Be prepared to hand in your novel essay on May 16th. Click the buttons for a link to the essay outline template or to the rubric.
Today, students are performing and explaining scenes from Act 2 of Romeo and Juliet.
Homework for Monday: Complete your expository paragraph. Start reading your independent novel. Today we brainstormed for our expository paragraphs on Romeo and Juliet. We selected a character, Romeo, and created a timeline for his activities in acts 1 and 2. Then we identified several possible turning points or events where Romeo's feelings, actions, and behaviour changes. After reading page 5 in the Style Guide, we created our paragraph outlines. See the photos below:
Today we went to the Guidance department for a 30 minute orientation into what the guidance department can do to help students with their 40 volunteer hours, course programming, study and personal concerns, among other things. Then we watched more of the 1969 Zefirelli film as part of our understanding of Acts 2 and 3.
Over the last week, we finished act 1 of Romeo and Juliet and started act 2. This included preparing masks for the masked ball and learning the Pilgrims and Saints Dance. We even completed an act 1 quiz on Kahoot.it!
Today, we finished comparing the balcony scene in the illustrated graphic novel and in to film versions using Venn diagrams. Then we divided the rest of act 2 (and part of act 3) into smaller scenes and created groups to study and to perform the scenes. We started to read through and to prepare the scenes for performance on Thursday and Friday. Finally, the rubric for the independent reading program was handed out with the requirement that students have an independent novel selected for Thursday. Tomorrow, the first half of the period with be spent on an orientation to Guidance. Followed by more of the film. We'll return to scene preparation on Wednesday. Yesterday, we explored violence, the feud between the families, and whether or not we believed that violence between the families was a given or avoidable. See my notes here. We also practiced our Shakespearean insults and performed Act 1, Scene 1, lines 1 to 105.
Today, we read the rest of Act one, scene one, after we explored The Art and Rules of Courtly Love. We looked at how Romeo revealed classic symptoms of being in love. We also started to select and illustrate the literal meaning of images from Scene 1. For example, how might "Love is ... a fire sparkling in lovers' eyes" (1, 1, 198) look if it were literally true? Homework: Prepare slideshow on the Globe theatre for tomorrow. For Friday, read Romeo and Juliet, Act 1, scenes 2, 3, and 4. Also for Friday, draw four pictures to illustrate Romeo's love imagery. Remember to quote and to cite the lines. Took up prologue close reading and KWL charts
Explored explicit and implicit stage directions Question to Answer in your slideshows:What do you like / dislike about the design of the Globe Theatre? What challenges would there be to putting on a play in this venue? Handout Shakespearean Insults Page - write your insult. Not sure what the words mean? Go to the following website: Www.shakespeareswords.com Homework: Read Act 1, Scene 1, Lines 1 to 105 Write your insult for either the Capulets or Montagues.
For homework, you should read pages 25 to 27 in her style guide which is in your English binder. Page 25 is a set of instructions on how to do a close reading, annotating a short passage from a text. Page 26 gives an example of what an annotated passage from Shakespeare looks like. Page 27 gives an example of a draft close reading paragraph might look like.
Today in class we did the following: - handed in the paragraphs - worked in small groups to research the Globe Theatre. Students are to have their researched pictures and notes ready for class on Friday so as to create a slideshow presentation. - we read the prologue, page 9 of Romeo and Juliet. We discussed a bit about how to read the text: the play appears on the right side page and the annotations on the left. - we took notes on the characters. We noted that the two families are very evenly balanced in terms of status, size, powers, hatred, and so on. Tomorrow in class, students will be handed out a copy of the Prologue to annotate using the instructions on page 25 of their style guide. Then students will be given a graphic organizer in which to complete their findings. There is also a lock down drill tomorrow morning in English! Today in class we review our knowledge of Shakespeare's life by doing a Kahoot.it! quiz. The vast majority of students demonstrated accurate understanding of important biographical points.
Using our new text, Reading and Writing for Success (pages 140-147) and our style guides (pages 4-5), we peer and self edited our rough drafts of our expository paragraphs, in which we explain the most important story element. We co-constructed a rubric and discussed the importance of the writing process for developing not only as writers but also as credible authors. We formed groups to begin our online research into the Globe Theatre. The end product is a slideshow Students need to collect their assigned data for Friday: (a) historical drawings and pictures of Shakespeare's Globe Theatre, (b) photos of the modern, rebuilt Globe Theatre, (c) facts about the Globe Theatre, and (d) maps showing the historical and current locations of the Globe. One member of the group must take on the role to organize the material into a slideshow that illustrates how Shakespearean plays were and are performed. HOMEWORK: For Wednesday (tomorrow): Create a revised and edited draft of your expository paragraph to hand in to me (with rough work) For Friday, Feb. 12: Gather and organize your research on the Globe Theatre |