September 6, 2016 - September 9, 2016 9th Grade Agenda: The Sniper

Tuesday, September 6th: 

Vocabulary:

Julio, Karla, Pamela

Wrangle: to fight or to wrestle with something difficult  or to argue loudly

Churlish: rude

Revert: to go back to a prior state

Acted out “The Sniper” as a review for the test: 

The actors acted out the short story while I asked questions prodding the kids about what happened next.  The kids, following the story in the book, called out the action while the actors acted it out.

Actors: Ashanti, Carolina, Jennifer, Kate, Pamela

Wednesday, September 7th: 

Passed out “The Sniper” packet to the following students:

Ashley, Samantha, John, Danny, Odalys, Shianne, Karla, Jennifer

"The Sniper" packet will be due for the above students on Friday, September 9th.

Test over "The Sniper"

Part 2 of “The Sniper” Test

Liam O’Flaherty writes about people who are living in the middle of a civil war. How would you describe his feelings about war?

On a separate sheet of paper, write a paragraph explaining your point of view and citing parts of the story that influence your opinion.

Thursday, September 8th: 

Could not access Kahoot.it.com to do vocabulary review for students. Went to Plan B instead. 

Assigned: Holt Handbook:  pages 15 - 16

Do exercise 8 and exercise 9

Exercise 8:

Please write out the entire sentences and underline the main verb and the helping verb

Exercise 9:

Please write out the entire sentences and underline the main verb, the helping verb, and the verb phrase

Friday, September 9th: 

Finish pages 14 – 15, exercises 8 and 9 in Holt Handbook

Acted out the verb sentences:

1.     did need

2.     has designed

3.     must spend

4.     will be using

5.     does walk

6.     will be exercising

7.     is reminding

8.     Must wear

9.     Should try

10. Might not / have healed

Do improv using verb tenses

Read “Do Animals Think?”; page 27 in Holt Literature and Language Arts

Read up to page 28 to first heading.

For Monday, outline and do Cornell notes on reading.  

August 29, 2016 - September 2, 2016 Weekly Agenda for 9th Grade English; The Sniper

Monday, August 29th: 

Warm-ups: Vocabulary Presentations:
Three students create a scene using three of the twenty vocabulary words from Unit One, Vocabulary Workshop:Level C

Essay: 

Go over the format of the essay:

Introduction 

Thesis statement

One sentence per point (3 altogether)

Transitional sentence

1st Body Paragraph

Mini-thesis statement 

State issue

Develop issue - give scenarios, real life situations

Evidence

Cite evidence

Explain how this supports your position 

Repeat for 2nd 

3rd Body Paragraph

Counter claim

Conclusion

State your opinion 

State in one sentence each point 

Conclusion 

Tuesday, August 30th: 

Warm-ups:
Vocabulary Word Presentations:  Collaborate, Hover, Revert

Performers: Ashanti, Samantha, Sandra

Setting: A war. A civil war. Ireland. The sniper was  a  Republican.  He was fighting the free staters. What countries did these two sides represent? Ireland and England.

Civil War: a war that occurs inside a country, tearing the country and families apart.

Please answer in complete sentences in legible (able to be read) and neat:

1.     What is a fanatic? Carolina and Sandra get two points!

2.     What is the sniper fanatical about?  Points: John and Danny – fanatical about who the sniper shot?  He is fanatical about the war. He wants freedom from England so that his country is free.

3.     The author’s use of the phrase “cold gleam” implies: the sniper is enjoying what he is about to do – which is to kill someone. 

4.     What risk did the sniper take? Points: Carolina and Sandra – he risked getting shot.  The Sniper lit a cigarette and the light can be seen in the dark.

  Please finish answering the questions over “The Sniper”. Please write in complete sentences and use quotations from the short story. 

Wednesday, August 31st:

Passed out the vocabulary, irony, and verb packets fro "The Sniper"
Go over "Developing Vocabulary"

Vocabulary word:
Envelop: to wrap or to cover

Student vocabulary sentence:
Ashanti:

We enveloped his presents in wrapping paper.

Vocabulary word:
Fleecy: soft, light , like  wool.

John: My pillow resembled a nice fleecy sheep; it was very fleecy and soft.

Vocabulary word:
Beleaguered: to be harassed, to be besieged, to be encircled by an army.

A young mother who has three small children under the age of five may feel beleaguered.

For Homework: Finish "Developing Vocabulary" tonight.

Classwork: Start working on “Situational Irony” – did the first box in class.

Did improv on situational irony.

Participants: Itsel, Kate, Carolina, Julio, Ashanti

Mother finds drugs in the bedroom of her two daughters. One is a perfect child – straight “As”; the other one is a wild child. Mom immediately suspects the wild child and threatens to kick her out, until the perfect child confesses.

Bring the packet to school tomorrow.

Thursday, September 1st:

Warm-ups: 

Vocabulary Presentations:

Following students performed a sketch using three vocabulary words:  Jasmin, Maricarmen, Maiya
Vocabulary words: discordant, rubble, wrangle

Please do not use: collaborate, discordant, rubble, wrangle

Worked on “The Sniper” handout: Situational Irony

Finish “The Sniper” packet for homework over the weekend and turn it in on Tuesday, September 6^th.

Did “The Verb Game” – someone demonstrates an action verb and everyone in circle does it.

Did “Pass the Clap” to wake the kids up

Collected the discussion questions to “The Sniper”

August 22, 2016 - August 26, 2016 Weekly Agenda for 9th Grade English: Persuasive Paper

Monday, August 22nd: 
 

Tomorrow, please bring your vocabulary book, Level C.

Read “Do Parents Have Different Hopes and Standards for Their Sons and Daughters?

Readers:

Mercedes

Vocabulary:

Anonymous: unknown

Aggregate: Different elements combined for a result

"Boys vs. Girls: Should parents apply same rules to both genders?"

Reader:

Pamela

 Thesis Statement is what the essay is about and also expresses your position or opinion on the subject.

On a separate sheet of paper, write your thesis statement. You may change it or even change your position on the topic. 

Tuesday, August 23rd: 

Today, Vocabulary, Level C, Unit One will be assigned; Unit 1 will be due on Monday, August 29th. 

 How to do the homework for Vocabulary Level C, Unit 1

Vocabulary, Level C

Unit One will  be due on Monday, August 29^th

Pages 21 – 27
Definitions: 

Pages 21 – 23

All twenty words!

Definitions:

Write the word

Write the part of speech (it’s in parenthesis)

Write the definition

Write the sentence

Write the synonyms

1.     Adage (n.) a proverb, a wise saying

Sentence: One way to begin an informal speech or an oral report is to quote an old adage.

Synonyms: maxim, a saw, aphorism

Be sure to do all twenty  words from page 21 to page 23

Pages 24 – 25:

Completing the Sentence; 1 – 20

All you have to do for Completing the Sentence is write the correct vocabulary word.

Synonyms; page 25

1 – 15

Write the short phrase; underline the bold faced word, then write the correct vocabulary word which is the synonym for the bold faced word.

Example:

1.     As the ad campaign slowly unfolded: evolved

Antonyms; page 25

16 – 20

Write the short phrase, underline the bold faced word, then write the correct vocabulary which means the opposite of the vocabulary word.

16. Surprised by the harmonious ending of the piece: discordant

Be sure to do all five antonyms the same way

Page 26; Choosing the Right Word

Just write the correct vocabulary words for sentences 1 – 20

Page 27:  Vocabulary in Context

Read “A Dynamic and Creative Duo”

Answer the questions 1 – 5

Write the brief phrase and then the letter and the correct word.

This is due on Monday, August 29<sup>th

Wednesday, August 24th:</sup> 

Write an original sentence using one of your vocabulary words:

Adage: an old wise saying; for example: “Early to bed, early to rise, makes a person healthy, wealthy, and wise.

Bonanza: a rich mass of ore or gold. Sudden appearance of wealth or gold.

Ashanti:

Grope: to fumble about searching for something

I had to grope for her glasses because they fell off during the night.

Eli:

Jostle: to make or force one’s way through a group of people

As Zack was walking through the hallway he was jostling people’s backpack.

Collaborate: to cooperate

Briana: She collaborated with her sister on a class project.

Theatre Improv:

Shianne, Danny, Onyx

The thesis of the paper:

I agree that there should be different standards of behavior for boys and girls because boys and girls are different and have different needs.

 I believe that the same standard of behavior should be applied to both boys and girls because they are individuals and should have the same rights.

The thesis statement should have both the topic of the persuasive essay and your position on the topic.

