Shakespeare_Romeo+and+Juliet

=April 9, 2010= =Bellwork:= =We saw many characters in "Romeo and Juliet" who had the opportunity to intervene before the lovers killed themselves, but none did. If you suspected a classmate was suicidal, either because they told you or you saw warning signs, what would you do? Be specific and be prepared to discuss.=


 * Activities**
 * Bellwork
 * Service project examples.
 * http://www.edutopia.org/collaboration-age-technology-blood-bank-video
 * http://www.edutopia.org/maine-project-learning-expedition-homeless-video
 * http://www.edutopia.org/maine-project-learning-multiple-disciplines-community-guide-video
 * Reflection
 * On the back of your pie chart, answer these questions and explain your response:
 * Which part of "Romeo and Juliet" annoyed you the most?
 * Which part of "Romeo and Juliet" did you like the most?
 * Which character evoked the most emotion from you?
 * Which main character evoked the least emotion from you?
 * What do your answers to the previous four questions say about you?


 * Expectations**
 * **1 Reading/Vocabulary Development.** Students understand new vocabulary and use it when reading and writing.
 * **2 Reading/Comprehension of Literary Text/Theme and Genre.** Students analyze, make inferences and draw conclusions about them and //genre// in different //cultural, historical,// and //contemporary// contexts and provide evidence from the text to support their understanding.
 * **4 Reading/Comprehension of Literary Text/Drama.** Students understand, make inferences and draw conclusions about the //structure and elements of drama// and provide evidence from text to support their understanding.
 * **7 Reading/Comprehension of Literary Text/Sensory Language.** Students understand, make inferences and draw conclusions about how an author’s //sensory language// creates //imagery// in literary text and provide evidence from text to support their understanding.
 * **14 Writing/Literary Texts.** Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of //literary writing.//
 * **15 Writing/Expository and Procedural Texts.** Students write expository and procedural or work related texts to //communicate ideas// and information to specific audiences for specific purposes

April 8, 2010 Bellwork: Prepare your vocabulary test; we will go take it 5 minutes after the bell. If you were absent yesterday, start working on flashcards.


 * Activities**
 * Bellwork
 * Vocabulary Test
 * Fault Pie Chart
 * Make two pie charts
 * Label them: Whose fault is it that Romeo died? and Whose fault is it that Juliet died?
 * Write a short paragraph (3-4 sentences) below each, explaining your opinion.


 * Expectations**
 * **1 Reading/Vocabulary Development.** Students understand new vocabulary and use it when reading and writing.
 * **2 Reading/Comprehension of Literary Text/Theme and Genre.** Students analyze, make inferences and draw conclusions about them and //genre// in different //cultural, historical,// and //contemporary// contexts and provide evidence from the text to support their understanding.
 * **4 Reading/Comprehension of Literary Text/Drama.** Students understand, make inferences and draw conclusions about the //structure and elements of drama// and provide evidence from text to support their understanding.
 * **7 Reading/Comprehension of Literary Text/Sensory Language.** Students understand, make inferences and draw conclusions about how an author’s //sensory language// creates //imagery// in literary text and provide evidence from text to support their understanding.
 * **14 Writing/Literary Texts.** Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of //literary writing.//
 * **15 Writing/Expository and Procedural Texts.** Students write expository and procedural or work related texts to //communicate ideas// and information to specific audiences for specific purposes

April 7, 2010 Bellwork: Pretest - write down what each vocabulary word means in your own words without consulting your notes or a friend.
 * Aptitude
 * Chronic
 * Cower
 * Endure
 * Giddy
 * Gossamer
 * Harrowing
 * Irascible
 * Laconic
 * Queue


 * Activities**
 * Bellwork
 * ==Vocabulary Flash Cards - ** TEST TOMORROW **==
 * Read Romeo and Juliet (through end)
 * Final diary entry
 * Fault Pie Chart
 * Make two pie charts
 * Label them: Whose fault is it that Romeo died? and Whose fault is it that Juliet died?
 * Write a short paragraph (3-4 sentences) below each, explaining your opinion.


