Act 4

Act 3 projects must be turned in on Tuesday, 3/22

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:   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

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

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, 3/29
Turn in Act 3 projects Tuesday, 3/29

3. Have a wonderful vacation

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 Three Essay Section Take Home Test (100 points)

You will have class time on Friday and Monday to work on these questions.  They are due on Tuesday at soon as you walk into the room. 

There will be a short matching quiz on Tuesday, 3/22.

For those of you doing the Act 3 Projects, they are due upon return from Easter Vacation. 3/29.  Remember, you must complete a total of two projects throughout all five acts of the play.  If you are not selecting a project from Act 3, please look over project choices for Acts 4 and 5.
 

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.

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

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.

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 Tuesday, 3/22/16

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? 


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 3

Act 3

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 Scenes 2 and 3

Wednesday:  Summarize scene 4

Thursday:  What are your thoughts on Romeo and Juliet's judgement?

 

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

1. Students will review Act 3 Scenes 3 and 4

2. Students will read and discuss Act 3 Scene 3 through scene 5

** Students should complete their work packets/ questions

3. Review packet

Possible Quiz

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

5. HOMEWORK: Student should read up to scene 5 by Tuesday 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

Closure: (Each day)

Give your thoughts about the daily readings

***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

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, 3/11

****Act 2 Essays are due on Friday, 3/11 - www.turnitin.com (You will not have class time to work on the take home test)

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

Reflections Act 2

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 cite each line that is quoted directly

These essays are due on Friday, 3/11/16 

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

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

R and J

Act 1 projects are due on Thursday, 3/3

Thinking About Thinking: (Meta cognitive Thinking)

Bell Ringer:

Monday-Wednesday:  Continue to add characters to your DIVISION LIST

Wednesday: Write three main points to Act 2 Scene 2

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

Friday:  Are R and J making a mistake?

Friday:  No Bell Ringer----TEST

Monday- ThursdayStudents will relate to the concepts of betrayal and deception in modern society.

1. Students will review Act 2 Scenes 1 and 2

2. Students will read and discuss Act 1 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

THURSDAY 

1,Go over packet questions

2. Test Review

Jeopardy

3. Read to Act 3 scene 2 for Monday.

-You should work on your projects and packet work

****Act 2 projects are due next Friday

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