The essay begins.

It begins. Think of your essay as a fresh start.
A new opportunity to get better at writing.

Today's Goal: Now that we have some evidence to work with for our literary analysis, we need to examine that evidence and decide what argument to build and defend.

The Plan:

1. Book Love!

2. Examine your collected evidence

3. Create a thesis.

4. Socrative

5. Start outlining your essay

Romeo and Juliet Essay

I have sent you a new document in Google Drive. It will be in your "Shared With Me" folder. Make sure you click and drag it into your "My Drive." Do not change the title I have given it.

You will find the prompt and due date inside the document, as well as a bunch of resources at the bottom.

CLICK HERE to view the evidence you gathered as a class to use as a resource. (It's not perfect, but it's a starting place.)

Below are some slides that can help you,too:

HOMEWORK:

• Your Vocab Test (SENS/SEQU) is on Tuesday, March 1 (That's tomorrow.)
• • CLICK HERE for the slides.
• Your second book review is due Wednesday, March 2
• Turnitin.com submitted by midnight on Tuesday, March 1.
• Paper copy due in class on March 2.
• You must do both to avoid a zero.
• Your Romeo and Juliet Essay is due on March 7.
• Turnitin.com submitted by midnight on Sunday, March 6.
• Paper copy printed, due in class on March 7.
• You must do both to avoid a zero.
• Bring in a picture of someone or something that inspires you. We're making a wall.

Gathering Evidence

Today's Goal: Gather evidence related to the thematic concepts we have been discussing related to Romeo and Juliet. The goal is to build a database of evidence that we can ALL use when crafting our essays.

The Plan:

1. Book Love Reading! (Finished with your book? Work on your book review. Finished with that? Start another book. You'll need to read for English 1B anyway!)
2. Introduction to your Romeo and Juliet essay
3. Gather Evidence!!

Romeo and Juliet Literary Analysis Essay

THE PROMPT:

Explain and justify the development of a theme in Romeo and Juliet. 

In a clear thesis statement describe how this theme is seen throughout the text (in language, in plot, in character relationships, etc.) and detail Shakespeare’s message about this theme.

A THEME IS NOT ONE WORD.

Need a reminder about theme? Here's the powerpoint of possible themes we discussed in your "Last Lesson On Theme" (will add link soon. I promise)

HERE IS THE EVIDENCE FORM WE ARE USING TODAY

Fate's Final Play

Today's Goal: Finish this play and brainstorm the possible messages that Shakespeare wants us to walk away with.

The Plan:

1. Book Love: Read!
2. Finish Romeo and Juliet
3. CLICK HERE for a form for brainstorming
4. If time, we will watch the final scenes in the movie.

As we finish the play, here are some things to watch out for (you don't need to put it in your English Journal unless you really really want to. It might be helpful to YOU because these questions aren't going away due to the essay assignment we're going to talk about tomorrow):

1. When all is said and done, was fate the cause of everything?
2. How does family loyalty affect our actions?
3. Is it possible to fall in love that quickly? Are their actions for love justified?
4. How does hatred drive the character's actions? What are the consequences?
5. In what ways does gender affect the characters of this story?

Homework:

• FILL OUT THIS FORM ASAP
• Your Vocab Test (SENS/SEQU) is on Tuesday, March 1.
• • CLICK HERE for the slides.
• Your second book review is due Wednesday, March 2
• Turnitin.com submitted by midnight on Tuesday, March 1.
• Paper copy due in class on March 2.
• Bring in a picture of someone or something that inspires you. We're making a wall.

A Day for Book Love

Today's Goal: Write a scholarly review of your book love selection.

The Plan:

1. Read the rest of Act IV
2. Work on Book Reviews. As indicated to me yesterday, you are all in different places, which is fine. I have reseated you so that you are, for the most part, near others that are in the same place you are.
   
   Group 5 and 6? You have some reading to do. That's how you'll need to spend your time today.
   
   Group 1? I want to answer any and all questions you might have to help easy any confusion.
   
   Group 2, 3, 4? The resources/list/tips below should be helpful to you.

