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English 9R

Currently Reading: The Good Earth

Week of 6/4
6/8
LEQ:  
In-Class: 1. Freshman reflection, 2. View The Odyssey
Homework: Study for final exam
6/6
LEQ:
What is the thematic message of The Odyssey?
In-Class: 1. Final Reminders (time, place, what to study)
2. Homework check/Review final vocab
3. Thematic message group work
Homework: Study for final exam
6/4
LEQ:
What characteristics of an epic hero does Odysseus possess?
In-Class: 1. Final Reminders (time, place, what to study)
2. Homework check/Review final vocab
3. Review "Penelope" and "The Challenge"
4. Read "Odysseus' Revenge" and "Penelope's Test", answer questions
5. Work on review sheet if time
Homework: Review sheet, answer 2nd column of vocabulary
Week of 5/29
5/31
LEQ:
What characteristics of an epic hero does Odysseus possess?
In-Class: 1. Give one, take one, graphic organizer
2. Share Odysseus Needs Help Assignment
3. Read "Father and Son" and "The Suitors", answer assigned questions
Homework: Read "Penelope" and "The Challenge", define 1st column of vocab
5/29
LEQ:  
In-Class: Final Exam: Critical Lens
Homework: - Odysseus Needs Help assignment
- Part I quiz
Week of 5/21
5/23
LEQ:
How do we interpret a quote and apply it to a piece of literature?
In-Class:

1.What do we know about CL?, Writing of sample introduction together, Rewrite introduction, Critical Lens Peer reviews

2. Give one, take one, graphic organizer
3. Odysseus Needs Help Assignment

Homework: In-class Critical Lens FINAL EXAM, Make up date is no later than Friday
What can I study?
- Novel review sheets
-Graphic organizer

Due Monday, June 3rd:
- Odysseus Needs Help assignment
- Part I quiz
5/21
LEQ:
What characteristics of an epic hero does Odysseus possess?
In-Class: 1. Create word map from description of epic hero in opening packet
2. Small group discussion of whether or not Odysseus is showing examples of an epic hero
3. Read "The Sirens" and"Scylla and Charybdis", answer questions
4. Begin homework if time
Homework: 1. Provide interpretation of quote and one revised body paragraph from essay based on peer edits

In-Class Final Exam Critical Lens:

2. Finish questions for "The Sirens" and "Scylla and Charybdis" and read "The Cattle of the Sun God" and answer questions
Week of 5/14
5/17
LEQ:
What the functions and key characteristics of mythology?
In-Class:

