Time for outline: when done, hand up for me to check, then read your book (SSR due Friday)

◦SSR Letter due Friday: this week’s SSR needs to have a paragraph connecting your book with either Romeo and Juliet or a theme you brainstormed yesterday

}Finish Play (A5 S2 and S3)

}Outline to Paragraph Practice:

◦Outline for Who is Responsible?

◦Based off outline, on a sheet of paper: Write a paragraph (TIQA format) explaining who/what tied to a person is most responsible for the deaths of Romeo and Juliet and why.

◦Time to work on Outline and/or TIQA Paragraph

Monday, April 20 Agenda

}Bell Ringer: Universal Big Idea: Love and Hate –have big idea sheet out before class starts

◦Whole class example, then:

◦On the Big Idea sheet, write how you’ve seen the topics by turning them into themes.  Theme: big idea plus something about it/message

◦How do each of the themes drive the characters and plot? (talk about this)

}Theme Sharing

}Act 4, scenes 4, 5

◦How do we see her ‘family’ truly loved her (find textual evidence)?

}Act 5 Scene 1

}Day Chart Check Wednesday: Detailed Check of 4 and 5 rather than a quiz

}Outline Practice: Pick some topic that you know information about and outline it

}Outline work time/check (will have 10 minutes tomorrow)

SSR letter Friday

}Translation Test Wednesday, Essay Test Friday (maybe Mon)

Friday, April 17 Agenda

}Bell Ringer: Finish Viewing A 3 S3-5 new

}Begin the process of weeding through notes from the movies, focusing on one scene in all three versions (mediums)

}Discuss Final Essay for R and J

}Version of Source Text Analysis: Answer these questions:

◦What is an important scene, characterization, etc. in all three versions we ‘experienced’ where choices were made concerning what to keep the same and what to change? What are the most important similarities or differences and what textual evidence can you use to support the choices made by the directors?

}Read A4 Scenes 1, 2

}Discuss Friar Laurence’s plan for Juliet

}A4 S3

Thursday, April 16 Agenda

}Bell Ringer: Act 3 Quiz: turn in to folder when done and read your book

}Finish outline notes

}Groups of 4, what are some things in Romeo and Juliet that people today still experience? What are some problems faced by teens in the play that are experienced by teens today or can connect to things experienced by teens today?

}View Act 3 Scenes 3, 4, 5

Wednesday, April 15 Agenda

}Bell Ringer: Finish A3 S5

}Translation Practice (pairs translate 93-102, 116-123, 160-168, 177-187, 188-196, 213-226, 233-end)

}Outline Notes: Craft lesson section

Tuesday, April 14 Agenda

}Bell Ringer: Big Idea Sheet: Fate- what is it? How seen? With a partner, discuss the theme of Fate and how it has been seen so far in the play.  Where is fate referred to?

}Finish Viewing A3 S1 and 2

}Read Act 3 Scene 3, 4, and 5

◦Discuss Friar L’s plan (Act 3 Scene 3 day chart)

}Fill out day chart (Tuesday)

}Act 3 Quiz TOMORROW!

Monday, April 13 Agenda

}Bell Ringer: Roots

}Mood Paragraphs:

◦Exchange with neighbor, label the parts (two different colors, underline and circle)

◦Evaluate the level

◦Hand back to writer

◦Turn in your own when you get it back, if you disagree with the level, explain how it fits a different one.

}Big Idea Sheet: Fate- what is it? How seen? With a partner, discuss the theme of Fate and how it has been seen so far in the play.  Where is fate referred to?

}Viewing A3 Scenes 1 and 2

◦What details support each director’s choices as to how to portray the scene? What is the mood of the scenes? How is the mood accomplished?

Friday, April 10 Agenda

}Bell Ringer: Evaluating Paragraphs

}Paragraph check: Self Eval: Levels

}Finish A3 S2

}Write this in your glossary, M page/ R&J Section

◦Mood: feeling the author creates for the reader.  Created with descriptive words, imagery and figurative language as well as the sound and rhythm of the words

◦What is the mood of A3S1? Write this in the margin of day chart.

}In Writer’s Notebook: What is the mood of Shakespeare’s play (the whole thing) so far?  Use specific details (TEXTUAL EVIDENCE!!!) to prove: Same format as the love paragraph (remember, higher “levels” have more evidence to support opinion)

◦Read your book if you finish before we move on

}Who is Responsible Note sheet:  Fill out general ideas and details and then answer this: Is fate or are choices causing things to happen in the story? Why do you think that?

