Act 4 Reflections

Act 4 Test/ Drama Terms Test on Monday 

Project Link

To Do:

1. Study for Act 4 Test on Monday, 2/13

2. Act 4 Reflections are due on Wednesday, 2/15
3. Study Island (Act 1, 2, and 3- 15 questions each and a 70%)

4. Act 4 Projects are due on Tuesday, 2/21

5. This week: 2/9-2/13- Read the translated version of  Act 5 of R and J to prepare for the final act

  Remember, you must complete a total of two projects throughout all five acts of the play.  Please look over project choices for Acts 4 and 5.

Act 4 Reflection:
1. Who said these lines?  Identify the character and scene.  Briefly explain each quote (This means you must tell why each character said the following quotes and in what context.  A - E  do not have to be answered in three paragraphs).REM to include the Act, Scene, Line

A. “Happily met, my lady and my wife!

B. “What must be shall be.”

C. “Love give me strength, and strength will help me through.  Goodbye, dear father.”\

D. “O, look!  Methinks I see my cousin’s ghost seeking out Romeo that did spit his body upon a rapier’s point.  Stay, Tybalt, stay!  Romeo, I come!  This do I drink to thee.”

E. “Alas!  Help!  Help!  My lady’s dead!” 

ESSAYS: 
Today: We are going to reflect on Act 4.  Each essay must be answered in at least 3 paragraphs each.  You must include specific examples (and their line, scene and act numbers) and explain them.

Remember, a paragraph is at least 7 sentences.

**Remember to cite each line that is quoted directly

These essays are due on Wednesday, 2/15/17

They must be turned in to www.turnitn.com

2. We see a side of Juliet that we have not seen before. Describe what her actions reveal about the growth of her character. Make at least two references to details in the play to support your ideas.

 3. Think about the isolation Juliet feels as—alone in her room—she prepares to take the sleeping potion. Identify FOUR people Juliet has depended on for love, advice, or help, and explain why she cannot turn to them now.

4. What do you think of Friar Lawrence's plan? What are its strong points and drawbacks?

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

http://resources.mhs.vic.edu.au/romeojuliet/essay.htm

http://www.bard.org/study-guides/high-school-discussion-questions-romeo-and-juliet

http://www.krollpatrol.com/uploads/4/7/6/0/4760591/answers-to-acts-1-to-3.pdf

Project Link

Act 4

Due:
Wednesday, 2/8 Vocab Quiz along with Act 3 Reflections
Friday, 2/10 Drama Terms Quiz
Monday, 2/13 Study Island:

Practice exercises

1. Complete Study Island exercises for Acts 1, 2, and 3.  You must answer 15 questions from each and receive a 70% to get credit for the exercises.

2. Read Act 4 scenes 1 and 2 in the translated version for Tuesday, 2/7
Turn in Act 3 projects

Act 3 projects must be turned in on Friday, 2/10

Act 4

Goals:

Students will read, comprehend, and interpret elements of a play

Students will relate their personal experiences to the play

Students will identify soliloquies, asides and monologues

Students will respond to the play through writing, speaking and listening

Thinking About Thinking: (Meta cognitive Thinking)

Bell Ringer:

Tuesday:  Continue to add characters to your DIVISION LIST

Wednesday: Write three main points to Act 4 Scene 1

Thursday:  List two mistakes R and J made in this act

Friday:  Are R and J making a mistake?

 Tuesday:  Plot Structure

- Students will complete a formal plot structure to review the events of Acts 1,2, and 3.

- Homework:   Read and take notes up to and including Act 4 scene 3.

Wednesday- Friday-  Students will relate to the concepts of betrayal and deception in modern society.

1. Students will review Act 4 Scenes 1 and 2

2. Students will read and discuss Act 4 Scene 1 through scene 5

** Students should complete their work packets

3. Review packet

Possible Quiz

4. Review project for Romeo and Juliet:  

5. HOMEWORK: Student should read up to scene 3 in the packet

-Read

-Highlight

-Take notes

**Finish entire scene

Friday: 

1,Go over packet questions

2. Test Review

Jeopardy 

Homework:

-Keep reading ahead in your "Reading Packet"

-You should work on your projects and packet work

Closure: (Each day)

Discuss character traits of new characters 

***Students should read the translated version on their own

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

http://www.superteachertools.com/jeopardy/answerkey.php?game=1320638030

Act 3 Reflection

1. Finish reading Act 3
2. Go over Act 3 packet/ Vocab
3. Act 3 Quotes/ Reflection:
4. Act 3 Test on Monday, 2/6
5. Act 3 Vocab Test, Wednesday, 2/8
6. Act 3 Drama Terms Test, Friday, 2/10