Helpful Book Review Resources:

• Use the chart as a guide for your book review
• A model of a good book review from a 9th grader
• Another model of a good book review by a 9th grader
• Are they perfect? no.
• Can you use them to help you organize? Yes.

Helpful Book Review TIPS:

• Don't just hit all of the things in the chart. You want to go into more detail on a few aspects of your book more than you want to write one sentence for each thing to check off the boxes. That doesn't cut it, and is generally too vague.
• Start by telling your reader why you read that book! What made it look interesting to you? Who told you to read it? What made it appealing?
• Keep your summary brief. Shoot for about 3 sentences of summary. It's okay if you miss, but it's important that you practice writing shorter reviews that are focused on the main plot of the story. What is the MAIN conflict/struggle for the main character(s)?
• You ARE allowed to use the word "I" in a piece of writing like this. It is meant to be conversational and friendly.
• You are allowed to hate the book, but you have to give reasons, and that doesn't mean you shouldn't include details.
• If you don't include details that indicate you read the book, I assume you didn't read the book, and you don't get higher than a D.

Some ideas you could include in the Opinion/Response part of your book review:

• Your favorite character
• The character that made you the angriest
• The most memorable quote
• An important choice that a character made and whether you agree with that choice
• Does it remind you of something in your life or in the world you live in?
• Funniest scene
• Favorite scene
• What song or movie relates to this book?
• What do you think the lesson of the book was? What did you learn about friendship, family, struggle, etc?

Homework

• SEC/SEQU Vocab Work due TOMORROW Thursday, February 25.
• • CLICK HERE for the slides.
  • Your Vocab Test (SENS/SEQU) is on Tuesday, March 1.
• Your second book review is due Wednesday, March 2
• Turnitin.com submitted by midnight on Tuesday, March 1.
• Paper copy due in class on March 2.
• Bring in a picture of someone or something that inspires you and might inspire others. We're making a wall.
• NOTE: Literally anyone should be able to walk into our room and appreciate our wall of inspiration. I will not allow inappropriate things to decorate our space, and get complete veto power over anything. This is a safe classroom for positivity and encouragement. Nothing less.

Act 4: The Escape?

The Goal: Yesterday you made a play for Romeo and Juliet so that they could be together, and hopefully still reunite the families. Today, we're going to start to read to learn what plans are actually made for her and Romeo to be together again.

The Plan:

1. Read.
2. Review citations, puns, and dramatic irony.
3. Answer two quick questions for me.
4. Read Act 4
5. English Journal Entry

PUNS:

Source

Dramatic Irony:

Source

Questions for Your English Journal:

1. How have Friar Laurence and the Nurse impacted this plot thus far? Who are they loyal to? How have they handled the love affair between Romeo and Juliet? Are they helping or hurting? (Think about their actions in the whole story.)
2. In Act IV, Scene i, how does Shakespeare use a minor character to impact the plot? How does this scene illustrate how passion and deep emotion sway our better judgement?
3. What is one instance of dramatic irony in Act IV? Using the evidence, explain what the characters think they know, and what we, the audience, actually know. 

Homework

• SEC/SEQU Vocab Work due Thursday, February 25.
• • CLICK HERE for the slides.
  • Your Vocab Test (SENS/SEQU) is on Tuesday, March 1.
• Your second book review is due Wednesday, March 2
• Turnitin.com submitted by midnight on Tuesday, March 1.
• Paper copy due in class on March 2.
• Bring in a picture of someone or something that inspires you. We're making a wall.

How do we get out of a sticky situation?

Today's Goal: Put ourselves in the shoes of these characters for the purpose of critically thinking about the choices they have, the plans they need to make, and the best way to create an ending they want and/or deserve.

The Plan:

1. Read
2. Take a short quiz on Act III.
3. I have a question for the class: Who inspires you to be your best? (Real. Fake. Someone you know. Someone you've never met in your life. Doesn't matter. Everyone should be prepared to share.)
4. Solving Romeo and Juliet's Predicament
5. Read Act 4, Scene 1, 2, and maybe 3.

Solving Romeo and Juliet's Predicament:

With your partner, you're going to use THIS FORM to see if you can put yourself in Juliet's shoes and make a plan that will result in the best possible ending for her and Romeo.