Thursday, April 9 Agenda

}Bell Ringer: In your Writer’s Notebook: Think of what we have read so far.  What are the different “types” of love seen in the first two acts? What are some examples of each type?

}TIQA paragraph- look at those posted from last week

}Pick one of the types of love. In your writer’s notebook, in a paragraph that follows the TIQA format (look at notes), prove the existence of the type of love you have picked: 

◦This is how you do an in-text citation for your quote: “Now art thou sociable, now art thou Romeo” (II, iv, 92-94).

}Read your independent book when you finish the paragraph

}Act 3 Scene 1 and 2

}Add to day chart (still Monday)

◦

Examples of TIQA Paragraphs

Here are some of the paragraphs explaining why Romeo and Juliet are in such a rush to get married. 

Romeo and Juliet are in a rush to get married because they are desperately in love. Romeo says to himself after Juliet leaves, “Love goes toward love as schoolboys from their books; but love from love, towards school with heavy looks.” (II,ii, 156-157) Romeo and Juliet don’t want to leave each other’s side. Romeo says that love goes toward love eagerly, but leaves it in sadness. They think that if they get married, they will not have to leave each other and they will be inseparable. 

Romeo and Juliet are in a rush to get married, because they are madly in love, and they can’t stand to wait any longer. A quote from the text that shows that they are eager to spend more time one another is when Romeo talks about meeting her the next day at nine, and Juliet says, “‘Tis twenty years till then.” (II, ii, 170) Both Romeo and Juliet want to hurry up and get married, because they can’t stand to be apart any longer, and the more time they spend together, and aren’t married, the more time there is for others to figure out what is going on between them. They do not want this to happen, because they are madly in love, and they want to be together without consequences.

Romeo and Juliet are in a rush to get married because they believe that they are in love. When Juliet asked Romeo how he got over the wall he replied with, “For stony limits cannot hold love out, and what love can do, that dares love attempt…” (II, ii, 67-69) Romeo is talking about how he feels that nothing that is hard can stop his love for Juliet, and that he had so climbed this wall for her. Romeo is saying that whatever the world can throw his way, he is willing to climb over it because of his love for her.

Romeo and Juliet are in a rush to get married because of their parents’ rivalry. Before Juliet realizes Romeo has been listening to her talking to herself, she says, “Deny thy father and refuse thy name! Or if thou wilt, be but sworn my love, and I’ll no longer be a Capulet,” (II, ii, 34-36). She is essentially saying “ Oh, how perfect would it be if you were not a Montague. Change your name, or I’ll change mine through our marriage.” This quote also sums up the family rivalry. The families would most likely not support this marriage, so they are in a hurry to get it done and over with before either of the families can say anything about it.

Romeo and Juliet are in a rush to get married because they are not thinking through their decisions. Romeo just sees Juliet and thinks she is the one for him (I, v, 50-51) “Did my heart love till now? Forswear it, sight! For I ne'er saw true beauty till this night.” Romeo has not even talked to her yet and he thinks Juliet is his soul mate. there are lots of variables left befor he should even date her.

Wednesday, April 8 Agenda

}Bell Ringer: Talk with partner about movie choices you like and don’t like: what makes you agree or disagree with the director?

}Foreshadowing Discussion

}Act 2 quiz –turn in to folder when done and read your book (SSR Letter due Friday)

}View A2 S3 and 4

}View Act 2 Scenes  5, 6

Tuesday, April 7 Agenda

}Bell Ringer: Reading Comprehension Assessment, turn in questions to folder when done and read your choice book (SSR due Friday)

}Review with partner what happened in Scene 4 so far

}Finish reading A2 S4

}Act 2 Scene 5, 6

}In your R&J section, write down at least two examples of foreshadowing from Act 2.  We know how the play ends, how is that hinted at in act 2?

ACT 2 QUIZ TOMORROW!!!!!

Wednesday, April 1 Agenda

}Bell Ringer: Turn in connections (if you have a plan for presenting some for EC, talk to me)

}Metaphor and simile definition in reader’s notebook section: find examples from the play so far to use as examples (which one, what’s compared)

◦A1 S5 l. 92-95

◦A2 S2 l. 2-25, l. 116-124, l. 131-135, l.177-182

}Act 2 Scenes 3

◦Add to day chart

}Word Part Test: put in folder when done; read book, or do missing work while waiting

}Finish A2S3

◦Fill out Day Chart

}Act 2 Scenes 4

}Act 2 quiz after break!!!!!

HAVE A GOOD BREAK!