1. Who saud these lines?  Identify the character and scene.  Briefly explain each quote (This means you must tell why each character said the following quotes and in what context.  A - I  do not have to be answered in three paragraphs).

a) Tybalt, the reason that I have to love thee
Doth much excuse the appertaining rage
To such a greeting. Villain am I none.
Therefore farewell. I see thou knowest me not.

b) I am hurt. A plague a both houses! I am sped.
No, ’tis not so deep as a well, nor so wide as a church door; but ’tis enough, ’twill serve.
Ask for me tomorrow, and you shall find me a grave man.

c) Thy beauty hath made me effeminate
And in my temper soften’d valour’s steel!

d) O, I am fortune’s fool!

e) He is a kinsman to the Montague;
Affection makes him false; he speaks not true:
Some twenty of them fought in this black strife,
And all those twenty could but kill one life.
I beg for justice, which thou, prince, must give;
Romeo slew Tybalt, Romeo must not live.

( f) Not Romeo, prince, he was Mercutio’s friend;
His fault concludes but what the law should end,
The life of Tybalt.

g)There is no world without Verona walls,
But purgatory, torture, hell itself.
Hence banished is banished from the world,
And world’s exile is death.

h) O, tell me, friar, tell me,
In what vile part of this anatomy
Doth my name lodge? Tell me, that I may sack
The hateful mansion.

i) Go get thee to thy love, as was decreed,
Ascend her chamber, hence and comfort her.
But look thou stay not till the watch be set,
For then thou canst not pass to Mantua.

j) Wilt thou be gone? It is not yet near day.
It was a nightingale, and not the lark,
That pierced the fearful hollow of thine ear.
Nightly she sings on yond pomegranate tree.
Believe me, love, it was the nightingale.

k) Hang thee, young baggage! Disobedient wretch!
I tell thee what–get thee to church a Thursday
Or never after look me in the face.

l) Go in; and tell my lady I am gone,
Having displeased my father, to Lawrence’ cell,
To make confession and to be absolved.

m) Thy tears are womanish; thy wild acts denote
The unreasonable fury of a beast:
Unseemly woman in a seeming man!

ESSAYS: 
Today: We are going to reflect on Act 3.  Each essay must be answered in at least 3 paragraphs each.  You must include specific examples (and their line, scene and act numbers) and explain them.

Remember, a paragraph is at least 7 sentences.

**Remember to cite each line that is quoted directly

These essays are due on Wednesday, 2/8

They must be turned in to www.turnitn.com

2.Compare and contrast Romeo's reaction to the news of his banishment with Juliet's reaction.  Discuss their reactions, their attitudes and their responses to the situation.  How do they handle the situation differently?  How do they handle the situation in a similar manner>

3. Why is this act considered to be the Climax?  Give specific examples from the act to prove this concept.  Also, reflect on the final events in this act, how does it set the reader up for Falling Action?


CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

http://resources.mhs.vic.edu.au/romeojuliet/essay.htm

http://www.bard.org/study-guides/high-school-discussion-questions-romeo-and-juliet

http://www.krollpatrol.com/uploads/4/7/6/0/4760591/answers-to-acts-1-to-3.pdf

ACT 2 Review

Your ACT 1 Essay Questions MUST be turned in to www.turnitin.com TODAY!!!!!

Act 1 and/ or Act 2 projects are due on Monday, 1-30

Thinking About Thinking: (Meta cognitive Thinking)

Bell Ringer:

Monday-:  Continue to add characters to your DIVISION LIST

: Write three main points to Act 2 Scene 2

:  List two mistakes R and J made in this act

:  Are R and J making a mistake?

Students will relate to the concepts of betrayal and deception in modern society.

1. Students will read and review Act 2

2. Students will read and discuss Act 2

** Students should complete their work packets

3. Review packet

Possible Quiz

4. Review project:for Romeo and Juliet:   R and J Project Link    Project Link

5. HOMEWORK: Study for Act 2/ Act 3 Test on Tuesday, 1/31

-Read

-Highlight

-Take notes

**Finish entire scene

Review Game

1,Go over packet questions

2. Test Review

Jeopardy:  Act 2
Act 2 game 1
Act 2

LOOKING AHEAD:

(THIS IS SUGGESTED: NOT REQUIRED)

READ THE MODERN ENGLISH VERSION

3. Read to Act 3 scenes 1 and 2 for Wednesday, 1/25

-You should work on your projects and packet w

REFLECTION QUESTIONS FOR ACT 2
 (Same directions as ACT 1)
Due: Friday, 1/27

Projects: 1/30 - If you decide to select one

***Students should read the translated version on their own

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

Reflection Questions - Act 2

These essays are due on Monday--when we return from fair vacation.

