Objective: SWBAT evaluate the resolution of "Romeo and Juliet."
Do-Now: Romeo never received the Friar's letter detailing Juliet's plan to fake her death. Romeo now plans on killing himself at her grave. Will Juliet wake up in time to stop him? Will the Friar be able to stop him now that he knows his letter never made it to Romeo? What other complications might occur? Explain.
Today: 1) Class will read Act 5, Scene 3 of "Romeo and Juliet." What causes the final tragedy of Romeo and Juliet? What might have prevented it?
2) Class will watch the ending of "Romeo and Juliet."
Exit Slip: What are your reactions to the play's ending?
Wednesday, May 30, 2012
Tuesday, May 29, 2012
Wednesday, May 29
Objective: SWBAT characterize the Nurse, Lord and Lady Capulet, and Romeo based on their reactions to Juliet's death.
Do-Now: "Timing is everything." Do you agree with this quote? Why or why not? Think of how time has affected your life. What has happened to you (or not happened to you) because you were either too early, too late, or right on time? How might your life have been different in this situation had the timing been different?
Today: 1) Class will read Act 4, Scenes 4 and 5. How do different characters react to Juliet's death? What do their reactions tell us about them?
2) Class will read Act 5, Scene 1. What is Romeo's plan? What does this show us about Romeo?
3) Class will read Act 5, Scene 2. How does timing affect the outcome of this scene? What might now happen to Romeo and Juliet?
Exit Slip: What can we tell about each character based on his/her reaction to Juliet's death: The Nurse, Lady Capulet, Lord Capulet, Romeo.
Do-Now: "Timing is everything." Do you agree with this quote? Why or why not? Think of how time has affected your life. What has happened to you (or not happened to you) because you were either too early, too late, or right on time? How might your life have been different in this situation had the timing been different?
Today: 1) Class will read Act 4, Scenes 4 and 5. How do different characters react to Juliet's death? What do their reactions tell us about them?
2) Class will read Act 5, Scene 1. What is Romeo's plan? What does this show us about Romeo?
3) Class will read Act 5, Scene 2. How does timing affect the outcome of this scene? What might now happen to Romeo and Juliet?
Exit Slip: What can we tell about each character based on his/her reaction to Juliet's death: The Nurse, Lady Capulet, Lord Capulet, Romeo.
Friday, May 25, 2012
Tuesday, May 29
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.
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.
Thursday, May 24, 2012
Friday, May 25
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?
Wednesday, May 23, 2012
Thursday, May 24
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?
4) 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?
4) 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.
Tuesday, May 22, 2012
Wednesday, May 23
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"
Thursday, May 17, 2012
Friday, May 18
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?
3) The Letter: In the beginning of Act 2, Scene 4, Mercutio claims Tybalt has sent a letter to Romeo's house. What do you believe is written in this letter? Pretend you are Tybalt and compose a letter to Romeo. Remember, Tybalt claimed he would seek revenge on Romeo after the party. What things might he say/threaten to Romeo? What might be his reasons for being upset with Romeo? Once you have finished, exchange your letter with a classmate. Next, pretend you are Romeo reading your classmate's letter (from Tybalt) and write a response.
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.
Homework: Diary Project Due MONDAY, May 21!!!
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?
3) The Letter: In the beginning of Act 2, Scene 4, Mercutio claims Tybalt has sent a letter to Romeo's house. What do you believe is written in this letter? Pretend you are Tybalt and compose a letter to Romeo. Remember, Tybalt claimed he would seek revenge on Romeo after the party. What things might he say/threaten to Romeo? What might be his reasons for being upset with Romeo? Once you have finished, exchange your letter with a classmate. Next, pretend you are Romeo reading your classmate's letter (from Tybalt) and write a response.
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.
Homework: Diary Project Due MONDAY, May 21!!!
Wednesday, May 16, 2012
Thursday, May 17
Objective: SWBAT characterize Romeo and Juliet based on their interaction during the balcony scene.
Do-Now: Do you believe in love at first sight? Why or why not? Do you believe it's possible for Romeo to now be in love with Juliet, even though he was in love with Rosaline just minutes before? Explain.
Today: 1) Class will examine the Prologue for Act 2. What are we reminded of in this prologue?
