Wednesday, Jan. 8 Agenda

• Bell Ringer: Take out  Movie Essay Planning Sheet/Essay Outline
• Outlining for the movie essay
• How-to and Examples
• Intro=Thesis statement only; Conclusion=Restated Thesis  
• Take out TIQA notes from Craft Lesson Section
• TIQA areas of improvement (add to TIQA notes sheet) –next slide
• Outline Work Time: writing of body paragraphs tomorrow in class
• Research next step

• 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
• Taking 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
• Make sure you have images and possibly video clips

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 (ON THE LAST DAY OF THE SEMESTER)

Tuesday, Jan. 7 Agenda

• Bell Ringer: R&J Universal Theme/Social Issue Project
• Picking a theme and/or issue
• “How To” questions and key terms for R&J Universal Theme/Social Issue Project
• Current Teen Issues in Romeo and Juliet Research:
• Find your theme in the play (at least three pieces of textual evidence): due after 20-30 minutes
• Issues tied to themes: Examples from last semester 
• 5 Minutes Notes use on Assessment, then finish it
• Research Time: Questions and Key Terms 

• 8 Research questions with key terms highlighted 
• Should be done by end (at the latest)
• Potential Sources (need at least 15, aim for more): These should be on the same document as the questions and key terms.  You need at least one source from EBSCOhost (use the link from Google Classroom)
• Today’s goals: 
• Questions and Key Terms
• Absolute minimum 5 potential sources (aim for more) by start of class tomorrow
• Videos, first person info, images, as well as articles
• You should have at least 15 (hopefully closer to 20) potential sources by the end of the block tomorrow/Thursday

Monday, Jan. 6 Agenda

• Bell Ringer: 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 (universal theme that is in Romeo and Juliet and is relevant to teens today): post to MY Edublogs post
• How do each of the themes drive the characters and plot? (talk about this)
• Outlining for Essay

• End of Play Assessment: turn in to first folder in green crate 
• When Done: Continue your outline or read (IF OUTLINE COMPLETE)

Friday, Jan. 3 Agenda

• Bell Ringer: Act 5 Scene 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 and Why?
• –brainstorm ranking on your sheet 
• Movie Essay Planning
• Translation Practice

Thursday, Jan. 2 Agenda

• Bell Ringer: Act 4 scene 5 (start together then 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 1 piece of textual evidence for each)? Have these in notes, ready for me to check!
• Lady Capulet, Lord Capulet, Nurse, Paris  
• –discuss as class
• 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 my edublogs blog, need at least five things)
• Act 5
• Read Scene 1  

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