Friday, March 31 Agenda

}Bell Ringer: Word Part Studying

}Word Part Test (when finished, find your notes from yesterday on Mood of A3S1 and write what is below)

}In Writer’s Notebook: What is the mood of A3S1?  Use specific details (TEXTUAL EVIDENCE!!!) to prove: Same format as the love paragraph (remember, higher “levels” have more evidence to support opinion; look at evaluation of love paragraph (self and Mrs. Johnson comments)

◦When done with your paragraph, make sure you’ve commented on a blog post and then read your book

◦If you don’t finish before we move on, paragraph is HOMEWORK

}Act 3 Scene 2

}Big Idea Sheet: Add more/details to show those already listed

}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? What does Romeo think? What makes you say that? (pg997)

}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?

Thursday, March 30 Agenda

}Bell Ringer: Word Part Studying (test moved to tomorrow!)

}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).

◦When you finish, comment on your commenting collaborator’s SSR post

}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 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? Brainstorm some reasons why -general

Commenting on Collaborator’s SSR Post (due by Monday)

Wednesday, March 29 Agenda

}Bell Ringer: SSR Blogging: This week, you need to write a blog post (by tomorrow) where you connect your book to EITHER Romeo and Juliet (any aspect) OR a different class that you have (topics, ideas, lessons, etc)

◦15 minutes to start a post

}View Act 2 Scenes  4-6

}TIQA paragraph- read through all  posted on Schoology, thinking of yours as you read others’

}TIQA Levels: pair evaluation (commenting collaborator)

}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?

}Pick one of the types of love. 

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

Tuesday, March 28 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 5, 6

◦Fill out day chart while reading

}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 week!)

}View A2S3 (old and new)

Monday, March 27 Agenda

}Bell Ringer: Review word parts (fourth block, finish A2S2 viewing)

}Act 2 Scenes 3 and 4

◦Add to day chart

}Post “Rush to Marry” paragraph to 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. Also, make sure you have a correct in-text citation

}Read your book when done

}SSR Week (some form of writing on it will be due Friday)

}Act 2 quiz tomorrow

}Extra Credit Clip Presentations

Friday, March 24 Agenda

}Bell Ringer: Word Part study time: remember, the test is next week, also you will still need these terms in June for the final!!

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

◦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)

◦Reply to the comment on your story blog post, work on Connections EC if needed, then 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?

}Connections extra credit due Monday; Word Part Test next week!

Thursday, March 23 Agenda

}Bell Ringer: Review Soliloquy and Aside

}Act 2 Scene 1 and 2

◦Fill out day chart (Early Monday morning but in the Sunday column)

}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)

}Work Time: Read stories, post on blog, or work on Connections Assignment

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

Wednesday, March 22 Agenda

}Bell Ringer: Adding media to your story

}Connections: In writer’s notebook, brainstorm some other books/songs/movies/shows/etc. where any of the ideas of Romeo and Juliet are also seen?

◦Assignment Explanation (previous slide)

}Viewing A1S4 and 5

◦Make sure the notes you are taking are focusing on both similarities and differences and will help you think about WHY directors make the choices they do

}Homework: Comment on your most recent commenting collaborator’s story (make sure you’ve read it) (follow the commenting guidelines)

Tuesday, March 21 Agenda

}Bell Ringer: Roots (final slide for quarter)

}Finish A1 S5

◦Talk with partner, what does Juliet say at the end of S5 about Romeo/her situation?

}Who Is Responsible/Who Is to Blame? Add to Your Notes

}Big Ideas of R and J sheet –what themes (big ideas, one word or phrase –think of some of those universal ideas from writing the perspective story) are we seeing so far? Brainstorm with neighbor and write them all down

}Look up the definition of foil (in RJ section).  Then write down who is a foil to Juliet and who is a foil to Romeo and why (are there any other pairs of characters who act as foils to each other? Who? Why?).  If you need more detail on foils, look at page 930 in the book.