1. Chalk Talk

2. Share journal entries

3. Begin reading "The Odyssey" answering questions as we read
Homework: Finish reading "The Cyclops" and read "The Sirens", answer all questions for stories read
5/15
LEQ:
How do we successfully interpret a quote and apply it to a piece of literature?
In-Class: In-class writing of critical lens
Homework: Odyssey prereading assignment
Week of 5/7
5/11
LEQ:
How do we successfully interpret a quote and apply it to a piece of literature?
In-Class: 1. Sharing of quotes (homework)
2. Sharing of class work from previous class, "shopping" of ideas to plan for essay next class
3. Writing of sample introduction
4. Finish movie
Homework: In-class essay writing of critical lens next class
5/9
LEQ:
How do we successfully interpret a quote and apply it to a piece of literature?
In-Class: 1. Homework check/Free Read
2. Critical Lens group work
    • Share assigned quote's interpretation and find two examples of support from Speak
    • Share with class (large post-it notes)
3. Finish movie
Homework: Find a quote, interpret and relate to Speak
5/7
LEQ:
How do we successfully interpret a quote and apply it to a piece of literature?
In-Class: 1. Quote interpretation practice/explanation of Critical Lens practice assignment
2. View Speak movie
Homework: Complete critical lens practice
Week of 4/30
5/3
LEQ:
What is Laurie Halse Anderson's thematic message in Speak?
In-Class: 1. Vocab 9 Test
2. Speak unit test
Homework:  
5/1
LEQ:
What is Anderson's thematic message of Speak and what literary vehicles convey it?
In-Class: 1. SSR/Homework Check
2. Review Vocab 10 Exercises
3. Rape Statistics
4. Novel Review Sheet/Share thematic statements
Homework: Study for Vocab 10 and Speak unit test
Week of 4/23
4/27
LEQ:
How do we analyze a poem and apply it to a piece of literature?
In-Class: 1. Introduction to Vocab 10
2. Reading of "Alone", pairs to work on TWIST analysis and answer questions
3. Discussion of Marking Period 4
4. Begin homework if time
Homework: HW: Vocab 9 Exercises, Novel Review Sheet
4/25
LEQ:
How does poetry analysis help us to determine a poet's thematic message?
In-Class: 1. Vocab quiz/RQ followed by SSR
2. Analysis of "Elephant in the Room" and application to Speak
3. Small group discussion of Marking Period 3
4. Begin Marking Period 4 if time
Homework: Finish Speak and answer discussion questions
4/23
LEQ:
How do we determine a poet's thematic message through analysis?
In-Class: 1. Homework check/free read
2. Review Vocab 9 Exercises
3. Introduction to TWIST poetry analyisis
4. "Elephant in the Room" TWIST poetry analysis in small groups
5. Discussion
Homework: 1. Study for Vocab 9 quiz
2. Finish reading Marking Period 3 and answer question #4
Week of 4/16
4/19
LEQ:
What message does Laurie Halse Anderson offer about the First Amendment through David Petrakis?
In-Class: 1. Vocabulary Unit 9 Introduction
2. First Amendment Activity/Discussion of MP 2
3. Begin Speak Marking Period 3: Answer pre-reading question, begin reading
Homework: Speak Marking Period 3: Answer pre-reading question, begin reading
4/17
LEQ: How would you characterize the protagonist of Speak and those she encounters?
In-Class: 1. MP #1 quiz/free read
2. Discussion questions
3. Character journal group work
4. Journal Activity
5. Begin reading Marking Period 2 if time
Homework: MP #2 and questions
Week of 4/2
4/5
LEQ:
What are our thoughts/beliefs about high-school?
In-Class: 1. Share of introductory thought pieces/discussion
2. Begin reading Speak (pgs. 1-9)
3. Journal entry #1
Homework: Finish reading Marking Period #1, answer discussion questions
4/3
LEQ:
How do we write written reflections on our freshman year to date?
In-Class: 1. Review sample Introductory Thought Piece; create class checklist
2. Circle peer Reviews of Thought pieces using class checklist
3. Computer lab to revise/type thought pieces which are due after break!
Homework: Thought pieces
Week of 3/26
3/30
LEQ:
What do we need to know about Laurie Halse Anderson's writing of Speak to strengthen our understanding of the novel?
In-Class: 1. Free read
2. Listening Task: "Speaking Out"
3. Introductory Thought Piece
Homework: Introductory Thought Pieces are due at start of class
3/28
LEQ: How do revise our compare and contrast essays through the advice of our peers?
In-Class: 1. Vocabulary 8 quiz
2. Computer Lab for Essay Revisions - due at the end of class!
Homework:  
3/26
LEQ:
How do revise our compare and contrast essays through the advice of our peers?
In-Class: 1. Review Vocab 8 Exercises
2. Peer Reviews
3. Computer Lab to type and revise essays
Homework: Study for Vocab 8 quiz
Week of 3/19
3/22
LEQ:
How do we write an effective compare/contrast essay on two characters?
In-Class:

1. Vocabulary Unit 8

2. Reminders for essay

3. Continue working on compare/contrast essay

4. Start homework/free read if time
Homework: Vocab Unit 8 exercises
3/20
LEQ:
How do we write an effective compare/contrast essay on two characters?
In-Class:

