Almost to the final!

Do now: What are you most concerned about on the final?

Objectives:

• effectively review for the final exam
• connect Stand by Me to the course's theme of coming of age

Agenda:

1. do now

2. 15 minutes: peer study

3. Socrative: one clarifying question about final

4. Stand By Me

5. Student Survey

HW: Study for the final exam

RJ 8.2-3

Do now: How comfortable are you performing a scene from Romeo and Juliet?

Objectives

• work effectively in groups
• demonstrate acting and memorization skills 

Agenda:
1. do now
2. Performance practice!

HW: Final performances are MONDAY JUNE 8th!

RJ 8.1

Do now: Move the desks into rows and clear your desk of everything but a pencil (pen optional for essay)

Objectives:

• demonstrate mastery of understanding of plot and literary/drama terms

Agenda:

1. do now

2. Test

3. Summarizer

HW: Memorize your lines! Gather Evidence!

RJ 7.2

Do now: In socrative, declare your first  performance scene

Objectives:

• demonstrate effective study skills
• understand the performance expectations
• work effectively in groups

Agenda:

1 . do now

2. Study time: 15 minutes

3. Group performance: establishing roles and reading script

4. Summarizer

HW: Study for test on MONDAY

RJ 7.1

Do now: Who are the people who die in the play? List them.

Objectives:

• practice silent reading
• understand the major plot points of Act 5
• understand the expectations of the final RJ test

Agenda:

1. do now

2. ORB (yellow)

3. Review Act 5.3 questions

4. Watch film versions

5. Review RJ Test study guide

6. summarizer

HW: RJ test will be MONDAY, JUNE 1st.

RJ 6.2 ORANGE ONLY

Do now: Do you find yourself wondering why Juliet must fake her own death in order to escape her pending marriage? Or, why she didn’t just leave with Romeo in the first place? Consider and discuss Juliet’s position as a young woman in her society. Why does her situation drive her to take such drastic measures? How would the story work differently if it were set in 2015 in Belmont? (3-5 sentences in socrative)

Objectives:

• paraphrase Shakespeare's words into modern language
• answer guiding questions 

Agenda

1. do now

1a. ORB (Orange ONLY)

2.  Read cut scripts for Act 4.5

3. Watch film versions

4. Summarizer

HW: Read Cut Script 5.1 and 5.2.  Answer the questions and complete the journal prompts.

RJ 6.4

Do now:

Objectives:

• paraphrase Shakespeare's words into modern language
• answer guiding questions 

Agenda:

1. do now

2. Cut scripts activity-- Act 5

3. Watch film(s)

4. Summarizer

HW: Finish answering the questions for the Act 5 cut scripts

RJ 6.3

Do Now: Export your Act 4 cut script to your student folder in Google Drive

Objectives:

• analyze Shakespeare's use of imagery in Act 4

Agenda:

1. Do now

2. Film Version: Act 4

3. Class: predict how it will end

4. Summarizer

HW: tba

RJ 6.1

Do Now: What are three events from the rest of Act 3 do you think are the most important to the plot?

Objectives:

• paraphrase Shakespeare's words into modern language
• answer guiding questions 

Agenda

1. do now
2. Answer Act 3 reading guide questions
3. Watch Modern film version of Act 3

4. In pairs: cut script for Act 4.1

5. Review answers as class

6. In pairs: cut scripts for Act 4.2-4.3

7. Class: cut scripts Act 4.5

8. Summarizer

HW: Finish cut script activity

RJ 5.4

Do now: Please move the desks into rows

Objectives:

• demonstrate mastery of understanding of plot points from Act 1 and Act 2
• paraphrase lines of text into modern language

Agenda:

1. Do now

2. Quiz

3. Silent Reading: Finish Act 3

5. Summarizer

HW: Finish reading Act 3 and answer the reading guide questions 

RJ 5.3

Do now: Review the term Dramatic Irony.  What part of Act 3 scene 2 has dramatic irony?  Explain.

Objective:

• identify dramatic irony
• examine how director choices enhance the tension of the climax

Agenda:

1. do now

2. ORB (ORANGE ONLY)

2.  Read Juliet's soliloquy Act 3.2

4. Activity: gallop performance

5. Read Act 3.3 and 3.4

6. Summarizer

HW: Finish reading Act 3.3 and Act 3.4 and answer reading guide questions

RJ 5.2

Do now: Who is at fault for what happens in 3.1? Could we make a case on both sides (both accusing and defending) for Tybalt, Mercutio, and Romeo? Is there anyone else who should share in the blame?

Objectives:

• identify the climax of the play
• understand plot points of Act 3.1
• connect reading to movement

Agenda:

1. do now

2. ORB (YELLOW ONLY) 15 minutes

3. Watch film versions of 3.1

4. Summarizer

HW: Read Act 3.2 and answer reading guide questions

RJ 5.1

Do now: Shakespeare has Romeo and Juliet get married AFTER Act 2 ends, but BEFORE Act 3 begins: why do you think he has this happen off stage?

