Service learning and tragedy unit 2010 2011
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Service Learning and Tragedy Unit 2010-2011. Mrs. Demos. Drill 4 (4/11). Homework: Status Check 3 4/14 Works Cited P age and evidence of work begun. Objective: . Drill 1 1/25. Homework: Bring a children’s book for Service Learning. Due 1/31

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Service Learning and Tragedy Unit 2010-2011

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Service learning and tragedy unit 2010 2011

Service Learning and Tragedy Unit2010-2011

Mrs. Demos


Drill 4 4 11

Drill 4 (4/11)

  • Homework: Status Check 3 4/14 Works Cited P age and evidence of work begun.

  • Objective:


Drill 1 1 25

Drill 1 1/25

  • Homework: Bring a children’s book for Service Learning. Due 1/31

  • Objective: The students will be able to review strengths and weaknesses based on the quarterly assessment in order to set reasonable goals for improvement.

  • Drill: Review your goals (drill 1) from quarter 1 and 2. Have you met those goals? Do you need to continue working on them?

  • Set a new measurable goal with an action for quarter 3.


Drill 2 1 31

Drill 2 1/31

  • Homework: Children’s book for service learning due 1/31. Quiz 10: Text Features 2/4

  • Objective: TSWBAT compose a persuasive essay on a given topic in order to demonstrate skill with organization and ideas traits.

  • Drill: Clear your desk except for a pencil. Prepare to complete the assessment.


Drill 3 2 1

Drill 3 (2/1)

  • Homework: Children’s book for service learning and supplies for the book kit.

  • Quiz 10 Text Features 2/4 Completed outline 2/4

  • Objective: TSWBAT identify various before, during, and after reading strategies in order to develop engaging activities for the service learning book kits.

  • Drill on next slide.


Drill 3

Drill 3

  • Drill: Read the sentence. Then choose the answer in which the underlined word is used in the same way. Explain why your answer is correct.

  • Before you choose to do business with a bank, you should make sure it has a sound reputation.

  • In which sentence does the word sound mean the same as in the sentence above?

  • Although the house is old, it has a sound foundation and an excellent roof.

    B.We should sound out our teacher before we decide on a topic for our report.

  • I was startled out of a sound sleep by bright lightning and a crash of thunder.

    D. The emergency crews will sound the alarm if the floodwaters rise any higher.

    Why is your answer correct? (Annotate the answer)


Exit ticket

Exit Ticket

  • What before, during, or after reading strategy do you think you will use?

  • How will you change the strategy into a fun activity that a young student might enjoy?


Drill 4 2 2

Drill 4 (2/2)

  • Homework: Collect any materials you will need for your book kit. Craft supplies to make the kit or items you will include with your kit. Quiz 10 Text Features 2/4 Outline 2/4

  • Objective: TSWBAT analyze text features to increase understanding of texts in order to create book kits.

  • Drill: Make a list of all the text features you know or can remember. Explain how they help you understand the reading.


Drill 5

Drill 5

  • Homework: Collect any materials you will need for your book kit. Craft supplies to make the kit or items you will include with your kit. Prometheus Draft 2/8

  • Objective: The students will be able to develop before, during and after reading strategies in order to create book kits.

  • Drill: List all the text features found in your book kit book. How will these help a younger student read and understand this book? How will you use text features in your activities?

  • Write your name, block,date and quiz 10 text features on the scantron.


Drill 6

Drill 6

  • Homework: Collect any materials you will need for your book kit. Craft supplies to make the kit or items you will include with your kit. Prometheus Draft 2/8

  • Prefix Quiz 2/11

  • Objective: The students will be able to develop before, during and after reading strategies in order to create book kits.

  • Drill: Define prefix and list at least five prefixes and what they mean.

  • Answer next slide


Drill 61

Drill 6

  • Make sure your definition is correct.

  • Prefix: a word part added to the beginning of a root or base word to create a new meaning.


Drill 7

Drill 7

Homework: Service Learning Supplies, Prefix Handout Prefix and Sentence Quiz 2/11

Objective: The students will be able to develop before, during and after reading strategies in order to create book kits.

Drill: See next slide


Drill 71

Drill 7

  • Combine the following sentence pairs into complex sentences. Underline the independent clause.

  • I refused to talk about it. I was put in detention.

  • Ed hates airplanes. He will take the train.

  • The sun is shining. It will snow later today.

