Painting Analysis-9/30

Warm Up:
-Students will take notes on and discuss elements of dramatic literature, using the class powerpoint
-As a class we will do the coached example and discuss the correct answers
-Students will do the lesson example and the class will discuss the correct answers

Work Session:
-Students will be given an additional ten minutes to complete the Act I test we began Friday
-Students will be given ten additional minutes to complete the Queen Mab annotations and Facebook template assessments
-The class will watch the Act I portion of "Romeo + Juliet"
-Students will quickwrite responses to an analysis of the painting Romeo and Juliet by Antohony West
-Students will list all elements of the painting they can find, along with statements of tone and what they think is happening in the scene
-If time permits we will begin reading and discussing "the balcony scene" in Act II scene 1

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Act I Assessments- 9/27

Warm Up:
-Students will take the EOCT Practice Review Quiz on grammar usage

Work Session:
-Students will be taking the Act I Identification and Essay Test.
-This activity will take up most of the class period
-Students that finish early may continue work on the Queen Mab monologue annotations and Facebook template assessment
-If time permits we will complete our viewing and discussion of Act I of "Romeo + Juliet"\

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Comedy and Tragedy-9/26

Warm Up:
-Students will take notes on, and discuss, the differences between comedy and drama in dramatic literature
-Together we will do the coached example from the COACH workbooks
-Students will complete the independent practice in the COACH workbooks
-As a class we will discuss the correct answers for these exercises

Work Session:
-The class will review the events of the play so far through a brief review quiz
-As a class we will read and discuss Act I scenes iv-v of Romeo and Juliet
-Students will work with their 8 o'clock buddies to answer the critical reading questions on page 830 of the text, as well as a modern translation of either Mercutio's monologue in scene iv, or Romeo and Juliet's dialogue in scene v
-Completed translations will be shared with the entire class
-If time permits we will continue viewing and discussing the movie version of Act I

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Project Day- 9/25

NOTE:
-Due to the writing test that was proctored in the morning classes, we will be having a project day for the Romeo and Juliet- "The Wake" Unit 2 Performance Task introduced yesterday.

-The class will break into smaller subgroups, according to the task they signed up for yesterday, and begin working on very rough drafts of finished products for the wake.

-Students will also meet with the instructor for individual grade and project conferences.

=Students will be required to fill out a project checklist and bring this to their individual conference.

Shakespearean Insults-9/24

Warm Up:
-Students will take the brief assessment on grammar usage

-Students will take notes on, and discuss prefixes, suffixes, and word roots
-Together we will do the coached example from the COACH workbooks
-Students will use the smartboard to define unfamiliar words, using prefixes, suffixes, and word roots for context

Work Session:
-Students will choose either a red or blue chip from the basket to determine whether they will be a Montague or Capulet for the unit performance task
-Students will receive the performance task, with menu choices built-in to the assessment
-As a class we will discuss the project
-Students will receive a slip of paper with a name and a Shakespearean insult on it.
-Using this as a basis for grouping, students will meet with their "insult" group and work through the handout activities
-We will share a few of these insults with the entire class
-Students will return to their seat and work on the final component of the activity in which they construct their own fully formed Shakespearean insult
-If time permits we will continue reading and discussing Act I

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson, as written on the portable whiteboard

Continuing Act I - 9/23

Warm Up:
-Students will quickwrite on the following topic:  What is love?  Can a view of love change when considered from a different historical era?
-As a class we will discuss and share out responses

Work Session:
-Students will fill out the graphic organizer listing the major attributes of Romeo, Benvolio, Tybalt, Mercutio, and Juliet
-Students will be assigned major roles from Act I
-As a class we will begin reading and discussing Act I of Romeo and Juliet

Summarizer:
-Students will quickwrite on the following topic:  Who is the most interesting character to you so far and why?
-As a class we will share and discuss responses

Common Assessment Performance Task- 9/19

NOTE: The performance task for the common assessment will be administered today.  One hour will be allotted for students to produce an essay in which they analyze a contemporary sonnet.

-If time permits we will continue reading and discussing Act I of Romeo and Juliet

Common Assessment- 9/18

-Students will be taking the multiple choice section of the common assessment today.