1. Individually complete graphic organizer for essay - testing environment.

2. Use graphic organizer to write essay.

* You will have the block to complete your outline and begin your essay.
Homework:  
Week of 3/12
3/16
LEQ:
How do we write an effective compare/contrast essay on two characters?
In-Class:

1. SSR, Class Discussion of RA #14, thematic statements

2. Give one, take one: effective strategies discussed for compare/contrast essay

3. Review strategies

4. Complete graphic organizer in pairs
Homework: Review sheet and be prepared for in-class essay
3/14
LEQ:
How do we write an effective compare/contrast essay on two characters?
In-Class:

1. SSR, discussion of RA #13

2. Warm-up: Compare/contrast (Traditional Chinese values and Modern-day Chinese values)

3. Sample essay: What did writer do?

4. Effective strategies to use

5. Introduce Assignment/graphic organizer
Homework: RA #14
3/12
LEQ:
How do we write an effective compare/contrast essay on two characters?
In-Class: Share biopoems and use as a discussion to compare/contrast characters
Homework: RA #13
Week of 3/5
3/8
LEQ:
How do compare and contrast two characters for analysis?
In-Class:
  • SSR, quiz
  • Group work - complete biopoems, share
  • Summarize similarities and differences between two poems
Homework: RA #12
3/6
LEQ: What are the differences and similarities between the main characters of The Good Earth?
In-Class: 1. Vocabulary 7 quiz followed by free read 2. Small group discussion of Chapters 21-22 3. Write biopoem for group's assigned characters; be prepared to share with class 4. Begin homework if time
Homework: RA #11
Week of 2/28
3/1
LEQ: Is Wang Lung's decision to bring Lotus to his home to live justified?
In-Class: 1. Free Read/Free Read Writing Prompt & Share/HW check 2. Vocabulary 7 - Review Exercises 3. 4-corner discussion on pre-reading, application to text 4. Five-star quote from Chapter 20 that supports stance from 4-corner activity 5. Begin pre-reading/hw
Homework: RA #10, study for Vocab 7 quiz
2/28
LEQ: How do we interpret a quote and apply it to a piece of literature?
In-Class:

1. Scavenger Hunt

2. Interpreting Quotes

  • Strategies
  • Interpret quotes individually
  • Share interpretations in group, choose best to share with class
  • Apply to character of Wang Lung

3. SSR/Begin homework
Homework: RA #9, Vocab 7 Exercises
Week of 2/13
2/17
LEQ:
Why does the traditional preference in China lean more towards boys, rather than girls?
In-Class:
Class Agenda: 1. Vocab quiz followed by Free Read/RQ? or HW check? 2. Discussion of Assignments 5-6 3. Sharing of writing - Chinese wife Instructions

4.  View China's Lost Girls
Homework: Enjoy break! RA #8
2/15
LEQ:
How does the 1950s housewife compare to the housewife in the late 19th/early century China?
In-Class: 1. Free Read/RQ?/HW check?/ Discussion of assignment #62. Review Vocab 6 Exercises3. Chinese wife Instructions
  • Flashback to last class (What was the advice offered to the 1950s housewife and how did the writer convey message?)
  • Modeling of RADAR revision process, student revisions
  • Share with group
  • Group picks best five to share with whole class

4.  Begin homework if time
Homework: RA #7, Study for Vocab 6
2/13
LEQ:
How does the 1950s housewife compare to the housewife in the late 19th/early century China?
In-Class:


Class Agenda:1. Free Read/RQ?/HW check?/ Discussion of assignment #5

2. Introduction to Vocab

3. Reading of 1950s American housewife What did writer do?, Modeling of writing assignment, writing of Chinese wife household duties 
Homework: RA #6, Vocab 6 Exercises
Week of 2/6
2/9
LEQ:
What are some traditional Chinese Values and Customs and what are some comparisons we can draw to our own culture?
In-Class:

1. Free Read/RQ?/HW check?

2. Traditional Chinese Values and Customs

  • Quick write/Small group discussion
  • Traditional Chinese Values and Customs
  • Small group work - analysis of O-lan's character

