Friday

 Today we are going to write sentences with Forsworn and Gallant, read Act 4 and discuss next weeks projects.

 

 

Thursday

Today we are going to work on Queen of Mab projects. First we need to review Act 3 and write sentences with the first two words on the vocabulary list.

NEW VOCABULARY:

1. Absolved:

2. Loathsome:

3. Forsworn:

4. Gallant:

5. Exile:

6. Devise:

7. Pensive

8. Consort:

9. Wayward:

10. Dismal:

11. Fickle:

  12. Conduit

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.

2)   Grade:

15 points for the depiction of Queen of Mab, her coach and her coachman.

10 points for the depiction of a sleeping person and the dream the Queen of Mab brings.

5 points for the text of the poem that you are representing printed at the bottom or top of the paper.

3) Put your name on the paper

First let's discuss Mercutio's Monologue. 

MERCUTIO: O, then I see Queen Mab hath been with you.

She is the fairies' midwife, and she comes

In shape no bigger than an agate stone

On the forefinger of an alderman,

Drawn with a team of little atomies

Over men's noses as they lie asleep;

Her wagon spokes made of long spinners' legs,

The cover, of the wings of grasshoppers;

Her traces, of the smallest spider web;

Her collars, of the moonshine's wat'ry beams;

Her whip, of cricket's bone; the lash, of film;

Her wagoner, a small grey-coated gnat,

Not half so big as a round little worm

Pricked from the lazy finger of a maid;

Her chariot is an empty hazelnut,

Made by the joiner squirrel or old grub,

Time out o' mind the fairies' coachmakers.

And in this state she gallops night by night

Through lovers' brains, and then they dream of love;

O'er courtiers' knees, that dream on curtsies straight;

O'er lawyers' fingers, who straight dream on fees;

O'er ladies' lips, who straight on kisses dream,

Which oft the angry Mab with blisters plagues,

Because their breaths with sweetmeats tainted are.

Sometimes she gallops o'er a courtier's nose,

And then dreams he of smelling out a suit;

And sometimes comes she with a tithe-pig's tail

Tickling a parson's nose as 'a lies asleep,

Then dreams he of another benefice.

Sometimes she driveth o'er a soldier's neck,

And then dreams he of cutting foreign throats,

Of breaches, ambuscadoes, Spanish blades,

Of healths five fathom deep; and then anon

Drums in his ear, at which he starts and wakes,

And being thus frighted, swears a prayer or two

And sleeps again. This is that very Mab

That plats the manes of horses in the night

And bakes the elflocks in foul sluttish hairs,

Which once untangled much misfortune bodes.

This is the hag, when maids lie on their backs,

That presses them and learns them first to bear,

Making them women of good carriage.

This is she!

 

 

NEW VOCABULARY:

1. Absolved:

2. Loathsome:

3. Forsworn:

4. Gallant:

5. Exile:

6. Devise:

7. Pensive

8. Consort:

9. Wayward:

10. Dismal:

11. Fickle:

    12. Conduit

 

Tuesday

 Today we are going to discuss Act 3, outline the plot, and then return to Mercutio's Queen of Mab speech.

HW: Look up new vocabulary words.

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.

2)   Grade:

15 points for the depiction of Queen of Mab, her coach and her coachman.

10 points for the depiction of a sleeping person and the dream the Queen of Mab brings.

5 points for the text of the poem that you are representing printed at the bottom or top of the paper.

3) Put your name on the paper

First let's discuss Mercutio's Monologue. 

MERCUTIO: O, then I see Queen Mab hath been with you.

She is the fairies' midwife, and she comes

In shape no bigger than an agate stone

On the forefinger of an alderman,

Drawn with a team of little atomies

Over men's noses as they lie asleep;

Her wagon spokes made of long spinners' legs,

The cover, of the wings of grasshoppers;

Her traces, of the smallest spider web;

Her collars, of the moonshine's wat'ry beams;

Her whip, of cricket's bone; the lash, of film;

Her wagoner, a small grey-coated gnat,

Not half so big as a round little worm

Pricked from the lazy finger of a maid;

Her chariot is an empty hazelnut,

Made by the joiner squirrel or old grub,

Time out o' mind the fairies' coachmakers.

And in this state she gallops night by night

Through lovers' brains, and then they dream of love;

O'er courtiers' knees, that dream on curtsies straight;

O'er lawyers' fingers, who straight dream on fees;

O'er ladies' lips, who straight on kisses dream,

Which oft the angry Mab with blisters plagues,

Because their breaths with sweetmeats tainted are.

Sometimes she gallops o'er a courtier's nose,

And then dreams he of smelling out a suit;

And sometimes comes she with a tithe-pig's tail

Tickling a parson's nose as 'a lies asleep,

Then dreams he of another benefice.

Sometimes she driveth o'er a soldier's neck,

And then dreams he of cutting foreign throats,

Of breaches, ambuscadoes, Spanish blades,

Of healths five fathom deep; and then anon

Drums in his ear, at which he starts and wakes,

And being thus frighted, swears a prayer or two

And sleeps again. This is that very Mab

That plats the manes of horses in the night

And bakes the elflocks in foul sluttish hairs,

Which once untangled much misfortune bodes.

This is the hag, when maids lie on their backs,

That presses them and learns them first to bear,

Making them women of good carriage.

This is she!

 

 

NEW VOCABULARY:

1. Absolved:

2. Loathsome:

3. Forsworn:

4. Gallant:

5. Exile:

6. Devise:

7. Pensive

8. Consort:

9. Wayward:

10. Dismal:

11. Fickle:

    12. Conduit

Monday

 Finish Act 3. Write scene summaries for all the scenes in Act 3. Watch the following videos.

