Act V: Another view

Learning Target:  To evaluate a cinematic interpretation of Shakespeare's text, considering details that lead you to a deeper understanding of the tragedy.  

Today we will watch the ending of Baz Luhrman's version of Romeo and Juliet. 

Use the same guiding question as we did with Zefferelli:

What stands out to you as you watch?  Write it here: Period 1 http://goo.gl/ts9i7C
Period 3: http://goo.gl/vlG6yJ Period 5: http://goo.gl/zIeYgV

Then, ask and asnwer a text-specific question here: http://goo.gl/YhKuHK
 Sample question: Why do both films leave out the death of Paris? 

Wednesday & ACT V: The FATE DEBATE

Learning Target: to be responsible for one page of text, finding important lines that reveal whether or not it is human error or FATE that is responsible for the tragedy in the end. 

1. Review the Act IV form from yesterday.

2. What is fate?  5 minute dig!

3. Open up a new google doc and insert a two column table.  

Open up the digital text and copy your assigned page into the left side of the table.

Annotate that text, HIGHLIGHTING  any references to Fate (use pink) or Human Error (use yellow) or Fortune/chance (use blue). 

4. Debrief and share your findings with the class!

Tomorrow we will watch two versions of the ending.

Act IV: Romeo and Juliet

Monday: Negotiating the text independently and Submitting a claim

1. We will begin class with the VOCABULARY TEST on Lesson 13.

2. Then, take the quiz on Act IV scene one on the following form: http://goo.gl/bh5V00

3. After you are done, please read Juliet's soliloquy from Act IV, scene 3: Scene 3

          Be ready to tell me what you think of Juliet's choice here.

4. We will listen to Act IV, scene 5

Then,  in your groups of 4, decide who you think is most responsible for Juliet's "death".

Submit your answer here:  http://goo.gl/e3STTI  ONLY ONE per group!!!!

Thursday/Friday: What does a good claim look like?

What makes a strong claim?

Vote!  Here is the form:  http://goo.gl/2qlVFp

Act IV-Romeo and Juliet  Act IV audio file

Subtext:  Information that is implied by a character but not stated by a character in dialogue, including actions and thoughts.

How does an actor communicate subtext?  Volume, body language, tone, pacing, inflection.

I'm so glad you are here.

Honey, I'm home.

Reading Act IV, scene i together.  Decide on Juliet's subtext in her lines with Paris.

Juliet's soliloquy:  What do you think of her choice here?

Who is responsible for Juliet's "death"?  

Wednesday: Group claims

Learning Target: In your table groups, today you will be making a claim about a theme using connections between the characters in Act Three in Romeo and Juliet.

1. (5 min) After we are finished watching Act Three, get into your groups and discuss the patterns of behavior you notice among all the main characters in the play.  You can use the back side of the Making Claims chart.

2. (5 min) As a class, we will list those connections on the board.

3. (10 min) As a group, take that connection and use it to form an intelligent statement about what you learn about that topic from reading/watching Act Three.  Line up the evidence underneath.

For example,  in Act One, you might make a theme statement (claim) that reads like this:

Connection:  family loyalty/war

Theme:  Sometimes the love for "family" can drive us to hate others and create chaos and violence out of peace. 

    Evidence:  The servants who hate each other only because they are members of the opposite family.
    Evidence: Romeo says about the aftermath of the fight scene, "Here's much to do with hate, but more with love."
    Evidence:  Tybalt wants to fight Romeo at the party in order to establish Capulet honor....Romeo's presence there is an insult and should not be tolerated, even though Romeo brings only love with him.

Act Three wrap-up

Act 3: what connections can we find between characters?

Today we will review Act 3 on film and in your notes in order to come up with a clear claim that makes a conclusion about a theme we see in the play so far.  

Monday: Claims in Act 3

Learning Target: Today you will be continuing your work reading your scene from Act 3 closely and forming a claim, based on a few key details.

About half way through the period, we will be presenting our claims to each other in a shared google doc and then using that conversation to make a claim about a THEME in the Act.

Link to shared google doc for posting your claim:

Period 1 : http://goo.gl/sJaC4n

Period 3: http://goo.gl/aZxvD7

Period 5: http://goo.gl/Uvt6tf

Here is the form we will use to make a CLASS CLAIM together about the theme in Act 3: http://goo.gl/QpUuFf

Thursday: Vocabulary and Luhrman film Act Two

Today you will spend the first 25 minutes taking Vocabulary Notes on Lesson 13 for the test Monday, April 28th.  quizlet link: http://goo.gl/dfga0n

If you want extra credit, create a slideshow of your own for this lesson and then share it with me when you are done!