The Rules (uh-oh): 

• Juliet cannot sneak out the window. Pretend there are bars on them, and don't forget she can't go anywhere alone, either, except when she's talking to Friar Laurence.
• Romeo cannot get back into Verona without being seen, arrested, and put to death.
• She has TWO days in which to enact this plan. (It's Tuesday. She's getting married to Paris on Thursday.)
• Try not to let anyone else die.

Can you do it?

Homework/Important Dates

• Bring in a picture tomorrow of someone or something that inspires you. We're making a wall.
• Revision of Fate/Free Will Paragraph (Due Tuesday, February 23)
• Your homework is to REVISE your paragraph. I have given you notes, and indicated missing MLA formatting. 
• You must turn in BOTH your old paragraph, and your revised/rewritten new one. 
• It must follow MLA requirements (heading, citations, last name/page number in top right corner). 
• Your final version must be printed.
• I will be here TODAY (Monday) after school if you need assistance or guidance in your revisions.
• Right now, these are not in the gradebook. If you don't turn in the revision, you'll have a zero on the assignment (you don't want that).
• Vocab Practice Due Wednesday, February 24
• CLICK HERE for the slides.
• Your second book review is due Wednesday, March 2 
• THAT'S NEXT WEEK.
• Turnitin.com submitted by midnight on Tuesday, March 1.
• Paper copy due in class on March 2.

Happy Hoopcoming!

Today's Goal: Finish Act III, and watch the film version of Act III.

The Plan:

1. Read!
2. Finish Act III together
3. Watch the film version

Homework and Important Dates!

• Act III Quiz Monday, February 22
• Revision of Fate/Free Will Paragraph
• I am handing your paragraphs back today. Right now, they are not in the gradebook.
• Your homework is to REVISE your paragraph. I have given you notes, and indicated missing MLA formatting. 
• You must turn in BOTH your old paragraph, and your revised/rewritten new one. 
• It must follow MLA requirements (heading, citations, last name/page number in top right corner). 
• Your final version must be printed.
• Your revision is due on Tuesday, February 23.
• I will be here on Monday after school if you need assistance or guidance in your revisions.
• If you don't turn in the revision, you'll have a zero on the assignment (you don't want that).
• Your second book review is due Wednesday, March 2
• Turnitin.com submitted by midnight on Tuesday, March 1.
• Paper copy due in class on March 2.

Romeo Makes Plans

They're married! Now Romeo must leave.

Today's Goal: Keep Reading. Catch up on work.

The Plan: 

1. Read
2. Read Romeo and Juliet
3. Write

Questions for your English Journal (3.2, 3.3, and 3.4)

1. Both Romeo and Juliet use hyperbole to emphasize the tragedy that has befallen them. Find and share an example of hyperbole from Juliet in 3.2 and Romeo in 3.3. What is the intended meaning of the hyperbolic statements?
2. Romeo indicates that he is jealous of flies (III.iii.28-51). Why is he jealous? What are the flies able to do that he is not? 
3. At the end of 3.3, why is Friar angry with Romeo? What is one metaphor (with evidence) that Friar uses to make his argument?
4. What plan do Friar and Romeo make for the night after Romeo has been banished?
5. In 3.4, what plans does Lord Capulet make? Why does he believe that those plans are justified?

Homework

• Finish your English Journal entries from yesterday and today!
• SENS/SENT Vocab Work due Friday, February 19.
• • CLICK HERE for the slides.
• Your second book review is due Wednesday, March 2
• Turnitin.com submitted by midnight on Tuesday, March 1.
• Paper copy due in class on March 2.

Grammar Notes and Act 3 Scene 2

The Plan:

1. Read
2. Grammar - Subject/Predicate Agreement
3. Read Act 3, Scene 2
4. English Journal Entry (With questions below)

Two Questions for Your English Journal (for 3.2):

1. Find 3 examples of oxymoron from Juliet. How do the oxymorons contribute to Juliet's conflicting feelings for Romeo in this moment?
2. Juliet makes a decision to support her family OR her love in this scene. Whom does she choose? Why? Where in the text do we learn why she chooses as she does?

