Wednesday, Nov. 30 Agenda

}Bell Ringer: Reliability online –need computer on

       Schoology posts and Google Drive document

}Research next step

◦You need to have at least 15 (hopefully closer to 20) potential sources after 40 minutes today

◦Continue 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 issues affecting teens in American society today

Tuesday, Nov. 29 Agenda

}Bell Ringer: Get outline for essay out

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

◦All essays must be done by the end of the block

}Translation Test (finish or take if you were gone)

}Research Time (if you don’t need to finish the translation test and you are finished with the essay)

◦Aim for 15-20 potential sources

◦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)

Monday, Nov. 28 Agenda

}Bell Ringer: Outline to Essay

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

◦Get out YOUR Outline

◦Intro and Conclusion Sections

◦Is your outline ready to write an essay tomorrow? If so, finish test/start test/read your book/work on research; if not, work on your outline

 OUTLINE DUE TOMORROW (in order to write the essay test)

}Current Teen Issues in Romeo and Juliet Research:

◦Issues tied to themes: Examples from last semester

◦Textual Evidence (at least three): due in 20 min

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

–Should be done from Tuesday

◦Potential Sources (need at least 15, aim for more): These should be on the same document as the questions and key terms

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

–Textual Evidence (3) of theme in play

–Questions and Key Terms

–At least 5 potential sources (aim for more)

Tuesday, Nov. 22 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. Document shared with you in Drive. You need:

}Universal Theme and topic

}At least three lines from the play that show your theme (aim for more if possible)

}Create some questions that will guide your research: I ask, how is your theme relevant to teens in America today?  You need to research this, so what are some questions or key words that you will use to research? (You need 8 and key terms highlighted)

}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

}Current Teen Issues in Romeo and Juliet

◦8 Research questions with key terms highlighted (due Monday)

◦Find your theme in the play (at least three pieces of textual evidence): due after 20-30 minutes Monday

}Outline Discussion

◦Time to work on BODY of outline

◦Check blog for helpful tips and links

}Essay portion of the test on Tuesday (after break)

}OUTLINE due at beginning class Monday (after break)

Monday, Nov. 21 Agenda

}Bell Ringer: Check Translation Practice with Partner

}Translation Practice Answers

}Creating an Outline for the essay

◦How to go from planning sheet to outline

◦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 first folder in green crate

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

◦Outline due after break -you should have a start on it by tomorrow (or at least have your textual evidence chosen)

◦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

Outlining 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, also, you should have that information on your planning sheet)

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 Monday, 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 28th 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 (11/29).

Friday, Nov. 18 Agenda

}Bell Ringer: Finish Play (A5 S2 S3)

}Who Is Responsible?

◦–brainstorm on your sheet

◦Who should be pardoned or punished?

}Outline 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?

Paragraph for Who is Responsible

}Translation Practice -due Mon

Translation Test on MONDAY!!!

Thursday, Nov. 17 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 Monday, Essay Test Tuesday 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

}Outline Notes: Craft lesson section

Wednesday, Nov. 16 Agenda

}Bell Ringer: Time for Movie Essay Planning –have the sheets from yesterday (assignment sheet and movie notes) out before class starts to be on time

}Universal Big Idea: Love and Hate

◦Examples of themes/big ideas from sheet

◦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

}Read A4 Scene 1

◦Discuss Friar Laurence’s plan for Juliet

}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 today

Tuesday, Nov. 15 Agenda

}Bell Ringer: With new partner, what are some things in Romeo and Juliet that people today still experience? What are some problems faced by teens in the play/ actions taken by people/ emotions of people/ reactions of people/ etc. that are experienced by teens today or can connect to things experienced by teens today? (WRITE THIS IN NOTES)

}Current Issues and Romeo and Juliet (Mid Assessment)

}Discuss Final Essay for R and J

}View Act 3 Scenes 3, 4, 5

}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?

}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 brainstorm later in the week.

Monday, Nov. 14 Agenda

}Bell Ringer: Grab a lit book; finish A3S5

◦People here on Friday, share with people who weren’t here what we talked about

}Translation Practice of A3S5

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

}Share Translations

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

}Groups from earlier today, 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? (WRITE THIS IN NOTES)

Friday, Nov. 11 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?

}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 Monday!

Thursday, Nov. 10 Agenda

}Bell Ringer: Take out TIQA notes from Craft Lesson Section

}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

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

◦Once you receive someone else’s, 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

}Finish Viewing A3 S1 and 2

}Discuss Portrayal and Evidence: Which portrayal is more accurate to the text (A3S1)? Why?  Find at least one line to support

AoW Reflection due TOMORROW!

Wednesday, Nov. 9 Agenda

}Bell Ringer: Roots

}Find your mood/tone notes!!!

}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)

◦When done with your paragraph, bring me your close read and then write your response for the AoW

}Raven and Olivia Connections

}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?

Tuesday, Nov. 8 Agenda

}Bell Ringer: In your RJ Notes section, 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).

}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)

}Connections Presentations

}Write this in your R&J Section (Use the tone and mood word sheet)

◦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? Add some reasons why -general

◦Read your AoW if you finish before we move on (at any point today)

Monday, Nov. 7 Agenda

}Bell Ringer: In your Romeo and Juliet notes: 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- read through all  posted on Schoology, thinking of yours as you read others’

}TIQA Levels: pair evaluation

}Pick one of the types of love. In your RJ Notes section, 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 AoW when you finish at any point

Friday, Nov. 4 Agenda

}Bell Ringer: Test Correcting (make sure you have a colorful writing utensil!!)

}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 notes 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 (SSR letter due today!)

Thursday, Nov. 3 Agenda

}Bell Ringer: Join Schoology.com: Access Code:GBNDB-S8R2N, then review word parts

} Word Part Test

}Post paragraph to discussion board on Schoology

}While reading through to type it up, make any edits you feel you need (making sure that you are supporting WHY and HOW the evidence shows your topic sentence.

}Read your book, or make sure your connections are ready to be turned in when done

}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 tomorrow?

}SSR letter due Friday (tomorrow)

Wednesday, Nov. 2 Agenda

}Bell Ringer: Study Word Parts (10 minutes, read if you are confident that you will ace the test)

}Discussion of Rush to Marry (add your ideas to the board)

}Rush to Get Married TIQA

◦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 under where you brainstormed (or on the next page of notes)

◦Work on Connections or read your book when you finish

}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?

•View Act 2 Scenes 1 and 2

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

}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?

}SSR Letter Week (due Friday)

}Connections due tomorrow; Word Part Test tomorrow

Tuesday, Nov. 1 Agenda

}Bell Ringer: Word Part Studying

}Act 2 Scene 2

◦A2S2 Paraphrase

}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)

}Discuss with partner and take notes: Why are Romeo and Juliet in such a rush to get married? Share with class

}Work Time: Read or work on Connections Assignment

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

SSR LETTER WEEK!!!