2) Class will read Act 2, Scenes 1 and 2. Why is Juliet skeptical about Romeo's love for her? Why do the two of them of them wish to get married even though they just met?
3) 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.
Exit Slip: Describe Romeo and Juliet based on their actions/dialogue during the balcony scene. What does this scene reveal about each of their characters?
Homework: Diary Project Due MONDAY, May 21!!!
Do-Now: Do you believe in love at first sight? Why or why not? Do you believe it's possible for Romeo to now be in love with Juliet, even though he was in love with Rosaline just minutes before? Explain.
Today: 1) Class will examine the Prologue for Act 2. What are we reminded of in this prologue?
2) Class will read Act 2, Scenes 1 and 2. Why is Juliet skeptical about Romeo's love for her? Why do the two of them of them wish to get married even though they just met?
3) 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.
Exit Slip: Describe Romeo and Juliet based on their actions/dialogue during the balcony scene. What does this scene reveal about each of their characters?
Homework: Diary Project Due MONDAY, May 21!!!
Tuesday, May 15, 2012
Wednesday, May 16
Objective: SWBAT describe how the meeting of Romeo and Juliet represents situational irony.
Do-Now: Who is Romeo in love with and why does she not love him back? Why is Romeo "crashing" the Capulet party? Who wants to marry Juliet and why does Juliet's mother want her to marry him?
Today: 1) Class will read Act 1, Scene 5 of "Romeo and Juliet."
2) Change the Scene: In Act 1, Scene 5, Romeo (who is already in love with Rosaline) meets Juliet (who is supposed to marry Paris). The two instantly fall in love with each other and forget about Rosaline and Paris. There are also several other elements in this scene that seem unrealistic: Romeo being able to sneak into his enemy's party, Lord Capulet allowing Romeo to stay, Tybalt agreeing to leave Romeo alone, etc. How might this scene have played out differently in real life? Write your own, more realistic version of this scene changing any elements you wish to make the scene more believable. You may choose to make your scene humorous or serious (humorous is preferred) and may make the outcome of the scene different (for example, Juliet rejects Romeo and leaves with Paris). Your scene re-write should be written in play format and should be at least TWO pages long.
Exit Slip: How does Romeo and Juliet's meeting represent situational irony? (Hint: Who is each of them supposed to be with? Why is each of them at the party?)
Homework: Diary Project Due Monday, May 21
Do-Now: Who is Romeo in love with and why does she not love him back? Why is Romeo "crashing" the Capulet party? Who wants to marry Juliet and why does Juliet's mother want her to marry him?
Today: 1) Class will read Act 1, Scene 5 of "Romeo and Juliet."
2) Change the Scene: In Act 1, Scene 5, Romeo (who is already in love with Rosaline) meets Juliet (who is supposed to marry Paris). The two instantly fall in love with each other and forget about Rosaline and Paris. There are also several other elements in this scene that seem unrealistic: Romeo being able to sneak into his enemy's party, Lord Capulet allowing Romeo to stay, Tybalt agreeing to leave Romeo alone, etc. How might this scene have played out differently in real life? Write your own, more realistic version of this scene changing any elements you wish to make the scene more believable. You may choose to make your scene humorous or serious (humorous is preferred) and may make the outcome of the scene different (for example, Juliet rejects Romeo and leaves with Paris). Your scene re-write should be written in play format and should be at least TWO pages long.
Exit Slip: How does Romeo and Juliet's meeting represent situational irony? (Hint: Who is each of them supposed to be with? Why is each of them at the party?)
Homework: Diary Project Due Monday, May 21
Monday, May 14, 2012
Tuesday, May 15
Objective: SWBAT identify TWO major events in Act 1 of "Romeo & Juliet" and describe how these events could potentially cause complications for the protagonists later in the play.
Do-Now: In the United States, the average ages for marriage are 26 for women and 28 for men. At what age do you believe a person should get married? Why do you believe this? Do you believe men and women should marry at different ages? Why or why not? What qualifies a person as "ready" to get married?
Today: 1) Review Act 1, Scene 1.
2) Read Act 1, Scenes 2-4. What major events occur in these scenes which may later cause complications for the play's protagonists, Romeo and Juliet?
