Objective: Students will be able to evaluate the role each character in "Romeo & Juliet" has played in complicating the plot in order to determine the causes of Romeo & Juliet's tragedy.
Do-Now: Fragments II: Practice II
Today: 1) Go over Fragments II: Practice II
2) Class will read Act, 4 Scenes 1-5, completing the Fishbone Diagram for Cause/Effect. To read Act 4, Scenes 1-5 online CLICK HERE.
3) Watch Act 4, Scenes 1-5
Homework: Unit Test #2 on "Romeo & Juliet" on FRIDAY!!!
Monday, March 31, 2014
Friday, March 28, 2014
Monday, March 31
Objective: Students will be able to identify fragments in order to turn them into complete sentences.
Do-Now: Read "More About Fragments" in your Fragments II Packet
Today: 1) Introduce Fragments II: Fragments without a subject, "-ing," and "to" fragments.
2) Finish reading Act 3, Scenes 3-5 of "Romeo & Juliet" and complete Evaluating Reasoning Chart
3) Watch Act 3, Scenes 3-5 of "Romeo & Juliet."
Homework: Unit Test #1 on FRIDAY!!!
Do-Now: Read "More About Fragments" in your Fragments II Packet
Today: 1) Introduce Fragments II: Fragments without a subject, "-ing," and "to" fragments.
2) Finish reading Act 3, Scenes 3-5 of "Romeo & Juliet" and complete Evaluating Reasoning Chart
3) Watch Act 3, Scenes 3-5 of "Romeo & Juliet."
Homework: Unit Test #1 on FRIDAY!!!
Thursday, March 27, 2014
Friday, March 28
Objective: Students will be able to identify fragments in order to turn them into complete sentences. Students will be able to evaluate characters' reasoning in Act 3 of "Romeo & Juliet" in order to determine if the characters' reasons are valid.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Go over Exit Slips from Thursday
2) Fragments I Quiz
3) Review evaluation: How do we evaluate a character's reasoning?
4) In groups, read Act 3, Scenes 3-5 of "Romeo & Juliet." Complete your graphic organizer for Evaluating Characters' Reasoning in Act 3. To read Act 3, Scene 3-5 online CLICK HERE.
Exit Slip: Finish Evaluating Character's Reasoning
Homework: Unit Test #2 on "Romeo & Juliet" on FRIDAY, April 4!!!
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Go over Exit Slips from Thursday
2) Fragments I Quiz
3) Review evaluation: How do we evaluate a character's reasoning?
4) In groups, read Act 3, Scenes 3-5 of "Romeo & Juliet." Complete your graphic organizer for Evaluating Characters' Reasoning in Act 3. To read Act 3, Scene 3-5 online CLICK HERE.
Exit Slip: Finish Evaluating Character's Reasoning
Homework: Unit Test #2 on "Romeo & Juliet" on FRIDAY, April 4!!!
Wednesday, March 26, 2014
Thursday, March 27
Objective: Students will be able to evaluate the dramatic and situational irony in Act 3, Scene 1 of "Romeo & Juliet" in order to determine its effectiveness.
Do-Now: Romeo and Juliet are about to be married. Predict: What might happen to keep the two of them apart or cause their marriage to fail? Explain. (Hint: Think of what you've learned from earlier parts of the play.)
Today: 1) Go over Exit Slips from Wednesday
2) Review dramatic and situational irony. How do we determine their effectiveness?
3) Class will read Act 3, Scene 1 of "Romeo & Juliet." How does this scene represent the play's climax? To read Act 3, Scene 1 online CLICK HERE.
4) Class will watch Act 3, Scene 1 of "Romeo & Juliet."
Exit Slip: Describe the dramatic and situational irony in Act 3, Scene 1 and evaluate its effectiveness.
Homework: Final Copy of Sonnet Due TOMORROW!!!