  • Answers:

  • I refused to talk about it since I was put in detention.

  • Because Ed hates airplanes, he will take the train.

  • The sun is shining however it will snow later today.


Drill 8

Drill 8

Homework: Service Learning Supplies, Rough Draft due 2/11

Prefix and Sentence Quiz 2/11

Prometheus paper 2/14

  • Objective: The students will be able to develop before, during and after reading strategies in order to create book kits.

  • Look at the card you were given when you walked in. Some people have prefix cards. Others have root or base word cards.

  • Match your card with another card to make a new word.

  • Write the new word and meaning on your drill sheet.

  • Use the new word in a sentence. Write the sentence on your drill sheet.


Drill 9

Drill 9

Homework: Service Learning Supplies,

Prometheus paper 2/14

  • Objective: The students will be able to develop before, during and after reading strategies in order to create book kits.

  • Drill: Complete the Scantron, Name, Date, Block, Quiz 11 Prefixes


Drill 10 2 14

Drill 10 (2/14)

Homework: Service Learning Supplies,

  • Objective: The students will be able to develop before, during and after reading strategies in order to create book kits.

  • Drill: Complete reflection sheet question 1 for Prometheus paper.

  • Hand in order: Rubric, Final, Draft, Self Review Sheet, Outline, Reflection Sheet


Drill 11

Drill 11

  • Homework: Who is William Shakespeare?

  • Objective: TSWBAT use 6+1 Writers Traits to revise their book kits in order to produce a finished product.

  • Drill: Next slide:


Drill 111

Drill 11

  • Drill: Read the sentence. Then choose the answer in which the underlined word is used in the same way. Explain why your answer is correct.

  • Susan lodged with her grandparents during her first year of college.

  • In which sentence does the word lodged mean the same as in the sentence above?

    1. A splinter lodged in Ann’s foot when she stepped on an old board.

    2. Our family lodged at a fishing camp during our trip to the seacoast.

    3. Mr. Ames lodged a complaint with the city about the overgrown lot.

    4. The archer aimed carefully and lodged an arrow in the distant target.

    Explain why you selected your answer. (Annotate the answer)


Notebook quiz 1

Notebook Quiz #1

  • What is the answer to drill 6?

  • From the Tone and Mood handout, list the first three tone words from the word box.

  • Based on your notes, compare and contrast science fiction and fantasy.

  • From the subject-verb agreement homework (page 91) what is subject verb agreement?

  • What makes up a complex sentence?


Drill 12 1 23

Drill 12 (1/23)

  • Homework: Suffix/Prefix handout (225/230) next class Quiz 12 Suffix and Prefix 2/25

  • Objective: The student will be able to demonstrate the ability to compose written, and visual presentations in order to inform and prepare the final product for presentation.

  • Drill: Read the sentence. Then choose the answer in which the underlined word is used in the same way. Explain why your answer is correct.

  • Next Slide


Drill 12

Drill 12

  • I tried pulling up the dandelion, but its roots held it fast in the soil.

  • In which sentence does the word fast mean the same as in the sentence above?

  • Terry fell fast asleep as soon as his head hit the pillow.

  • The front tires of my new car were stuck fast in the mud.

    C. I arrived early for the concert because my watch was fast.

    D. The two children were neighbors and became fast friends.


Drill 13 2 25

Drill 13 (2/25)

  • Take out Suffix/Prefix Handout

  • Homework: Inference Handout

  • Quiz 12: Suffix and Prefix 2/25

    Objective: TSWBAT apply R.A.F.T.S when reading a prompt in order to establish an authentic purpose, audience, and form for writing. The students will respond to a prompt.

  • Drill: What is R.A.F.T.S.?


Service learning and tragedy unit 2010 2011

R.A.F.T.S helps your writing flow

Role, Audience, Format, Topic

Use the R.A.F.T.S. organizer as you read a prompt or question to make sure you know what the question is and what you are being asked to write. This helps set a purpose for writing and focuses on your audience.


Drill 14 2 28

Drill 14 (2/28)

  • Take out Service Learning BCR.

  • Homework: Inference Practice

  • TSWBAT link appropriate experiences and prior knowledge about William Shakespeare and Romeo and Juliet in order to better understand the plot and theme when reading the play.

  • Drill: How do the following suffixes change the meaning of a word?