3) Written Reflection: Juliet's father feels she might be too young to get married, whereas her mother wants her to get married NOW. Expanding upon your journal entry, respond to the following set of questions in a written reflection consisting of a MINIMUM of 15-20 sentences: At what age do YOU see yourself getting married? What are your reasons for waiting until this age? What qualities will you look for in a potential husband/wife? What age do you believe your parents want you to be married? Why? What qualities would THEY want your future husband/wife to have? What do you believe accounts for the similarities/differences between what YOU want and what your parents want FOR YOU?
Exit Slip: Describe TWO major events which occur in Act 1 of "Romeo & Juliet" which have the potential to cause complications for Romeo and Juliet later in the play.
Homework: Continue working on Diary Project. Due Monday, May 21!!!
Do-Now: In the United States, the average ages for marriage are 26 for women and 28 for men. At what age do you believe a person should get married? Why do you believe this? Do you believe men and women should marry at different ages? Why or why not? What qualifies a person as "ready" to get married?
Today: 1) Review Act 1, Scene 1.
2) Read Act 1, Scenes 2-4. What major events occur in these scenes which may later cause complications for the play's protagonists, Romeo and Juliet?
3) Written Reflection: Juliet's father feels she might be too young to get married, whereas her mother wants her to get married NOW. Expanding upon your journal entry, respond to the following set of questions in a written reflection consisting of a MINIMUM of 15-20 sentences: At what age do YOU see yourself getting married? What are your reasons for waiting until this age? What qualities will you look for in a potential husband/wife? What age do you believe your parents want you to be married? Why? What qualities would THEY want your future husband/wife to have? What do you believe accounts for the similarities/differences between what YOU want and what your parents want FOR YOU?
Exit Slip: Describe TWO major events which occur in Act 1 of "Romeo & Juliet" which have the potential to cause complications for Romeo and Juliet later in the play.
Homework: Continue working on Diary Project. Due Monday, May 21!!!
Friday, May 11, 2012
Monday, May 14
Objective: SWBAT analyze the Prologue of "Romeo and Juliet" and create their own sonnets.
Do-Now: Recall famous sets of enemies that have fought in the past (or are still fighting.) Why were these enemies fighting? What occured as a result of their fighting? Was there conflict ever resolved? Explain.
Today: 1) Class will review Shakespearean Tragedy: What common elements do all Shakespearean tragedies have?
2) Class will examine the Prologue of "Romeo and Juliet." How does the prologue act as a brief summary of the play? How do we already know the outcome of the play before we begin to read it?
3) Sonnet Writing: How to write a Shakespearean Sonnet.
Exit Slip: What do we learn about the events in the play by reading the Prologue?
Homework: Finish sonnet. Continue working on your Diary Project. DUE MONDAY MAY 21.
Do-Now: Recall famous sets of enemies that have fought in the past (or are still fighting.) Why were these enemies fighting? What occured as a result of their fighting? Was there conflict ever resolved? Explain.
Today: 1) Class will review Shakespearean Tragedy: What common elements do all Shakespearean tragedies have?
2) Class will examine the Prologue of "Romeo and Juliet." How does the prologue act as a brief summary of the play? How do we already know the outcome of the play before we begin to read it?
3) Sonnet Writing: How to write a Shakespearean Sonnet.
Exit Slip: What do we learn about the events in the play by reading the Prologue?
Homework: Finish sonnet. Continue working on your Diary Project. DUE MONDAY MAY 21.
Thursday, May 10, 2012
Friday, May 11
Objective: SWBAT compare a play to the film version of the play.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Finish watching "Anne Frank"
2) Watch "Who Betrayed Anna Frank"
3) Diary Entry Project: Pretend that you were forced to go into hiding today. You would not be allowed to tell your friends/family where you were or have any contact with the outside world (no cellphones, internet, etc.) Write a series of five diary entries in which you describe what it feels like to be cut off from the outside world. You may choose to talk about why you are hiding, who is hiding with you, what you brought with you to hide, who/what you left behind on the outside, what you do to occupy your time while in hiding, etc. Your entries may end with you leaving hiding or being discovered. Each entry should be a minimum of TEN complete sentences (a total of at least FIFTY sentences.) This project is worth 50 points and will be graded on completeness and creativity. FIVE points will be deducted for each day the project is turned in late.
