Today we are going to review vocabulary words, review yesterday's quiz, read Act III, and write a summary for Act 3 scene 1.
HW: Study Vocabulary
Today we are going finish Act II.
You will also need to write summaries for scenes 3, 4, and 5.
Today we will continue Act II. Note your Queen of Mab Drawings are due today.
Also, you need to write summaries for Act 2 Scenes 1 & 2.
HW: Vocabulary words.
Today we are going to go over your quizzes and the begin Act II. I'll also give you some time to work on Queen Mab drawings. These are due tomorrow.
HW: Finish Queen Mab.
You have a quiz on Act 1 of Romeo and Juliet. After you finished please work on your Queen of Mab project.
Vocabulary Quiz.
When you finish you can begin working on the Queen of Mab project. This will be due next Thursday.
1) On a sheet of paper draw the
images from Mercutio’s QUEEN OF MAB speech.
I want you to look closer at who the QUEEN OF MAB is and what she looks
like and then I want you to look at the various dreams she brings different
people. Draw a picture of Queen Mab
bringing a sleeping person a dream.
Next, print the lines from the poem that you are representing in your
dream below your picture.
Today we are going to play vocabulary charades and then if there is time play a review game for Act I.
HW: Study vocabulary.
Today we are going to review Act I and Review vocabulary if we have the time.
The will be a quiz on Act I next week and a project on Queen Mab.
So - I may be a few minutes late to class today. You should work on poetry out loud or studying for the vocabulary quiz until I get to class -
Please finish reading Act I and write a summary of Act I Scene 5.
If you are doing Poetry Out Loud please use this time to also memorize your poem. If you still need to choose a poem please look at the following website: https://www.poetryoutloud.org/search/?type=poem
Or if you are not doing Poetry Out Loud, please study your vocabulary words.
Today we are going take notes on Sonnets and finish Act 1. Finish we will watch a scene from R&J
HW: Make sure you have looked up your vocabulary words and have written sentences with them.
So what are the four elements of a sonnet.
1)
2)
3)
4)
Let's see how they work:
18
Shall I compare thee to a summer's day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer's lease hath all too short a date:
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimmed,
And every fair from fair sometime declines,
By chance, or nature's changing course untrimmed:
But thy eternal summer shall not fade,
Nor lose possession of that fair thou ow'st,
Nor shall death brag thou wand'rest in his shade,
When in eternal lines to time thou grow'st,
So long as men can breathe or eyes can see,
So long lives this, and this gives life to thee.
116
Let me not to the marriage of true minds
Admit impediments, love is not love
Which alters when it alteration finds,
Or bends with the remover to remove.
O no, it is an ever-fixed mark
That looks on tempests and is never shaken;
It is the star to every wand'ring bark,
Whose worth's unknown, although his height be taken.
Love's not Time's fool, though rosy lips and cheeks
Within his bending sickle's compass come,
Love alters not with his brief hours and weeks,
But bears it out even to the edge of doom:
If this be error and upon me proved,
I never writ, nor no man ever loved.
130
My mistress' eyes are nothing like the sun,
Coral is far more red, than her lips red,
If snow be white, why then her breasts are dun:
If hairs be wires, black wires grow on her head:
I have seen roses damasked, red and white,
But no such roses see I in her cheeks,
And in some perfumes is there more delight,
Than in the breath that from my mistress reeks.
I love to hear her speak, yet well I know,
That music hath a far more pleasing sound:
I grant I never saw a goddess go,
My mistress when she walks treads on the ground.
And yet by heaven I think my love as rare,
As any she belied with false compare.
Today we are going to take a quiz and finish Act 1 (or at least try to finish). Tomorrow we will have to take notes on sonnets and go back to the prologue and discuss it.
HW: Summaries for scenes 3-5 and write sentences for the first four words of your vocabulary words
Today we are going to take quiz on Elements of Tragedy and Tragic Hero. Then we are going to continue with Romeo and Juliet.