Decide which side of the thesis you are on: Then find evidence to support your opinion in the handouts and underline it.  Please notice from which handout you found the evidence. 

Jasmin:

“Boys vs. Girls”

According to Myrna Beth Haskell, the writer of “Boys vs. Girls”, Researchers have found that there are gender differences in the brain, such as girls having more seratonin and stronger neural connections than boys, and boys having less oxytocin (love chemicals which makes mothers love their babies). In part, neurological differences account for characteristics such as boys being more impulsive and girls being more communicative.

Maricarmen:

“All teens experience risk and parents should be observant,” Michael Assel, associate professor of pediatrics at University of Texas cautions.

Onyx:

“In her book, Pink Brain, Blue Brain: How Small Differences Grow into Troublesome Gaps – and What We Can Do About It?  Neuroscientist Lise Elliot explains that there is little solid evidence of organic sex differences in children’s brains.

For homework tonight: Find two more examples of evidence and write them in your notes.

August 16, 2016 - August 19, 2016 9th Grade English Class:Persuasive Paper

Tuesday, August 16th:
Student check in
Pass out and go over class syllabus

Wednesday, August 17th:
Assign seats
Five paragraph essay on "Do Parents Have Different Expectations for Their Sons and Daughters?"
Class discussion regarding how girls and boys are raised


Thursday, August 18th:
Check out books


Friday, August 19th:

Journal:

Do you think it’s right that parents treat their sons and daughters differently? For example, some parents are much stricter with their daughters than they are with their sons. They allow their sons to stay out later or they don’t make the sons do house work. What do you think? Do you have any personal experience with this? Do you think this is right?

Readers:

Kate

Mercedes

Ashanti

Commentators:

Jennifer Sweetin

Maricarmen

Raising Boys vs. Raising Girls: A Case for the Double Standard

Read “Safety Plan” again and then discuss with your nearest partner what does “safety plan” mean? What advice would you give your fourteen year old son or daughter on the first day of school or just before their first date? Be specific about the advice you would give. Would your advice be different for your son and daughter? Why?

Shares:

Kate

Hellen

Sophia

Ashanti

Improvs:

Mother confronts daughter about short pants – Ashanti and Shianne

Father confronts son about his sagging pants – Daniel and Elijah

Please bring your handouts on Monday. On Tuesday, you will be given two handouts to read and discuss. Then you will be given an essay organizer which you will use to write your essay.

June 6, 2016 - June 10, 2016 Weekly Agenda for 9th Grade English: Romeo and Juliet Final Essay

 

Monday, June 6^th: 
Last Day of Instruction Before the Finals: 

1^st Period:

BIC:

Work on the Romeo and Juliet essay and any other outstanding work that is owed.

For tomorrow: your Romeo and Juliet essay is due. 

Make Sure  You Do the Following in the Essay:

Double-space

You have at least two paragraphs per page

You have an introductory paragraph with the thesis statement

The introductory paragraph has the title of the play and the author’s full name

The introductory paragraph has one sentence per idea you are discussing in the essay

You DO NOT WRITE “MY ESSAY IS ABOUT….” or “I AM GOING TO WRITE ABOUT….”

Make sure that each sentence has a subject and a verb and expresses a complete thought!!!!!!!

Make sure that you do NOT CONNECT TWO SENTENCES WITH A COMMA OR WITH NOTHING AT ALL – this is called a FUSED SENTENCE OR A RUN ON!!!!

Make sure that you capitalize all proper nouns, and the beginning of each sentence.

Make sure that you use an apostrophe with possessions!!! It is: David’s mother NOT David mother!!!!

Please do not use apostrophes with third person verbs. It is "He sleeps." NOT  "He sleep’s."

Please do not write: "Bill Shakespeare was a great writer he wrote the play Romeo and Juliet." WRONG!!!! Correct: "William Shakespeare was a great writer WHO wrote the play Romeo and Juliet." (Remember that we went over adjective clauses and relative pronouns just a few days ago. If you don’t remember, go over your Act lV Vocabulary packet.)

3rd Period:  

Work on the Romeo and Juliet essay and any other outstanding work that is owed.

 For tomorrow: your Romeo and Juliet essay is due. 

