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
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