Objective: SWBAT identify one example of dramatic irony and one example of foreshadowing in Act 4 of "Romeo and Juliet."
Do-Now: Juliet now must either marry Paris or be turned out onto the streets. What do you predict she will do? Is there any way for her to still be with Romeo, or will she just have to give up? Explain.
Today: 1) Class will read Act 4, Scene 1. What is the Friar's plan for getting Juliet out of her marriage with Paris?
2) Class will read Act 4, Scene 2. How does this scene represent dramatic irony? Why does Juliet act this way towards her parents?
3) Class will read Act 4, Scene 3. What instances of foreshadowing are present in this scene?
4) Continue watching "Romeo and Juliet"
5) Juliet's Goodbye Letter: Juliet is worried that she might not wake up after taking the Friar's potion. Pretend you are Juliet and compose a goodbye letter to everyone just in case you don't wake up. This letter can address Romeo, your parents, the Nurse, the Friar, Paris or anyone else you feel Juliet would want to say a few last words to in case she dies. Your letter should be about 15-20 complete sentences.
Exit Slip: Give one example of dramatic irony and one example of foreshadowing from this Act and explain how it represents dramatic irony and situational irony.
Homework: Finish your letter.
Tuesday, June 12, 2012
Tuesday, June 12
Objective: SWBAT characterize Lord and Lady Capulet based on their treatment of Juliet and explain how they add further complications to the plot.
Do-Now: Do you agree with Romeo and Juliet that banishment is worse than death? Why or why not? Would you rather be killed or never allowed to return to Philly ever again? Explain.
Today: 1) Class will read Act 3, Scene 5. Why are Juliet's parents forcing her to marry? What does this show you about them? How are they causing further complications for the couple?
2) Class will continue watching "Romeo and Juliet."
3) Advice Letter: The Nurse who, up until now, has supported Romeo and Juliet's marriage, advises Juliet to forget about Romeo and marry Paris. What would YOU advise Juliet to do now that her husband has been banished and her parents want her to marry someone else? Compose a letter to Juliet in which you give her advice on what to do and explain WHY she should follow your advice. Your letter should be AT LEAST TEN complete sentences.
Exit Slip: How would you describe Lord and Lady Capulet based on their treatment on Juliet? Do you believe they are being good parents to her? Why or why not?
Do-Now: Do you agree with Romeo and Juliet that banishment is worse than death? Why or why not? Would you rather be killed or never allowed to return to Philly ever again? Explain.
Today: 1) Class will read Act 3, Scene 5. Why are Juliet's parents forcing her to marry? What does this show you about them? How are they causing further complications for the couple?
2) Class will continue watching "Romeo and Juliet."
3) Advice Letter: The Nurse who, up until now, has supported Romeo and Juliet's marriage, advises Juliet to forget about Romeo and marry Paris. What would YOU advise Juliet to do now that her husband has been banished and her parents want her to marry someone else? Compose a letter to Juliet in which you give her advice on what to do and explain WHY she should follow your advice. Your letter should be AT LEAST TEN complete sentences.
Exit Slip: How would you describe Lord and Lady Capulet based on their treatment on Juliet? Do you believe they are being good parents to her? Why or why not?
Thursday, June 7, 2012
Friday, June 8
Objective: SWBAT find TWO examples of dramatic irony in Act 3, Scenes 2-4 of "Romeo and Juliet."
Do-Now: Do you believe "banishment" is an appropriate punishment for Romeo? Explain why or why not. If you were the Prince, how might you have punished Romeo for killing Tybalt? Consider the following: Tybalt killed Mercutio by accident, but Romeo killed Tybalt on purpose. The punishment for Tybalt's crime of killing Mercutio would be death and Romeo's act of killing Tybalt carried out that punishment.
Today: 1) Class will read Act 3, Scene 2. How does this scene represent dramatic irony? What situational irony is present in this scene?
2) Class will read Act 3, Scene 3. Why is Romeo so upset with his banishment? Why does he consider his banishment worse than death?
