Wednesday, Dec. 3 Agenda

}Bell Ringer: Starting Research 

}Research:

◦Textual Evidence (at least three)

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

◦Potential Sources (need at least 15, aim for more): These should be on the same document as the questions and key terms

}Issues tied to themes: Examples from last semester 

RESEARCH PROCESS: * needs to be done today

}*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 in America 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 American society today

Tuesday, Dec. 2 Agenda

}Bell Ringer: Take out your outline and your universal and relevant theme from yesterday

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

}Essay portion of the test

}When done with your test, work on: R&J Themes/Topic: then and now

◦Find your theme in the play (at least three pieces of textual evidence)

◦Create research focus question and key words

◦Begin compiling list of potential sources

◦Share that list with me through Google Docs

}Research Time

◦Today’s goals:

–Questions and Key Terms

Textual Evidence of Theme in Play

Monday, Dec. 1 Agenda

}Bell Ringer: Take out your outline

}SSR Letter due Friday: this week’s SSR needs to have a paragraph connecting your book with either Romeo and Juliet or a theme you brainstorm today

}Turning Outline to Essay

◦I do then you do with partner based on my outline

}Universal Themes/Topic

◦Brainstorm with friend and choose theme (universal theme that is in Romeo and Juliet and is relevant to teens today)

}Work Time

◦Translation Test (if necessary)

◦Essay Outline Completion/Outline Check

◦Research

◦Reading  your book for SSR letter

MAKE SURE YOUR OUTLINE IS READY FOR THE TEST TOMORROW!!!

Tuesday, Nov. 25 Agenda

}Bell Ringer: Practice Translation Answers

}Scene Translation Test

}When done with test, read your own book or work on your outline

◦Outline due on MONDAY

◦Look at example outline on my blog (linked on the words ‘Sample Outline')

◦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 my blog

Monday, Nov. 24 Agenda

}Bell Ringer: Pardoned and Punished: Who is Responsible?

}View A4

}Creation of outline for test

◦Test Essay notes and outline

}Outline Check when done

}Sample Outline

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

}Translation Practice 

}Work time to perfect outline

Friday, Nov. 21 Agenda

}Bell Ringer: Finish Play (A5 S2 and S3)

}Outline to Paragraph Practice:

◦Outline for Who is Responsible?

◦Based off outline, on a sheet of paper: Write a paragraph (TIQA format) explaining who/what tied to a person is most responsible for the deaths of Romeo and Juliet and why.

}Time to work on Outline and/or TIQA Paragraph

}Part of test on Tuesday (Translation part)!

Thursday, Nov. 20 Agenda

}Bell Ringer: Universal Big Idea: Love and Hate

◦On the Big Idea sheet, write how you’ve seen the topics (turn them into themes).  Theme is big idea plus something about it

◦How do each of the themes drive the characters and plot?

}Theme Sharing

}Discuss Friar Laurence’s plan for Juliet

}Act 4, scenes 3, 4, 5

◦How do we see her ‘family’ truly loved her (find textual evidence)?

}Act 5 Scene 1

}Day Chart Check Monday: Detailed Check of 4 and 5 rather than a quiz 

Wednesday, Nov. 19 Agenda

}Bell Ringer: AoW Discussion (15 min MAX)

}Discuss assignment sheet from yesterday:

}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?

}Finish Viewing A3

}Read A4 Scenes 1, 2 

Tuesday, Nov. 18 Agenda

}Bell Ringer: Outline Notes: Craft lesson section

}Outline Practice: Pick some topic that you know information about and outline it

}Outline work time/check

}Work on AoW, read own book, or study for Quiz when outline is done

}Act 3 Quiz today

}AoW work time or reading of independent book when you finish the quiz

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

Monday, Nov. 17 Agenda

}Bell Ringer: Roots

}Check that you have this defn in your glossary: Dynamic Character- a character who changes throughout the plot due to the events in the story.

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

}Act 3 Scene 4, Scene 5

}Fill out day chart (Tuesday)

}Translation Practice (pairs translate 93-102, 116-123, 160-168, 177-187, 188-196, 213-226, 233-end)

}Soliloquy- in RJ section–what is a soliloquy? With a partner or independently: Pick a soliloquy in the play and explain what the reader/audience learns from it (make sure to explain when it occurs and who is speaking).  Quote specific lines that are important.

}Act 3 Quiz TOMORROW!