Drill 15 2 28

Drill 15 (2/28)

  • Take out Inference Homework

  • Homework: Complete Service Learning BCR

  • Elizabeth Times Quiz 3/7

  • Objective: TSWBAT use RAFTS and ACE to respond to a writing prompt about service learning in order to reflect on the project and prepare for writing the Service Learning reflection.

  • Drill: Put your name, date, block, and Quiz 12 Suffix/prefix on the scantron.


Drill 16 3 1

Drill 16 (3/1)

  • Take out Service Learning BCR

  • Homework: Verona BCR Due ¾ Elizabethan Times Quiz 3/7

  • Objective: TSWBATlink appropriate experiences and prior knowledge about the topic, author, or type of material in order to understand the text.

  • Drill: If you are asked to compare and contrast, what do you need to do to fully answer the question and what kind of organizer might you use?


Introduction to tragedy

Introduction to Tragedy

  • In your literature section title a page tragedy and date the page.

  • Respond to the following questions by creating a list for each. You will have four minutes. GO!

  • 1. What comes to mind when you hear the word drama?

  • 2. What comes to mind when you hear the word tragedy?


What is tragic

What is tragic?

  • Determine which of these events is most TRAGIC--order them least to greatest

  • Lost your Ipod touch

  • Baseball game rained out

  • Gerbil, Fluffy, passes on

  • New Air Jordans get muddy

  • Tickets to favorite movie sold out

  • $20 bill falls out during recess--you suspect your BFF took it

  • Feeling sorry, you “help” your crush during a test, get caught, both fail, and as a result, flunk the class; BUT you learn a lesson, and never cheat again


Tragedy definition

Tragedy Definition

  • Tragedy is a play in which a main character, called the tragic hero, suffers a downfall. The downfall may result from outside forces, as in the case of Romeo and Juliet, who are doomed by the external workings of bigotry and fear. The downfall may result from a weakness within the character, which is known as a tragic flaw.


Drill 17 3 3

Drill 17 (3/3)

Homework: Review for Elizabethan Times quiz on 3/4.

Verona Reading Due 3/4

  • Objective: TSWBATlink appropriate experiences and prior knowledge about the topic, author, or type of material in order to understand the text.

  • Drill: If you are asked to trace events or information, what do you need to do to fully answer the question?


Structural elements of tragedy

Structural Elements of tragedy

  • All Shakespeare’s plays are in five acts. Each Act has a purpose.

  • Act I: Includes the exposition and the exciting force

  • Act II: Develops the rising action

  • Act III: Continues to develop the rising action and always contains the climax

  • Act IV: Falling Action

  • Act V: Falling action ends and the conclusion occurs


Vocabulary

Vocabulary

  • Act: A major division of a play. All Shakespeare’s plays are in five acts.

  • Aside: A comment made by a character that is heard by the audience or another character but is not heard by other characters on stage. (Think Everybody Hates Chris or Malcome In the Middle)

  • Soliloquy: A long speech delivered by a character who is on stage alone. Reveals the private thoughts of the character.


Vocabulary1

Vocabulary

  • Monologue: Long speech given by a character when other characters are on stage to hear. Usually gives background information.

  • Comic Relief: A short, funny episode that interrupts an otherwise serious or tragic work of drama. Used to break the tension of a serious event.

  • Male Actors: Women are forbidden from acting. So all the roles—yes including Juliet are played by men or boys.


Exit ticket1

Exit Ticket

  • What cool or interesting fact did you learn about Elizabethan Times or William Shakespeare today?

  • Write in complete sentences and turn in before you leave today.


Drill 18 3 4

Drill 18 (3/4)

  • Homework: Review for Quiz 2/7

  • Objective: TSWBAT demonstrate knowledge of Elizabethan time by taking a quiz based on research in order to prepare for reading Romeo and Juliet.

  • Drill: If you are asked to infer and explain what do you need to do to fully answer the question?


Infer

Infer

  • Make an inference based on this picture and caption.


Drill 19

Drill 19

  • Homework: Elizabethan Times quiz 3/10 Stations packet and Globe Theater Packet due on Quiz day.

  • Objective: TSWBATlink appropriate experiences and prior knowledge about the topic, author, or type of material in order to understand the text.

  • Drill: Next slide


Drill 191

Drill 19

  • As you read each sentence, use the other words in the sentence to help you figure out what the underlined word means. Explain your answer.

  • I carefully scrutinized my report one more time before I turned it in just to make sure that it was free of any errors.