-Students that finish early will begin answering critical reading questions from the textbook concerning Act I of Romeo and Juliet

-These questions will be due at the beginning of next class

Continuing Act I- 9/17

Warm Up:
-Students will take notes on basic rules of verb tenses, keeping the proper verb tense, and pronoun agreement
-Students will receive a handout to practice using the proper tense
-Using the smartboard, students will demonstrate an understanding of subject/verb agreement

Work Session:
-As a class we will finish reading, viewing, and discussing Act I of Romeo and Juliet
-Students will begin answering critical reading questions
-Students will receive the Romeo-Capulet Funeral directions
-In small groups students will begin brainstorming options, roles, and tasks

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's material 

Continuing Act I-9/16

Warm Up:
-Students will take notes on and discuss subject/verb agreement, compound subjects, and the correct use of intervening subjects

Work Session:
-Together we will work on the coached example from the COACH workbooks
-Students will complete the lesson practice and we will discuss the correct answers together
-Students will recite the prologue as the final assessment of the choral reading activity from last week
-The class will continue reading and discussing Act I of Romeo and Juliet
-Students will continue to fill out the character handout sheet
-If the Act is entirely read and discussed, and if time permits, we will continue watching Act I of Romeo + Juliet

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson 

Romeo and Juliet Act I Characters- 9/13

Warm Up:
-Students will complete notes and activities (smartboard) on capitalization and the spelling of confusing words

Work Session:
-As a class we will complete the coached example from the COACH workbooks
-Students will complete the lesson practice from the COACH workbooks
-Students will receive the character handout for Act I
-As a class we will fill out the handout as we view a brief presentation on the main characters
-As a class we will begin reading and discussing Act I of Romeo and Juliet
-Students will work on critical reading questions at the end of the Act

Summarizer:
-Completed critical reading questions will serve as today's Exit Ticket 

Final Choral Readings (again)- 9/12

Warm Up:
-Students will complete notes and activities (smartboard) on capitalization and the spelling of confusing words

Work Session:
-As a class we will complete the coached example from the COACH workbooks
-Students will complete the lesson practice from the COACH workbooks
-Students will do individual recitations of assigned lines from the Prologue (this is a continuation of our closing activities yesterday)
-Final and individual speaking, listening, and viewing grades will be assessed for this activity
-Students will return to their choral group and we will practice running though the entire prologue
 -Students will brainstorm final props and actions they wish to use to make their portion of the prologue special
-Final choral readings will be recorded and viewed by the class
-While students complete the viewing of the "In Search of Shakespeare" documentary they will complete post presentation questions provided by the instructor

Summarizer:
-Students will complete post presentation questions.  These answers will serve as today's Exit Ticket

Final Choral Readings -9/11

Warm Up:
-Students will complete notes on semicolons, apostrophes, and using question marks in quotation marks

Work Session:
-Together we will work on the coached practice exercises from the COACH workbook
-Students will do the lesson practice exercises
-As a class we will correct and discuss these exercises
-Students will continue prepping the final version of the Prologue choral reading
-In small groups students will memorize their lines and add dynamic moves for each
-Students will perform the final version of the choral reading
-Students will receive the character handout for Act I
-As a class we will begin reading Act I of Romeo and Juliet
-If time permits, the class will begin viewing and discussing the modern translation of the play

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Choral Reading and the Prologue- 9/10

Warm Up:
-Students will take notes on punctuation
-For modeling purposes the instructor will review incorrect examples using the document camera and typed, anonymous examples from recent student writing
-The instructor will use the Promethean smart board to show how to proofread, and subsequently correct these errors

Work Session:
-Together we will complete the coached lesson from the COACH workbooks
-Students will work on the lesson practice from the COACH workbooks
-As a class we will discuss correct answers
-Students will complete the literary foils activity we began yesterday (20 minutes will be allotted using the class timer.  Students should manage their time as they complete this task)
-Students will receive their own personal highlighted version of the Prologue from Romeo and Juliet
-Students will be shown a brief clip that illustrates a "living monologue," in which each student has a line or word to emphasize as the class reads the prologue as a whole
-As a class we will practice performing the "living prologue" until the rhythm seems right
-The instructor will record the final product, email the file to his work email, and play it for students to critique
-Students will complete associated vocabulary and critical thinking questions associated with their own highlighted copy

Summarizer:
-Students turn in answers for this last activity to serve as today's formative assessment

KWL Review and Shakespearean Foils- 9/9

NOTE: Due to the length of last week's assessment much of this lesson was not completed last week.

Warm Up:
-Students will take he EOCT mid-chapter review quiz
-This quiz is based on the warm up notes we took last week

Work Session:
-Students will revisit the KWL charts for the Elizabethan Age as a form of review

-Students will receive character handout sheet prior to reading the act.

 -Instructions for completion will be as follows:

-  When a new character appears throughout the course of the act, record their name, personality, age, foils, scene in which they foil given character, various reasons why they are a foil, and a real world comparison

-Students will receive a fresh sheet for each act in order to chronicle character changes and comparisons throughout the play.