3. Discussion of assignments 3 & 4
Homework: RA #5, Vocab 7 Exercises
2/2
LEQ:
What do we need to know about Chinese culture to better understand The Good Earth?
In-Class: Google docs presentation followed by collaboratively writing introduction to article, read articles and respond with a comment
Homework: RA #4 plus finish reading three different articles in Google Docs drop box and make at least one substantial comment for each article read (a total of 3)
Week of 1/31
2/4
LEQ:
How do we use the library databases to find an article on a topic that relates to The Good Earth?
In-Class: Class Agenda: 1. Free Read/Homework Check 2. Small group discussion of RA #3/Google Docs Email Sign-up 3. Project Explanation 4. Library for Database Presentation, groups to find one article COLLABORATIVELY on their topic
Homework: RA #3
2/2
LEQ:
How is O-lan characterized in the opening chapters of The Good Earth?
In-Class: Class Agenda:
1. Free Read/ Reading quiz? Homework check? 2. Buck Scavenger Hunt 3. Discussion of Chapters 1-2 questions - 5-star quote 4. Pre-reading for Assignment #2, start homework if time
Homework: RA #2
1/31
LEQ:
What do we need to know about Pearl Buck to better understand The Good Earth?
In-Class: 1. Collect Oedipus books/ Return Oedipus tests 2. Anticipation Guide and Discussion 3. Introduction to Pearl Buck as an author 4. Sign out The Good Earth books/Explanation of Reading Assignments/ Pre-reading for Assignment #1 5. Free Read (if time)
Homework: RA #1

MIDTERMS: 1/24-1/27:
ENGLISH 9R 1/24

7:45 in room 114

COMPLETED READING: OEDIPUS

Week of 1/16
1/20
LEQ:
What is Sophocles overall meaning in Oedipus the King?
In-Class:
  1.  Thematic statements
  2. Oedipus test followed by free read
  3. Review Midterm Vocab words/game
Homework: STUDY FOR MIDTERM!
1/18
LEQ:
How do we define a tragic hero and does Oedipus possess the qualities of a tragic hero?
In-Class:
  1. Two-Minute Talk - Tragic Hero followed by whole-class discussion
  2. Vegetable Oedipus
  3. Play Review Sheet with White Boards
  4.  Thematic Statements
  5. Library Time - Free Read
Homework: Define Midterm Vocab words, Study for Oedipus test
Week of 1/9
1/13
LEQ:
Is Oedipus a tragic hero and why ?
In-Class:
  1. Review questions/Finish reading play
  2. A Closer Look at a Tragic Hero 
  3. Putting Oedipus to the test of a tragic hero
Homework: Finish Tragic hero sheet/Review sheet for Oedipus Rex
1/11
LEQ:
What character flaws do we see emerging in Oedipus?
In-Class:
  1. Hot Seat Questions
  2. Writing Prompt 
  3. Small group reading/answer questions  
  4. Begin homework if time
Homework:  Read pgs. 60-73 (yellow)/76-94 (purple) and answer next 4 questions in guide
1/9
LEQ:
What character flaws do we see emerging in Oedipus?
In-Class:
  1. New Seating Arrangement
  2. Reading Quiz
  3. Discussion of reading assignment and questions 1-5
  4. Small group reading of play
  5. 5-star quote - index cards 
Homework: Read pages 51-59 and answer questions 1-3
Week of 1/2
1/5
LEQ:
What do we need to know about Ancient Greek Theatre to better understand “Oedipus the King”?
In-Class:
  1. Reassign quadrant pairs
  2. Ancient Greece Theatre - The Most Important Thing(Pair, Share)
  3. Homework check/Anticipation Guide (Pair, 4-Corner Discussion)
  4. Begin reading play
Homework:  Read pages 5-27 and answer Study guide questions 1-5 for pages 3-50 questions in packet
1/3
LEQ:
What do we need to know about Ancient Greek Theatre to better understand “Oedipus the King”?
In-Class:
  1. Tragic Hero Brainstorm Carousel
  2. The Tragic Hero, pg. 2 of packet
  3. Background Notes on Greek Theatre, pg. 3 of packet
  4. Begin Anticipation Guide
Homework: Anticipation Guide due next class