Friday

 

Friday: Students should read Act 3 scenes 1-3.

 

Thursday

 You have a quiz on Act 2 of Romeo and Juliet.

Once you finish please watch the videos below:

 

Wednesday

Wednesday: Students need to finish reading Act 2), then write summaries for these scenes and finally review notes from last week for the quiz on Thursday. If you need help watch the video below.

 

 

Tuesday

 You have a vocabulary quiz today. Afterwards we will discuss the study questions below.

If you finish early please watch the following video. 

English 9: Romeo and Juliet ACT 1 - Questions

 

1. What do Samson and Gregory do at the beginning of the play?  What does Samson brag about?

 

2. What does Paris ask Lord Capulet?  What is Lord Capulet’s response?

 

3. What does Lady Capulet want Juliet to do?  What expended metaphor does she use to describe Paris?

 

4. What does the nurse talk about in Act 1 Scene 3?  The first time the nurse appears in the play. Why is this important?
   

 

5. Briefly outline who the following characters are
   

1. Romeo:

2. Nurse 
   

3. Paris 
   

4. Tybalt

5. Benvolio

 

6. What is the inciting event of the play?

 

7. Give the speaker of the following quotes:

 

“Rebellious subjects, enemies to peace, profaners of this neighbor-stained steel”

 

“Here in Verona, Ladies of esteem are made already mothers.”

 

“Why he’s a man of wax.”

 

“Compare her fact to some that I shall show/ and I’ll make thee think thy swan a crow”

     

8. How old is Juliet at the beginning of the play?

 

9. How are Mercutio and Romeo dramatic foils?

 

10.  What does Lord Montague want Benvolio to do in Act I.

Friday

Today we need to finish taking notes, and watch a recap of Act 2 Scene 2. And begin Act 2 Scene 3 & 4.

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.

Now - what are some traditional sonnet themes?

1)

2)

3)

 

THREE THINGS THE PROLOGUE DOES

 

1)  Gives you the setting

2)  Introduces the characters and outlines the plot

3)  Ask the audience to pay attention

Thursday

Today we need to review vocabulary, take some notes, and watch a recap of Act 2 Scene 2.

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.

Now - what are some traditional sonnet themes?

1)

2)

3)

 

THREE THINGS THE PROLOGUE DOES

 

1)  Gives you the setting

2)  Introduces the characters and outlines the plot

3)  Ask the audience to pay attention

Wednesday

 Read Act 2 scenes 1--2. Write headline summaries for each scene.

HW: Study vocabulary words.

Also watch the videos below.

 

Tuesday

 Please do the following review for Romeo and Juliet. It will record your score so do not skip it.

We you are finished please work on vocabulary on vocabulary.com and finish writing sentences with this week's words.

https://quizizz.com/join?gc=66229424

Monday

 You will need to finish Act 1 today and write a headline summary sentence for scene 5. After you finish please work on the questions below.

English 9: Romeo and Juliet ACT 1 - Questions

 

 

 

1. What do Samson and Gregory do at the beginning of the play?  What does Samson brag about?

 

 

 

 

 

2. What does Paris ask Lord Capulet?  What is Lord Capulet’s response?

 

 

 

 

 

 

 

3. What does Lady Capulet want Juliet to do?  What expended metaphor does she use to describe Paris?

 

 

 

 

 

 

 

4. What does the nurse talk about in Act 1 Scene 3?  The first time the nurse appears in the play. Why is this important?

 

 

 

 

 

 

 

 

 

5. Briefly outline who the following characters are

 

 

1. Romeo:

 

 

 

 

 

2. Nurse

 

 

 

 

3. Paris

 

 

 

 

 

4. Tybalt

 

 

 

5. Benvolio

 

 

 

 

6. What is the inciting event of the play?

 

 

 

 

 

 

 

 

7. Give the speaker of the following quotes:

 

“Rebellious subjects, enemies to peace, profaners of this neighbor-stained steel”

 

 

 

 

“Here in Verona, Ladies of esteem are made already mothers.”

 

 

 

 

 

“Why he’s a man of wax.”

 

 

“Compare her fact to some that I shall show/ and I’ll make thee think thy swan a crow”

 

 

           

8. How old is Juliet at the beginning of the play?

 

 

 

9. How are Mercutio and Romeo dramatic foils?

 

 

 

 

 

 

12.  What does Lord Montague want Benvolio to do in Act I.

Friday

Today we will finish Act 1 scene 3 and read scenes 4 and 5.

First you need to write sentences with Waverer and Perverse.

 

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 

 

Unit Learning goal: Students will demonstrate an understanding of tragedy and Romeo and Juliet by evaluating the characters and their motivations in the play and writing a short persuasive essay using evidence from the text to discuss who is to blame for the deaths of Romeo and Juliet.  

Scale/Rubric relating to learning goal:

4 – The student can evaluate characters and their motivations and come up with multiple interpretations based on evidence of why many characters are to blame for the deaths of Romeo and Juliet.

3 – The student can evaluate the characters and their motivations in the play and writing a short persuasive essay using evidence from the text to discuss who is to blame for the deaths of Romeo and Juliet

2 – With some direction/help from the teacher the student can evaluate the characters and their motivations in the play and writing a short persuasive essay using evidence from the text to discuss who is to blame for the deaths of Romeo and Juliet

1 – Even with help from the teacher the student is unable to evaluate the characters and their motivations in the play and writing a short persuasive essay using evidence from the text to discuss who is to blame for the deaths of Romeo and Juliet

Thursday

Today you will need to write sentences with Rosemary and Sallow and then write a headline summary for Act 1 Scene 1.

We will then look at Act 1 Scene 2 and 3.