DUE DATE = MONDAY, MAY 21
Exit Slip: Did you enjoy the film version of "Anne Frank?" Why or why not? How does it compare to the play version we read in class? Do you feel the play included all of the most important parts, or were some of them left out? Explain.
Homework: Your diary project is Due Monday, May 21. This assignment will be your ONLY homework for the next week, therefore, you may choose to complete one entry a night for the next FIVE nights instead of waiting until the last minute.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Finish watching "Anne Frank"
2) Watch "Who Betrayed Anna Frank"
3) Diary Entry Project: Pretend that you were forced to go into hiding today. You would not be allowed to tell your friends/family where you were or have any contact with the outside world (no cellphones, internet, etc.) Write a series of five diary entries in which you describe what it feels like to be cut off from the outside world. You may choose to talk about why you are hiding, who is hiding with you, what you brought with you to hide, who/what you left behind on the outside, what you do to occupy your time while in hiding, etc. Your entries may end with you leaving hiding or being discovered. Each entry should be a minimum of TEN complete sentences (a total of at least FIFTY sentences.) This project is worth 50 points and will be graded on completeness and creativity. FIVE points will be deducted for each day the project is turned in late.
DUE DATE = MONDAY, MAY 21
Exit Slip: Did you enjoy the film version of "Anne Frank?" Why or why not? How does it compare to the play version we read in class? Do you feel the play included all of the most important parts, or were some of them left out? Explain.
Homework: Your diary project is Due Monday, May 21. This assignment will be your ONLY homework for the next week, therefore, you may choose to complete one entry a night for the next FIVE nights instead of waiting until the last minute.
Wednesday, May 9, 2012
Thursday, May 10
Objective: SWBAT compare a play to the film version of the play.
Do-Now: Describe Anne's life in hiding. What problems have her and her family faced so far? Can you relate to any of these problems? Explain.
Today: 1) Continue watching "The Diary of Anne Frank"
Exit Slip: Why do you believe Anne is able to remain positive despite all the negative things that are happening around her? If you were in her situation, would you be able to keep such a positive attitude? Why or why not?
Do-Now: Describe Anne's life in hiding. What problems have her and her family faced so far? Can you relate to any of these problems? Explain.
Today: 1) Continue watching "The Diary of Anne Frank"
Exit Slip: Why do you believe Anne is able to remain positive despite all the negative things that are happening around her? If you were in her situation, would you be able to keep such a positive attitude? Why or why not?
Tuesday, May 8, 2012
Wednesday, May 9
Objective: SWBAT compare a play to the film version of the play.
Do-Now: The play claims that Anne Frank's family was outed by a theif who had broken into the warehouse months earlier and had been arrested for his crime. If you were the theif, would you have been willing to sacrifice the lives of an entire family of strangers to save yourself from going to jail? Explain why or why not.
Today: 1) Class will begin to watch "Anne Frank"
Exit Slip: What are your reactions to the film version of ?Anne Frank?"
Do-Now: The play claims that Anne Frank's family was outed by a theif who had broken into the warehouse months earlier and had been arrested for his crime. If you were the theif, would you have been willing to sacrifice the lives of an entire family of strangers to save yourself from going to jail? Explain why or why not.
Today: 1) Class will begin to watch "Anne Frank"
Exit Slip: What are your reactions to the film version of ?Anne Frank?"
Monday, May 7, 2012
Tuesday, May 8
Objective: SWBAT read and interpret the play "Anne Frank" as it pertains to the historical context of the Holocaust.
Do-Now: What have you learned so far about Anne Frank based on the video you watched and the first half of the play you read? How do you think it might feel to be in her situation and be forced to hide in an attic for two years? Explain.
Today: 1) Finish reading "Anne Frank"
2) Complete "Checking the Facts" Questions #1-5, "Interpreting the Play" Questions 1-3, and "Writing." Your writing assignment should be at least FIVE to SEVEN complete sentences long.
Exit Slip: The Holocaust affected the lives of millions of people, yet few of them are remembered. Anne Frank is one of the few whose name is still mentioned today. What makes her story so special? Why have generations continued to read her story? How does her story remain relevant today?
Homework: Finish your questions and writing assignment.
Do-Now: What have you learned so far about Anne Frank based on the video you watched and the first half of the play you read? How do you think it might feel to be in her situation and be forced to hide in an attic for two years? Explain.