Homework

• Finish your English Journal entry!
• SENS/SENT Vocab Work due Friday, February 19.
• • CLICK HERE for the slides.
• Your second book review is due Wednesday, March 2
• Turnitin.com submitted by midnight on Tuesday, March 1.
• Paper copy due in class on March 2.

Star-crossed?

The Plan:

1. Read!
2. Listen to Act III, Scene i all the way through again.
3. Write a two-chunk paragraph

Fate vs. Free Will Prompt:

CLICK HERE for the Two-Chunk Paragraph Prompt

This is due on paper tomorrow. Feel free to turn it in today so you don't have homework.

HOMEWORK/IMPORTANT DATES

• Today's two-chunk paragraph due tomorrow, February 16
• Your second book review is due Wednesday, March 2
• Turnitin.com submitted by midnight on Tuesday, March 1.
• Paper copy due in class on March 2.

Conflict Arises

Today's Goal: Read the climax of Romeo and Juliet, and ask ourselves: Are Romeo's actions due to fate or does he act out of free will?

The Plan:

1. Read
2. CLICK HERE for the Act II quiz.
3. Act III, Scene I (we'll need some actors!)

Literary Climax: "that particular point in a narrative at which the conflict or tension hits the highest point. Climax is a structural part of a plot and is at times referred to as a crisis." (source)

Questions for your English Journal:

1. What occurs in this scene that indicates to us that this is the climax?
2. Romeo blames fate for the events of this scene. Where does he do this? Why?
3. Is Romeo correct? Is fate to blame, or did he act out of free will?

Homework:

• Read your independent reading book at home
• Revise and resubmit your HOMS essay. There are directions on School Loop if you choose to do this.

Insult SLAM

Today's Goal: Practice using Shakespeare's language by participating in an insult/flattery tournament. Get used to the way it feels to speak it.

The Plan:

1. Read!
2. Grow Notes (Implied Subjects)
3. A funny reminder of what has happened in Romeo and Juliet so far.
4. Insult/Flattery Contest
5. A Video on Interpreting Shakespeare

Homework:

• Act II Quiz Tomorrow!!!!
• Read your Book Love book. You're going to be doing another book review before the end of the trimester. Make sure you are reading!

A wedding!

Today's Goal: Discover how Romeo and Juliet follow through on their plans together, and catch yourself up on your English Journal work.

The Plan:

1. Read!
2. Finish listening to and discussing Act II
3. English Journal

Act I, Scene 3-6: Questions for your English Journal:

1. Why does Friar agree to help Romeo? (2.3)
2. Juliet calls the nurse old using a simile. Find that simile. What does she compare Nurse to? Why is it an effective use of literary device? (2.5)
3. What does Nurse do when Juliet asks about news from Romeo? (2.5)
4. What is the warning that the Friar gives right before the wedding? Why? What literary devices does he use/employ? (2.6)

HOMEWORK:

• Your English Journals are being graded on Wednesday night. (That's tomorrow.) See yesterday's post or school loop for the list of entries.

Today, we read.

The Plan:

1. Read!
2. Vocab Root Test
3. Read Romeo and Juliet, Act 2, Scene 3 and 4

Homework:

I'm grading English Journals on Wednesday. (Yes, this is earlier than what I said on Friday). It is worth 25 points. I score it on a scale of 1-5, just like last time. You may want to make sure all of your entries are completed. They are below, and include tomorrow's work.

Is this love? Continued!

Love [luhv]. noun. - a profoundly tender, passionate affection for another person.

Infatuation [in-fach-oo-ey-shuh n]. noun. - to be inspired with or in possession of a foolish or unreasoning passion, as of love.

So.... Is this a story of love or infatuation? True love or foolishness?

Today's Goal: Analyze Shakespeare's use of language in the interaction between Romeo and Juliet after the party scene in order to identify the ways in which Romeo and Juliet profess their love to one another.

The Plan:

1. Book Love Reading
2. Finish reading Act II, Scene ii.
3. Copy and Paste THIS DOCUMENT into your English Journal. Our copy machine isn't working, so we're going to do this digitally.
4. Four Corners Discussion
5. Reflection/English Journal Writing

Source

HOMEWORK:

• Your FID/GREG Root test is on MONDAY
• I'm grading your English Journals next Friday, February 12.

