Week of May 28:

by | Jun 4, 2018 | Blogs

Monday 5/28:

  • NO SCHOOL – Memorial Day!

Tuesday 5/29:

  • SSR for 15 minutes
  • Dramatic Foil Assignment – fill out the chart on the front and complete the drawing portion, which is described on the back.

Wednesday 5/30:

  • R&J PERFORMANCE PROJECTS ARE DUE

Thursday 5/31:

  • R&J PERFORMANCE PROJECTS ARE DUE

Friday 6/1:

  • SSR for 15 minutes
  • Complete the R&J Project Reflection on Google Classroom. THIS IS PART OF YOUR PROJECT GRADE (10 pts).
  • Watch Act 4 of Romeo and Juliet.  Fill out the notetaker, noting as characters/relationships change and develop.

Week of May 21:

by | May 22, 2018 | Blogs

Monday 5/21:

  • Students viewed Act 3 of the 1996 version of Romeo and Juliet. Students had to fill in the t-chart on their Group Project Scene Analysis sheet and they had to continue filling in their R&J Movie Notetaker.
  • Students also worked on summarizing their chosen scene and planning out the setting, props, and costumes for their project.
  • Students received a letter to take home to their parents detailing how this project has an out-of-school work expectation.  Students should be meeting up outside of school to get the project done. This is due by WEDNESDAY 5/23.

Tuesday 5/22:

  • SSR for 15 minutes
  • Students were introduced to the storyboard aspect of the R&J Group Project. Students must draw and caption the major action involved in their chosen scenes. This is one of the components assessed under “Preparation” on the R&J Performance Project Rubric.
  • We also discussed how students are expected to write their lines, whether adapted or not, on notecards to be turned in.
  • This is the last group work day IN CLASS. The project is due on Wednesday and Thursday of next week (May 30th and 31st).

Wednesday 5/23:

  • Parent signatures for the project letter are due!
  • SSR for 15 min
  • Students worked in pairs on a close reading of Act 3, Scene 1: Mercutio’s Death Speech.  They deciphered figurative language and discussed its role in the overall message of the passage.

Thursday 5/24:

  • SSR for 15 min
  • Students worked individually on a close reading of Act 3, Scene 3: Romeo is Banished.  Again, they focused on interpreting figurative language and its role in the overall message of the passage. This was turned in at the end of the hour.
  • Also, we discussed the “Justification” part of the R&J Performance Project Rubric. Students must explain the choices they made for their project in an 8-10 sentence paragraph. See the rubric or ask me if you have any questions.

Friday 5/25:

  • Enjoy the long weekend! Stay safe and don’t forget to keep in touch with your group!

Week of May 14:

by | May 16, 2018 | Blogs

Monday 5/14:

  • SSR for 15 minutes
  • Introduce R&J Movie Notetaker – students need to keep track of character personalities and relationships as we watch the movie.
  • We watched Act 1 of Romeo and Juliet – from the opening brawl to the part where Romeo and Juliet first speak to one another.

Tuesday 5/15:

  • SSR for 15 minutes
  • Students answered the questions for R&J Act 1, Scene 5 and turned them in at the end of the hour.

Wednesday 5/16:

  • SSR for 10-12 minutes
  • Students were introduced to the R&J Performance Project.  We looked at student examples and assessed them in order to better understand the rubric and how it works.

Thursday 5/17:

  • SSR for 15 minutes
  • Students read through and selected scenes for the R&J Performance Project. Students received the Group Project Scene Analysis and were asked to fill out the front side.

Friday 5/18:

  • SSR for 10 Minutes
  • Students viewed Act 2 of the 1968 version of Romeo and Juliet. Students had to fill out the t-chart on their Group Project Scene Analysis for their chosen scene and continue filling in their R&J Movie Notetaker.

Week of May 7:

by | May 9, 2018 | Blogs

Monday 5/7:

  • SSR for 15 minutes
  • Students received their last article of the week for the year, Article of the Week #5.  We discussed how stories can help us to become better people before watching a video about a Shakespeare prison program in California that relates to our article.  We discussed what surprised us about the video and then students were asked to follow our typical process for marking up our articles of the week (as seen in the directions at the very top of the page).

Tuesday 5/8:

  • SSR for 15 minutes
  • Students were tasked with completing their reflection for the above article of the week based upon the following question: in what ways can stories help us to become better/stronger people? This reflection is to be completed via Google Classroom.
  • Both the reflection and the physical article were due at the end of the hour.

Wednesday 5/9:

  • SSR for 10 minutes
  • Explore Shakespeare on Nearpod – if you were absent, don’t worry about completing this activity.  Any necessary supplemental materials will be given to you upon your return.

Thursday 5/10:

Friday 5/11:

  • SSR for 15 minutes
  • Romeo and Juliet Prologue – students worked with a partner/small group to finish translating Shakespeare’s language into their own words.  Then, they went back and labeled the Iambic Pentameter and talked to the text.

 

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