Today: 1) Finish reading "Anne Frank"
2) Complete "Checking the Facts" Questions #1-5, "Interpreting the Play" Questions 1-3, and "Writing." Your writing assignment should be at least FIVE to SEVEN complete sentences long.
Exit Slip: The Holocaust affected the lives of millions of people, yet few of them are remembered. Anne Frank is one of the few whose name is still mentioned today. What makes her story so special? Why have generations continued to read her story? How does her story remain relevant today?
Homework: Finish your questions and writing assignment.
Friday, May 4, 2012
Monday, May 7
Objective: SWBAT read and interpret the play "Anne Frank" as it pertains to the historical context of the Holocaust.
Do-Now: What do you know about the Holocaust? Who did it involve? Who was affected by it? What events occured during it?
Today: 1) What do we know about the Holocaust?
2) Who was Anne Frank? Class will watch a video about Anne Frank.
3) Class will begin reading "The Diary of Anne Frank."
Exit Slip: The play starts in the present and then moves into flashback. What affect does this have on you as a reader? Explain.
Do-Now: What do you know about the Holocaust? Who did it involve? Who was affected by it? What events occured during it?
Today: 1) What do we know about the Holocaust?
2) Who was Anne Frank? Class will watch a video about Anne Frank.
3) Class will begin reading "The Diary of Anne Frank."
Exit Slip: The play starts in the present and then moves into flashback. What affect does this have on you as a reader? Explain.
Thursday, May 3, 2012
Friday, May 4
Objective: SWBAT compose an ending to a play based on inferences made about the play's characters.
Do-Now: Do you believe you should always choose your friends over your significant other? Why or why not? Has a friend ever chosen a significant other over you? Explain.
Today: 1) Class will read "On the D Train"
2) Complete questions #1-5.
3) Compose your own ending for "On the D Train." Your ending should be at least TWO pages long and should be written in play format.
Homework: Finish your ending. "Death of a Salesman" Project Due MONDAY!!!
Do-Now: Do you believe you should always choose your friends over your significant other? Why or why not? Has a friend ever chosen a significant other over you? Explain.
Today: 1) Class will read "On the D Train"
2) Complete questions #1-5.
3) Compose your own ending for "On the D Train." Your ending should be at least TWO pages long and should be written in play format.
Homework: Finish your ending. "Death of a Salesman" Project Due MONDAY!!!
Wednesday, May 2, 2012
Thursday, May 3
Objective: SWBAT compose an ending for a play based on inferences they make about the play's characters.
Do-Now: How might having a baby right now affect your life? How might is affect your ability to do well in school? How might it affect your relationship with your family? How might it affect your future?
Today: 1) Class will read "Starting Over"
2) Complete questions #1-5 for "Starting Over"
3) Compose your own ending for "Starting Over." Your ending should be written in play format and should be at least TWO pages long (one page front and back.)
Homework: Finish your ending. Continue working on your "Death of a Salesman" Project
Do-Now: How might having a baby right now affect your life? How might is affect your ability to do well in school? How might it affect your relationship with your family? How might it affect your future?
Today: 1) Class will read "Starting Over"
2) Complete questions #1-5 for "Starting Over"
3) Compose your own ending for "Starting Over." Your ending should be written in play format and should be at least TWO pages long (one page front and back.)
Homework: Finish your ending. Continue working on your "Death of a Salesman" Project
Tuesday, May 1, 2012
Wednesday, May 2 (Half-Day)
Objective: SWBAT compose a play satirizing the city of Philadelphia.
Do-Now: What stereotypes do people have toward Philadelphia? What do they think about our city? What do they think about the people in our city? Are any of these stereotypes true? Explain.
Today: 1) Class will read "The Philadelphia"
2) Compose your own short play making fun of Philadelphia. Your play should be at least TWO pages long and written in correct play format.
Homework: Finish your play. Continue working on your "Death of a Salesman" Project
Do-Now: What stereotypes do people have toward Philadelphia? What do they think about our city? What do they think about the people in our city? Are any of these stereotypes true? Explain.
Today: 1) Class will read "The Philadelphia"
2) Compose your own short play making fun of Philadelphia. Your play should be at least TWO pages long and written in correct play format.
Homework: Finish your play. Continue working on your "Death of a Salesman" Project
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