HW: Write summaries of Act 1 Scenes 1 & 2.
Today we are going to look at the objectives for R&J, take some notes, and continue reading Act 1 Scene 1. We will also discuss Poetry Out Loud.
HW: Look up vocabulary words below and write a brief summary of Act 1 Scene 1.
NEW VOCABULARY:
Rosemary
Sallow
Waverer
Perverse
Cunning
Procure
Lamentable
Kinsmen
Unwieldy
Variable
Shakespeare: Tragedy, Comedy and Metaphor
“The poem, the song, the picture is only water drawn from the well of people
and it should be given back to them in a cup of beauty so that they may drink—
and in drinking, understand themselves.”
--Lorca
This unit will give students a chance to look at Shakespeare from a
personal and cultural perspective. The class will break of the structure
of the play Romeo and Juliet and discuss how metaphor and symbol, plot
and theme work in conjunction with the development of characters and
ideas. Ultimately, students will need to answer what “Romeo and Juliet”
represents to our culture and what it personally means to them. Students
will need to reflect on personal experience and apply it to the play.
OBJECTIVES: At the end of this unit students will be able to
Knowledge:
1) List the five elements of tragedy
2) List the five elements of a tragic hero
3) Define theme, plot, setting, foreshadow, oxymoron, soliloquy, personification, dramatic foil, metaphor, symbol, simile
4) Give the four elements of a sonnet and a brief description of traditional sonnet themes
5) Describe how sonnets are used in Romeo and Juliet
6) Define various vocabulary words from the play
7) List three things the prologue of the play does
Comprehension:
8) Identify a metaphor within a line of poetry
9) Identify the rhyme scheme of a English sonnet and break a sonnet into quatrains and couplets
10) Give a brief description of all the characters and their roles in the play
11) Given a line of dialogue identify the speaker
12) Outline the plot and break in up into exposition, inciting event,
rising action, climax, falling action and catastrophe (or resolution)
13) Summarize each scene into a headline
Application
14) Demonstrate an understanding of a scene in a drawing
15) Demonstrate a relation of characters to contemporary times through a
simulation called “TOO HOT FOR SHAKESPEARE: ROMEO AND JULIET LIVE ON
THE JERRY SPRINGER SHOW”
16) Demonstrate an understanding of characters and acting techniques by
writing out a script (including the lines, subtext, emotion or tone, and
blocking) and acting out the scene from memory
17) Demonstrate an understanding of the play by writing journal entries
and in-class writing assignments including a Dear Abbey Letter,
interviews with citizens of Verona, Wedding Vows between Romeo and
Juliet, personal responses, in-class presentations on characters.
Analysis
18) Write a persuasion paper on Romeo and Juliet.
19) In an essay compare and contrast a Shakespeare Comedy to a Shakespeare Tragedy.
20) In an essay discuss with evidence from the text who is responsible for the deaths of “the star-crossed” lovers
Synthesis
21) Write a sonnet
STUDENTS WILL BE ASSESSED IN THE FOLLOWING WAYS:
1) Class participation (this includes worksheets, homework)
2) Oral presentations and drawings
3) Individual writing (both critical and creative)
4) Character acting
5) Quizzes and Unit Final
6) Unit Project (if time permits)
ACTIVITIES TO BE INCLUDED (but not limited to)
1) short lectures
2) note guides for movies, reading and lectures
3) in-class reading/ some homework reading
4) in-class writing
5) role-plays/ simulations
6) dramatic acting of scenes and/or poems
7) drawings
8) listening to CDs related to Shakespeare
9) Projects
POETRY OUT LOUD
Today we are going to discuss Romeo and Juliet, randomly pick teams, take notes, and look at Poetry Out Loud.
Consider the following social offenses. Rank each in order of seriousness with 1 being the most serious.
Planning to trick someone
Lying to parents
Killing someone for revenge
Advising someone to marry for money
Two families having a feud
Killing someone by mistake while fighting
Cursing
Killing someone in self-defense
Suicide
Crashing a party
Marrying against parents' wishes
Giving the finger
Picking a fight
After you get done click here and read ROMEO AND JULIET in one minute!