COMPLETED READING: THE PEARL

Week of 12/19
12/21
LEQ:
What methods do authors use to create a character?
In-Class: 1. Vocab 5 test 2. Sharing of Writing Prompts: A childhood friend 3. Direct/Indirect Characterization 4. Begin reading "A Christmas Memory"
Homework: Enjoy break
12/19
LEQ:  
In-Class: Review Vocab 5 Exercises, Independent Read presentations, Pre-reading Writing Prompt for Capote short story
Homework: Study for Vocab 5
Week of 12/12
12/15
LEQ:  
In-Class: Free Read, Finish viewing The Pearl, writing prompt and discussion of differences between novella and movie version
Homework: Independent book project due, Vocab 5 Exercises due
12/13
LEQ:  
In-Class: Free Read, Introduction to Vocab 5, Continue watching The Pearl
Homework: Independent book project due on 12/19
Week of 12/5
12/9
LEQ:  
In-Class: Vocab 4 test, free read, begin watching The Pearl
Homework: Working on independent book project
12/7
LEQ:
How do we effectively write a thematic essay comparing two works?
In-Class: 1. Review Vocab 4 Exercises 2. The Pearl Essay test 3. SSR if time
Homework: Study for Vocab 4
12/5
LEQ:
How does John Steinbeck achieve his thematic purpose through the use of literary devices?
In-Class: 1. Free Read, hand out manilla folders 2. Introduction to Vocab 4 3. Review: The Pearl 4. Thematic Essay Review
Homework: Vocab 4 Exercises, prepare for thematic essay
Week of 11/28
12/1
LEQ:
How can we identify a controlling idea among two works?
In-Class: 1. Free Read 2. One Word Topic for The Pearl 3. Read Passage, "Yesterday and Today", identify topic 4. Group Work 5. Gallery Walk
Homework: Review Sheet
11/29
LEQ: What is the symbolic meaning of The Pearl?
In-Class: 1. Free Read 2. Reading Quiz: Scene Illustration 3. Symbol Group Work 4. Begin homework reading assignment if time
Homework: Reading Assignment #5 with Dialectical Journal Notes (finish novella)
Week of 11/21
11/22
LEQ:
What is the effect of The Pearl on each of the characters?
In-Class: 1. Library Time: Free Read 2. Sharing of group work from last class 3. Diary Entry 4. Reading Quiz: Scene Illustration 5. Begin homework reading assignment if time
Homework: Reading Assignment #4 with Dialectical Journal Notes
Week of 11/14
11/18
LEQ:

What are the effects of Kino attaining wealth from the pearl?
In-Class: 1. Twitter Memoir 2. Create graphic representation of The Pearl: Chapter 3 3. Begin homework reading assignment if time
Homework: Reading Assignment #3 ith Dialectical Journal Notes
11/16
LEQ:
What are some possible outcomes of getting what you wish for?
In-Class: 1. Introduction to Expressive Writing 2. Six word memoir 3. Discussion of pgs. 1-20 of The Pearl 4. Begin homework reading assignment if time
Homework: Reading Assingment #2
11/14
LEQ:
What are some possible outcomes of getting what you wish for?
In-Class: 1. Sharing of Top Ten List 2. Top Ten Things You Can Expect to Happen When You Win the Lottery 3. The Pearl - Introduction to Dialectical Journal
Homework: Reading Assignment #1 with Dialectical Journal Notes
Week of 11/7
11/9
LEQ:
What do we need to know about John Steinbeck in order to better understand The Pearl?
In-Class: 1. Acts IV/V quiz 2. View Steinbeck A&E biography and complete graphic organizer notes
Homework: Summary of Steinbeck's life

