Monday, Nov. 30 Agenda

}Bell Ringer: Universal Themes/Topic

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

}“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): due after 20-30 minutes tomorrow

}Outline Check/Discussion

}Outline to Essay

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

}Essay portion of the test on Wednesday

}OUTLINE due at beginning of tomorrow

Friday, Nov. 20 Agenda

}Bell Ringer: Translation Practice

}Check Translation Practice with Partner

}Translation Practice Answers

}Creating an Outline for the essay

◦You need to have your textual evidence picked out so you can make the outline after the test. Grab a book or use online text (linked on my blog)

◦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: turn in to fourth block folder with your SSR letter

}When done with test, read your own book or work on your outline (textual evidence!!!)

◦Outline due after break

◦Look at example outlines on my blog (linked in the “Outlining for the Essay” post)

◦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

Translation Practice and Answers

Translation Practice

Translation Practice with Answers (the red text would be the answers)

Outlining for the Essay Test

Once you have picked your scene, characterization, event, relationship, etc from the text and movie versions of Romeo and Juliet, you need to establish what specific similarities and differences you are going to be analyzing. (All of this is explained on the assignment sheet you should have, if you don't, here is a link to it)

You should look for two specific similarities and two specific differences.  These could be between two versions or among all three.

Once you know the similarities and differences you want to focus on, you are going to think about why the directors chose to keep them similar or to change.  For this, think about the impact of the choice made by the director, what came before the choice and what comes after it.

With the 'why' in mind, you are going to find textual evidence from Shakespeare's text to support why you believe the directors made the choices that they did.  With all of this in your head/in your notes, you are ready to make an outline for your essay.

You will follow the Paper Outline template that I gave you on Thursday, where I. is introduction, II. is body, and III. is conclusion.  Your first step is to organize your ideas.  Are you going to write about similarities in one section and then differences in another, or are there other logical ways to organize your ideas. This link will take you to an outline organized by similarities and differences.  This link will take you to an outline organized by big ideas (that link actually has two outlines, they are both the same material, but organized in two different ways.  The first one is the similarity/diff way, the second is the main point way.).

Once you have figured out how you are organizing it, put your information that you have (similarities, textual evidence to support, differences, textual evidence to support) into the outline.

By Monday the 30th you should have a first draft outline for me to check so that we can work on it and prepare for the essay portion of the test, which is on Tuesday (12/1).

Thursday, Nov. 19 Agenda

}Bell Ringer: Finish Play (A5 S3)

}Take out TIQA notes and brainstorm from yesterday

}Outline to TIQA Paragraph Practice:

◦Finish brainstorming and then organize the information to come up with your ‘answer’

◦Outline for Who is Responsible?

}Creation of outline for test

◦Test Essay notes and outline

SSR LETTER DUE TOMORROW!!!  Connect your book to R and J and/or a theme we brainstormed!

Wednesday, Nov. 18 Agenda

}Bell Ringer: Friar Laurence’s Plan (get your day chart out)

}A4 S2 and 3

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

}Translation Test Friday, Essay Test Monday after break

◦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

}Act 4, scenes 4, 5

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

}Act 5 Scene 1 and 2

}Outline Notes: Craft lesson section

   Brainstorm for "Who is Responsible?" due tomorrow

Tuesday, Nov. 17 Agenda

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

◦Examples of themes/big ideas from Friday

◦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 (potential idea, combine big ideas together)

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

}Theme Sharing

}Finish A3 S3-5 Viewing and discussing details (new)

}Read A4 Scenes 1, 2

◦Discuss Friar Laurence’s plan for Juliet

Monday, Nov. 16 Agenda

}Bell Ringer: Analysis ‘Answers’ from Wednesday

}You and partner comment on student examples: 2 comments (one from each account); can be either praise and why or how to make the section better

}Integration of knowledge assessment (mid): turn in to folder when done and read

}Discuss Final Essay for R and J

}View Act 3 Scenes 3, 4, 5 (old)

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

}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?

Friday, Nov. 13 Agenda

}Bell Ringer: Share Translations of A3S5

◦93-102, 116-123, 160-168, 177-187, 188-196, 213-226, 232-end

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

}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?

Comments posted to blog of the groups' lists

Problems and Issues of Romeo and Juliet

What are some things that happen in the play 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?

Post a comment to this post with your group's list and all of your group member names.

Thursday, Nov. 12 Agenda

}Bell Ringer: Grab a Lit book, then: 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?

}Quick finish of new movie A3 S1

}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 Friday!