Do-Now: Romeo and Juliet are about to be married. Predict: What might happen to keep the two of them apart or cause their marriage to fail? Explain. (Hint: Think of what you've learned from earlier parts of the play.)
Today: 1) Go over Exit Slips from Wednesday
2) Review dramatic and situational irony. How do we determine their effectiveness?
3) Class will read Act 3, Scene 1 of "Romeo & Juliet." How does this scene represent the play's climax? To read Act 3, Scene 1 online CLICK HERE.
4) Class will watch Act 3, Scene 1 of "Romeo & Juliet."
Exit Slip: Describe the dramatic and situational irony in Act 3, Scene 1 and evaluate its effectiveness.
Homework: Final Copy of Sonnet Due TOMORROW!!!
Tuesday, March 25, 2014
Wednesday, March 26
Objective: Students will be able to evaluate the Friar and Nurses’ motivation for helping Romeo and Juliet marry in order to determine whether or not their reasons are valid.
Do-Now: Practice Quiz for Fragments: Test 1 and Test 4 (Make sure to complete BOTH sides of the paper!!!)
Today: 1) Go over Fragments Practice Quiz
2) Review motivation and evaluation
3) In pairs, read Act 2, Scene 3 of "Romeo & Juliet." To read Act 2, Scene 3 online CLICK HERE.
4) In groups, read Act 2, Scene 4 of "Romeo & Juliet." To read Act 2, Scene 4 online CLICK HERE.
Exit Slip: Describe and evaluate Friar Lawrence's motive for helping Romeo & Juliet marry. Describe and evaluate the Nurse's motive for helping Romeo & Juliet marry.
Homework: Final copy of sonnet due FRIDAY!!! Test on Fragments FRIDAY!!!
Friday, March 21, 2014
Tuesday, March 25
Objective: Students will be able
to identify sentence fragments in order to turn them into complete sentences. Students will be able to evaluate examples of
figurative language in Act 2, Scene 2 of “Romeo & Juliet” in order to
analyze the effects of the figurative language.
Do-Now: Fragments I: Test 3 ***Please get out your sonnet rough drafts for Ms. Winberg to collect***
Today: 1) Go over Fragments I: Test 3
2) Review Figurative Language
3) Class will read the Prologue for Act 2 and Act 2, Scene 1 of "Romeo & Juliet." How does this scene represent dramatic irony?
To read the Prologue online CLICK HERE.
To read Act 2, Scene 1 online CLICK HERE.
4) In groups, read Act 2, Scene 2 of "Romeo & Juliet," completing your graphic organizer for Figurative Language.
To read Act 2, Scene 2 online CLICK HERE.
Homework: Final Copy of Sonnet Due FRIDAY!!! Fragments Quiz on FRIDAY!!!
Do-Now: Fragments I: Test 3 ***Please get out your sonnet rough drafts for Ms. Winberg to collect***
Today: 1) Go over Fragments I: Test 3
2) Review Figurative Language
3) Class will read the Prologue for Act 2 and Act 2, Scene 1 of "Romeo & Juliet." How does this scene represent dramatic irony?
To read the Prologue online CLICK HERE.
To read Act 2, Scene 1 online CLICK HERE.
4) In groups, read Act 2, Scene 2 of "Romeo & Juliet," completing your graphic organizer for Figurative Language.
To read Act 2, Scene 2 online CLICK HERE.
Homework: Final Copy of Sonnet Due FRIDAY!!! Fragments Quiz on FRIDAY!!!
Thursday, March 20, 2014
Friday, March 21
Objective: Students will be able to identify fragments in order to turn them into complete sentences. Students will be able to identify the elements of a Shakespearean Sonnet in order to compose their own sonnets using the correct format.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Fragments I: Practice 3
2) Watch Act 1 of "Romeo and Juliet"
3) Finish your rough drafts for your Shakespearean Sonnets
Homework: Final copy of sonnet due MONDAY!!! Quiz on Fragments FRIDAY!!!