Make Sure  You Do the Following in the Essay:

Double-space

You have at least two paragraphs per page

You have an introductory paragraph with the thesis statement

The introductory paragraph has the title of the play and the author’s full name

The introductory paragraph has one sentence per idea you are discussing in the essay

You DO NOT WRITE “MY ESSAY IS ABOUT….” or “I AM GOING TO WRITE ABOUT….”

Make sure that each sentence has a subject and a verb and expresses a complete thought!!!!!!!

Make sure that you do NOT CONNECT TWO SENTENCES WITH A COMMA OR WITH NOTHING AT ALL – this is called a FUSED SENTENCE OR A RUN ON!!!!

Make sure that you capitalize all proper nouns, and the beginning of each sentence.

Make sure that you use an apostrophe with possessions!!! It is: David’s mother NOT David mother!!!!

Please do not use apostrophes with third person verbs. It is "He sleeps." NOT  "He sleep’s."

Please do not write: "Bill Shakespeare was a great writer he wrote the play Romeo and Juliet." WRONG!!!! Correct: "William Shakespeare was a great writer WHO wrote the play Romeo and Juliet."

(Remember that we went over adjective clauses and relative pronouns just a few days ago. If you don’t remember, go over your Act lV Vocabulary packet.)

Tuesday, June 7th: 
1st Period Final:
Turn in your essay and any outstanding work
Watch the films Romeo and Juliet and Romeo + Juliet

 

May 30, 2016 - June 3, 2016 Weekly Agendas; Romeo and Juliet Act Four and Five

Monday, May 30th: 
Memorial Day Holiday
No school!

Tuesday, May 31^st:

BIC

Act 3 Open Book Test and Act 3 Developing Vocabulary and Literature are due today!

Passed out Act 4 Open Book Test and Act 4 Developing Vocabulary and Literature.

Went over the notes for Act 4, Scene 1

  Period 3:

Collected Act 3 Open Book Test and Act 3 Developing Vocabulary

Passed out Act 4 Open Book Test and Act 4 Developing Vocabulary

Read Act 4, Scene 2

Went over the notes for Act 4, Scene 2

Read Act 4, Scene 3

What are some of the things Juliet is afraid of if she drinks the potion?

1.     She is scared that the Friar wants to kill her because that would solve a lot of his problems. Ashley

2.     The potion might not work and she will be forced to marry Paris. Yubendi

3.     Juliet is afraid Romeo might not be there when she wakes alone in the tomb – Cooper

4.     Juliet is afraid that she will be alone in the tomb and she will see Tybalt’s ghost bashing his brains out with a skeletal bone – Josselyn and Ashley

For tomorrow:

Read Act 4, Scenes 3 and 4

Review notes

Wednesday, June 1^st:

BIC:

Read Act 4, Scene 3:

Questions:

What was Lady Capulet’s attitude towards Juliet and the impending marriage?

What are some of the things Juliet is afraid might happen as she prepares to drink the potion?

Juliet is afraid she might wake up before Romeo gets there – Stephanie

The Friar may have actually given her poison and she dies – Taylor

Juliet is afraid to see Tybalt’s green decomposing body – Salome

Juliet is afraid she will go crazy and dash her brains out with an ancestor’s bone

Juliet is afraid that Tybalt will grab a rapier and try to avenge his death against Romeo – Dalicia

Act 4, Scene 4:

What is the Nurse’s real name?

Angelica 

What kind of mood are Lord and Lady Capulet and the Nurse in?

They are in a happy, jovial mood.

The women are teasing him about being a housewife and in his younger days he was a player. “You have been a mouse hunt in your time.”

Act 4, Scene 4:

What type of irony is demonstrated in this scene?

For a thorough analysis of plot, character, and figurative language, please go to the link on this blog Romeo and Juliet: Act 4

Passed out the essay prompts for Romeo and Juliet

For tomorrow:

Pass out the rubric and the graphic organizer for the essay.

Go over the relative pronoun handout in the Vocabulary/Grammar packet.

Begin reading Act 5

Period 3:

Pass out the essay prompts, the rubric, and the graphic organizer for the essay.

Essay will be due on Monday, June 6^th.

Finished read Act 4, Scene 4 and 5

Discussion regarding comprehension, character, plot, figurative language.

Act 4, Scene 4:

What is the Nurse’s real name?

Angelica 

What kind of mood are Lord and Lady Capulet and the Nurse in?

They are in a happy, jovial mood.