Completed Reading: Romeo and Juliet

11/7
LEQ:
What is the resolution of Romeo and Juliet's story?
In-Class: 1. Finish viewing Act V 2. Test Review - Dramatic Irony (defined) and examples - Review of Important Act IV/V quotes 3. Introduction to The Pearl
Homework: Study for Act IV/V quiz
Week of 10/31
11/3
LEQ:
What is the resolution of Romeo and Juliet's story?
In-Class: 1. Unit 3 Vocab quiz followed by free read 2. Group discussion of Act V questions (each group reports out on their scene) 3. Important Act IV/V quotes 4. Begin viewing Act IV/V
Homework: Study for Act IV/V quiz
11/1
LEQ: What is the plan established by Friar Lawrence to solve Juliet's dilemma?
In-Class: 1. Reading Quiz/Free Read 2. Review Vocab Unit 3 exercises 3. Re view Act IV questions/Important Act IV Quotes 3. Begin reading Act V 4. Exit Slip - answer LEQ through Chalk Talk
Homework: Study for Vocab Unit 3 quiz and finish reading Act V and answer all questions
Week of 10/24
10/28
LEQ: What is the plan established by Friar Lawrence to solve Juliet's dilemma?
In-Class: 1. Act III quiz 2. Advice letter 3. Begin reading Act IV
Homework: Read Act IV and answer all questions
10/26
LEQ:
How do the deaths of Mercutio and Tybalt complicate things for Romeo and Juliet's love?
In-Class:  
Homework:  
10/24
LEQ:
How do the deaths of Mercutio and Tybalt complicate things for Romeo and Juliet's love?
In-Class: 1. Vocab 2 followed by Free Read 2. Review Acts III, scenes i-ii questions 3. Small group work - Read pgs. 184-196, discuss 4. Continue reading Act III (if time) 5. Answer LEQ
Homework: Finish reading Act III and complete all Act III questions


Week of 10/17
10/19
LEQ:
What is the turning point in Romeo and Juliet's love?
In-Class: 1. Act II test followed by Free Read 2. Review Vocab Lesson 2 exercises 3. Small group work - Read pg. 158-168, answer questions in note-organizer 4. Take Stock
Homework: Study for Vocab Lesson 2 Quiz, Read pgs. 168-183 and complete Act III, scenes i and ii due
10/17
LEQ:
What are the series of events in the rising action(Act II) of Romeo and Juliet that complicate the conflicts established in the exposition?
In-Class: 1. TABE test followed by Free Read 2. Introduction to Vocab Lesson 2 3. Review of Important quotes 4. Finish viewing Act II 5. Share wedding announcements (if time)
Homework: Study for Romeo and Juliet Act II quiz, Vocab Lesson 2 Exercises due
Week of 10/10
10/13
LEQ:
What are the series of events in the rising action(Act II) of Romeo and Juliet that complicate the conflicts established in the exposition?
In-Class: 1. Free Read 2. Group Work: Review Study Guide Questions 3. Important quotes: who said it? to whom? why important? 4. Read aloud exit slips from last class to answer 5. View Act II
Homework: Wedding announcement due
10/11
LEQ:
What are the series of events in the rising action(Act II) of Romeo and Juliet that complicate the conflicts established in the exposition?
In-Class: 1. SSR, Writing Prompt - internal conflict, 2. Pair, Share Act II Prologue, scene i questions, 3. Continue reading Act II 4. Exit Slip - Answer LEQ
Homework: Complete Note organizer for Act II, scenes ii-vi
Week of 10/3
10/6
LEQ:
What are the series of events in the rising action(Act II) of Romeo and Juliet that complicate the conflicts established in the exposition?
In-Class: 1. Act I quiz followed by Free Read 2. Introduce dramatic structure/plot exposition 3. Writing Prompt 4. Begin reading Act II
Homework: Romeo and Juliet Act II, prologue and scene i questions on note organizer
10/4
LEQ:
What conflicts emerge in the exposition (Act I) of Romeo and Juliet?
In-Class:

