ACT I Reflections

1. Your Act I Test will be on Monday, February, 28

*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

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.  Make sure they are turned  in at www.turnitin.com

(If you don't have access to the internet, please write our your answers and turn them in on Monday.)

3. Projects for Act I are due on Thursday, 3/3/2016

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

R and J

R and J

Thinking About Thinking: (Meta cognitive Thinking)

Thinking About Thinking: (Meta cognitive Thinking)

Bell Ringer:

-Tuesday- Begin your list of Capulets and Montagues in the packet

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

1. Students will review Act 1 Scene 1

2. Students will read and discuss Act 1 sc 2

** Students should complete their work packets

3. Review packet

Monday

1. Students will read and discuss Act 1 scenes 3 and 4

2. Answer packet questions
3. Review vocab terms 1-10

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

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

Bell Ringer:

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 read up to page 97 in the reading packet

-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

Renaissance History Test -
today

Homework that will be checked today- Read, highlight and notate scene 4

Intro to R and J

Monday, 2/8- Review The Globe Theater
-Review the info sheets:
*Conventions of Shakespeare's staging
*Shakespeare and His Theater

Tuesday, 2/9- Vocab 8 check with sentences
-Review the following info sheets:
*Marriage is a Serious Business
*An Introduction to R & J
*Introduction to Shakespeare's Language

Wendesday, 2/10- Review Vocab 8
(After the test, you will begin the homework)


Thursday: We will begin reading Act I, Scene i R & J

HOMEWORK:  Read the ENGLISH version and take margin notes on Act I scene I by Thursday, 2/11
Read the ENGLISH version and take margin notes on e Act I Scenes 2 and 3 by Wednesday, 2/17
**No School 2/12-2/15

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

***Homework for Wednesday- Read the English translation from Prologue through and including the assigned pages
-You must highlight and take notes on this section.  It will be checked. 

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

The Globe