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Fragments I: Practice 3
2) Watch Act 1 of "Romeo and Juliet"
3) Finish your rough drafts for your Shakespearean Sonnets
Homework: Final copy of sonnet due MONDAY!!! Quiz on Fragments FRIDAY!!!
Wednesday, March 19, 2014
Thursday, March 20
Objective: Students will be able to identify
examples of foreshadowing in Act 1, Scene 4 of “Romeo & Juliet” in order to
evaluate the effectiveness of that foreshadowing in creating suspense. Students will be able to describe how Act 1,
Scene 5 of “Romeo & Juliet” represents both dramatic and situational irony
in order to evaluate the effectiveness of that irony in creating suspense and
surprise. Students will be able to identify fragments in order to turn them
into complete sentences.
Do-Now: Complete Fragments I: Practice 2 in your packet. ***You DO NOT have to re-write the sentences, just edit them.***
Today: 1) Go over Fragments I: Practice 2.
2) Review foreshadowing, dramatic irony, and situational irony.
3) Class will read Act 1, Scene 4. What foreshadowing occurs in this scene?
To Read Act 1, Scene 4 online CLICK HERE.
4) In groups, read Act 1, Scene 5. What situational and dramatic irony is in this scene?
To Read Act 1, Scene 5 online CLICK HERE.
5) Continue working on your Shakespearean Sonnet.
Exit Slip: Describe the foreshadowing that occurs at the end of Act 1, Scene 4. What future event is being foreshadowed? Explain how this foreshadowing is effective in creating suspense. Describe the situational irony that occurs in Act 1, Scene 5. Explain how this situational irony is effective in creating surprise. Describe the dramatic irony in Act 1, Scene 5. Explain how this dramatic irony is effective in creating suspense.
Homework: Final Copy of Sonnet Due Friday
Do-Now: Complete Fragments I: Practice 2 in your packet. ***You DO NOT have to re-write the sentences, just edit them.***
Today: 1) Go over Fragments I: Practice 2.
2) Review foreshadowing, dramatic irony, and situational irony.
3) Class will read Act 1, Scene 4. What foreshadowing occurs in this scene?
To Read Act 1, Scene 4 online CLICK HERE.
4) In groups, read Act 1, Scene 5. What situational and dramatic irony is in this scene?
To Read Act 1, Scene 5 online CLICK HERE.
5) Continue working on your Shakespearean Sonnet.
Exit Slip: Describe the foreshadowing that occurs at the end of Act 1, Scene 4. What future event is being foreshadowed? Explain how this foreshadowing is effective in creating suspense. Describe the situational irony that occurs in Act 1, Scene 5. Explain how this situational irony is effective in creating surprise. Describe the dramatic irony in Act 1, Scene 5. Explain how this dramatic irony is effective in creating suspense.
Homework: Final Copy of Sonnet Due Friday
Tuesday, March 18, 2014
Wednesday, March 19
Objective: Students will be able to describe the dramatic irony in Act 1, Scene 2 of "Romeo & Juliet" in order to evaluate the irony's effectiveness. Students will be able to describe Lord and Lady Capulet's views on Juliet's marriage in order to evaluate their opinions.
Do-Now: Pd. 1/2: Exit Slip for Act 1, Scene 1 of "Romeo & Juliet." Pd. 4/5: What do you believe is a good age at which to get married? Describe your reasons for why you believe this is an ideal age for marriage.
Today: 1) Three Articles on Teenage Marriage: Analyzing the author's defense of his/her claims on teenage marriage.
2) Review Dramatic Irony: Analyzing the effects of dramatic irony as it is used in "Romeo & Juliet."
3) Evaluate: When you evaluate an argument/reason, you explain whether or not that argument/reason is valid and give reasons to support why. (Valid = credible, solid, true, legitimate)
4) Class will read Act 1, Scene 2. What are Lord Capulet's reasons for NOT wanting Juliet to marry? How does this scene represent dramatic irony?