 * Expectations**
 * **1 Reading/Vocabulary Development.** Students understand new vocabulary and use it when reading and writing.
 * **2 Reading/Comprehension of Literary Text/Theme and Genre.** Students analyze, make inferences and draw conclusions about them and //genre// in different //cultural, historical,// and //contemporary// contexts and provide evidence from the text to support their understanding.
 * **4 Reading/Comprehension of Literary Text/Drama.** Students understand, make inferences and draw conclusions about the //structure and elements of drama// and provide evidence from text to support their understanding.
 * **7 Reading/Comprehension of Literary Text/Sensory Language.** Students understand, make inferences and draw conclusions about how an author’s //sensory language// creates //imagery// in literary text and provide evidence from text to support their understanding.
 * **14 Writing/Literary Texts.** Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of //literary writing.//
 * **15 Writing/Expository and Procedural Texts.** Students write expository and procedural or work related texts to //communicate ideas// and information to specific audiences for specific purposes

April 6, 2010 Bellwork: Diary entry. If your character is dead, write it from that perspective.


 * Activities**
 * Bellwork
 * Vocabulary
 * Read Romeo and Juliet (through Romeo's suicide)


 * Expectations**
 * **1 Reading/Vocabulary Development.** Students understand new vocabulary and use it when reading and writing.
 * **2 Reading/Comprehension of Literary Text/Theme and Genre.** Students analyze, make inferences and draw conclusions about them and //genre// in different //cultural, historical,// and //contemporary// contexts and provide evidence from the text to support their understanding.
 * **4 Reading/Comprehension of Literary Text/Drama.** Students understand, make inferences and draw conclusions about the //structure and elements of drama// and provide evidence from text to support their understanding.
 * **7 Reading/Comprehension of Literary Text/Sensory Language.** Students understand, make inferences and draw conclusions about how an author’s //sensory language// creates //imagery// in literary text and provide evidence from text to support their understanding.
 * **14 Writing/Literary Texts.** Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of //literary writing.//
 * **15 Writing/Expository and Procedural Texts.** Students write expository and procedural or work related texts to //communicate ideas// and information to specific audiences for specific purposes

April 5, 2010 Bellwork: Complete a new R&J diary entry. Remember to sound like your character (//Think diction//). This is your fifth.


 * Activities**
 * Bellwork
 * Vocabulary
 * Read Romeo and Juliet (through the decision by Juliet's father for her marriage to Paris)

= =
 * Expectations**
 * **1 Reading/Vocabulary Development.** Students understand new vocabulary and use it when reading and writing.
 * **2 Reading/Comprehension of Literary Text/Theme and Genre.** Students analyze, make inferences and draw conclusions about them and //genre// in different //cultural, historical,// and //contemporary// contexts and provide evidence from the text to support their understanding.
 * **4 Reading/Comprehension of Literary Text/Drama.** Students understand, make inferences and draw conclusions about the //structure and elements of drama// and provide evidence from text to support their understanding.
 * **7 Reading/Comprehension of Literary Text/Sensory Language.** Students understand, make inferences and draw conclusions about how an author’s //sensory language// creates //imagery// in literary text and provide evidence from text to support their understanding.
 * **14 Writing/Literary Texts.** Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of //literary writing.//
 * **15 Writing/Expository and Procedural Texts.** Students write expository and procedural or work related texts to //communicate ideas// and information to specific audiences for specific purposes

April 1, 2010 Bellwork: Complete a new R&J diary entry. Remember to sound like your character (//Think diction//). This is your fourth.


 * Activities**
 * Bellwork
 * Read Romeo and Juliet (through Mercutio's death)


 * Expectations**
 * **1 Reading/Vocabulary Development.** Students understand new vocabulary and use it when reading and writing.
 * **2 Reading/Comprehension of Literary Text/Theme and Genre.** Students analyze, make inferences and draw conclusions about them and //genre// in different //cultural, historical,// and //contemporary// contexts and provide evidence from the text to support their understanding.
 * **4 Reading/Comprehension of Literary Text/Drama.** Students understand, make inferences and draw conclusions about the //structure and elements of drama// and provide evidence from text to support their understanding.
 * **7 Reading/Comprehension of Literary Text/Sensory Language.** Students understand, make inferences and draw conclusions about how an author’s //sensory language// creates //imagery// in literary text and provide evidence from text to support their understanding.
 * **14 Writing/Literary Texts.** Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of //literary writing.//
 * **15 Writing/Expository and Procedural Texts.** Students write expository and procedural or work related texts to //communicate ideas// and information to specific audiences for specific purposes