Objectives:

• examine how Romeo's attitude towards fate has changed
• explain how Act 3.1 is the climax of the play

Agenda:

1. do now

2. Watch: modern balcony scene

5. Act! Act 3.1

6. Summarizer

HW: Finish reading Act 3.1 and answering reading guide questions for Act 3. Quiz on Acts 1 and 2 THURSDAY (YELLOW) or FRIDAY (ORANGE)

RJ 4.1

Do now: Review the definition of malapropism in your literary terms document in notability

Objectives:

• identify use of malapropism in the nurse's speech 
• examine how Romeo's attitude towards fate has changed
• explain how Act 3.1 is the climax of the play

Agenda:

1. do now

2. Malapropism activity: Look at the Nurse's dialogue and try to identify one example of malapropism

4. Watch: balcony scenes

5. Act! Act 3.1

6. Summarizer

HW: Finish reading Act 3.1

RJ 3.4

Do now: Do you find it strange that Romeo spies on Juliet?  How would you react if you found out your crush was spying on you AND that your crush also liked you?


Objectives:

• use close reading skills to unpack for plot

Agenda:

1. Do now

2. Review reading guide questions

3.Watch film version of balcony scene (Zeff)

4. Read Act 2.4, 5, 6

5. Summarizer

HW: Answer reading guide questions for Act 2. 4, 5, 6

RJ 3.3

Do now: Re-read the Act II prologue.  In 1 sentence, summarize what is being said.

Objectives:

• identify examples of light/dark, stars/moon, nature imagery and personification in the balcony scene
• demonstrate understanding of Shakespeare's language through modern translation

Agenda:

1. Do now

2. Review reading guide questions for 2.1

3. Read Act 2 scene 2
4. But Soft! Activity
5. If time: listen to Act 2.3-5

6. Summarizer

HW: Read Act 2.3 and answer reading guide questions for Act 2.2 and 2.3

RJ 3.2

Do Now: Review the chorus' monologue in Act 2

Objectives:

• identify examples of figurative language/imagery/etc.
• explain one example in detail and connect it to the plot development

Agenda:

1. Do now

2. ORB- YELLOW

3. Watch film versions of party scenes
4. Act 1 Scavenger Hunt

5. Read Act 2 scene 1

6. Summarizer

HW: Answer reading guide questions for Act 2.1

RJ 3.1

DO NOW:  In notability, please create a new note called “RJ Act 1 Review” and label with today’s date. Under your heading, please record what you think are the three most important things we learned about the plot and characters in Act 1, scenes 1-4. You may use your book to review.

LEARNING TARGET: I will be able to identify examples of dramatic irony and foreshadowing in 1.5

LOOK FORS: I will know that I have hit the learning target when:

• I can identify and explain at least one example of dramatic irony
• I can identify and explain at least one example of foreshadowing

AGENDA:

1. DO NOW
2. Read and discuss 1.5
3. Zefferelli film clip/ Luhrman version
4. Review terms: dramatic irony and foreshadowing
5. Summarizer:

HW: Answer reading questions for Act I scene 5

Romeo and Juliet 2.4

Do Now: How old do you think someone should be to get married? How young is too young?  What do you think of Lord Capulet’s answer to Paris’s request? How would you feel if he were your father?

Objectives:

• use appropriate reading strategies to understand Shakespeare

1. Do now
2. Answer Reading Guide questions for 1.2

3. Read 1.3 & 1.4

4.  Queen Mab Handout
5. Film versions

6. Summarizer

HW: Answer Reading Guide questions for 1.3 and 1.4

Romeo and Juliet 2.3

Do Now: Have you ever felt obligated to fight/argue with someone out of loyalty to a friend or family member?  How did it feel, or how do you imagine it would feel?

Objectives:

• use appropriate reading strategies to understand Shakespeare's language

Agenda:

1. do now

2. ORB (ORANGE ONLY)

3. Complete reading guide questions for the Prologue and Act 1.1
4. Watch #1st film version- opening scene

5. Socrative: What is your opinion of Romeo?

6. Read 1.2- acting!

HW: Answer reading guide questions for 1.2

Romeo and Juliet 2.2

Do Now: A pun is a joke exploiting the different possible meanings of a word or the fact that there are words that sound alike but have different meanings.  With a partner, write a short skit playing on hair and hare; or here and heir; or bear, beer, and bare.