To read Act 1, Scene 2 online CLICK HERE.
5) In groups, read Act 1, Scene 3. What are Lady Capulet's reasons for wanting Juliet to marry?
To read Act 1, Scene 3 online CLICK HERE.
Exit Slip: Describe the dramatic irony in Act 1, Scene 2. Describe how this dramatic irony is effective in creating suspense for the audience. Evaluate Lady Capulet's reasons for wanting Juliet to marry. Evaluate Lord Capulet's reasons for NOT wanting Juliet to marry.
Homework: Final copy of Shakespearean Sonnet due FRIDAY!!!
Do-Now: Pd. 1/2: Exit Slip for Act 1, Scene 1 of "Romeo & Juliet." Pd. 4/5: What do you believe is a good age at which to get married? Describe your reasons for why you believe this is an ideal age for marriage.
Today: 1) Three Articles on Teenage Marriage: Analyzing the author's defense of his/her claims on teenage marriage.
2) Review Dramatic Irony: Analyzing the effects of dramatic irony as it is used in "Romeo & Juliet."
3) Evaluate: When you evaluate an argument/reason, you explain whether or not that argument/reason is valid and give reasons to support why. (Valid = credible, solid, true, legitimate)
4) Class will read Act 1, Scene 2. What are Lord Capulet's reasons for NOT wanting Juliet to marry? How does this scene represent dramatic irony?
To read Act 1, Scene 2 online CLICK HERE.
5) In groups, read Act 1, Scene 3. What are Lady Capulet's reasons for wanting Juliet to marry?
To read Act 1, Scene 3 online CLICK HERE.
Exit Slip: Describe the dramatic irony in Act 1, Scene 2. Describe how this dramatic irony is effective in creating suspense for the audience. Evaluate Lady Capulet's reasons for wanting Juliet to marry. Evaluate Lord Capulet's reasons for NOT wanting Juliet to marry.
Homework: Final copy of Shakespearean Sonnet due FRIDAY!!!
Monday, March 17, 2014
Tuesday, March 18
Objective: Students will be able
to identify and describe TWO conflicts in Act 1, Scene 1 of “Romeo &
Juliet” in order to make predictions about what may happen later in the play
based on these conflicts. Students will be able to identify fragments in order
to turn them into complete sentences.
Do-Now: Read the "Basics about Fragments" in your Fragments I packet and complete the two practice sentences in the middle of pg. 67.
Today: 1) Introduce Sentence Fragments
2) Complete "Check Your Understanding" and "Practice 1" in Fragments I packet
3) Review monologue and internal conflict.
4) Class will read the Prologue and Act 1, Scene 1 of "Romeo & Juliet."
To read the Prologue online CLICK HERE.
To read Act 1, Scene 1 online CLICK HERE.
Homework: Sonnet final copy due FRIDAY!!!
Do-Now: Read the "Basics about Fragments" in your Fragments I packet and complete the two practice sentences in the middle of pg. 67.
Today: 1) Introduce Sentence Fragments
2) Complete "Check Your Understanding" and "Practice 1" in Fragments I packet
3) Review monologue and internal conflict.
4) Class will read the Prologue and Act 1, Scene 1 of "Romeo & Juliet."
To read the Prologue online CLICK HERE.
To read Act 1, Scene 1 online CLICK HERE.
Homework: Sonnet final copy due FRIDAY!!!
Friday, March 14, 2014
Monday, March 17
Objective: Students will be able to identify the elements of a Shakespearean sonnet in order to compose their own sonnets. Students will be able to answer 80% or more test questions correctly in order to demonstrate their knowledge and understanding of the literary concepts learned in the first unit.
Do-Now: Write down THREE things you know about William Shakespeare and/or his plays.