March 31, 2010 Bellwork: Complete your third diary entry from the point of view of your character. Be prepared to share it.
 * Activities**
 * Bellwork
 * Vocabulary
 * Share diaries with others from table.
 * Read Romeo and Juliet (through end of balcony scene).
 * Prediction:
 * You know that Romeo and Juliet both commit suicide at the end when Romeo mistakenly thinks Juliet is dead and Juliet when she finds Romeo's body.
 * With the others at your table, predict what will happen between the balcony scene and the end.
 * Be sure to mention Romeo, Juliet, Paris and Tybalt's involvement.


 * Expectations**
 * **1 Reading/Vocabulary Development.** Students understand new vocabulary and use it when reading and writing.
 * **2 Reading/Comprehension of Literary Text/Theme and Genre.** Students analyze, make inferences and draw conclusions about them and //genre// in different //cultural, historical,// and //contemporary// contexts and provide evidence from the text to support their understanding.
 * **4 Reading/Comprehension of Literary Text/Drama.** Students understand, make inferences and draw conclusions about the //structure and elements of drama// and provide evidence from text to support their understanding.
 * **7 Reading/Comprehension of Literary Text/Sensory Language.** Students understand, make inferences and draw conclusions about how an author’s //sensory language// creates //imagery// in literary text and provide evidence from text to support their understanding.
 * **14 Writing/Literary Texts.** Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of //literary writing.//
 * **15 Writing/Expository and Procedural Texts.** Students write expository and procedural or work related texts to //communicate ideas// and information to specific audiences for specific purposes

March 30, 2010 Bellwork: Make three pie charts. What combination of Romeo and Juliet characters would you want to...
 * Date?
 * Marry?
 * Be?


 * Activities**
 * Bellwork
 * Vocabulary
 * Read Romeo and Juliet (through end of party).


 * Expectations**
 * **1 Reading/Vocabulary Development.** Students understand new vocabulary and use it when reading and writing.
 * **2 Reading/Comprehension of Literary Text/Theme and Genre.** Students analyze, make inferences and draw conclusions about them and //genre// in different //cultural, historical,// and //contemporary// contexts and provide evidence from the text to support their understanding.
 * **4 Reading/Comprehension of Literary Text/Drama.** Students understand, make inferences and draw conclusions about the //structure and elements of drama// and provide evidence from text to support their understanding.
 * **7 Reading/Comprehension of Literary Text/Sensory Language.** Students understand, make inferences and draw conclusions about how an author’s //sensory language// creates //imagery// in literary text and provide evidence from text to support their understanding.
 * **14 Writing/Literary Texts.** Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of //literary writing.//
 * **15 Writing/Expository and Procedural Texts.** Students write expository and procedural or work related texts to //communicate ideas// and information to specific audiences for specific purposes

March 29, 2010 Bellwork Pretend you are Romeo or Juliet or Benvolio or any other main character. Make a diary of today's events (Act I, scene i & ii).


 * Activities**
 * Bellwork
 * Vocabulary
 * Read Romeo and Juliet (through end of Juliet being told of Paris).


 * Expectations**
 * **1 Reading/Vocabulary Development.** Students understand new vocabulary and use it when reading and writing.
 * **2 Reading/Comprehension of Literary Text/Theme and Genre.** Students analyze, make inferences and draw conclusions about them and //genre// in different //cultural, historical,// and //contemporary// contexts and provide evidence from the text to support their understanding.
 * **4 Reading/Comprehension of Literary Text/Drama.** Students understand, make inferences and draw conclusions about the //structure and elements of drama// and provide evidence from text to support their understanding.
 * **7 Reading/Comprehension of Literary Text/Sensory Language.** Students understand, make inferences and draw conclusions about how an author’s //sensory language// creates //imagery// in literary text and provide evidence from text to support their understanding.
 * **14 Writing/Literary Texts.** Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of //literary writing.//
 * **15 Writing/Expository and Procedural Texts.** Students write expository and procedural or work related texts to //communicate ideas// and information to specific audiences for specific purposes

March 19, 2010 Make up your own version of Romeo and Juliet and create a storyboard of an important scene.