Is This Love?

Love [luhv]. noun. - a profoundly tender, passionate affection for another person.

Infatuation [in-fach-oo-ey-shuh n]. noun. - to be inspired with or in possession of a foolish or unreasoning passion, as of love.

So.... Is this a story of love or infatuation? True love or foolishness?

Today's Goal: Analyze the interaction between Romeo and Juliet after the party scene in order to identify the ways in which Romeo and Juliet profess their love to one another:

The Plan:

1. Book Love Reading
2. Grow Notes 
3. Read Act II, Prologue and Scene i
4. Read and annotate Act II, Scene ii, looking for the figurative language that Romeo and Juliet use. (You will find the document you need shared with you in Google Drive)

HOMEWORK:

Your homework is to read through Act 2 Scene 2 of Romeo and Juliet and identify examples of:

• simile
• metaphor
• hyperbole
• personification

You need at least 5 annotations from lines 27-200. You must:

1. correctly identify the figurative language
2. explain what it means
3. explain why that character might be using this device in this moment. (What's the goal/purpose of this device?)

If you don't have a computer: use your book, write the lines on paper, cite them correctly, and explain the figurative language and what it means there. This is the other option for obtaining these points.

NOTE: Your Vocab test is on Monday, NOT tomorrow.

Act 1 Quiz and Continued Movie Comparison

Today's Goal: Compare and Contrast different interpretations of the costume ball where Romeo and Juliet first meet, through reading Act I Scene V, and then watching two versions of this scene. (This may take us into tomorrow, too.

The Plan:

1. Act 1 Quiz
2. Continue watching the 1968 and 1996 versions of the Costume Ball/Party Scene
3. Finish filling out your comparison chart in your English Journal

CLICK HERE to copy this chart into your English Journal (ONLY if you haven't already).


Homework:
• FID/GREG Test MONDAY, February 8
• CLICK HERE for the slides!
• Catch up on your English Journal work

To the Costume Ball

Today's Goal: Compare and Contrast different interpretations of the costume ball where Romeo and Juliet first meet, through reading Act I Scene V, and then watching two versions of this scene. (This may take us into tomorrow, too.

The Plan:

1. Book Love Reading
2. Read Act I Scene IV together
3. Begin watching the 1968 and 1996 versions of the Costume Ball/Party Scene

CLICK HERE to copy this chart into your English Journal (these are our purposes for reading, and what we will be workingon today and tomorrow).

Homework:

• GREG Root Practice due Wednesday, February 3.
• CLICK HERE for the slides!
• I am moving the FID/GREG Quiz to MONDAY, February 8
• You will be taking a Act I Quiz tomorrow. You will need to know characters and some important events/words

Queen Mab

Today's Goal: Interpret the imagery of Queen Mab, as described by Mercutio, in order to represent her artistically.

The Plan:

1. Book Love!
2. Watch Act I. Scene iv. 
3. Queen Mab Analysis

Queen Mab Analysis

Introduction: After his famous “Queen Mab speech,” Mercutio states that he is “talking about dreams, which are the products of a brain that’s doing nothing.  Dreams are nothing but silly imagination” (I.iv. 105-107).  He suggests that all desires and fantasies are nonsensical and fragile—corrupting to our mental stability.  

Directions:  Closely re-read Mercutio’s description of Queen Mab focusing on the imagery of his speech.  Choose at least four details to represent Queen Mab artistically.

Specifications:

1. Artistic ability is an added bonus.  You will be graded on your effort and your following of directions.

2. Include the original text on your piece of art that you are using to inspire yours.  Cite the text correctly.

3. Use more than one color thoughtfully.

4. Use at least four details from lines 60-76. 

5. You can only receive full credit if your work is labeled with original text and correct citations. 

6. This assignment is due Tuesday, February 2. 

If you go home and need some help, the following picture may be useful.
NOTE: You must cite the ORIGINAL text on your artwork.

HOMEWORK:

• Queen Mab Artistic Drawing due Tuesday, February 2.
• GREG Root Practice due Wednesday, February 3.
• CLICK HERE for the slides!