3) Students will read Act 3, Scene 4. How does this scene represent dramatic irony? How will the events in this scene cause further complications for Romeo and Juliet?
Homework: People's Court: Building upon your journal response, you will choose to either prosecute or defend Romeo. As a prosecuter, you will gather evidence from the text and explain how this evidence proves that Romeo is guilty of murder and deserves to be punished. As a defender, you will gather evidence from the text and explain how this evidence proves Romeo is not as fault for Tybalt's death and should be free from any punishment. You should provide at least THREE pieces of evidence to defend your case. Be sure to include the line(s) of text from the play, the page number, and an explanation of how the line(s) proves Romeo's guilt or innocence.
Exit Slip: Give TWO examples of dramatic irony from today's reading and explain how they represent dramatic irony.
Do-Now: Do you believe "banishment" is an appropriate punishment for Romeo? Explain why or why not. If you were the Prince, how might you have punished Romeo for killing Tybalt? Consider the following: Tybalt killed Mercutio by accident, but Romeo killed Tybalt on purpose. The punishment for Tybalt's crime of killing Mercutio would be death and Romeo's act of killing Tybalt carried out that punishment.
Today: 1) Class will read Act 3, Scene 2. How does this scene represent dramatic irony? What situational irony is present in this scene?
2) Class will read Act 3, Scene 3. Why is Romeo so upset with his banishment? Why does he consider his banishment worse than death?
3) Students will read Act 3, Scene 4. How does this scene represent dramatic irony? How will the events in this scene cause further complications for Romeo and Juliet?
Homework: People's Court: Building upon your journal response, you will choose to either prosecute or defend Romeo. As a prosecuter, you will gather evidence from the text and explain how this evidence proves that Romeo is guilty of murder and deserves to be punished. As a defender, you will gather evidence from the text and explain how this evidence proves Romeo is not as fault for Tybalt's death and should be free from any punishment. You should provide at least THREE pieces of evidence to defend your case. Be sure to include the line(s) of text from the play, the page number, and an explanation of how the line(s) proves Romeo's guilt or innocence.
Exit Slip: Give TWO examples of dramatic irony from today's reading and explain how they represent dramatic irony.
Wednesday, June 6, 2012
Thursday, June 7
Objective: SWBAT explain how Act 3, Scene 1 of "Romeo & Juliet" acts as the play's climax.
Do-Now: Romeo and Juliet are now married, but we know from the prologue to the play that their marriage is doomed. What may happen during the rest of the play which might cause problems for the two of them? (Hint: Think of events which have occurred earlier in the play)
Today: 1) Class will review Act 1 and 2
2) Class will read Act 3, Scene 1. How do these events in this scene cause a change in the direction of the play? How do the events cause problems for Romeo and Juliet?
3) Class will continue to watch "Romeo and Juliet"
Do-Now: Romeo and Juliet are now married, but we know from the prologue to the play that their marriage is doomed. What may happen during the rest of the play which might cause problems for the two of them? (Hint: Think of events which have occurred earlier in the play)
Today: 1) Class will review Act 1 and 2
2) Class will read Act 3, Scene 1. How do these events in this scene cause a change in the direction of the play? How do the events cause problems for Romeo and Juliet?
3) Class will continue to watch "Romeo and Juliet"
Tuesday, June 5, 2012
Wednesday, June 6
Objective: SWBAT describe how the minor characters, the Friar and the Nurse, act as catalysts to drive the action in the play forward.
Do-Now: The Friar and the Nurse are both helping Romeo and Juliet marry behind their parents' backs. Romeo and Juliet are young (and stupid) and their actions can be justified by their immaturity. However, the Friar and Nurse are grown adults. Why are they allowing Romeo and Juliet to marry, even though they are old enough (and mature enough) to know it's wrong? What does this show you about the Friar and the Nurse?
Today: 1) Class will read Act 2, Scene 5 and Act 2, Scene 6. How do the Friar and the Nurse further serve to drive the action of the play forward?