March 18, 2010 Why do you think we read "Pryamus and Thisbe" yesterday?


 * Activities**
 * Bellwork
 * Read Romeo and Juliet


 * Expectations**
 * **1 Reading/Vocabulary Development.** Students understand new vocabulary and use it when reading and writing.
 * **2 Reading/Comprehension of Literary Text/Theme and Genre.** Students analyze, make inferences and draw conclusions about them and //genre// in different //cultural, historical,// and //contemporary// contexts and provide evidence from the text to support their understanding.
 * **4 Reading/Comprehension of Literary Text/Drama.** Students understand, make inferences and draw conclusions about the //structure and elements of drama// and provide evidence from text to support their understanding.
 * **7 Reading/Comprehension of Literary Text/Sensory Language.** Students understand, make inferences and draw conclusions about how an author’s //sensory language// creates //imagery// in literary text and provide evidence from text to support their understanding.
 * **14 Writing/Literary Texts.** Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of //literary writing.//
 * **15 Writing/Expository and Procedural Texts.** Students write expository and procedural or work related texts to //communicate ideas// and information to specific audiences for specific purposes

= = = =

March 17, 2010 Bellwork: Why do you think that "Romeo and Juliet" begins with a battle?


 * Activities**
 * Bellwork
 * Vocabulary
 * Read Pyramus and Thisbe
 * Take your time, so you understand
 * Fill in the storyboard on back using colored pencils. Mine are in the boxes on the gray shelf.
 * Fireman's Test, if you finish early.




 * Expectations**
 * **1 Reading/Vocabulary Development.** Students understand new vocabulary and use it when reading and writing.
 * **2 Reading/Comprehension of Literary Text/Theme and Genre.** Students analyze, make inferences and draw conclusions about them and //genre// in different //cultural, historical,// and //contemporary// contexts and provide evidence from the text to support their understanding.
 * **4 Reading/Comprehension of Literary Text/Drama.** Students understand, make inferences and draw conclusions about the //structure and elements of drama// and provide evidence from text to support their understanding.
 * **7 Reading/Comprehension of Literary Text/Sensory Language.** Students understand, make inferences and draw conclusions about how an author’s //sensory language// creates //imagery// in literary text and provide evidence from text to support their understanding.
 * **14 Writing/Literary Texts.** Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of //literary writing.//
 * **15 Writing/Expository and Procedural Texts.** Students write expository and procedural or work related texts to //communicate ideas// and information to specific audiences for specific purposes

Bellwork: Answer these questions about your survey discussion with your parent/guardian. (2-3 sentences each) on the back of the surveys.
 * March 16, 2010**
 * 1) What did you agree on?
 * 2) What did you disagree on?
 * 3) What surprised you the most about your parent/guardian's survey responses?
 * 4) Describe the conversation you had after your parent/guardian completed the survey.
 * 5) What did you learn about your parent/guardian from the love survey yesterday?
 * 6) If you do not have yesterday's homework, freewrite on love. (15 sentences)


 * Activities**
 * Bellwork
 * Vocabulary
 * Review Survey
 * Read Romeo and Juliet


 * Expectations**
 * **1 Reading/Vocabulary Development.** Students understand new vocabulary and use it when reading and writing.
 * **2 Reading/Comprehension of Literary Text/Theme and Genre.** Students analyze, make inferences and draw conclusions about them and //genre// in different //cultural, historical,// and //contemporary// contexts and provide evidence from the text to support their understanding.
 * **4 Reading/Comprehension of Literary Text/Drama.** Students understand, make inferences and draw conclusions about the //structure and elements of drama// and provide evidence from text to support their understanding.
 * **7 Reading/Comprehension of Literary Text/Sensory Language.** Students understand, make inferences and draw conclusions about how an author’s //sensory language// creates //imagery// in literary text and provide evidence from text to support their understanding.
 * **14 Writing/Literary Texts.** Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of //literary writing.//
 * **15 Writing/Expository and Procedural Texts.** Students write expository and procedural or work related texts to //communicate ideas// and information to specific audiences for specific purposes