Today: 1) Introduce Shakespearean Tragedy
2) Introduce Shakespearean Sonnet
3) Begin composing your own sonnet OR finish your Unit Test from Friday
Homework: Finish writing your sonnet. Final copies of sonnets (written/typed out completely on a new sheet of paper, NOT your Sonnet Writing worksheet) are due by FRIDAY!!!
Do-Now: Write down THREE things you know about William Shakespeare and/or his plays.
Today: 1) Introduce Shakespearean Tragedy
2) Introduce Shakespearean Sonnet
3) Begin composing your own sonnet OR finish your Unit Test from Friday
Homework: Finish writing your sonnet. Final copies of sonnets (written/typed out completely on a new sheet of paper, NOT your Sonnet Writing worksheet) are due by FRIDAY!!!
Thursday, March 13, 2014
Friday, March 14
Objective: Students will be able to answer 80% or more test questions correctly in order to demonstrate their knowledge and understanding of the literary concepts learned during the first unit.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: Unit Test #1
Homework: Anticipation Guide for "Romeo and Juliet"
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: Unit Test #1
Homework: Anticipation Guide for "Romeo and Juliet"
Wednesday, March 12, 2014
Thursday, March 13
Objective: Students will be able to identify subject/verb agreement errors in order to correct the errors. Students will be able to complete a study guide in order to prepare for Unit Test #1.
Do-Now: Get ready to take your Subject/Verb Agreement Quiz. Take out your Preposition List from your folder and make sure you have a pen or SHARPENED pencil to write with. Ms. Winberg will be handing out the quiz in THREE minutes whether you are ready or not!
Today: 1) Subject/Verb Agreement Quiz (You will have 20 minutes to complete this quiz.)
2) Study Guide: You have the remainder of class to fill out your study guide. You will be able to use this study guide along with your textbook for tomorrow's test. You must fill out the study guide BY YOURSELF!!! If you have any questions, ask Ms. Winberg for help.
Homework: Finish your study guide for tomorrow's Unit Test.
Do-Now: Get ready to take your Subject/Verb Agreement Quiz. Take out your Preposition List from your folder and make sure you have a pen or SHARPENED pencil to write with. Ms. Winberg will be handing out the quiz in THREE minutes whether you are ready or not!
Today: 1) Subject/Verb Agreement Quiz (You will have 20 minutes to complete this quiz.)
2) Study Guide: You have the remainder of class to fill out your study guide. You will be able to use this study guide along with your textbook for tomorrow's test. You must fill out the study guide BY YOURSELF!!! If you have any questions, ask Ms. Winberg for help.
Homework: Finish your study guide for tomorrow's Unit Test.
Tuesday, March 11, 2014
Wednesday, March 12 (Half-Day)
Objective: Students will be able to identify subject/verb agreement errors in order to correct those errors. Students will be able to compare two stories in order to evaluate the similarities in theme.
Do-Now: Subject/Verb Agreement Test 1 and Test 4 (This is your practice quiz for tomorrow's quiz on subject/verb agreement)
Today: Finish your rough copy of your compare/contrast essay for "The Sniper" and "Cranes."
Homework: Subject/Verb Agreement quiz TOMORROW!!! Unit Test #1 on FRIDAY!!!
Do-Now: Subject/Verb Agreement Test 1 and Test 4 (This is your practice quiz for tomorrow's quiz on subject/verb agreement)
Today: Finish your rough copy of your compare/contrast essay for "The Sniper" and "Cranes."
Homework: Subject/Verb Agreement quiz TOMORROW!!! Unit Test #1 on FRIDAY!!!
Monday, March 10, 2014
Tuesday, March 11
Objective: Students will be able to identify subject/verb agreement errors in order to correct the errors. Students will be able to identify which type of conflict a situation represents in order to explain why that type of conflict applies. Students will be able to identify examples of foreshadowing in order to explain what events are being foreshadowed.
