Romeo and Juliet 8.2

Do now: Check the board to see which group you are in.  Go sit with your group.

Objectives:

• work effectively in groups to prepare for a performance
• demonstrate leadership skills

Agenda:

1. do now

2. In groups: assign a director and assign parts to actors

2a. DIRECTOR: Make a copy of the scene in google drive and share the document with everyone in your group.

3. In groups: Read through the scene at a norm pace (without stopping).  Director(s) should time the reading and read stage directions.

4. In groups: Your task is to cut your scene by half.  You can either cut the scene as a group, or each actor can cut his/her own part

         CUTTING SCRIPTS: Decide which are the most important plot points/exchanges. Be sure to               cut complete sentences (you will be graded on how grammatically accurate your cuts are)

5. In groups: Once script is cut, do another read through of the scene.  Director(s) should time the reading and read stage directions.

6. Summarizer

Romeo and Juliet 8.1

Do now: With a partner, quickly draw the plot diagram and identify 1-2 plot points for each part of the diagram

Objectives:

• to understand the expectations of the RJ final exam
• to understand the expectations of the RJ essay prompt
• demonstrate mastery of understanding of plot, drama terms,and key quotes 

Agenda:

1. do now

2. Exam- on THURSDAY.  Create a study guide checklist

3. Alone or with a partner, begin to review the materials needed to study for the exam

4. Essay prompt-- review the prompt and answer clarifying questions

5. Study time

HW: Review for the exam on THURSDAY

Romeo and Juliet 7.4

Do Now: Tragic heroes or victims of fate? Most tragic heroes, by definition, have a “tragic flaw” that brings about their eventual demise. Do Romeo and Juliet have such flaws? Could they have avoided their tragic deaths by making better decisions and controlling their character flaws? Or, are Romeo and Juliet the victims of fate, doomed by circumstances outside of their control? Explain your position.

Objectives:

• Understand the resolution of the play
• examine the message of love Shakespeare presents in the play
• review key plot points and themes

Agenda:

1. Do now

2. Act 5 Handout

3. Watch film

4. Summarizer

HW: study for test the TUESDAY after break

Creative Writing Class

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Romeo and Juliet 7.3

Do now: In the first few lines of Act 5.1, Romeo tells only the bare outline of his dream. He gives none of the details. Imagine some further details of his dream and brainstorm possible interpretations. Write an account called "Romeo's Dream." Try to ensure that your account includes both sombre and joyful moments (put in student folder)

Objectives:

• examine Romeo’s character development and choices

Agenda:

1. do now

2. Read Act 5.2- acting!

3. Imagine you are Balthasar, and you know what Romeo plans to do. How will you persuade him to change his course of action? What can you say? How will he respond? Choose one of the following to complete: A) Write a dialogue of the conversation between Romeo and Balthasar, B) Write a letter from Balthasar to Romeo persuading him to change his mind, or C) write a letter from Balthasar to someone else (you choose a character) asking for that character’s help.
4. Start to read Act 5.3

4. Summarizer

HW: Finish play!

Romeo and Juliet 7.2

Do now: The first part of Juliet’s plan seems to be working, yet we know there is a tragic ending. What do you predict will happen in the next act that will complicate Juliet’s plan?

Objectives:

• identify plot in act 4
• analyze imagery in act 4

Agenda:

1. Do now
2. Vocab Week 8
3. Reading Guide questions- Act 4.2-5
4. Act 4 Imagery activity
5. Watch films

HW: Read Act 5.1

Romeo and Juliet 7.1

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?

Objectives:

Agenda:

1. do now (socrative)
2. Answer Act 4.1 Reading Guide
3. Acting! rest of Act 4
4. (if time) film
5. Summarizer

HW: Finish reading Act 4

Romeo and Juliet 6.4

Do now: Find your new seats. Review the three types of irony

Objectives:

• identify dramatic, situational, and verbal irony in 4.1
• identify the falling action of Act 4
• analyze Shakespeare's use of imagery

Agenda:

1 do now

2. In table groups: identify examples of the 3 types of irony in 4.1 Cite lines (in a shared google doc).

4. Watch film!

5. Summarizer

HW: HW free weekend

Romeo and Juliet 6.3

Romeo and Juliet 6.3

Do now: please move desks into rows and take out a pencil

Agenda:

1. do now
2. Quiz- Acts 2 and 3

HW: Read Act 4.1

RJ 6.2

Do now: in pairs-- List each character who appears in Act 3. Write a single sentence for each which begins “What I want most is…”

Objectives:

• identify character development in Acts II and III
• identify and analyze important moments from Acts II and III

1. do now
2. Comparison of sentences in socrative
3. Tableau groups: Select an incident or line from Act II or III and prepare a tableau. We will perform the tableaus, and if the other groups can identify the incident or line correctly, they will get extra credit on the quiz (1 point for each correct tableau guess)
4. If time: study for quiz or practice Juliet’s soliloquy

HW: Acts 2 and 3 quiz on THURSDAY

RJ 6.1

Do Now: At the end of Act 3: how is Juliet now isolated?  Who has betrayed her?

Objective:

• identify imagery and dramatic irony
• analyze character development of Juliet’s family

Agenda:

1. do now
2. Table groups: Answer the Act 3.5 Reading Guide Questions
3. Table groups: Complete the “Act 3.5 Digging Deeper” handout-- identify imagery, dramatic irony, and analyze character development of Lady Capulet, Capulet, and the Nurse
4. Class: review findings
5. Summarizer: What areas do you need to review for a quiz on Acts II and III?

HW: Study for a quiz on Acts II and III on THURSDAY

Romeo and Juliet 5.4

Vocab quiz!

If time, watch modern film version.

Romeo and Juliet 5.3

Do now: Practice memorizing the Juliet soliloquy (5 minutes)

Objectives:

• analyze the moments that make up the climax of Act III
• practice reading aloud/ connecting movement to language
• compare Romeo's response to exile with Juliet's

Agenda:

1. do now

2. Read Act 3.3-- acting!

3. In table groups: Shakespeare juxtaposes Act 3.2 and 3.3 in order to highlight Juliet and Romeo's emotional maturity.  Review both scenes and brainstorm the differences in their responses. (google doc) 

4. Table groups: create an assertion statement that address why Shakespeare juxtaposes these two scenes (hint: specify the different levels of emotional maturity) (google doc)

5. Summarizer

HW: Finish reading Act 3 for MONDAY.  Vocab quiz on FRIDAY.