Romeo and Juliet:  Watching another balcony scene and fight scene (III.i)

Think about how this version differs from the Zefferelli version.  I hope we can have a good discussion about this on Monday.

Wednesday: The Turning Point

Act 3, scene 1

Today we will work again on annotating and finding details in order to discover more about the main characters in the play.

(20 minutes) We will watch Zefferell's version of the Act 3, scene 1 and then we will look at my model of your next activity:

http://goo.gl/wGEYvH

(30 minutes) Then, you will be assigned a scene from Act 3 in order to make a claim about a main character from the play.

Nurse: Act Three, scene 2  http://goo.gl/C8kvfc

                              scene 5 http://goo.gl/BNVVhG

Juliet: Act Three, scene 2  http://goo.gl/C8kvfc

                             scene 5 http://goo.gl/BNVVhG

Romeo: Act Three, scene 3 http://goo.gl/6Tfm1U

Friar:  Act Three, scene 3  http://goo.gl/6Tfm1U

Father Capulet: Act Three, scene 5 http://goo.gl/BNVVhG

Open the link and read the lines and then annotate looking only for details which reveal your CHARACTER.  Work through the text, ultimately pulling out the three most important details to show us exactly WHO THIS CHARACTER IS.  Make your claims by Monday to present. 

Learning Target:  Speaking and Listening

Collaborate and Discuss

Data: Socratic Seminar / Student-Centered Discussion

Skill	A	P	AP	NP
1) Prepare for discussion and follow guidelines for the conversation
2) Present ideas and claims clearly, using details to support my claims
3) Pose good questions that are centered on the text
4) Make thoughtful connections between my ideas and others

Today, you will be PRESENTING your claim from yesterday to a small group (20 min) and filling out this self-evaluation**. (5-10 min). 

Guidelines:  

1. Meet with the 3 other people assigned your number.  
2. Assign the oldest member the position of TIMER.  He/she may use his phone as a stopwatch.
3. PRESENTER: Share your claim and explain the details you found to support your claim. You have 5 minutes to share and answer questions.
4. LISTENER:  Ask questions AND/ OR tell the group how this claim relates or connects to your claim.  What patterns do you notice in the text?
5. Fill out the self-evaluation hyperlinked above.

 **Make sure to make a copy of the self-evaluation and put it in  your English folder, of course.

Last 15 minutes: AUDIO LINK

 Listen to Act 3, scene 1 and submit your answer to one of these questions as your "exit ticket:

What do the author's words cause me to see or feel?

What words or phrases are powerful and unique?

Monday: Create and Present claims for Act 2

Today you will be

ANNOTATING with your partner your assigned passage from Act Two. (10 min)

ASKING a text-specific question about the passage. (5 min)

FINDING evidence to help you answer that question. (10 min)

CONNECTING the evidence and

FORMING a sound, intelligent claim that can be supported by your passage. (10 min)

Then, you will be PRESENTING that claim to a small group (20 min) and filling out this self-evaluation. (5-10 min).  **Make sure to make a copy of it and put it in  your English folder, of course.

Friday: Group Annotations of the rest of Act 2

Learning Target:  To apply your close reading skills to help you question the text and come to your own conclusions.

(10-15 minutes)  Vocabulary Test Lesson 12


(15 min) Watch Zefferelli: Act Two, scenes 3-6.

(15-20 min) With your partner, annotate the assigned passage and then use your annotations to help you come up with a text-specific question that you can use to come to a conclusion about the text.  (that is page 2 of the linked document below.)

Passage 1: http://goo.gl/3oTM9N

Passage 2: http://goo.gl/SBcRPT

Passage 3: http://goo.gl/wWessK

Passage 4: http://goo.gl/Xr8WQW

Passage 5: http://goo.gl/YNnoGk

Act Two, scene 3: "Holy Saint Francis! What a change is here!"

Learning Target: Applying our close reading to text-specific questions

(20 minutes) In groups, you will attempt to answer the following questions from Shakespeare Set Free (O'Brien)  about this scene:

• What does Friar Lawerence explain about the nature of these herbs?
• How does this nature lesson apply to life in general?
• How does this nature lesson apply to the relationship between Romeo and Juliet?
• How does the use of language tricks enhance this speech for you?

Record your answers here on this form: http://goo.gl/qRq2UD

(20 minutes) Listen to the rest of Act Two, scene 3.  Then, consider this question with your partner:

What is motivating the Friar?  Why does he agree to marry Romeo and Juliet?  Can you find more than one motive for his willingness to do such an outrageous and subversive act?

(10 minutes)  Vocabulary Volleyball!  Lesson 12 test is tomorrow.

