Friday, Dec. 20 Agenda

• View New movie A3 S1.5-5 and A4S1
• Movie Planning Sheet (on Google Classroom): Need at least your focus/topic by Thursday after break
• A4 S2, 3 
• On day chart: what are the fears Juliet explains in her soliloquy?

Thursday, Dec. 19 Agenda

• Bell Ringer:Translation Answers (see my edublogs post)
• Read A4 Scene 1 
• Write down Friar Laurence’s plan for Juliet  
• 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 and A4 S1 (old)

Wednesday, Dec. 18 Agenda

• Bell Ringer: Make sure A3 Portrayal Para is in Classroom 
• Details of Scenes 2, 3, 4 of A3
• 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 [1], 116-123 [2], 160-168 [3], 176-187 [4], 188-196 [5], 213-226 [6], 232-end [7])

• When done, make sure your book blog comments are done
• Share Translations: check my blogging blog for answers after all have shared (Tomorrow)

Tuesday, Dec. 17 Agenda

• Bell Ringer: Quick run-through of A3S1 for group members gone yesterday
• What is the mood of A3S1? Brainstorm some reasons why -general

• 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 

• 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?

• 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 as well as the events that happen. Why is the version you state more accurate?  Find at least one line to support, then write a TIQA paragraph to support your point/idea
• Assignment in Google Classroom

• TIQA ‘levels’ explanation
• Paragraph due Wednesday

• TIQA LEVELS:
• Exemplary: paragraph(s) has a strong topic sentence; two pieces of textual evidence with correct in-text citations; each piece of evidence has context before it (intro) of who says it/when/to who; the analysis COMPLETELY proves the topic sentence; there is a transition between the two pieces of evidence 
• Accomplished: paragraph(s) has a strong topic sentence; two pieces of textual evidence with correct in-text citations; each piece of evidence has context before it (intro) of who says it/when/to who; the analysis mostly proves the topic sentence; there may or may not be a transition
• Promising: paragraph has a topic sentence; one piece of textual evidence with correct in-text citation; the evidence has context before it (intro) of who says it/when/to who; the analysis mostly proves the topic sentence
• Developing: paragraph has a topic sentence; one piece of textual evidence without an in-text citation; the evidence has context before it (intro) of who says it/when/to who; the analysis somewhat proves the topic sentence
• Beginning: paragraph is missing one of the four main parts (topic sentence, intro to quote, quote [textual evidence], or analysis)

Monday, Dec. 16 Agenda

• Bell Ringer: Read Act 3 Scenes 2, 3, 4 
• Take notes/annotate while reading

• 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
• Commenting on Book Post 
• Collaborator plus one more (your choice)
• Commenting on Collaborator’s and one other’s Post (due by Thursday)
• Directions and collaborator list on my edublogs page

Friday, December 13 Agenda

• Bell Ringer: Finish Viewing Act 2
• Act 3 Scene 1, Scene 2
• Add to day chart (still Monday)
• Big Idea Sheet: Add more/details to show those already listed

Thursday, Dec. 12 Agenda

• Bell Ringer: Act 2 finish Scene 5-6, discuss what was read yesterday
• Act 2 Assessment (questions in classroom on Plot, relationship, translating)
• Read your book when you finish, or work on your blog post about your book
• Viewing Act 2 Scenes 3-6
• If your post isn’t up on your independent book yet, GET IT ON YOUR BLOG by tomorrow
• If you didn’t finish annotating the article, GET IT DONE for tomorrow

Tuesday, Dec. 10 Agenda

• Bell Ringer: Writing our analysis of directors’ choices paragraphs
• Independent Reading
• In R&J notes: 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?
• As we are annotating/taking notes 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  (as far as we can go) 
• Fill out day chart while reading, take additional notes (annotations) as we pause and discuss

Friday, Dec. 6 Agenda

• Bell Ringer: 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 
• 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?
• Why does the new one choose to use the pool?
• Discuss Sim and Diff
• Analyzing Directors’ Choices
• Overall Question: What are the most important similarities and differences, and what textual evidence can you use to support the choices made by the directors?
• • Look through the similarities and differences you noted about A2S2
  • Pick one similarity and one difference that you think you can explain WHY the director made the choice
  • Find evidence in the text to support WHY (think of the impact of the choice as well)
  • We will use this information to write a TIQA paragraph Monday

Thursday, Dec. 5 Agenda

• Bell Ringer: Quill Work (it’s been awhile...so I figured we should take time to remind ourselves of good grammar stuff)
• Independent Reading once you’ve finished 2 activities
• Act 2 Scene 1 and 2 
• Fill out day chart (Early Monday morning but in the Sunday column): 9, 10, 11 (for plan, have DETAILS: start at line 142)
• A2S2 Paraphrase 
• Discuss 9, 10, 11 Day Chart

Wednesday, Dec. 4 Agenda

• Bell Ringer: 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
• Act 2 Scene 1 and 2

Tuesday, Dec. 3 Agenda

• Bell Ringer: 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
• Reading independent book
• Act 1 Assessment–All things you’ve written (notes) can be used
• When done, turn the sheet in to the basket, then read your independent book
• 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

Monday, December 2 Agenda

• Bell Ringer: Share Queen Mab answers
• Scene 4 foreshadowing (translation) pg 961, the assignment is in Google Classroom, work with your table partner 
• how could this show big idea of fate?
• A1S4 Translation answers
• Act 1 Scene 5
• Talk with partner, what does Juliet say at the end of S5 about Romeo/her situation?
• View the video and use the text on the link in google classroom
• View summary
• R and J Big Question: Who is to blame? Who is responsible for the fate of individuals? (back of Big Ideas sheet) 
• 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
• Assessment tomorrow- (Prologue through Scene 5)

Homework: Compile notes (everything discussed or in plot/character details fair game for this)

Tuesday, Nov. 26 Agenda

• Bell Ringer: Collect Essays (rubric, paper, works cited -paper-clipped)
• R and J “New” Version
• 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?
• Choosing a difference and similarity from scene 1 based on the text
• Make sure to take notes (remember you will need them to write your analysis essay test)
• Act 1 Scene 4
• Discuss Queen Mab speech pg 960 (end), list the seven types of people she visits and what dreams she brings to each
• Act 1 Assessment Monday (Prologue through Scene 5)

Homework: Compile notes (everything discussed or in plot/character details fair game for this)

Monday, Nov. 25 Agenda

• Bell Ringer: 10 minutes reading
• Final Writer’s Workshop Time: paper due beginning of class tomorrow
• 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?
• Choosing a difference and similarity from scene 1 based on the text
• Make sure to take notes (remember you will need them to write your analysis essay test)

Friday, Nov. 22 Agenda

• Bell Ringer: Writer’s Workshop -if you are going to be unable to get a paper copy to me on Tuesday (i.e. you are gone Mon and Tues, you need to get me a paper copy by 3:40 today)
• Grab a literature book
• 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 old (only beginning): 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?
• Choosing a difference and similarity from scene 1 based on the text
• Make sure to take notes (remember you will need them to write your analysis essay test)