Miss Mueller's 8th Grade English Class at Willard Middle School: January 2016

Tuesday, January 26, 2016

Monday, January 25th, 2016

NO SCHOOL - END OF QUARTER BREAK

Tuesday, January 26th, 2016

Do Now:
1. Have you ever had an enemy? How did this person become an enemy?
2. Has an enemy ever become a friend? How and why does this happen sometimes?
3. Who is Romeo's enemy right now?

Read Aloud and Discussion Questions: Act II, scene 5 through Act III, scene 1.

Discussion Questions: Why does Romeo call Tybalt his cousin? How does Romeo’s interference accidentally lead to Mercutio’s death? What decree does Prince Escalus make regarding Romeo? How do you think Mercutio’s and Tybalt’s deaths will affect Romeo and Juliet’s relationship? Why do you think Benvolio tells the truth (instead of covering for Romeo)?

Update character guide for Romeo, Benvolio, Mercutio, Tybalt, Capulet, Lady Capulet, Montague, Lady Montague, and Prince Escalus.

WEDNESDAY, JANUARY 27th, 2016

Do Now: What do you think a tragic hero is? Take a guess?

What is a tragic flaw? Again, guess if you don't know!

A tragic hero is a literary character who makes a judgment

error that inevitably leads to his/her own destruction.

A tragic flaw is also known as a hamartia. It is a fatal flaw

leading to the downfall of a tragic hero or heroine.

Vocabulary: vile – highly offensive or disgusting

pardon – to excuse or forgive

These will be the last things you need to know for tomorrow's quiz. Let us review the other words you need to know!

Read/Act Aloud: Act III, scene 1!!!

Introduce students to the dramatic elements of tragic hero and tragic flaw. Ask students to form their own definitions of tragic hero and tragic flaw and record them on the board. Once the class decides on single definitions for tragic hero and tragic flaw, students will write the definitions on the last page in their character guides.

Name ______________________________ Date _________

Assignment #10 – Romeo and Juliet English 2

Directions – Brainstorm 2-3 tragic flaws possessed by each protagonist. Then circle one tragic flaw for each that you will discuss in a paragraph response. Your paragraph will argue why that particular tragic flaw can lead to that protagonist’s downfall. Be sure to follow the paragraph format discussed in class (5-6 sentences each).

What are some of Romeo’s tragic flaws?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What are some of Juliet’s tragic flaws?

Homework: Study for Thursday or Friday's quiz on vocabulary and concepts from "Romeo and Juliet"

THURSDAY/FRIDAY January 28th-29th, 2016

Open your independent reading book and get lost!!! Take out your book logs for a check!

QUIZ: Act I and II Romeo and Juliet

Read/Think Aloud: Act III, scenes 3 and 4

Name ______________________________ Date _________

Assignment #10 – Romeo and Juliet English 2

What are some of Romeo’s tragic flaws?

What are some of Juliet’s tragic flaws?

Scene Study! Move around with your scene group and begin working on your scenes! Remember to block it and make plans to complete scene preparation for February 18th/19th.

Tuesday, January 19, 2016

1.19 - 1.22.16

Tuesday, 1.19.16

LIBRARY DAY

Wednesday, 1.20.16

Introduction

Do Now: What does this quote mean? Describe it in your own words.

Read-Aloud: Romeo and Juliet Act II Scenes 1 and 2

Discussion Questions: Why do you think Shakespeare includes this short

scene of Benvolio and Mercutio chasing after Romeo? How do you think they

will react when they find out that Romeo now loves Juliet? What kind of

person is Mercutio? How would you describe Romeo and Juliet’s

conversation? What important things do they discuss? What plan do Romeo

and Juliet make for the next day? Do you think they’ll be able to pull it off?

Why or why not?

Update character guide for Romeo, Benvolio, Mercutio, and Juliet.

Vocabulary:

conjure – to bring or call forth

enmity – a feeling of hostility or hatred

https://www.youtube.com/watch?v=-REtKjDd44g

Compare Akon's "Don't Matter" to the dialogue between Romeo and Juliet in Act II, Scene 2. In your groups, read over the lyrics and answer the following questions:

1. Write down three lines in Act II, scene 2 that compare to this song. How do these lines express the same sentiment as Akon's song?

2. If Romeo were singing this song, who are the people that "don't wanna see us together"?

3. If Romeo were singing this song, who do they need to "fight for their love" with?

4. If Romeo were singing this song, find a line in Act II, scene 2 that compares with "And I'ma have you first always in my heart To keep you satisfied."