}Act 1 Quiz

◦When done, turn in to crate/folder, post your perspective story on your blog (if you want to fix anything, do so), as people post their stories, start reading others’)

Monday, March 20 Agenda

}Bell Ringer: Grab a lit book and finish viewing 2 and 3 (new)

◦Those who were here on Friday before break, share what happened in S2 and 3 in the old version

}R and J Big Question: Who is to blame? Who is responsible for the fate of individuals? Start a page in your R and J section where you will add writing about this/notes

}Romeo and Juliet: Act 1 Scene 4

}Allusion –review the definition in notes

◦Queen Mab Speech turn to page 960 and in writer’s notebook draw Queen Mab and her coach (be specific)

}Discuss Queen Mab speech pg 960 (end), list the seven types of people she visits and what dreams she brings to each

}Scene 4 foreshadowing (translation) pg 961, how could this show big idea of fate?

}Act 1 Scene 5

}Act 1 Quiz tomorrow (Prologue through Scene 5)

◦Study for Quiz (everything discussed or in play fair game for this)

}Instead of an AoW this week, we will be doing some additional blogging stuff…be prepared (and if you didn’t post or comment for the SSR letter/blog, DO IT!!)

Friday, March 10 Agenda

}Bell Ringer: Reading Blog Post Commenting -those who were gone, DO THIS!!!

◦Post if you haven’t

◦Find your new commenting collaborator and comment on their post (make sure to follow commenting guidelines)

◦Check your blog for comments and respond to any comments there that need a response

◦If there’s still time, personalize your blog a bit (add colors, change themes, add pics, etc)

◦If there’s STILL time, read your book

}Grab a literature book

}View Scenes rest of 1, 2, 3 (both): Note sheet

◦What are the differences? (“old” version to the play, “new” version to the play, old and new to each other)

◦What choices do the directors make? Why?

Thursday, March 9 Agenda

}Bell Ringer: Paper (and bibliography) printed out after 10 minutes to be on time (if your bibliography isn’t done, at least turn the paper in now)

}Act 1 Scene 3

}Describe Juliet’s nurse (be detailed and specific) and then describe the nurse and Juliet’s relationship (pg 953)

}Venn Diagram Capulet and Lady C on Juliet’s marriage, add to Sunday day chart

◦Discuss

}Staging of Romeo and Juliet

}View Scenes 1, 2, 3: Note sheet

◦What are the differences? (“old” version to the play, “new” version to the play, old and new to each other)

◦What choices do the directors make? Why?

Wednesday, March 8 Agenda

}Bell Ringer: Prefixes

}Create a Big Idea Sheet in your RJ section: What are some big ideas that we know will be in it based on the prologue and A1S1?

}In RJ Section: Romeo’s opinion on love? Quotes from 948 to show

}R&J: Scene 2

◦“Day Chart” –fill out Sunday 3 and 4

}Writer’s Workshop:

◦Final Draft with Bibliography due Thursday

◦Works Cited/Bibliography Entries reminder:

–Alphabetical order! You DO need to add addresses.

◦Work at whatever step you need to complete (theme tracing, revising for craft/content, revising for editing (and meeting with me), etc. End result: best piece of writing you have ever created)

–Peer Edit and Self Edit as you work toward your final draft

–Work on your next and final draft using my comments and the comments of peers (as well as your own self-editing)

◦Finish working on your bibliography or helping others with theirs. Time for working on revising. Final draft due tomorrow. Remember your Bibliography/Works Cited page.  Also, it should be in MLA format (look at the handout in your binder)

◦If you need a break, work on your independent reading/blog post 

Tuesday, March 7 Agenda

}Bell Ringer: Background: Renaissance, Italy

}Day Chart: How to use

}Romeo and Juliet Act 1 Scene 1

◦Take notes on what we discuss, there will be a quiz at end of each act

◦942 -945

}Writer’s Workshop:

◦Editing Sentences: Discuss corrections with whole class

◦Perspective Story Rubric

◦Bibliography: alphabetical order!