  • What does scrutinized mean?

  • Before you look at the choices try to answer the question.


Drill 192

Drill 19

  • I carefully scrutinized my report one more time before I turned it in just to make sure that it was free of any errors.

  • What does scrutinized mean?

    A. inspected

    B. outlined

    C. printed

    D. Rewrote

    Are there any choices you know are wrong?


Drill 20 3 9

Drill 20 (3/9)

  • Homework: Elizabethan Times quiz 3/10

  • Stations Packet and Globe Theater due 3/10

  • Objective: TSWBATlink appropriate experiences and prior knowledge about the topic, author, or type of material in order to understand the text.

  • Drill: Next Slide


Drill 20

Drill 20

  • As you read each sentence, use the other words in the sentence to help you figure out what the underlined word means. Explain your answer.

  • Although it was true that my baby sister ruined my social studies project, my teacher was skeptical of my explanation until I showed her the smeared poster.

  • Skeptical means the teacher is..

  • Before you look at the choices try to answer the question.


Drill 201

Drill 20

  • Although it was true that my baby sister ruined my social studies project, my teacher was skeptical of my explanation until I showed her the smeared poster.

  • Skeptical means the teacher is ……

    A. doubtful

    B. interested

    C. irritated

    D. Uneasy

    Are there any answers you can eliminate?


Drill 21 3 14

Drill 21 (3/14)

  • HOMEWORK: Work on Shakespeare Festival: begin learning lines

  • About the Author due 3/18

  • Objective: TSWBAT demonstrate knowledge of Elizabethan time by taking a quiz based on research in order to prepare for reading Romeo and Juliet.

  • Drill: Take out your Stations Packet and Globe Theater Packet. Review for the quiz. Make sure all questions are answered.


Drill 22 3 15

Drill 22 (3/15)

  • Homework: About the Author 3/18 Shakespeare Festival

  • Objective: TSWBAT demonstrate the ability to examine the conventions of Shakespearean drama in order to explain the main idea or argument.

  • Drill: Anticipation Guide Handout. Please complete.


Drill 23 3 17

Drill 23 (3/17)

  • Homework: About the Author Shakespeare Festival

  • Objective: TSWBAT demonstrate the ability to examine the conventions of Shakespearean drama in order to connect the text to prior knowledge or personal experiences that will increase understanding.

  • Drill: Why does Shakespeare outline the play in the Prologue?


Drill 24 3 18

Drill 24 (3/18)

  • Take out About the Author

  • Homework: Status Check 1 3/22

  • Shakespeare Festival

  • Objective: Objective: TSWBAT demonstrate the ability to examine the conventions of Shakespearean drama in order to make inferences and make generalizations about the text.

  • Drill: Determine the mood of the following passage. Explain why you selected this mood. Remember mood is an emotion the reader feels expressed through figurative language. How does this make you feel?


Drill 24

Drill 24

O woe! O woeful, woeful, woeful day!

Most lamentable day. Most woeful day

That ever, ever I did yet behold!

O day, O day, O day! O hateful day!

Never was seen so black a day as this.

O woeful day! O woeful day!"

- William Shakespeare, Romeo and Juliet, 4:5


Drill 25 3 22

Drill 25 3/22

  • Homework: Review for Quiz

  • Objective: Objective: TSWBAT demonstrate the ability to examine the conventions of Shakespearean drama in order to make inferences and make generalizations about the text.

  • Drill: Who said this and why?

  • “What drawn, and talk of peace? I hate the word as I hate hell, all Montagues, and thee. Have at thee coward.”


Drill 25

Drill 25

O woe! O woeful, woeful, woeful day!

Most lamentable day. Most woeful day

That ever, ever I did yet behold!

O day, O day, O day! O hateful day!

Never was seen so black a day as this.

O woeful day! O woeful day!"

- William Shakespeare, Romeo and Juliet, 4:5


Drill 26

Drill 26

  • Homework memorize your lines for Shakespeare Festival

  • Drama Quiz 3/24

  • Objective: TSWBAT recognize poetic techniques such at blank verse, rhymed couplets, and internal rhyme used by Shakespeare in order to create meaning from the play.

  • Drill: Read the passage on the next slide. Notice anything you can about the words, the imagery, the patterns.


Drill 261

Drill 26

  • Romeo and Juliet

  • Act II Scene i

  • ROMEO (When he sees Juliet on the balcony)

  • But soft! What light through yonder window breaks?