NEW VOCABULARY:
Rosemary
Sallow
Waverer
Perverse
Cunning
Procure
Lamentable
Kinsmen
Unwieldy
Variable
HOMEWORK: Write a blog entry - practicing prewriting and organizing
(meaning you list ideas and then try to organize them into a structure) -
with a thesis statement ( a controlling idea) and a hook about whether
you believe in LOVE at FIRST SIGHT. Note - I want you to use examples
from your life or your parents' lives or from books, movies, friends
that you seen or heard about? Do you believe in it? Remember - Romeo and
Juliet claim to fall in love at first glance. Explore the idea. You
might be reading these out loud in class tomorrow.
Shakespeare: Tragedy, Comedy and Metaphor
“The poem, the song, the picture is only water drawn from the well of people
and it should be given back to them in a cup of beauty so that they may drink—
and in drinking, understand themselves.”
--Lorca
This unit will give students a chance to look at Shakespeare from a
personal and cultural perspective. The class will break of the structure
of the play Romeo and Juliet and discuss how metaphor and symbol, plot
and theme work in conjunction with the development of characters and
ideas. Ultimately, students will need to answer what “Romeo and Juliet”
represents to our culture and what it personally means to them. Students
will need to reflect on personal experience and apply it to the play.
OBJECTIVES: At the end of this unit students will be able to
Knowledge:
1) List the five elements of tragedy
2) List the five elements of a tragic hero
3) Define theme, plot, setting, foreshadow, oxymoron, soliloquy, personification, dramatic foil, metaphor, symbol, simile
4) Give the four elements of a sonnet and a brief description of traditional sonnet themes
5) Describe how sonnets are used in Romeo and Juliet
6) Define various vocabulary words from the play
7) List three things the prologue of the play does
Comprehension:
8) Identify a metaphor within a line of poetry
9) Identify the rhyme scheme of a English sonnet and break a sonnet into quatrains and couplets
10) Give a brief description of all the characters and their roles in the play
11) Given a line of dialogue identify the speaker
12) Outline the plot and break in up into exposition, inciting event,
rising action, climax, falling action and catastrophe (or resolution)
13) Summarize each scene into a headline
Application
14) Demonstrate an understanding of a scene in a drawing
15) Demonstrate a relation of characters to contemporary times through a
simulation called “TOO HOT FOR SHAKESPEARE: ROMEO AND JULIET LIVE ON
THE JERRY SPRINGER SHOW”
16) Demonstrate an understanding of characters and acting techniques by
writing out a script (including the lines, subtext, emotion or tone, and
blocking) and acting out the scene from memory
17) Demonstrate an understanding of the play by writing journal entries
and in-class writing assignments including a Dear Abbey Letter,
interviews with citizens of Verona, Wedding Vows between Romeo and
Juliet, personal responses, in-class presentations on characters.
Analysis
18) Write a persuasion paper on Romeo and Juliet.
19) In an essay compare and contrast a Shakespeare Comedy to a Shakespeare Tragedy.
20) In an essay discuss with evidence from the text who is responsible for the deaths of “the star-crossed” lovers
Synthesis
21) Write a sonnet
STUDENTS WILL BE ASSESSED IN THE FOLLOWING WAYS:
1) Class participation (this includes worksheets, homework)
2) Oral presentations and drawings
3) Individual writing (both critical and creative)
4) Character acting
5) Quizzes and Unit Final
6) Unit Project (if time permits)
ACTIVITIES TO BE INCLUDED (but not limited to)
1) short lectures
2) note guides for movies, reading and lectures
3) in-class reading/ some homework reading
4) in-class writing
5) role-plays/ simulations
6) dramatic acting of scenes and/or poems
7) drawings
8) listening to CDs related to Shakespeare
9) Projects
POETRY OUT LOUD
