Thursday, Nov. 30 Agenda

}Bell Ringer: Reliability online –need computer on

◦Google Drive Document and Schoology Posts

}Research next step

◦You should have at least 15 (hopefully closer to 20) potential sources

◦If necessary: 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 society today

}SSR Post: Up by tomorrow; middle of class. 

◦Three paragraphs, RESPONSE not summary, connecting in at least one paragraph to your universal theme/big idea

Wednesday, Nov. 29 Agenda

}Bell Ringer: Get outline for essay out/print it out (do this quickly and quietly)

}My movie essay outline: “How-to” explanation of paragraph (also look through the paragraphs handed back to you)

}Essay Test: staple outline and paper to rubric to turn in

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

◦Your essay should have either four paragraphs (2 body paragraphs with TIQA run twice) or six body paragraphs (4 body paragraphs with TIQA run once)

}Research Time (if you are finished with the essay)

◦Aim for 15-20 potential sources (due by beginning of class tomorrow)

◦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)

}Make sure you are reading your independent book, you will need to post to your blog by Friday mid-block:

◦In a blog post, write a three-paragraph SSR letter, reacting to your book (NOT SUMMARIZING WHAT YOU READ), where at least one paragraph connects your book to your universal theme and/or big idea that you are researching

Tuesday, Nov. 28 Agenda

}Bell Ringer: Find your “Who is Responsible?” outline

}Outline to Essay

◦Writing a body paragraph from an outline (Who is Responsible outline)

–I do then you do

◦Get out YOUR Outline for the movie essay

◦Intro and Conclusion Sections

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

}Current Teen Issues in Romeo and Juliet Research:

◦Issues tied to themes: Examples from last semester

◦Textual Evidence (at least three)

–Should be done

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

–Should be done

◦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 (3rd red dot due by the beginning of class Thursday):

–Textual Evidence (3) of theme in play

–Questions and Key Terms

–Absolute minimum 15 potential sources (aim for more)

–Videos, first person info, images, as well as articles

Monday, Nov. 27 Agenda

}Bell Ringer: Universal Themes/Topic

◦Read what is posted to Schoology

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

}Current Teen Issues in Romeo and Juliet

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

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

}Outline Discussion

◦Time to work on BODY of outline

◦Check blog for helpful tips and links

}Essay portion of the test on Wednesday

}OUTLINE due at beginning class Tuesday

Tuesday, Nov. 21 Agenda

}Bell Ringer: 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)

◦Brainstorm with partner, then small group to create a list of AT LEAST 5 (universal theme that is in Romeo and Juliet and is relevant to teens today): post to Schoology

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

}Theme Sharing

}Creating an Outline for the essay

◦Find the Planning Sheet

◦How to go from planning sheet to outline

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

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

◦Sample Outline

◦Four pieces of evidence by Monday! (and outline started (body section))

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

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

◦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 the agenda blog (or the scanned copies of the text which are in the English Resources link)

Monday, Nov. 20 Agenda

}Bell Ringer: Who Is Responsible?

◦–brainstorm on your sheet

◦Who should be pardoned or punished? What type of punishment? What extent?

}Outline Notes: Craft lesson section

}Outline Template in Craft Section

}Outline from brainstorming and organizing of “Who is Responsible” –will be checked tomorrow

}Check Translation Practice with Partner

}Translation Practice Answers

}Translation Test: turn in to first folder in green crate 

Friday, Nov. 17 Agenda

}Bell Ringer: Act 4 Scene 5 Discussion

◦How do we see her ‘family’ truly loved her (find 2 pieces of textual evidence for each)? Have these in notes, ready for me to check tomorrow!

–Lady Capulet, Lord Capulet, Nurse, Paris

}Act 5: EVERYONE has to act in Act 5!!

}Translation Practice -due Monday!

}Reminder: Translation Test week, Essay Test the week after break 

Comment on my blog connecting teen non-fiction article to Romeo and Juliet characters/events/motivations/etc. due MONDAY!!

Thursday, Nov. 16 Agenda

}Bell Ringer: Teen Non-Fiction Connection Post

}Comment due Monday at the latest.  Consider writing multiple paragraphs.

}Short Time for Movie Essay Planning

}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?

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

}Read A4 Scene 1

◦Write down Friar Laurence’s plan for Juliet

}Day Chart Check tomorrow: Detailed Check of 4 to make sure you’re catching all you need to

}Friar Laurence’s Plan (get your day chart out) –see next slide

}A4 S2 and 3

◦On day chart: what are Juliet’s fears in her soliloquy?

}Act 4, scenes 4, 5

◦How do we see her ‘family’ truly loved her (find 2 pieces of textual evidence for each)? Have these in notes, ready for me to check tomorrow!

–Lady Capulet, Lord Capulet, Nurse, Paris 

Wednesday, Nov. 15 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?

}SPECIFIC ANALYSIS OF WORDS GIVEN!!

}Transition between examples

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

}No personal pronouns

}In-text citations are a must (no period before them)

}Keep the order (your analysis MUST go after the quote, not before)

}Discuss final essay for R and J

}Begin Viewing A3 S3-5

}With 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)

Tuesday, Nov. 14 Agenda

}Bell Ringer: Post Portrayal Paragraph (A3 S1 and movie) to your blog

} Teens Today and Romeo and Juliet

}Annotate as the directions on the top tell you

}Translation Practice (pairs translate 93-102 [Naythan, Adie and Seth], 116-123 [Angel and Brayden], 160-168 [Gus and Hailey], 177-187 [Kylie and Adrianne], 188-196 [Allison and Katie], 213-226 [Carter, Anthony, and Bruce], 232-end [Donovin, Kaitlyn, and Adriana])

}If you finish the translation, fill out your day chart and then STUDY FOR THE QUIZ (it’s today) and then read your article or book

}Share Translations: 93-102, 116-123, 160-168, 177-187, 188-196, 213-226, 232-end (check my blogging blog for answers after all have shared)

}Act 3 Quiz: turn in to stool when done and read your book (or finish your annotations on the article if you aren’t done)

Monday, Nov. 13 Agenda

}Bell Ringer: Roots

}Act 3 Scene 3

}Read Act 3 S4, and 5

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

–What does he tell Romeo to do? What does he say he’ll do? Lines 146-158 and 166-172

}Fill out day chart (Tuesday = Scene 5)

}What does the Nurse tell Juliet to do? Why? (does the nurse think it’s the best?) What is Juliet’s response?

}Act 3 Quiz tomorrow!

Friday, Nov. 10 Agenda

}Bell Ringer: New Movie A3 S1 and 2

}Discuss Portrayal and Evidence: Which portrayal is more accurate to the text/your interpretation of A3 S1? Think of the mood or the events that happen. Why is that more accurate?  Find at least one line to support, then write a TIQA paragraph to support your point/idea.

If you weren't here to watch the 'new' movie, you have a few choices.  1. Find the movie and watch Act 3 Scenes 1 and 2 and then answer the full question. 2. Modify the question to be: Was the old movie portrayal more similar to or different from the text/your interpretation of ACT 3 SCENE 1? and then write a TIQA paragraph on that.  Since you need textual evidence, but don't have the text, look to the side of the blog here and find the online Romeo and Juliet text link.

}When you finish typing your paragraph, look at your blog and approve/respond to comments on your SSR post that connected what you are reading to Romeo and Juliet

}Mid Assessment: Topic Development and Support

◦Due on Monday

Thursday, Nov. 9 Agenda

}Bell Ringer: Commenting on SSR Post assignment

}Same commenting collaborator as with the perspective story plus one more (your choice)

}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?

}Commenting on Collaborator’s and one other’s SSR Post (due by Friday)

Wednesday, Nov. 8 Agenda

}Bell Ringer: In your RJ Notes section (on a new page), in a paragraph that follows the TIQA format (look at notes), prove the existence of the type of love you have picked: 

◦Remember, 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, work on your post/read

}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

SSR POST DUE TOMORROW

Tuesday, Nov. 7 Agenda

}Bell Ringer: Extra Credit Clip Presentations

}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?

}

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

Monday, Nov. 6 Agenda

}Bell Ringer: 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

}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

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

}Act 2 Quiz

◦Read your book when you finish your quiz

}View A2S3 (old and new); 4-5

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

}Extra Credit Clips presenting tomorrow (make sure you share the links for your clips with me)

Friday, Nov. 3 Agenda

}Bell Ringer: 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?

}Act 2 Scenes 3 and 4

◦Add to day chart

Collect Connections (share if in Google Drive); EC due Monday; type Rush to Marry TIQA if you would like (we'll post it to Schoology on Monday)

Thursday, Nov. 2 Agenda

}Bell Ringer: Word Part study time: Test is in five minutes, also you will still need these terms in January for the final!!

}Finish A2 S2

}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

◦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

}Paragraph and Connections due tomorrow; extra credit due Monday!

Wednesday, Nov. 1 Agenda

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

}Finish viewing A1 (new)

} 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 

Homework: }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!