5. If Romeo were singing this song, what ways has he been acting lately that have "been off the wall"?

6. Find a line that compares to "How much of a queen you are to me and why I love you baby."

7. If Romeo were singing this song, who are the "girls" (or girl) he's been putting before Juliet?

Share Out:

Thursday/Friday 1.21 - 1.22.16

WRITING COACHES

DO NOW: 20 minutes independent reading and logs!!!

While meeting with your writing coach, you are expanding on your persuasive paragraphs. You need to include an introduction and conclusion to your body paragraph!

The entire three paragraph mini-essay should include at least three pieces of evidence directly from the text and should be written in your notebook.

EARLY FINISHERS:

When you are done with your writing coach, you may do the following in order of importance:

1. Complete your mini-essay in your notebook and bring it up to Ms. Mueller for a check.
2. Independent reading and log.
3. Make sure your character guide is up to date including Act II, scene 3!!!

Introduce students to the dramatic elements of monologue, soliloquy, and

aside. Ask students to form their own definitions of these three elements

and record them on the board. Once the class decides on single definitions

for monologue, soliloquy, and aside, students will write the definitions on the

last page in their character guides.

Group Session

Assignment #6: Students will work with their group members to label certain

pieces of dialogue in Romeo and Juliet as either monologue, soliloquy, or

aside. For each classification, students will argue their opinions by providing

a reason or textual evidence as support.

Summary/Closing

Students will share their responses during a whole class discussion. They will

then discuss why Shakespeare chose to incorporate different types of

dialogue/speeches in his play.

Monday, January 11, 2016

1.11.16 - 1.15.16

1/11/16

Do Now:

1. What do you do every day to take care of your body and protect your health?
2. What is one thing you can do moving forward to protect your body and your health?
3. What is one thing that happened since the last time I saw you? Positive things, please!!!

Share Out

Announcements: Prologue presentations will be this week during double period!!

Discussion Questions: How has Romeo been acting lately? What problem is he experiencing? Why do you think he hasn’t told his family and friends? What is Benvolio’s advice to him?

Vocabulary: chaste – pure; unmarried

bliss – extreme happiness or joy

Introduce students to the Romeo and Juliet character guide that they will use to keep track of the characters and their roles (i.e. actions, feelings, motivations, etc.) in each scene of the play. Explain that the guide will be updated after each scene is read for the characters that appeared in that particular scene.

Read Aloud: Act 1, Scene 2

Group Session

Students will work with their group members to summarize each character’s role in Act I Scene 1. The characters to be updated are Romeo, Benvolio, Tybalt, Balthazar, Capulet, Lady Capulet, Montague, Lady Montague, and Prince Escalus. On scrap paper, they will write a one-sentence summary for each character’s role in the scene. (Future updates will be done aloud as a class immediately after the day’s read-aloud.)

Tuesday, 1.12.16

Do Now:
1. Romeo is feeling down and depressed right now. Have you ever felt this way? What did you do about it? If you have never felt this way, what do you think you would do about it if you did?

Pop Quiz on looseleaf: What does Paris want???

Update character guide for Romeo, Benvolio, Paris, and Capulet.

Romeo
From the house of __________________
Act I, scene 1: He loves Rosaline and is very depressed about it because she doesn't love him back.

Update guides for Capulet, Lady Capulet, Montague, Lady Montague and Benvolio.

Vocabulary: anguish – pain or suffering

transparent – easily seen through

Read Aloud: through Act I, scene 3

Introduce students to the dramatic elements of protagonist and antagonist. Ask students to form their own definitions of protagonist and antagonist and record them on the board. Once the class decides on single definitions for protagonist and antagonist, students will write the definitions on the last page in their character guides.

Group Session

Assignment #2: Students will work with their group members to label certain characters in Romeo and Juliet as either protagonist, antagonist, or neither. For each classification, students will argue their opinions by providing a reason or textual evidence as support.

Homework: Study prologue. Complete character guides for characters: Nurse, Juliet

Wednesday, 1.13.16

Do Now: Take your your persuasive writing/argument essay. Write down which statement you believe is true and list your three reasons why.

Class Activity: We will work together to catch up on our CHARACTER GUIDES up to Act 1, Scene 4

Homework: BE READY FOR YOUR PROLOGUE PRESENTATION TOMORROW!!!

HAVE PERSUASIVE PARAGRAPH COMPLETELY FINISHED IF IT ISN'T ALREADY!

BOOK LOGS DUE TOMORROW! REMEMBER YOUR INDEPENDENT READING BOOKS!!!

1.14.16 - 1.15.16

Do Now: Take out independent reading logs and begin independent reading!!!

PROLOGUE PRESENTATIONS!!!

Remember: Speak clearly! Keep going if you make a mistake! Speak loudly! Do your best!