Tuesday, May 24, 2016

May 23, 2016 - May 27, 2016 Weekly Agenda for 9th Grade English; Romeo and Juliet Act 3 and Act 4

Monday, May 23rd:
Special Block Schedule This Week:
9th Grade English meets for two hours on Tuesday, May 24th and Thursday, May 26th.

Tuesday, May 24th:
3rd Period:
Star Test

Assign essay prompts for Romeo and Juliet as final assignment. Due Friday, June 3rd. 
Go over the results of the Star Test
Go over Act 3, Scene 3 - go to link: Romeo and Juliet: Act 3 for detailed info about Act 3, Scene 3
Comprehension, Vocabulary, Characters, Plot, Philosophy
For Thursday, reread Act 3, Scene 4, and go over Act 3, Scenes 4, and 5

1st Period: 
Star Test
Go over the results of the Star Test

Assign essay prompts for Romeo and Juliet as final assignment. Due Friday,  June 3rd. 
Go over Act 3, Scene 3
Comprehension, Vocabulary, Characters, Philosophy
Vocabulary:
Carrion: Road Kill
Doting: fawning over, lavishing love over another
What are the Friar's plans to help the young couple?
He tells Romeo to spend his wedding night with Juliet in her bedroom tonight, but he must leave Verona before dawn, while it's still dark, and before the guards and constables are out and about looking for him. Romeo is to leave for Mantua before dawn, and wait until the situation has cooled. When the Friar feels it is the right time he will  tell the parents about their marriage and ask the Prince for forgiveness and permission for Romeo to return home to Verona to be united with his bride. Then, the Friar promises, all will be forgiven and his family will welcome him home with open arms. That's the plan....

Read Act 3, Scene 4:
What unexpected thing happens in Act 3, Scene 4?
Paris is at the Capulets' home, expressing his condolence over the death of Tybalt - Capulet's nephew.  As he is about to leave, Capulet suddenly and impulsively offers Juliet's hand in marriage - which Paris accepts with enthusiasm!!!!!
What time and day does this occur?
Before dawn on Tuesday morning!
When is the wedding?
Thursday morning!  A little more than 48 hours later!
Does Juliet know Capulet has offered her hand in marriage to Paris?
No!
What is this called? Dramatic Irony - when a character does not know about important events in the story.
Do her parents know she is married?
No! What is this called? Dramatic Irony!!
Who is Juliet with while Capulet is offering her in marriage to Paris?
She is upstairs in her room with Romeo, her husband, on their wedding night!
Do her parents know about this? No!!! Dramatic Irony!

 For Thursday, read Act 3, Scene 5 and discuss.
Continue reading Act 4.
 Thursday, May 26th: 
3rd Period: 

Act Three Test will be due on Tuesday, May 31st!
Passed out Act Three Vocabulary Packet – due Tuesday, May 31st.

Reviewed Act 3, Scene 4:
What major plot development occurs in Act 3, Scene 4?
Yubendi:
Lord Capulet offers Juliet’s hand in marriage to Paris!
What time of day and which day does this occur?
Isabel:
Early Tuesday morning before dawn!!!
When is the wedding?
Thursday!!
Does Juliet know about the wedding plans her parents are planning for her?
NO!!!!
Amanda: And it’s called dramatic irony!!!!
Do her parents know that their daughter is married?
NO!!!
Amanda: And that’s called dramatic irony!!!
Who is Juliet with right now?
Romeo, her husband, about whom her parents do not know.
What is Lord Capulet’s attitude towards Tybalt’s death?
Ashley: Capulet doesn’t care.
Jay-nice: Capulet does care but everyone has to die.

Read Act 3, Scene 5
Went over in class:
Comprehension, character, plot, figurative language
Go to Romeo and Juliet, Act 3 on the blog for class notes pertaining to this act.
Vocabulary:
Nightingale: a bird that sings during the night
Lark: a bird that sings at dawn and welcomes the day!
The lovers are using the birds to determine what time of day it is and whether Romeo has a few minutes before he departs his bride!

Foreshadowing:
Romeo: “Let me put to death…”
Juliet: “I have an ill-divining soul! Methinks I see thee, now thou art so low, As one dead in the bottom of a tomb!”
Romeo: “And so do you! Adieu!

Discussed and analyzed the following:

Lady Capulet’s plan to kill Romeo.

Juliet’s use of verbal irony in telling the truth while making Lady Capulet think she hates Romeo.

Lady Capulet’s reaction to Juliet’s declining to marry Paris.

The extended simile in lines 130 – 139: Capulet’s comparing Juliet to a boat in a sea storm.

Capulet’s reaction to Juliet’s declining to marry Paris.

The adults abandoning Juliet in her time of need.

The Nurse’s advise to Juliet

Juliet’s decision regarding the Nurse and going to the Friar for advise.

Read Act 4, Scene 1 – then the speaker conked out.

For vocabulary, background information, analysis, character analysis, plot, and figurative language, please go to Romeo and Juliet: Act 3


Read Act 4, Scene 1 and 2

Did not go over Act 4, Scene 1 and 2

Watched the film up to Juliet’s death - rewatch Act 5 on Tuesday, May 31st. 


For Tuesday, May 31st:
Go over Act 4, Scenes 1 and 2
Read Act 4, Scenes 3, 4, and 5
Go over Act 4, Scenes 3, 4, and 5
Collect Act 3 Test and the Act 3 Vocabulary packet

Pass out Act 4 Test and the Act 4 Vocabulary packet. 
Watch Act 5 again 

Period 1: 
 

Passed out Act 3 Vocabulary Packet
Both the Act 3 Open Book Test and the Vocabulary Packet will be due on Tuesday, May 31st
Read Act 3, Scene 5
Went over in class:
Comprehension, character, plot, figurative language
Go to Romeo and Juliet, Act 3 on the blog for class notes pertaining to this act.

Vocabulary:
Nightingale: a bird that sings during the night
Lark: a bird that sings at dawn and welcomes the day!
The lovers are using the birds to determine what time of day it is and whether Romeo has a few minutes before he departs his bride!

Foreshadowing:
Romeo: “Let me put to death…”
Juliet: “I have an ill-divining soul! Methinks I see thee, now thou art so low, As one dead in the bottom of a tomb!”
Romeo: “And so do you! Adieu!


Discussed and analyzed the following: 

Lady Capulet’s plan to kill Romeo.

Juliet’s use of verbal irony in telling the truth while making Lady Capulet think she hates Romeo.

Lady Capulet’s reaction to Juliet’s declining to marry Paris.

The extended simile in lines 130 – 139: Capulet’s comparing Juliet to a boat in a sea storm.

Capulet’s reaction to Juliet’s declining to marry Paris.

The adults abandoning Juliet in her time of need.

The Nurse’s advise to Juliet

Juliet’s decision regarding the Nurse and going to the Friar for advise.

Read Act 4, Scene 1 – then the speaker conked out.

For vocabulary, background information, analysis, character analysis, plot, and figurative language, please go to Romeo and Juliet: Act 3

 For Tuesday, May 31st: 
Go over Act 4, Scene 1 for comprehension
Read and go over Act 4, Scenes 2, 3, 4, and 5
Collect Act 3 Test and Vocabulary 
Pass out Act 4 Test and Vocabulary 























































Monday, May 23, 2016

How to Organize the Romeo and Juliet Essay

 



Introductory Paragraph:
The following must be included in the introductory paragraph:
Title of Play
Name of Author - first and last name
Thesis Statement - the argument the student is making
Three Main Ideas  which support the thesis statement. The main ideas must be discussed in the body paragraphs
Transitional Sentence to the First Body Paragraph

Body Paragraph #1 (There should be a minimum of four body paragraphs)
Mini-Thesis Statement: Introduces the idea to be discussed in this paragraph
Development of Idea:
Presentation of events in the play (evidence) which support the ideas discussed in this paragraph. (This is written in student’s words. Should be clear, specific, thorough, and relates to the ideas. Should be minimum of four sentences. )
Introduction of Quotation: includes the name of the character who is speaking, the situation that is being addressed or illustrated by the quotation.)
Quotation from the work which supports the ideas discussed in this paragraph. (Cite with Act, Scene, and page number)
Explanation, elaboration, and/or analysis of quotation as it relates to the main idea. (Should be a minimum of three sentences.)
Transitional sentence to the next body paragraph


Body Paragraphs 2, 3, and 4 (There should be a minimum of four body paragraphs)
Further development of thesis statement:
Presentation of events (evidence) in the play which support the ideas discussed in this paragraph. (This is written in student’s words. Should be clear, specific, thorough, and supports the thesis statement. Should be a minimum of four sentences. )
Quotation from the work (evidence) which supports the ideas discussed in this paragraph. (Cite with Act, Scene, and page number)
Explanation, elaboration, and/or analysis of quotation (evidence) as it relates to the main idea. (Should be a minimum of three sentences.)
Transitional sentence to the next body paragraph

Concluding Paragraph:
Overview of the three main points of the essay. One to two sentences should be devoted to each of the main points.
A conclusion drawn or arrived from the evidence presented.