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