Do you believe in love at first sight? Why or why not ? Explain your reasoning in at least 4 lines !

You have 3 minutes !

Think Now 05/13

Pair Share 05/13

Share and discuss your Think Now! response with your partner.

Together come up with a response that includes both you and your partner’s answers.

You have THREE minutes! Be prepared to share out !

Learning Goal: WHY are we doing this work?

Students will read Act 1 Scene 5 of Romeo and Juliet to identify main ideas, significant moments in the text and plot structures for better understanding of the characters and their influences.

Agenda 05/13

Assign Act I Scene V character parts Read Act I Scene V as a class

• As we read, use post-it notes to read actively (T4) to later identify the significant moments

• You are responsible for 2 post-its per page• BLUE – Montague info.• RED- Capulet info.

Note: new vocabulary, significant moments, questions you may have, main ideas.

Exit Ticket

Exit Ticket 05/13

Carefully RE-READ Scene 5, p. 1016 lines 102 – 116 (top of the page)

Reflect on how these lines are written Hints: Do they rhyme? How many lines are

there? Identify this type of Shakespearean

writing and explain why he may have included it here!

Think Now : Quick Write 5/16

In at least six lines, discuss the gist of your assigned scene from Act I.

Read the summary & analysis from your assigned scene. (MAKE A MESS OF YOUR TEXT)

Answer the following questions: What is happening in this scene? Who are the characters? What do we know about them and how do we know

this?

You have TEN minutes!

FOLLOW UP From Friday 05/16

Discuss Scene 5, p. 1016 lines 102 – 116 with your partner.

Label all parts of the sonnet Remember…

Rhyme scheme abab cdcd efef gg Stanzas Meter

You have three minutes!

Agenda 05/16

Read Act II, Scene I (The Balcony Scene) ACTIVELY. This means TAKE MARGIN NOTES using post-its (Really T4 !)

NOTE: Summarizing what is happening EVERY page ARE considered notes too!!

Be prepared to ENTHUSTICALLY READ!

EXIT TICKET 05/16

How do you think this balcony scene will change Romeo and Juliet’s relationship? What do you think their families will think?

Be SPECIFIC!

Think Now : Quick Write 5/17

In at least six lines, discuss the GIST of Act 2 Scene 1. You may use your text!

Answer the following questions: What is happening in this scene? Who are the characters? What do we know about them and how do we

know this?

You have THREE minutes!

Soliloquy/ Aside

Reveals characters’ private thoughts and feelings to the audience

Soliloquy is a speech that a character makes while alone. NO ONE on stage is supposed to be listening.

Aside is a remark that a character says in an undertone to the audience or to another character but that everyone else on stage is not supposed to hear.

Activity

As we watch Act TWO Scene TWO, 1. Compare & contrast the 1968 & 1996

film version. Be prepared to develop a 15 line response as to how the films are similar and different.

2. Identify soliloquies in Act Two and explain what each reveals about the character who speaks it.

EXIT TICKET 05/17

What did the soliloquy in Act 2 Scene II reveal about the character speaking it? You may use page 1023 in your book.

Be SPECIFIC!

Think Now 05/18

How do you think the balcony scene will change Romeo and Juliet’s relationship? What do you think their families will now think?

Explain in at least 5 lines, you have 3 minutes !

Be SPECIFIC!

Small Group Reading of Act 2 Scenes 3 - 5

Step 1: Assign a character role to each group member

Step 2: Read Scene 3&4 aloud and actively for the gist (with your group)

Step 3: Discuss the gist with your group and write your answers on the hand-out What is happening in this scene? Who are the characters? What do we know about

them and how do we know this? What did you learn from the side notes?

Learning Goal: WHY are we doing this work?

Students will view Act Scene 5 and Scene 6 of Romeo and Juliet to identify main ideas, significant moments in the text, plot structures for better understanding of the characters and their influences.

Think Now 5/19/11

Yesterday we read Act 2 up to Scene 4. Select a line, or lines that you feel are most important (significant moments) and add it to the gist/significant moment chart we started yesterday. Write the line and explain it’s importance on the other side.

• You have 4 minutes !

Agenda:

1. View (clips) Act 2 Sc. 5 & Sc. 6 – as we view look for imagery and figurative language in the scenes.

2. In small groups, complete Gist and poster-size 4-square SM.

3. QuickWrite response

4. Exit Ticket

Exit Ticket 5/17

Do you think that Romeo’s sentence of banishment is a fair sentence? Explain why or why not!

Today’s Agenda 5/20

1. Think Now! – Share Out

2. Finish reading/viewing Act 3

3. Complete Appendix #1 Letter

4. Rotations: SG – Finish letter, make up work

5. Exit Ticket

Think Now 5/20

“Arise, fair sun, and kill the envious moon, Who is already sick and pale with grief, That thou her maid art far more fair than she.”

What does this mean and what is the imagery in these lines? Explain in at least 5 lines!

Exit Ticket 05/18

In what ways does Shakespeare’s use of imagery convey the

themes of the play? What are the themes?

Be SPECIFIC!

TGIF!!

Think Now 5/24/11

If you were the Prince of Verona; would you have banished Romeo as his punishment for killing Tybalt? If not, what would you have done to

punish him? Explain your reasoning (why or why not) in at least 4 lines!

You have 3 minutes!

5/24 Agenda

1. Think Now – Discuss2. Begin reading Act 4 (assign parts)

3. Complete Gist/SM/Plot Sheet4. Read 180 Rotations

1. Small Group: Finish character letters, begin character sketches

2. Software 3. Independent Reading – Reading Log

Exit Ticket 5/24

Do you know what comic relief is? Do you see it in Act 4

so far? If you explain where you see it!

Try your best!

What is irony? Do you know what dramatic irony is?

Try your best to come up with an answer in at least 4 lines !

You have 3 minutes !

Think Now 5/25/11

5/25 Agenda 1. Think Now – Discuss and Chart 2. Gist and Significant Moments for Act 4

(complete in trios)3. Text Messaging Translations (Small

Group) – Act 44. Read 180 Rotations

1. Small Group: Text messaging translations2. Software 3. Independent Reading

Exit Ticket 5-25

Why do you get the sense that the play is going to end in

death? Use the text to support your response.

This is an example of dramatic irony!