The women are teasing him about being a housewife and in his younger days he was a player. “You have been a mouse hunt in your time.”

Act 4, Scene 4:

What type of irony is demonstrated in this scene?

 

For additional information of Act 4 of Romeo and Juliet,  please go to the link on this blog, Romeo and Juliet, Act 4.

 

Thursday, June 2^nd:

1^st Period:

BIC

Went over adjective clauses in the Romeo and Juliet Developing Vocabulary Packet.  A clause is a group of words with a noun and a verb but does not express a complete thought. It can be used to describe another noun, which means it is acting like an adjective.

An adjective clause is a group of words introduced by a relative pronoun.

Relative pronouns are: that, which, who, whom, and whose.

In Exercise 1, please circle the relative pronoun, underline the adjective clause, and draw an arrow pointing to the noun it is describing, (Hint: the noun is almost always just before the relative pronoun.)

1.     Shakespeare was an actor as well as a writer who appeared in the Globe Theatre.

2.     Shakespeare, who was an actor as well as a writer, appeared in the Globe Theatre.

3.     A fire, which started in the thatched roof during a performance of Henry Vlll,

destroyed the Globe theatre.

A fire that started in the thatched roof during a performance of Henry Vlll destroyed the Globe theatre.

Please do exercises 1 and 2 in the “Adjective Clause” portion of the Romeo and Juliet Developing Vocabulary packet.

Went over Act 4, Scene 5 for comprehension, character, plot, and figurative language.

Read Act 5, Scenes 1 and 2.

Went over Act 5, Scene 1 up to line 23.

For additional information about Act 4, Scene 5, please go to the link on this blog for Romeo and Juliet,  Act 4.

For Friday, go over Act 5, Scenes 1 and 2

Read Act 5, Scene 3.

Pass out: Act 5 Open Book Test and Developing Vocabulary and Grammar packet.

Pass out: essay prompts, rubric, and graphic organizer

Period 3:

Went over adjective clauses in the Romeo and Juliet Developing Vocabulary Packet.  A clause is a group of words with a noun and a verb but does not express a complete thought. It can be used to describe another noun, which means it is acting like an adjective.

An adjective clause is a group of words introduced by a relative pronoun.

Relative pronouns are: that, which, who, whom, and whose.

In Exercise 1, please circle the relative pronoun, underline the adjective clause, and draw an arrow pointing to the noun it is describing, (Hint: the noun is almost always just before the relative pronoun.)

1.     Shakespeare was an actor as well as a writer who appeared in the Globe Theatre.

2.     Shakespeare, who was an actor as well as a writer, appeared in the Globe Theatre.

3.     A fire, which started in the thatched roof during a performance of Henry Vlll,

destroyed the Globe theatre.

A fire that started in the thatched roof during a performance of Henry Vlll destroyed the Globe theatre.

Please do exercises 1 and 2 in the “Adjective Clause” portion of the Romeo and Juliet Developing Vocabulary packet.

Read Romeo and Juliet, Act 5, Scenes 1, 2, and 3 – up to line 40 in Scene 3.

For tomorrow:

Go over Romeo and Juliet, Act 5, Scenes 1, 2, and 3 – up to line 40. Continue reading Act 5 to the end.

The following will be due on Monday, June 6^th:

Acts 4 and 5 Open Book Tests

Acts 4 and 5 Developing Vocabulary Packet

The Romeo and Juliet essay 

Friday, June 3^rd:

1^st Period:

BIC
Passed out:

 Act 5 Open Book Test

Act 5 Vocabulary

Due Monday, June 6^th

Reviewed Act 5, Scenes 1 and 2:

Comprehension, characters, plot

Read Act 5, Scene 3

Stopped at line 305, Prince’s “A glooming peace this morning…”

3rd Period:
Quick review of Act 5, Scenes 1 and 2  in Romeo and Juliet
Read Act 5, Scene 3 of Romeo and Juliet
Quick review of Act 5, Scene 3 of Romeo and Juliet
Watched the first ten minutes of Baz Lurhmann's Romeo and Juliet 
For more detailed information about Act 5 of Romeo and Juliet, please click on the link on this blog: Romeo and Juliet; Act 5
 

 

 

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 31^st!

Passed out Act Three Vocabulary Packet – due Tuesday, May 31^st.

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 31^st:

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