  • It is the East and Juliet is the sun!

  • Arise fair sun and kill the envious moon,

  • Who is already sick and pale with grief

  • That though her maid art far more fair than she.


Blank verse

Blank Verse

  • Written in iambic pentameter

  • Does not rhyme


Drill 27

Drill 27

  • Homework: Status Check 2/Journal Entry 3/28

  • Shakespeare Festival Learn Lines

  • Objective: TSWBAT analyze how dialogue and stage directions work together to create characters and plot in order to understand and interpret Romeo and Juliet.

  • Drill: Skim through Act I noticing the stage directions. Why are these important to understanding the play?


Drill 28 3 28

Drill 28 (3/28)

  • Take out Status Check 2

  • Homework: Memorize lines and bring in costumes and props. All due by 3/30

  • Act I quiz 4/1

  • Objective: TSWBAT read verse aloud and visualize the play through dramatic activities in order to understand the plot and theme.

  • Drill: Explain how the nurse is a foil character to Lady Capulet. What does the reader learn about the relationship between Lady Capulet and Juliet from Act I scene iii?


Drill 29 3 29

Drill 29 (3/29)

  • Homework: Memorize your lines. Bring costumes in. Status Check 3 4/12 Act 1 Quiz 4/1

  • Objective: TSWBAT analyze language and structural features to determine meaning such as literal versus figurative meaning in poetry.

  • Drill: Read the Prologue to Act II (either in your book or on the next slide).

  • What do you notice about the structure of the prologue?

  • What imagery does Shakespeare use?

  • Paraphrase the Prologue.


Act ii scene i prologue

Act II scene I Prologue

  • Chorus Now old desire doth in his death-bed lie,And young affection gapes to be his heir;That fair for which love groan'd for and would die,With tender Juliet match'd, is now not fair.Now Romeo is beloved and loves again,Alike betwitched by the charm of looks,But to his foe supposed he must complain,And she steal love's sweet bait from fearful hooks:Being held a foe, he may not have accessTo breathe such vows as lovers use to swear;And she as much in love, her means much lessTo meet her new-beloved any where:But passion lends them power, time means, to meetTempering extremities with extreme sweet.


Prologue translation

Prologue (Translation)

  • The old love affair is dead now, and a new love yearns to take its place. The beautiful Roseline, once so desirable and worth dying for, is now not beautiful when compared to the lovely Juliet. Now, Romeo is loved, and he loves again Both he and Juliet are bewitched by the magic spell of loving looks. He must court so-called enemy. Responding, she must take some mortal risks. Being a foe, he can’t see her to swear the usual lovers’ vows. And she, just as much in love, has even fewer opportunities t meet her newly beloved, anywhere. Passion gives them the motive, and time the means, to meet: their hardships make encounters all the sweeter.


Drill 30

Drill 30

  • Homework: Memorize your lines. Bring costumes in. Status Check 3 4/12 Act 1 Quiz 4/1

  • Objective: TSWBAT read verse aloud and visualize the play through dramatic activities in order to understand the plot and theme.

  • Drill: Paraphrase the following lines. Who is talking to whom?

  • But saying o'er what I have said before: My child is yet a stranger in the world; She hath not seen the change of fourteen years, Let two more summers wither in their pride, Ere we may think her ripe to be a bride.


Notebook quiz 11

Notebook Quiz 1

  • Put the correct heading on your paper. Heading and questions are five points each.

    1. What is the answer to drill 2

    2. Who is Prince Escalus based on? (name)

    3. What is Royal Patronage?

    4. What is tragedy?

    5. Give one example of a particular and a universal.


Drill 31 4 1

Drill 31 (4/1)

  • Homework: Status Check 3 4/12 Act 1

  • Similes Handout.

  • Objective: TSWBAT read verse aloud and visualize the play through dramatic activities in order to understand the plot and theme.

  • Drill: Paraphrase the following passage.

  • I take thee at thy word.

  • Call me but love, and I will be new baptised:

  • Hencefore I never will be Romeo.

  • Act II: scene ii: lines 48-50


Drill 1 4 4

Drill 1 4/4

  • Homework: Bring a lunch tomorrow. Have your lines memorized. Bring all costumes and props.

  • Objective: TSWBAT read verse aloud and visualize the play through dramatic activities in order to understand the plot and theme.