Wednesday: "The Gray-Eyed Morn"

Learning Target:  To answer text-specific questions in collaborative groups--and to practice annotating a part of the play on your own.

Digital text is here: http://www.folgerdigitaltexts.org/?chapter=5&play=Rom&loc=p7

Part One: The beginning of Act Two, scene 3 is Friar Lawrence's soliloquy (this is when a character in a play speaks his thoughts aloud).

(5 minutes) We will begin by reading it in unison.  

(15 minutes) Then we will practice annotating it individually.  

To do this, you will need to go to this document and go to FILE and make a copy of it, which you will put immediately in your shared English folder.  

I will model how you should annotate, using the highlighting tool under "add-ons".  You should practice annotating FIGURATIVE LANGUAGE, THEMES or big ideas, and parts of the text that make you ask questions.  

Romeo and Juliet: Claims about the Balcony Scene

Today we will watch some of the balcony scene, Act Two, scene ii in order to help you visualize the choices one director, Franco Zefferelli, made about staging that scene.

Then, we will review your lines from yesterday and you will submit claims that answer the following questions to another shared document.

What does Romeo want?
What does Juliet want?

First period: http://goo.gl/zEj8Kr

Third period: http://goo.gl/WWQmJl

5th period: http://goo.gl/YX4n87

Monday: Romeo, Romeo, Wherefore art thou Romeo?

Learning Targets: to understand and paraphrase a key line from Act Two, scene two: The Balcony Scene.

Also...to consider the choices a director and actor have to make when performing a scene from the play. 

(15 minutes):  Watch the Baz Luhrman version of the party scene.  

(5 minutes): Discuss the differences and why they matter to you.

(30 minutes):  Read silently, (or at home you can listen: http://goo.gl/EIpKqR) Act Two, scene ii.  After you are done, in partners decide which of you is Romeo and which of you is Juliet.  Then discuss:

• What does your character want in this scene?  ---FIND A KEY LINE THAT HELPS YOU ANSWER THIS QUESTION.  Open the shared document below and write the line down as well as your paraphrase.  

FIRST PERIOD: http://goo.gl/wtW0Pi

THIRD PERIOD: http://goo.gl/rKkD0O

FIFTH PERIOD: http://goo.gl/JNLKwB

• Does he/she get what they want? ---FIND A KEY LINE and PARAPHRASE in writing again on the shared document.

FRIDAY: My heart never loved til this night!

Act One, Scene Five (I.v.)

Today we will closely consider the first lines Romeo and Juliet speak to each other.

After watching the Zefferelli version, we will try to defend these two claims with evidence from this scene (using the Making EBC's handout):

Claim: Romeo uses figurative language to get Juliet’s love.

Claim: Romeo and Juliet are doomed lovers.

Thursday: Vocab and R & J paragraph

Vocabulary Lesson 12

30 minutes: Here is the link to the visual slideshow for Lesson 12 (test next Friday).  Flashcards have been added to my quizlet page as well.

Finish your R & J paragraph about Love and Marriage.

After you are done presenting TWO pieces of evidence (along with their context and meaning), end your paragraph explaining how this character is like you.  Present one example to help make the connection clear to me. 

Wednesday: Finish reflection and write paragraph

What will you do differently this time?

This semester we have been working on getting better at writing academic paragraphs, that state a claim and support it with evidence and commentary.  Today you will take another swing at this skill, and hopefully your experiences so far will help you hit a "home run". 

10 minutes--take another look at the DWA and the "Apology" paragraphs, as well as your HOS one.  What did you do right?  What do you need to fix? RUBRIC

30 minutes--Begin your paragraph today with the following claim frame:

_________________(your chosen character who is a mirror of your attitude on love/marriage) thinks love/marriage is _________________________________________________________.

Your next move should be to provide a CONTEXT and introduction for the first piece of evidence from Act One that you will use.  What is going on when your characters says the lines?

For example: 

At the beginning of the play, Romeo has just spend the previous night moping through the sycamore grove because a girl named Rosaline does not love him back.  He moans, "Alas, that love, whose view is muffled still,/Should without eyes see pathways to his will!" (I.i. 174-5)  Here Romeo makes love seem like a separate person (a "he") who is torturing him based on his "will" or deliberate actions.  Clearly Romeo feels like a victim here, without any control over his emotions.  His use of the exclamation mark and the word "Alas" indicate his dramatic delivery of these lines, and demonstrate his tendency to veer towards the melancholy.

Note: the highlighted part contains the COMMENTARY part of this paragraph. 

Be sure to do this  (CLAIM/EVIDENCE/COMMENTARY) TWICE in this paragraph.  Then, tell me how this character is a mirror for yourself in your closing lines.

DUE at the end of the period.