1. Free Read/Homework check

2. Review Act I, scenes iv-v questions

3. Important quotes Who said it?, To whom?, Why important?

4. View Act I

5. Learning Log: Answer LEQ

Homework: Study for Act I quiz
Week of 9/26
9/30
LEQ:
What conflicts emerge in the exposition (Act I) of Romeo and Juliet?
In-Class: 1. Free Read/Homework check 2. Review Act I, scenes ii-iii questions 3. Important quotes 4. Finish Act I
Homework: Romeo and Juliet questions Act I, scenes iv-v
9/28
LEQ:
What conflicts emerge in the exposition (Act I) of Romeo and Juliet?
In-Class: 1. Vocabulary Unit I quiz followed by Free Read 2. Romeo and Juliet - Scavenger Hunt 3. Co ntinue reading Act I 4. Two-minute talk - answer LEQ with quadrant 3 partner, share with class
Homework: Romeo and Juliet questions Act I, scenes ii-iii
9/26
LEQ:
What were the major internal and external conflicts faced by a character in your summer reading book?
In-Class:

1. HW check/Review Vocabulary Unit I Homework

2. Summer Reading Essay

  • Explanation
  • In-class writing of essay
3. When essay is complete, take time to free read independently.
Homework: Study for Vocabulary Unit I Quiz - flash cards/study sheet encouraged! Quiz is next class.
Week of 9/18
9/23
  What conflicts emerge in the exposition (Act I) of Romeo and Juliet?
  Free Read (10 minutes)

  1. Introduction to Vocabulary Unit I

  2. Flashback to last class - Review prologue

  3. Act I
  • Assign parts, begin reading
  • Writing Prompt
  1. Reread Act I, scene i -? and answer questions in Act-by-Act note taking organizer
2. Bring Summer Read with you to next class - Summer Reading Assignment in-class essay on Monday!
3. Vocabulary Unit 1 pages 24-25
9/21
LEQ:
What do we learn from the prologue of Romeo and Juliet?
In-Class: Free Read (10 minutes)

  1. Share Shakesperian conversations from last class

  2. Prologue word map

  3. Small group work

    • Interpret prologue

    • Share interpretations/Discussion

  4. Start homework (if time)
Homework: 1. Prologue - who, what, when, where, why? 2. Summer Reading Assignment - in-class essay - due Monday, September 26th
Week of 9/12
9/16
LEQ:
LEQ: What are the key features of Shakespearian language?
In-Class: (Pictures = 8:00)
  1. Background quiz followed by SSR
  2. Activator – translate a line
  3. Introduction to Shakespeare’s language
  4. Conversation
Homework: Enjoy the weekend!
9/14
LEQ:

What is a social offense and what do you think are the most serious social offenses?
In-Class: 1. Shakespeare’s Life/ Globe Theater/ Origins of R & J
  • Flashback to last class: Shakespeare’s Life
  • Pair, Share comparison between today’s theater/Globe theater
  • Origins of Romeo and Juliet

2. Word splash

3. List of social offenses (class generated

4.Anticipation Guide: Social Offenses
 
  • Who’s who in Romeo and Juliet? Using the play, identify family members of the Capulets and the Montagues, as well as other major characters.
  • One paragraph (to be handed in) that defends your choice for the most serious social offense in our society. Use our discussion to guide you! Must be 5-7 sentences minimum.
9/12
LEQ:
What do we need to know about William Shakespeare and the globe theater to better understand Romeo and Juliet?
In-Class:

1. Introductions

2. Questions on Policies/Procedures

3. Quadrant Pairs Assigned

4. Think, Pair, Share

  • Read Shakespeare's bio; identify "facts"/"opinions"
  • Listen to the theater of Shakespeare's time and take notes
  • Introduction to Vocab (if time)
Homework: Learning Log - What are the similarities between Shakespeare's theater and today's theater?
 

 

 

 

 

 

 

 

 

 
 
   
 
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