Do-Now: Exit Slip from Four Readings on Poe's Death
Today: 1) Complete Subject/Verb Agreement Test 1 and Test 4
2) Review FOUR main types of conflict: man vs. man, man vs. self, man vs. nature, man vs. machine. Which types of conflict were present in the stories we've read? (The Most Dangerous Game, Thank You, M'am, The Interlopers, The Sniper, Cranes, The Tell-Tale Heart, The Cask of Amontillado)
3) Class Conflict Exercise
4) Foreshadowing Exercise
Homework: Subject/Verb Agreement Quiz TOMORROW!!!
Do-Now: Exit Slip from Four Readings on Poe's Death
Today: 1) Complete Subject/Verb Agreement Test 1 and Test 4
2) Review FOUR main types of conflict: man vs. man, man vs. self, man vs. nature, man vs. machine. Which types of conflict were present in the stories we've read? (The Most Dangerous Game, Thank You, M'am, The Interlopers, The Sniper, Cranes, The Tell-Tale Heart, The Cask of Amontillado)
3) Class Conflict Exercise
4) Foreshadowing Exercise
Friday, March 7, 2014
Monday, March 10
Objective: Students will be able to analyze four readings on Poe’s death in order to evaluate possible causes for his death, and, ultimately, conclude how they believe Poe died, supporting their conclusions with evidence from the text.
Do-Now: You have TEN minutes to review for your vocabulary quiz.
Today: 1) Vocabulary Quiz #3
2) Subject-Verb Agreement Test 3
3) Finish Four Readings on Poe's Death
4) Finish rough draft of Compare/Contrast Essay for "The Sniper" and "Cranes."
Homework: Subject/Verb Agreement Quiz on WEDNESDAY!!! Unit Test #1 on FRIDAY!!!
Thursday, March 6, 2014
Friday, March 7
Objective: Students
will be able to analyze four readings on Poe’s death in order to evaluate
possible causes for his death, and, ultimately, conclude how they believe Poe died, supporting their conclusions with evidence from the text.
Do-Now: Vocabulary Practice Quiz #3
Today: 1) Go over Vocabulary Practice Quiz #3
2) Class will read "Poe's Final Days" pp. 184-186 and complete a web identifying the article's main argument and supporting pieces of evidence.
3) In groups, read "Poe's Death Rewritten as Case of Rabies, Not Telltale Alcohol," on pp. 187-188, "If Only Poe Had Succeeded When He Said Nevermore to Drink," on pg. 189, and "Rabies Death Theory" on pg. 190. For each article, complete a web identifying the article's main argument and supporting evidence.
Exit Slip: Based on the four articles you have read, how do YOU believe Poe died? Give reasons and evidence to support your claim. (Your response should be at least FIVE sentences long and should include at least THREE pieces of evidence.
Homework: Vocabulary Quiz #3 on MONDAY. Subject/Verb Agreement Quiz on WEDNESDAY. Unit Test #1 on FRIDAY.
Do-Now: Vocabulary Practice Quiz #3
Today: 1) Go over Vocabulary Practice Quiz #3
2) Class will read "Poe's Final Days" pp. 184-186 and complete a web identifying the article's main argument and supporting pieces of evidence.
3) In groups, read "Poe's Death Rewritten as Case of Rabies, Not Telltale Alcohol," on pp. 187-188, "If Only Poe Had Succeeded When He Said Nevermore to Drink," on pg. 189, and "Rabies Death Theory" on pg. 190. For each article, complete a web identifying the article's main argument and supporting evidence.
Exit Slip: Based on the four articles you have read, how do YOU believe Poe died? Give reasons and evidence to support your claim. (Your response should be at least FIVE sentences long and should include at least THREE pieces of evidence.
Homework: Vocabulary Quiz #3 on MONDAY. Subject/Verb Agreement Quiz on WEDNESDAY. Unit Test #1 on FRIDAY.
Subscribe to:
Comments (Atom)