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