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.