Objectives:

• use appropriate reading strategies to understand Shakespeare
• define and identify use of puns

Agenda:

1. Do now

2. ORB (YELLOW ONLY)

3. Read Scene I (fight scene)- acting!

4. Watch the film of the fight scene

HW: Answer Reading Guide questions for Act 1.1

Romeo and Juliet 2.1

Do now: Import the doc "Romeo and Juliet Drama Terms" into your Romeo and Juliet subject in notability

Objectives:

• define essential drama terms
• become comfortable with Shakespeare language
• Analyze how the prologue provides exposition and foreshadowing

Essential questions:

What decisions do Romeo and Juliet make that lead to their fate?  Which parts of their fate are out of their control?

How do the themes (fate and chance, passion and reason, individual and group, etc.) of the play relate to our own lives?

Agenda:

1. do now

2. define drama terms
3. Review sonnets

4. Prologue activity

4. summarizer

HW: reflection: how comfortable were you reading the prologue?  Was it difficult to understand?  Why/why not?

Romeo and Juliet 1.3 ORANGE

Do now: Have you ever acted before?  When/what role did you have?

Objectives:

• research Shakespeare's life
• use technology to engage in pre-reading activities
• take notes on the English Renaissance

Agenda:

1. do now

2. Sonnets- import into student folder
3. Week 13 vocab

4. Space Race groups- Shakespeare's life!

5. Introduction to Renaissance: open the powerpoint, fill out the note taking sheet

6. summarizer

HW: Finish note taking

Romeo and Juliet 1.4

Do now: What is a play that you've seen? Did you like it? Why/why not.

Objectives:

• become comfortable using Shakespeare’s language
• understand how acting requires a connection between verbal and physical actions
• preview the plot of R&J

Agenda:

1. do now

2. Review games activities

3. Little theatre games: word/ball toss, milling and seething, hurling insults

4. Summarizer

HW: Enjoy break! ORB selection needed for the triple the week we come back

Romeo and Juliet 1.2

Do now: Type the assertion statement for the first sonnet into socrative

Objectives:

• identify imagery, personification, and meaning in Shakespeare's sonnets

Agenda:

1. do now

2. Second sonnet- paraphrase, identify literary devices, assertion statement

3. Third sonnet- paraphrase, identify literary devices, assertion statement

4. Summarizer

HW: Finish assertion statements and annotations for sonnets

Romeo and Juliet 1.3 YELLOW

Do now: Have you ever acted before?  When/what role did you have?

Objectives:

• research Shakespeare's life
• use technology to engage in pre-reading activities
• take notes on the English Renaissance

Agenda:

1. do now

2. Sonnets- import into student folder 

3. Space Race groups- Shakespeare's life!

4. Introduction to Renaissance: open the powerpoint, fill out the note taking sheet

5. summarizer

HW: Finish note taking

ORB Presentations

DO NOW: Open the "ORB Presentation Note Sheet"

Agenda:
1. Do now
2. Week 13 Vocab
3. Presentations
4. Sonnet

HW: finish annotating and create an assertion statement

Romeo and Juliet 1.1

Do now: What do you know about Romeo and Juliet?

Objectives:

• define sonnet, iambic pentameter, imagery, conceit, scansion, couplets
• read and annotate sonnets for figurative devices

Agenda:

1. Do now

2. Submit essay

3.Define poetry terms (Handouts->Romeo and Juliet->poetry/literary devices)

4. Review Shakespearean sonnet form

5. Read/Annotate sonnet for figurative devices ((Handouts->Romeo and Juliet->sonnets)

6. Summarizer

HW: Finish annotation 18 and write an assertion statement

Catcher Essay Day 8

Do now: Open the 9th grade writing rubric (in iBooks)

Objectives:

• peer edit for grammar/mechanics/style
• understand what passive voice is
• identify passive voice in peer writing
• revise own essay to correct for passive voice

Agenda:

1. Do now

2. Jazzy titles!

3. Partners: Peer edit each other's essay for:

• typos
• apostrophe errors
• "shows"
• "this quote_____________"

4. What is passive voice? Handout

5. Passive voice video
6. highlight all "to be" verbs in draft. Once completed, review each example to identify passive voice

7. Revise paper

HW: Final draft due MONDAY

ORB Work day

Do now: take out your ORB and open your iPad to Google Slides

Objectives:

Agenda:
1. do now
2. ORB work day- check thesis statements!
3. Summarizer

HW: ORB project due WEDNESDAY

Catcher Essay Day 7

DO NOW:  Please take out your body paragraph drafts and a copy of the evaluation checklist.

LEARNING TARGET: I will understand  evaluate and revise body paragraph

LOOK FORS: I will know that I have hit the learning target when:

• I can give an example

AGENDA:

1. DO NOW
2. Body Paragraph evaluation checklist
3. Revise Body Paragraphs 2 and 3
4. Review introductions and conclusions-- handout
5. Begin drafting introduction and conclusion
6. Summarizer: Rate your body paragraph draft on a scale of 0-5

(0 = not very good, 5 = amazing!)

HW:  All 5 paragraphs due THURSDAY. ORB presentations WEDNESDAY.