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! 

Tuesday, Oct. 31 Agenda

}Bell Ringer: Word Part Studying

}Publishing your work:

◦Look at the comments/rubric from your perspective story –are you satisfied with the final draft? Are there things you want to fix?

◦Post your story to your blog and then add ‘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 

}**Assignment: Come up with a list of at least 4 movies, books, shows/episodes, songs, etc that have some similarity to R and J.  Write an explanation of how they are the same (specific details, not just the overall basics; therefore it should be a paragraph in length, not just a sentence). Extra Credit: find a clip or clips online that show similarities.

◦Due Friday (extra credit due Monday –not on 1st Q)

}Ex:

◦Gnomeo and Juliet (redo of the whole play)

◦It can also connect to just one aspect of the play: star-crossed love, family feud, hot-headed individuals, etc

}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); Connections; study for word