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)