}Translation Practice (pairs translate 93-102, 116-123, 160-168, 177-187, 188-196, 213-226, 232-end)

Wednesday, Nov. 11 Agenda

}Bell Ringer: I need your A2 quizzes back…

}TIQA areas of improvement (add to TIQA notes sheet)

}HOW EXACTLY does your evidence prove what you say it does?

}Transition between examples

}Intro: context= who said it, when, to whom, where, etc

}No personal pronouns

}Discuss Portrayal and Evidence: TIQA practice

} Finish Viewing A3 S1 and 2

Tuesday, Nov. 10 Agenda

}Bell Ringer: Roots

}Mood Paragraphs (if you don’t have one, write one):

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

◦Evaluate the level and explain why (you can annotate the paragraph and/or explain in sentence format)

◦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. –read your book when you have turned the paragraph to me

}Act 3 Scene 2

}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?

}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?

Monday, Nov. 9 Agenda

}Bell Ringer: Evaluating Paragraphs

}Paragraph check: Self Eval: Level and why; what would you do to increase your level towards exemplary? (write this on the bottom of your paragraph)

}Act 3 Scene 1

}Add to day chart (still Monday)

}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 or A3S1)?  Use specific details (TEXTUAL EVIDENCE!!!) to prove: Same format as the love paragraph (remember, higher “levels” have more evidence to support opinion) -DUE TOMORROW!!

◦Read your book if you finish before we move on

Friday, Nov. 6 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?

}View Act 2 Scenes  3-6

}TIQA paragraph- look at those posted from earlier this 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).

This paragraph is due on Monday

}Read your independent book when you finish the paragraph (SSR due next week)

Thursday, Nov. 5 Agenda

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

}Act 2 Scene (rest of) 4, 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?

}Foreshadowing Discussion

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

Wednesday, Nov. 4 Agenda

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

}AoW Discussion

}Finish Viewing A2 S1 & 2

}In R&J section: Which movie version matches your imagination (of Act 2 Scene 2) and why? Which version matches the mood or feeling of the scene best and why?

}Metaphor and simile definition in RJ 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 and 4

◦Add to day chart

}Act 2 quiz Thursday?

Rush to Marry

Why are Romeo and Juliet in such a rush to get married right when they meet?

Answer this question with a TIQA paragraph.  Your textual evidence can come from any point in the text.  Once you have typed your paragraph, copy and paste it as a comment to this post.

Example Para: Romeo and Juliet are in a rush to get married because that is what people had to do in this culture at this time.  When talking to Juliet about marriage, Lady Capulet says, “ Younger than you,/ Here in Verona, ladies of esteem,/ Are made already mothers” (I, iii, 70-72). Lady Capulet is telling Juliet that other girls in their society are already married and having children, demonstrating the cultural necessity of marriage.  She also guilts Juliet a little by telling her that the people are younger than her, meaning that she should get going with finding someone to marry.

Remember, the Analysis portion of your paragraph explains why and how your evidence proves your topic sentence.  The goal of your sentence: HOW and WHY EXACTLY your quote proves the reason for rushing into marriage.

Tuesday, Nov. 3 Agenda

}Bell Ringer: Grab a literature book and turn your computer on

}Go to my blog and click on the post “Rush to Marry” and read the directions and my example

}Pick one of the reasons for Romeo and Juliet to rush to get married on your own (from the board) and use specific details from the play (textual evidence) to support your opinion in a TIQA paragraph- write the paragraph alone and post it to the entry on my blog

•View Act 2 Scenes 1 and 2

–Why does the new one choose to use the pool?

}Connections and AoW Close Read due tomorrow

Monday, Nov. 2 Agenda

}Bell Ringer: Word Part Test

}Act 2 Scene 1 and 2

◦A2S2 Paraphrase

◦Fill out day chart (Early Monday morning)

}Add to Big Ideas sheet: love and death –examples from A2 S2

◦How can this be foreshadowing? 

}Add to notes sheet: who seems to be responsible for what’s going on so far? Discuss with partner as you add

}In R&J notes, write down what you feel the mood or tone of A2 S2 is in the book (the feeling, the emotion)

}Continue thinking of the “Why” behind the directors’ choices while you take notes

◦What is the effect of the choices? What would the director want to be saying, implying?

}Work Time: Read or work on Connections Assignment

}Discuss with partner and take notes: Why are Romeo and Juliet in such a rush to get married? Share with class, write a practice paragraph as a class.

}Reminder: Connections (minimum 4) and explanations due Wednesday!!! Clips and presenting for extra credit as well!