Exit Slip: How are the Nurse and the Friar helping to move the action in the play along? Do you believe Romeo and Juliet would have been able to successfully communicate with each other and marry each other had it not been for these two minor characters?
Do-Now: The Friar and the Nurse are both helping Romeo and Juliet marry behind their parents' backs. Romeo and Juliet are young (and stupid) and their actions can be justified by their immaturity. However, the Friar and Nurse are grown adults. Why are they allowing Romeo and Juliet to marry, even though they are old enough (and mature enough) to know it's wrong? What does this show you about the Friar and the Nurse?
Today: 1) Class will read Act 2, Scene 5 and Act 2, Scene 6. How do the Friar and the Nurse further serve to drive the action of the play forward?
Exit Slip: How are the Nurse and the Friar helping to move the action in the play along? Do you believe Romeo and Juliet would have been able to successfully communicate with each other and marry each other had it not been for these two minor characters?
Monday, June 4, 2012
Tuesday, June 5
Objective: SWBAT describe how the minor characters, The Friar and the Nurse, act as catalysts to drive the action in the play forward.
Do-Now: Romeo and Juliet just met and they are already planning on getting married. How long do you think you should know someone before you marry them? Why?
Today: 1) Class will read Act 2, Scene 3. How does the Friar react to Romeo's change of heart?
2) Class will read Act 2, Scene 4. What warning does the Nurse give to Romeo?
Exit Slip: What do both the Friar and the Nurse do to help move Romeo and Juliet's relationship forward? Would Romeo and Juliet be able to accomplish their marriage without the help of these two characters? Explain.
Do-Now: Romeo and Juliet just met and they are already planning on getting married. How long do you think you should know someone before you marry them? Why?
Today: 1) Class will read Act 2, Scene 3. How does the Friar react to Romeo's change of heart?
2) Class will read Act 2, Scene 4. What warning does the Nurse give to Romeo?
Exit Slip: What do both the Friar and the Nurse do to help move Romeo and Juliet's relationship forward? Would Romeo and Juliet be able to accomplish their marriage without the help of these two characters? Explain.
Monday, June 4
Objective: SWBAT create a modernized version of the balcony scene from "Romeo and Juliet."
Do-Now: Do you believe that Romeo and Juliet are truly in love? Why or why not? Explain.
Today: 1) Class will read the prologue for Act 2. What is Shakespeare reminding us of in this prologue?
2) Class will read Act 2, Scene 1. Where do Romeo's friends believe he has gone?
3) Class will read Act 2, Scene 2. What are Romeo and Juliet's plans?
4) Balcony Scene Reboot: Pretend Romeo and Juliet met at a party in today and decided to exchange cell phone numbers. Instead of visiting Juliet's balcony, Romeo decides to profess his love to Juliet and ask her to marry him via text. Re-write the balcony scene using text messages between Romeo and Juliet. Your scene should be at least two pages long and can be written similar to a play with each character's name written before his/her text and a space in between each separate text. Keep in mind that text messages are usually short and limited to about 150 characters. Feel free to use modern language, abbreviations and emoticons.
Homework: Finish "Balcony Scene Reboot"
Do-Now: Do you believe that Romeo and Juliet are truly in love? Why or why not? Explain.
Today: 1) Class will read the prologue for Act 2. What is Shakespeare reminding us of in this prologue?
2) Class will read Act 2, Scene 1. Where do Romeo's friends believe he has gone?
3) Class will read Act 2, Scene 2. What are Romeo and Juliet's plans?
4) Balcony Scene Reboot: Pretend Romeo and Juliet met at a party in today and decided to exchange cell phone numbers. Instead of visiting Juliet's balcony, Romeo decides to profess his love to Juliet and ask her to marry him via text. Re-write the balcony scene using text messages between Romeo and Juliet. Your scene should be at least two pages long and can be written similar to a play with each character's name written before his/her text and a space in between each separate text. Keep in mind that text messages are usually short and limited to about 150 characters. Feel free to use modern language, abbreviations and emoticons.
Homework: Finish "Balcony Scene Reboot"
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