Act 5 Test

Act 5 Test

After the test, students will work on the 5 paragraph essay:

50. Essay :   (50 points)

Throughout Acts I–IV of the play, plans have been made only to unravel at the last minute.  Romeo plans to marry Juliet, but then he kills Tybalt and is banished from Verona on his wedding day. Next, Friar Lawrence devises a plan to deal with Romeo’s banishment only to discover that Capulet has set a wedding date for Juliet that is only three days away. As we

see in Act V, Friar Lawrence’s plan to finally unite Romeo and Juliet goes drastically awry.

(Use the 5 paragraph essay format)

A.      In an essay, explain why Friar Lawrence’s plan fails. Refer to specific events in the play to support your statements

or

B.      In an essay explain how the old saying, “wrong place at the wrong time” applies to the events in this play.  Refer to the specific events in the play to support your statement.

Homework:
Make a COMPLETE OUTLINE FOR TOMORROW:

5 Paragraph Essay Outline Link

5 Paragraph Essay Outline

5 Paragraph essay outline

Title: ____________________

I. Introduction
A. Introductory statement
B. Thesis statement: ____________________
C. Blueprints:
1. ____________________
2. ____________________
3. ____________________
Transition:
Body
D. First Supporting Idea (Topic Sentence): ____________________
1. ____________________
2. ____________________
3. ____________________
Transition:
E. Second Supporting Idea (Topic Sentence): ____________________
1. ____________________
2. ____________________
3. ____________________
Transition:
F. Third Supporting Idea (Topic Sentence): ____________________
1. ____________________
2. ____________________
3. ____________________
Transition
II. Conclusion
A. Closing statement
B. Restate thesis: ____________________

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:

Monday:  Continue to add characters to your DIVISION LIST

Tuesday: Write three main points to Act 3 Scene 1

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

Thursday:  Are R and J making a mistake?

 

Monday- Thursday: 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 3 Scene 2 through 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 read up to scene 3 in the packet

-Read

-Highlight

-Take notes

**Finish entire scene

Wednesday:

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

****Act 2 projects are due Monday, 3/31

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

Study Island R & J 1-4

Students should complete four Study Island exercises by the end of the period
These are new assignment.  All assignments must be completed by tomorrow to receive full credit.

1. You must answer 10 questions in each section AND receive at least 70%

www.studyisland.com

Romeo and Juliet Exercises:

Act 1
Act 2
Act 3
Act 4

2. When you are finished, complete the ACT 4 section of your Plot Structure

3. Homework:  Read and take notes up to Act 5 scene 3.

1.2.9.A: 
Evaluate text organization and content to determine the author’s purpose, point of view, and effectiveness according to the author’s theses, accuracy, thoroughness, and patterns of logic.

1.3.9.C: 
Analyze the use and effectiveness of literary elements used by one or more authors, including characterization, setting, plot, theme, point of view, tone, mood, and style

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:

Monday:  Continue to add characters to your DIVISION LIST

Tuesday: Write three main points to Act 4 Scene 1

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

Thursday:  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 2 through 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 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

****Act 3 projects are due Monday, 3/ 24

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

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:

Monday:  Continue to add characters to your DIVISION LIST

Tuesday: Write three main points to Act 3 Scene 1

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

Thursday:  Are R and J making a mistake?

 

Monday- Thursday: Students will relate to the concepts of betrayal and deception in modern society.

1. Students will review Act 3 Scenes 1 and 2

2. Students will read and discuss Act 3 Scene 2 through 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 read up to scene 3 in the packet

-Read

-Highlight

-Take notes

**Finish entire scene

Wednesday:

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

****Act 2 projects are due Friday, 3/14

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