Today: We are going to reflect on Act 2.  Each essay must be answered in at least 3 paragraphs each.  You must include specific examples (and their line, scene and act numbers) and explain them.

Remember, a paragraph is at least 7 sentences.  Remember to include a topic sentence for each answer.

1. Write a character description of either Friar Lawrence or the Nurse.  What kind of person are they?  What role do they have in the plot of Romeo and Juliet?  Do you approve of their actions in helping Romeo and Juliet? Use quotations from the play to support your answer.

2 .Both Juliet and Mercutio claim to know the “real” Romeo. How does each of them regard Romeo? How would Mercutio react if he heard Romeo talking to Juliet in the garden?

3. Can you think of any recurring images or ideas from Act I of Romeo and Juliet that show up again in Act II? What is this literary device called?

4. Romeo or Juliet- Which character is more practical in Act 2?. Give evidence to support this statement

turn them in to www.turnitin.com

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

Act 1 Reflection

On Tuesday, January 17
1. Review Act 1
2. Review all Act 1 packet work
3. Begin essay portion of test (See below)
4. Discuss the staging of Act 1
5. Discuss the relevance to the short stories - Magi and Necklace
6. Integrate quizzes into the discussion
Act 1 Test- Thursday,  on Skyward

ACT I Reflections

1. Your Act I Test will be on Monday, 1/23 

*Please review the characters, their actions, their important quotes and be ready to evaluate the situations in the introductory act to answer the essay questions below
The second part of the test will be character identification.   

2.Today: We are going to reflect on Act I.  Each essay must be answered in at least 3 paragraphs each.  You must include specific examples (and their line, scene and act numbers) and explain them.

Remember, a paragraph is at least 7 sentences.  Remember to include a topic sentence for each answer.

1. Discuss the sources of tension in the first ACT.  Why are these characters upset?
2. How does Romeo describe the women he loves in Act 1?  Refer to things like word choice, connotation, tone, figures of speech, and so on.
3. Describe the Lord Capulet, Lady Capulet and the Nurse.  Describe Their relationship with Juliet.
4. Refer to Mercutio’s lines in Act 1.  What kind of friend is he to Romeo?  Would you like to have him for a friend?  If so, why?  If not, why ?
5. Discuss the Prologue and what you already know about the play.  If you were Romeo and Juliet, would you follow love or stay loyal to your family and friends?  Explain your reasons.
6. Foreshadowing.  The Prologue states that this is the story of “star-crossed lovers.”  There are four strong examples of foreshadowing of evil in Act 1.  Identify at least two foreshadowing and explain their purpose. 
7. BONUS:   Using clues from the act, make two predictions for Act 2. 10 points bonus

These Questions will count as the essay section of your test.  Each questions will be worth 10 points.  These are due when you enter class on Monday, 1/23  Make sure they are turned  in at www.turnitin.com

3. Projects for Act I  and Act 2 are due one week after we complete Act 2: Link: http://bhscomp1.blogspot.com/2017/01/integrated-r-and-j-projects.html

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

Act 1

Outside readings: For Friday, 1/13-
Read the short stories- The Necklace (The Harvest packet) and Gift of the Magi (The Lighter Side packet)

-Make a chart indicating how the "love" / emotions in these stories is similar and different from those experienced in Romeo and Juliet

Daily Discussion
Tuesday: Who is the Tragic Hero?  Guess and give reasons

Wednesday -  Romeo pined for Ros. during the entire first act.  He walks into the ball, spots Juliet and fall in love.  Is this type of behavior common or uncommon for teenagers?  Explain

-Thursday - What was the key point to ACT 1

Students will relate to the concepts of betrayal and deception in modern society.

