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.

Wednesday

 Today we are going to discuss your journal entries, review elements of tragedy and tragic hero, and then begin reading the play.

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

 

 

 

Tuesday - Romeo and Juliet

 Today we are going to discuss Romeo and Juliet, take some notes, read,  but first:

 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 

 

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