R and J Act 3

Week of May 6th- May 10th

Monday, May 6th: Review constructed responses for Keystone 11 and 16 during class

Tuesday, May 7th: Keystone 12 test and construct response is due

 Discuss Act 3, scenes I and II

Wednesday, May 8th: Complete Keystone 13 and 14 on Skyward during class time

Thursday, May 9th: Students will complete the "Integrated English Comprehension Test"

Friday, May 10th: Read/Discuss all of Act 3 in class

DUE DATES FOR HOMEWORK:

Tuesday, May 7th: Keystones 12 exam and constructed response 

Friday, May 10th: Read ALL of R&J Act 3 in modern English

Monday, May 13th: Act 3 packet questions and responses 

Act 3 Journals-These are due on Wednesday, 5/15

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 - C  do not have to be answered in three paragraphs). Remember to include the Act, Scene, Line

A) Tybalt, the reason that I have to love thee Doth much excuse the appertaining rageTo 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) O, I am fortune’s fool!

2. 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? (minimum 3 paragraphs)

Act 4 Journals 

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 - C  do not have to be answered in three paragraphs).Remember to include the Act, Scene, Line

A. “What must be shall be.”

B. “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.”

C. Life and these lips have long been separated.Death lies on her like an untimely frost
Upon the sweetest flower of all the field

2. 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.

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

Things to look at:
There is No Escaping Shakespeare

Components for the Comprehensive Test:

-All Literary Terms

-Readings:
Short Stories- review
Julius Caesar
R and J
Non Fiction
451
OMM
Mockingbird
Drama
Poetry

Standards

Standard - 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.

Standard - CC.1.3.9-10.K

Read and comprehend literary fiction on grade level, reading independently and proficiently.

Syllabus

Welcome

Integrated English Syllabus

Contact Information:

Instructor:                           Mrs. Theresa Christian

Email Address:                  tchristian@berwicksd.org

Planning Period:            3

Text and Resource Materials:

            Required Text:

Prentice Hall Literature, Grade 9 / 10

To Kill a Mockingbird by Harper Lee

Of Mice and Men by John Steinbeck

Fahrenheit 451 by Ray Bradbury

Shoeless Joe by Ray Kinsella

Pride and Prejudice by Jane Austin

Once and Future King by T. H. White

Course Description:

·         An accelerated, honors-level course (1.5 credits) integrating advanced composition skills, academic writing, and a wide variety of world literature from multiple genres.

Core Ideas:

·         An accelerated course (1.5 credits) in preparation for English Department AP offerings

·         Literature content – “breadth over depth”

·         Assessment philosophy – “depth of analysis”

·         Reading focus – comprehension and analysis (literary and rhetorical choices)

·         Writing focus – the development of advanced composition skills in academic writing

·         Keystone test preparation – How to score advanced?

·         Pacing – finish main curriculum by May; review main ideas, concepts, skills; prepare for Keystone exam

·         Independent reading – “practice becomes habit”

·         *Drama unit – Draw parallels to the major themes and readings studied and read throughout the year

·         At conclusion of course, students will have the skills necessary to score advanced on Keystone exam and to enter into AP classes.

Prerequisites:  Application required

Learning Objectives:

Upon completion of the course, the student will be able to:

1.    Become more open-minded and well-rounded, and to understand the importance of being a life-long learner who is willing to study and understand new ideas, philosophies, and concepts.

2.       Expand their vocabulary.

3.       Further develop their critical thinking skills through reading and writing.

4.      Intensify their study and analysis of literature (both fiction and nonfiction).

5.       Perfect their writing and communication skills through various types of writing.

6.       Use computers and other types of media for learning purposes such as for research regarding novel background information and themes.

Assessments and Grading:

Written exams, essays, oral presentations, class discussions, and projects both individual and small group. Grading is done using a total points system. Integrity is expected at all times.

Once a week we will part from formal writing and jump into our journals.

All work will be graded. Students MUST meet deadlines. Late work will not be accepted. All work must be completed. Partial essays, projects and journals will receive a zero.

 Notes:

1. Bring a 2 inch binder to the class

2. Bring your laptops

3. Bring your summer work.  It will be collected on the first day of class.  Late submissions will NOT be accepted.  This is a graded assignment that will be used to evaluate your writing.

Common Core:

Reading CC.1.3.9-10.B L.F.2.1.1 L.F.2.1.1 L.F.2.3.4 L.F. 1.1 L.F.2.3.1 L.F.2.1.2 CC.1.3.9-10 L.F.1.1 L.F.1.3.1 L.F.1.3.2 L.F.2.3.6 L.F.2.5.2 C.C.1.5.9-10.C L.F.2.3.5 L.F.2.2.3 CC.1.3.9-10.E  CC.1.3.9-10.E CC.1.3.9-10.K L.F.1.2 & 2.5.1 L.F.1.3.2 L.F.1.2.3 L.F.1.2.2 L.F.1.2.1 & 3 L.F.2.4.1 L.F.1.2.4 Writing CC.1.4.9-10 CC.1.4.9-10.B CC.1.4.9-10.K CC.1.4.9-10.E CC.1.4.9-10.G CC.1.4.9-10.H CC.1.4.9-10.C CC.1.4.9-10.I CC.1.4.9-10.J CC.1.4.9-10.T CC.1.4.9-10.L CC.1.4.9-10.W CC.1.4.9-10.W CC.1.5.9-10.C CC.1.4.9-10.V CC.1.4.9-10.W CC.1.5.9-10.U CC.1.5.9-10.F CC.1.5.9-10

R and J Act 1 and Keystone

Monday, 4/29 Review the HOMEWORK: Packet and Reflection Questions for Act 1 

1. Students will review multiple choice from Keystone 9
2. Students will take the Written section of Keystone 9 in class
3. Students will review and compare their writings to the graded elements on the practive exam
4. Review Act 1 R and J
5. Discuss Act 2

Homework: 4/30- Read and Highlight the modern English version of Act 2 Scenes 1 and 2 for Tuesday
5/1- Finish reading Act 2 (English version)
5/2-Finish reading Act 2 and complete packet - Packet due

KEYSTONE EXAM PREP

Keystones 10 and 11 due on Thursday, 5/2


Keystone 12 test and constructed response due TUESDAY 5/7 






Act 2 Comprehension Questions- Due on Saturday, 5/4 at 8PM

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.

40 Points

Do NOT just fill the space with unsupported quotes.

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

Standards:

Standard - 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.

Standard - CC.1.3.9-10.K

Read and comprehend literary fiction on grade level, reading independently and proficiently.