1. Students will review Act 1 Scenes 1, 2, 3, and 4

2. Students will read and discuss Act 1 scene 5

** Students should complete their work packets

3. Review packet

Possible Quiz

4. Review project: for Romeo and Juliet:   PROJECT LINK

5. HOMEWORK: Student should review all of act 1 (This was assigned on 1/3)

-Read

-Highlight

-Take notes

**Finish entire scene

THURSDAY 

1,Quiz - If not taken on Wednesday

2. Students will begin Act 2

3. Students will read and discuss Act 2 scenes 1-3

Closure: (Each day)

Discuss character traits of new characters 

***Students should read the translated version on their own

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

Webquest

Webquests are due on Monday, 1/9/17

Turn your projects in to www.turnitin.com

Webquest PROPAGANDA
Purpose: The Propaganda WebQuest was designed to help students to view the commercial world around them with a more critical eye. Its primary function is to focus students on the varied techniques employed by advertisers in order to sway public opinion. The culminating activity of creating an illustrative advertisement employing one of the techniques introduced will further synthesize the students perception of advertising tactics. Propaganda, in this case, is primarily focused on advertising. There is some background information that includes historical governmental propaganda techniques and posters, but the primary focus of this activity is to steer the students toward the marketing that is before them every day.

 

It's not as easy as you might think to spot hidden messages, these techniques are designed to fool us because they appeal to our emotions rather than our reason. Propaganda designers know that you are on your guard, to get around your guard they don't put one message into a piece of propaganda they put lots of messages into one piece! The more you know about propaganda techniques and how they work, the less likely it is that someone will sneak something by you. That's why it's important to understand what propaganda is and how it works.  

Task 1: REVIEW THE PowerPoint -Review this PowerPoint and watch the examples.  Next, complete the WebQuest

Use the following links to complete the WebQuest

Links: TYPES OF PROPAGANDA WEBSTER'S DICTIONARY PROPAGANDA INFORMATION PROPAGANDA Task 2:  Define Propaganda A. List the Dictionary Definition B. Create your own definition by reading the information under "LINKS" Task 3: In order to recognize and use propaganda techniques you must first identify and define these tricks of the trade: (identify, define and provide examples of each type of ad)- You can complete this in a PowerPoint or in a Word Document. 1. Bandwagon 2. Loaded Words 3. Testimonial 4. Transfer 5. Repetition 6. Name Calling 7. Fear 8. Glittering Generalities 9. Plain Folks 10. Misuse of Statistics Task 4: In order to prevent being fooled by an effective propaganda campaign, let's closely examine propaganda techniques. Scan the Internet, newspapers and magazines to locate examples of persuasive writing (editorials, advertisements, etc.).  Choose at least three pieces and identify and analyze the author’s use of propaganda techniques.   Next, place each ad on a PowerPoint slide, indicate the technique used, and explain how the technique is used in each ad.

More Examples CC.1.2.9–10.E Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. L.N.1.1.3 L.N.2.4.1 L.N.2.4.3 C.1.2.9–10.D Determine an author’s particular point of view and analyze how rhetoric advances the point of view. L.N.2.3.6 CC.1.2.9–10.C Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. L.N.1.1.3 L.N.1.3.3 L.N.2.3.3 L.N.2.3.5 L.N.2.4.1 L.N.2.4.3 CC.1.2.9–10.G Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

Intro to Drama

A. Drama Terms

Drama Terms LINK

B. Renaissance History

Renaissance History LINK

C. The Globe

The Globe LINK

D. Shakespeare; Living during the Renaissance - Lecture

Textbook Information

Textbook Code - Online

www.pearsonsuccessnet.com

Register : Students

User name:  studenttextbook60
Password:  password 1

Textbook code: 8ed037f195b14916365e

Integrated R and J Projects

Romeo and Juliet Project

Romeo and Juliet projects - Integrated English

Directions:

1. Students should review the following project choices.
2. Each student must complete a minimum of two (2) projects from two (2) different acts. For example, a student can choose a project from Act II and Act IV. A student cannot choose two projects from the same act.
3. All projects should be typed using Microsoft Word (when allowable).
4. All projects are due within one week of when the class finishes reading a specific act.
5. A student can start a project after a specific act test. If a student is not completing a project for a specific act, he/she will be required to work on “station” items.
6. Five points will be deducted from grade for each day a project is late after each act. No projects will be accepted after the third day past the due date.
7. A grading rubric will be provided.
8. If there are any questions or concerns, please ask/see me.

Act I Choices

Write Romeo or Juliet's journal including the events from the entire play.  This will count as two projects.  Use detail and convey their inner thoughts and feelings.  Each scene should be a new entry.  If they are not in the scene, and they are aware of the scene include it.  If they are not in the scene and unaware of the action, you don't need to include an entry.

This option can be done once for any act:

Write a sonnet summarizing any of the acts

-Use proper format and structure.  Remember your octet and sestet; Iambic pentameter and rhyming couplet.