-As a class we will begin reading and discussing the events of Act I of The Tragedy of Romeo and Juliet
-Students will be given time to fill out their character handout near the end of class

Summarizer:
-Students will Think-Pair-Share their character handouts to gain additional answers 

Hierarchies and Shakespearean Foils- 9/6

Warm Up:
-Students will take notes on making information clear in research writing
-Together we will work on the coached example (from the COACH workbooks)
-Students will work on the lesson practice (COACH) and the class will correct and discuss the correct answers

Work Session:
-Students will take the quiz based on the Elizabethan notes we took in class Tuesday and Wednesday

-Students will receive character handout sheet prior to reading the act.

 -Instructions for completion will be as follows:

-  When a new character appears throughout the course of the act, record their name, personality, age, foils, scene in which they foil given character, various reasons why they are a foil, and a real world comparison

-Students will receive a fresh sheet for each act in order to chronicle character changes and comparisons throughout the play.

-As a class we will begin reading and discussing the events of Act I of The Tragedy of Romeo and Juliet
-Students will be given time to fill out their character handout near the end of class

Summarizer:
-Students will Think-Pair-Share their character handouts to gain additional answers 

The Great Chain of Being and Elizabethan Hierarchies- 9/4

Warm Up:
-Students will take notes on revising in research writing
-Together we will practice the coached lesson in the COACH workbooks
-Students will individually complete the lesson practice in the COACH workbooks
-As a class we will discuss the correct answers to this activity

 

Desks will be arranged in a u-shape around the back of the room. Room will be arranged this way for the rest of the unit. Ask if students remember what the Great Chain of Being was about from the Introduction to Shakespeare PowerPoint. Briefly test students’ knowledge of hierarchies (2 minutes).

Work Session:

-As a class we will finish the notes we began in class yesterday
-In order to informally examine hierarchies, students will play a game. The rules of the game are as follows.

-          Two students will play at a time. Each student will pick a card. They are not allowed to look at it. The student will place the card on their forehead so everyone in the room can see it but them. I will then read them a situational dialogue that they need to act out.

-          They must pretend they are governed by the same rules that govern Elizabethan society, so royalty can do no wrong and the lowest castes are essentially worthless.

-          The catch is, the students must treat the person they are acting with in accordance with the card on their forehead. 2 is low, Ace is high. Each student must try to guess what part of the hierarchy of cards they themselves fit into (15 minutes).

o    Situations to act out:

§  Two drivers are trying to park in the same parking spot.

§  A teacher approaches a student who has fallen asleep in class.

§  Member of a motorcycle gang  encounters a State Police officer

§  One student approaches another that they recognize, while the other has no recollection of the first.

§  A parent catches their child playing with matches.

§  Mike Tomlin and a referee discussing a call during the Steelers game.

§  Telemarketer calls an individual right as they sit down to eat dinner.

§  A bus driver tells a rowdy student to calm down on the bus.

§  Jay-z talks to one of his fans from the stage.

§  A student asks a classmate if they would like to go on a date to Red Lobster.

§  An owner wants to take his hyperactive dog for a walk (other student can make facial expressions and gestures only).

§  A person in line at the grocery store is frustrated because the person in front of them is taking a long time to checkout.

§  Justin Bieber reacts to a crazed fan.

§  A bald man seeks advice for buying a new wig.

§  A student makes a speech at another student’s funeral (other student can make facial expressions and gestures only).

§  A student interviews for a job at a prestigious investment firm.

§  A lumberjack remarks why he would like to chop down a certain tree (other student can make facial expressions and gestures only).

§  A door to door salesman attempts to sell someone a new blender.

-Students will reinforce their knowledge by participating in an interactive PowerPoint on The Prologue.

-Students will review their knowledge by constructing a plot diagram from the information that The Prologue presents.

Summarizer:

-Students will complete a 3-2-1 Countdown based on today's lesson

Beginning Shakespeare-9/3

Warm Up:
-Students will take notes on secondary evidence in research writing
-Together we will work on the coached example (from the COACH workbooks)
-Students will work on the lesson practice (COACH) and the class will correct and discuss the crrect answers

Work Session:
-Students begin a new unit today on Shakespeare. Our primary text for this unit will be "The Tragedy of Romeo and Juliet"
-As an anticipatory set students will receive cloze notes to begin introductory activities and notes
-As a class we will review and discuss the presentation on "Shakespeare and the English Language"
-If time permits at the end of the presentation, students will use in-class resources (as well as smart phones) to define the vocabulary terms at the end of the presentation

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson