Friday, Nov. 30 Agenda

}Bell Ringer: Roots

}Book Club Books: 10 min reading

◦Meet with partner/group after time to set up calendar and talk about expectations

}Research

◦If necessary (as in you don’t have 15 sources): 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)

◦Rubric (Ideas Part)

◦How to take notes

–If a site doesn’t work for you, just mark it as such, don’t erase it

–Copy/paste, write in own words, etc.

–Keep track of what info comes from where

–Copied pictures, graphs, etc count as notes too

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

–Make sure you have images and possibly video clips to use in presentation

}You should have at least 1/4th of your notes done by end of class!

Thursday, 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

}Essay Test: 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 paragraphs (4 body paragraphs with TIQA run once)

◦Conclusion: Restated thesis and closure to overall idea

◦At the end of the block (when I ask) staple outline and paper to rubric to turn in (first folder in green crate)

}Research next step

◦Questions and Key Terms

–8 Research questions with key terms highlighted

–Should be done after 10 minutes

◦Potential Sources (need at least 15, aim for more): These should be on the same document as the questions and key terms.  You need to start at EBSCOhost (use the link from Google Classroom

◦Today’s goals:

–Questions and Key Terms

–Absolute minimum 15 potential sources (aim for more)

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

–You should have at least 15 (hopefully closer to 20) potential sources by the middle of the block 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)

◦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. Make sure that the sources you take notes on are reliable

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

Wednesday, Nov. 28 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 (I, me, you, we, etc.)

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

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

}Outline to Essay

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

–I do then you do

–Check partner’s paragraph, offer suggestions/assistance/praise

◦Get out YOUR Outline for the movie essay

◦Finishing Outline (Intro and Conclusion sections)

◦Mrs. Johnson checks body of outline

◦Is your outline ready to write an essay Thursday? If so, read your book; if not, work on your outline OUTLINE DUE TOMORROW!!!!!!!

}Current Teen Issues in Romeo and Juliet Research:

}*Universal Theme

}*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 today?  You need to research this, so what are some questions or key words that you will use to research?

}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 society today

◦Issues tied to themes: Examples from last semester

◦Textual Evidence (at least three)

–Should be done

◦Questions and Key Terms

–8 Research questions with key terms highlighted

–Should be done by tomorrow

Tuesday, Nov. 27 Agenda

}Bell Ringer: Universal Themes/Topic

◦Brainstorm with partner, then small group to create a list of AT LEAST 9 (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)

◦Read what is posted to Schoology

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

Need your theme and 3 pieces of evidence from R and J where your theme can be seen by tomorrow

}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

}Book Meeting

}Textual Evidence for the Essay

}Body Paragraph Section of Outline

Body section of outline due by tomorrow

Monday, November 26 Agenda

}Bell Ringer: Roots

}Book Speed Dating (picking a book for book clubs)

}Creating an Outline for the essay –next slide

}Outline Discussion (?)

◦Time to work on BODY of outline: YOU MUST HAVE YOUR TOPIC, 2 SIMILARITIES and 2 DIFFERENCES by the beginning of class!!!!!!!

◦Check blog for helpful tips and links

}Essay portion of the test on Thursday

}OUTLINE due end of class tomorrow

}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 9 

Tuesday, Nov. 20 Agenda

}Bell Ringer: Outline Notes: Craft lesson section

}Outline Template in Craft Section

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

}Translation Practice Answers

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

◦When Done: Read independent book, finish your blog comment, work on your “Who is MOST Responsible?” outline (look at example on board), or continue looking at movie notes, isolating similarities and differences to use

Monday, Nov. 19 Agenda

}Bell Ringer: Act 4 Scene 5 How do we see her family loved her?

}Act 5

◦Read 1 and 2 together as well as the beginning of 3, then you finish 3 on your own

––use the book or the online text, read it (and listen if you want) but then if you are still confused, you can view the videos –take notes on important details (day chart)

–Add to your “Who is Responsible?” and Big Ideas sheets

–Read your independent book when you are done

}Discussion of A5S3

◦Who Is Responsible?

––brainstorm on your sheet

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

}Article Discussion: Teens and RJ Connection Post

}With your partner, find at least two posts with different points than one or both of you made

}Comment on those (each of you writes one) with thoughts about their point (what can you add to their idea, how does it compare to yours, etc). If you can’t find something completely different, add on to someone’s idea with your connection (add more detail, explanation, etc)

}Translation Practice (HOMEWORK if not completed)

}When you finish, check the side notes in the book (page 1045?), then read your independent book while waiting

Friday, Nov. 16 Agenda

}Bell Ringer: Read A4 Scene 1

◦Write down Friar Laurence’s plan for Juliet –see next slide

}A4 S2, 3, 4

◦On day chart: what are the fears Juliet explains in her soliloquy?

}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? (Post this to Schoology, need at least five things)

}Act 4 scene 5 (reading on your own –use the book or the online text, read it (and listen if you want) but then if you are still confused, you can view the videos)

◦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 Monday!

–Lady Capulet, Lord Capulet, Nurse, Paris

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

–Once I’ve checked your notes, read your independent book (or post your blog post)

}Reminder: Translation Test TUESDAY and Essay Test after Thanksgiving (but if you are gone, you are going to miss some important stuff for planning and you NEED to talk to me today)!

Thursday, Nov. 15 Agenda

}Bell Ringer: 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 (or character, or relationship) in all three versions (mediums)

}Viewing A3 S1.5-5

}Teen Non-Fiction Connection Post –Homework!

}Post directions on my edublogs blog

}Needs to be at least two paragraphs (aim for three)

}

Wednesday, Nov. 14 Agenda

}Bell Ringer: Finish A3S5: 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?

}Translation Practice (pairs translate 93-102 [Carli and Carter], 116-123 [Berlyn and Blake], 160-168 and 176-187 [Abbee, Emma S. and Hailea], 188-196, and 213-226 [Brittany, Kaycee and Jacob], 232-end [Emma D. and Logan])

}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: check my blogging blog for answers after all have shared

}Teens Today and Romeo and Juliet

}Annotate as the directions on the top tell you

}Act 3 Quiz: turn in to stool when done and then read your book (or work on your annotations on the Article)

◦Close Read due Thursday

Tuesday, Nov. 13 Agenda

}Bell Ringer: Grab Lit book, Turn on Computer, go to Google Classroom, Take out ALL RJ notes (esp. movie and mood of A3S1)

}Discuss Portrayal and Evidence: Which portrayal is more accurate to the text/your interpretation of A3 S1 (mainly the first part [the fights/deaths])? 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 (remember levels). –think of the paragraphs from last week.  Try to make this paragraph better than those…but the same idea… Assignment in Google Classroom

}When you finish typing your paragraph, read your book.

}Finish viewing A3 S1, 2

}Read Act 3 Scenes 3, 4, 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

Monday, Nov. 12 Agenda

}Bell Ringer: Roots

}Reading and Commenting Time

}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)

}Write this in your R&J Notes (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

}Act 3 Scene 2

}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?

}Act 3 Quiz Wednesday!

Friday, Nov. 9 Agenda

}Bell Ringer: (10 min) Commenting on Book Post

}Collaborator plus one more (your choice)

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

}Viewing Act 2 Scenes 3-6

}Act 3 Scene 1

}Add to day chart (still Monday)

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

}Write this in your R&J Notes (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 

Thursday, Nov. 8 Agenda

}Bell Ringer: TIQA paragraph: pair eval

}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 2 Quiz

◦Read your book when you finish, or work on your blog post about your book

}Viewing Act 2 Scenes 3-6

}Independent Reading post due by beginning of block tomorrow (directions on my Edublogs blog)

Wednesday, Nov. 7 Agenda

}Bell Ringer: Writing our analysis of directors’ choices paragraphs

Write 2 TIQA paragraphs using your notes from yesterday

Hold on to them when done

See my paragraphs (White-board) for examples

}Reading Time**Independent Book Blogging: This week, you need to write a blog post (by beginning of block Friday) where you connect your book to EITHER Romeo and Juliet (any aspect) OR a different class that you have (topics, ideas, lessons, etc)

}Act 2 Scenes 5-6

◦Annotate: Fill out day chart while reading, take additional notes as we pause and discuss (You don’t have to write every little thing as long as you are paying attention and participating!!)

}With partner, brainstorm: Who is responsible (add more); Big Ideas (add more)

Tuesday, Nov. 6 Agenda

}Bell Ringer: Finish Viewing A2 S2

◦Discuss Sim and Diff

◦Analyzing Directors’ Choices

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

}As we are annotating today, pay attention to foreshadowing.  Make sure you have at least two annotations once we get to the end of the act. We know how the play ends, how is that hinted at in act 2?

}Act 2 Scenes 3-4

◦Annotate: Fill out day chart while reading, take additional notes as we pause and discuss

https://myshakespeare.com/romeo-and-juliet/act-2-scene-3 This is the site we use when reading in class.  If you are confused, or you missed something, USE THIS!!

Monday, Nov. 5 Agenda

}Bell Ringer: 10 min reading

}Finish Reading A2

◦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

}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)

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

}Viewing A2S2

◦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?

Thursday, Nov. 1 Agenda

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

◦When done with the test read your independent book

}Finish Viewing A1 S4/5

}Review Soliloquy and Aside

}Act 2 Scene 1 and 2

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