March 15, 2010 Bellwork: Answer this question from the firefighter exam based on your best judgment and common sense, then explain why you chose it:


 * When the firehouse receives an alarm, all the firefighters should immediately put their protective clothing on. The most important reason for this rule is that __.
 * it allows the firefighters to begin fighting the fire immediately upon arriving at the scene.
 * the firefighters may not be recognized by civilians at the scene of the fire
 * it is too difficult for firefighters to dress on the truck
 * if the firefighters on the truck cannot be identified by their attire, other vehicles may not yield


 * Activities**
 * Bellwork
 * Vocabulary
 * Universal Themes in Romeo and Juliet
 * parent/guardian survey - have your parent/guardian do their half for homework.
 * [[file:romeo_juliet_survey.pdf]]


 * Expectations**
 * **1 Reading/Vocabulary Development.** Students understand new vocabulary and use it when reading and writing.
 * **2 Reading/Comprehension of Literary Text/Theme and Genre.** Students analyze, make inferences and draw conclusions about them and //genre// in different //cultural, historical,// and //contemporary// contexts and provide evidence from the text to support their understanding.
 * **4 Reading/Comprehension of Literary Text/Drama.** Students understand, make inferences and draw conclusions about the //structure and elements of drama// and provide evidence from text to support their understanding.
 * **7 Reading/Comprehension of Literary Text/Sensory Language.** Students understand, make inferences and draw conclusions about how an author’s //sensory language// creates //imagery// in literary text and provide evidence from text to support their understanding.
 * **14 Writing/Literary Texts.** Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of //literary writing.//
 * **15 Writing/Expository and Procedural Texts.** Students write expository and procedural or work related texts to //communicate ideas// and information to specific audiences for specific purposes

March 12, 2010 Bellwork: Freewrite in your notebook about this word: Lies.


 * Activities**
 * Bellwork
 * Vocabulary
 * Shakespeare Scavenger Hunt
 * Pick a partner or two from your table. You will be working in groups of 2-3 for today's assignment.
 * With your partner(s), go to this [|link]
 * Follow the instructions there. (You do not have to download the "Shakespeare's bio form," because I downloaded it for you).
 * If your group gets stuck for more than three minutes, raise your hand, so I can help you.
 * You can also use this PowerPoint for more Shakespeare information.

March 11, 2010 Bellwork Freewrite in your notebook about this word: Secrets.


 * Activities**
 * Bellwork
 * Vocabulary
 * Shakespeare Scavenger Hunt
 * Pick a partner or two from your table. You will be working in groups of 2-3 for today's assignment.
 * With your partner(s), go to this [|link]
 * Follow the instructions there. (You do not have to download the "Shakespeare's bio form," because I downloaded it for you).
 * If your group gets stuck for more than three minutes, raise your hand, so I can help you.
 * You can also use this PowerPoint for more Shakespeare information.

Universal Themes in Romeo and Juliet


 * Expectations**
 * **1 Reading/Vocabulary Development.** Students understand new vocabulary and use it when reading and writing.
 * **2 Reading/Comprehension of Literary Text/Theme and Genre.** Students analyze, make inferences and draw conclusions about them and //genre// in different //cultural, historical,// and //contemporary// contexts and provide evidence from the text to support their understanding.
 * **4 Reading/Comprehension of Literary Text/Drama.** Students understand, make inferences and draw conclusions about the //structure and elements of drama// and provide evidence from text to support their understanding.
 * **7 Reading/Comprehension of Literary Text/Sensory Language.** Students understand, make inferences and draw conclusions about how an author’s //sensory language// creates //imagery// in literary text and provide evidence from text to support their understanding.
 * **14 Writing/Literary Texts.** Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of //literary writing.//
 * **15 Writing/Expository and Procedural Texts.** Students write expository and procedural or work related texts to //communicate ideas// and information to specific audiences for specific purposes