◦Theme Conferences

◦Work at whatever step you need to complete (revising for craft/content, revising for editing (and meeting with me), etc. End result: best piece of writing you have ever created)

–Pink: basic conventions (punctuation (other than commas), capitalization, etc.) fluency

–Yellow: things that are in your editing section: sentence structure (fragment/run-on, comma splice, commas), dialogue format, verb tense, etc.

}Take a look at your first short story

◦Most likely you have some similar issues (especially punctuation, sentence structure, and grammar), so check your perspective story for those.

◦I will be grading this one more critically than the first one, so REALLY look at your story.

}All parts of the story

◦Make sure your story has all aspects of a plot chart (especially the falling actions/resolution)

◦Universal theme

}Show don’t Tell

◦Make sure you have LOTS of details!

}Revising sometimes means taking things out that don’t work.

}Fluency- make sure your story SOUNDS good and that sentences and words flow

}Edit/Proof Read

◦Print out your story if it will help you check for errors more.

}Meet with me if you would like: make sure you have a purpose in our meeting…

Monday, March 6 Agenda

}Bell Ringer: Prefixes

}Finish Prologue

◦Translation

◦Video on pronunciation

◦Rhyme Scheme and Sonnet Definition

}Print off your story (hopefully you have worked on revising it, so it isn’t the same version as early last week)

◦Theme tracing –what is your theme? Where is it alluded to? What details build your message? –highlight all pieces of theme as you develop it (think of “The Sniper”)

}Writer’s Workshop time

◦Take a look at your first story, identifying some areas of concern with your writing for you to focus on with the current story we are writing

◦Second draft –editing draft:

–Pink: basic conventions (punctuation (other than commas), capitalization, etc.) fluency

–Yellow: things that are in your editing section: sentence structure (fragment/run-on, comma splice, commas), dialogue format, verb tense, etc.

◦Open your perspective story, find a sentence with highlighting in your draft (if you titled it Editing Draft) and write it (the entire sentence) on the board (underline what is highlighted)

◦Work on what you need to do to make this story the best piece of writing you have done

◦Third draft –fluency self-edit

}Read choice book, Blog Post instead of SSR letter (I’ll post mine tonight and we’ll talk about it tomorrow)

Friday, March 3 Agenda

}Bell Ringer: Syllables

}Romeo and Juliet Terms

}Writer’s Workshop: Revising Ideas

◦Discussion on advice for ‘–’ column issues (post on Schoology)

◦Work on REVISING your story (think of the questions from yesterday, from the suggestions you just brainstormed, etc)

–Remember, part of revising is often DELETING things

}Iambic Pentameter and Blank Verse clarifications

◦Video: https://youtu.be/I5lsuyUNu_4 (From Ellie’s Blog!!)

}Read through Prologue

◦Video on pronunciation

◦Rhyme Scheme and Translation

–https://www.youtube.com/watch?v=F6Zy9hKsV24

◦Sonnet Definition

Wednesday, March 1

}Bell Ringer: Discussion of Video Preview

}AoW Discussion

◦Go to collaborator’s blog, read their post.  You need to write a comment on their post that is at least 4 sentences in length (aim for more).

◦Comment Discussion on your post, then read through other classmates’ posts, commenting on at least two and TYING IN OTHER IDEAS FROM THE ARTICLE!

}Writer’s Workshop

◦Post one of your – comments and one of your + comments from your draft on the side board

◦After posting on the board, work on your draft (making it better, starting with the ‘-’ column ideas or other places you know you need to work

◦Conferences with me: when you have an idea how you are going to work on one of your ‘-’ notes, sign up for a conference/come up to me and we’ll meet on what you are planning to do (and I’ll answer any questions you have)

◦Editing Draft: While working on revising for craft, you also should be looking at editing.  Share your draft with me and tonight/this weekend I will read for editing issues: Story Title: EDITING DRAFT