-Remember how Shakespeare writes his sonnets: problem/ solution format

Act I Choices

Artwork - Masquerade mask

Create a mask that could be used at the party in Act I.

            -The mask can be hand-made or recreated using the computer software of your choice. (remember, research to see what the masques would look like.  This is a major project....the mask may NOT be premade)

Writing - Advice Column

As either Romeo or Juliet, write a letter to an advice columnist requesting the help with the problem of falling in love with someone whom you are not supposed to love. First, list the reasons your love may be doomed. Next, write a letter that explains your list and asks for advice.

Act II Choices

Creative Design - Character Sketch

Construct a character sketch on a main character of your choice that illustrates the character’s personality, relationships, feelings, and motivations during this act.  Your sketch will include images, quotes and words.

            -The character sketch should include the following:

2 images of the character

4 images representing personality traits of the character

4 words to describe the character’s personality

3 quotes by the character

1 essay to describe the elements listed above.  Use contextual evidence

All images should be put together in a collage using Microsoft Word, Publisher or a program of your choice.  You should also include a paragraph explaining why you chose the specific items on your project.

Writing – Poetry (Iambic Pentameter)

Create a poem that consists of at least eight lines in iambic pentameter. Your poem may be in blank verse, consist of rhymed couplets, or follow some other rhyme scheme.

Creative Writing - Text message

Rewrite a dialogue between two characters that takes place in Act II of the text in modern-day format as if it took place via texting on a cell phone.

            -Chose a section with a minimum of 25 consecutive lines. Make sure you write the Act #, Scene #, and line numbers on your paper.

You must provide a line by line comparison aside from your final project

Act III Choices

Visual - Imagery

Contrast imagery of light and brightness in Romeo’s monologue to the reference of dark imagery in Juliet’s monologue. Write an essay and use a graphic organizer on Microsoft Word.

Writing - Character Analysis

Choose one of the main characters introduced in Act I. Then write a short essay in which you analyze this character’s personality traits.

Writing - Editorial

Imagine that you are the editor of a newspaper in Verona at the time of the play. Write an editorial addressing the Prince’s response to the deaths of Tybalt and Mercutio.

            1) Reread the Prince’s dialogue in the scene.

            2) Decide whether Romeo’s sentence was appropriate, and explain.

            3) Write the editorial, supporting your ideas with details from Acts I-III.

Act IV/ Act V Choices

Writing – Your own ending – THIS PROJECT HAS TO BE COMPLETED AFTER ACT IV

If you were to write your own ending for the play, what would it be? Write a narrative of events that would occur in your version of Act V. Make sure that your version develops naturally out of the events in Acts I through IV.

Music - Play list

Choose one of the characters from the text and create a play list of five songs that that character would have on his or her iPod or MP3 player. Invent the name for the play list. Burn a CD of the songs and create a CD label with the appropriate details or put the play list on your iPod or MP3 player.  You also need to print out a list of the following:

         1) artist name

         2) name of song

         3) name of album

         4) Write at least a three paragraph analysis of each song to indicate the relevance to character (paragraph for each song)

Creative Writing - Digital Artifacts

Imagine that you find a portable disk next to the computer of one of the characters from the

play.  It might be a USB keychain disk, or another device. This storage disk contains personal documents—letters, “to do” lists, data, and poems written by the character for his or her eyes’ only. Recreate the following files and hand in the device.

                   Include the following:

                   1) to do list with 10 tasks to complete

                   2) letter to a friend

                   3) poem to or about a loved one (minimum of 10 lines)

                   4) sales receipt for a purchased item - Include a detailed note attached to this list to describe items.

Creative Writing:

CHARACTER HOROSCOPES—

Superstition is used often throughout Romeo and Juliet. Daily horoscopes are a

modern-day form of superstition, and they usually give a somewhat vague

prediction of something that may happen to you that day. Write one “daily

horoscope” for each of the major characters in the story (Romeo, Juliet, The Capulets, Montagues, Friar L. , etc.). You may choose any scene from the act to write that

day’s horoscope about. Be sure to reference the act, scene, and, if applicable,

the line(s) the horoscope is referencing/predicting for the character. You should

have a total of at least FOUR horoscopes, one for each character. Each

horoscope should be about one paragraph in length. Note—you do not need to

make every character’s horoscope from the same day/scene. They can come from

practically anywhere in the play. Look at your daily horoscope in the newspaper or

online to help give you an idea of what to write.