  • Drill: Collect scripts and props for dress rehearsal.


Category c time

Category C Time

Congratulations! You got the entry question answer.

Remain seated and talked quietly with your friends.


Drill 2 4 7

Drill 2 4/7

  • Homework: Status Check 3 4/14

  • Objective: TSWBAT read verse aloud and visualize the play through dramatic activities in order to understand the plot and theme.

  • Drill: Reflect on the Shakespeare Festival.

  • How did you contribute to the performance? What was the best part of the festival for you? How did we compare with other performances? Were you prepared?

  • What did you learn by participating in the festival?


Drill 3 4 8

Drill 3 4/8

  • Homework: Status Check 3 4/14

  • Objective: TSWBAT read verse aloud and visualize the play through dramatic activities in order to understand the plot and theme.

  • Drill: Look at your goals from Quarters 1-3.

  • How are you doing in meeting your goals?

  • What is a final goal you can set for fourth quarter?

  • Remember your goal needs to be specific, actionable, and measurable.

  • Example: I will improve my writing organization by always completing an outline before I write. This will improve my writing.


Drill 4 4 111

Drill 4 (4/11)

  • Homework: Status Check 3 4/14

  • Objective: TSWBAT read verse aloud and visualize the play through dramatic activities in order to understand the plot and theme.

  • Drill: Describe how the mood of Act II changes from beginning to end. Give examples to support your answer.


Drill 5 4 14

Drill 5 (4/14)

  • Homework: Status Check 4 4/29

  • Objective: TSWBAT read verse aloud and visualize the play through dramatic activities in order to understand the plot and theme.

  • Drill: What is significant about the letter Tybalt sends to Romeo? Mercutio does not think Romeo will win a fight between he and Tybalt. Why?


Drill 6 4 15

Drill 6 (4/15)

  • Homework: Status Check 4 4/29

  • Objective: TSWBAT read verse aloud and visualize the play through dramatic activities in order to understand the plot and theme.

  • Drill: How do the conflicting themes of love and hate move the plot forward in Act III.


Francisco pacheco

Francisco Pacheco


Drill 7 4 26

Drill 7 (4/26)

  • Homework: Status Check 4 4/29

  • Quiz Act III 4/29

  • Objective: Objective: TSWBAT use dramatic activities to visualize the play Romeo and Juliet in order to understand theme and plot.

  • Drill: Paraphrase the following passage: What is the allusion (reference to another piece of literature)? Who is speaking and why?

  • (Next slide)


Drill 72

Drill 7

  • Gallop apace, you fiery-footed steeds,

  • Towards Phoebus’ lodging. Such a waggoner

  • As Phaeton would whip you to the west

  • And bring in cloudy night immediately.

  • Answer: Juliet is waiting for Romeo on her wedding night. She does not know that Romeo has killed Tybalt.


Drill 8 4 28

Drill 8 (4/28)

  • Homework: Status Check 4 4/29 Act III Quiz 4/29

    Objective: TSWBAT use dramatic activities to visualize the play Romeo and Juliet in order to understand theme and plot.

  • Drill: Act III of a Shakespearean play always contains the climax of the story. What do you think is the climax of Romeo and Juliet?


Drill 9 4 29

Drill 9 (4/29)

  • Homework: Status Check 5 5/5

  • Metaphor Handout

  • Objective: TSWBAT use dramatic activities to visualize the play Romeo and Juliet in order to understand theme and plot.

  • Drill: Romeo and Juliet fall in love at first sight. Do you believe in love at first sight? Explain your answer using examples from personal experiences or observation. (3-4 sentences)


Drill 10 5 3

Drill 10 5/3

  • Homework: Status check 5 5/5

  • Modifier handout

  • Objective: TSWBAT use dramatic activities to visualize the play Romeo and Juliet in order to understand theme and plot.

  • Drill: Review the information about modifiers and complete numbers 1-7 on the handout.


Drill 11 5 4

Drill 11 5/4

  • Take out modifiers handout

  • Homework: Status Check 5 May 5

  • Objective: TSWBAT use dramatic activities to visualize the play Romeo and Juliet in order to understand theme and plot.

  • Drill: Revise the following sentence so it makes sense. What rule do you need to know to fix this?

  • Yellow and bright, Romeo and Juliet stood under the moon as they fell in love.


Drill 11 answer

Drill 11 answer

  • Rule:

  • Modifiers must be placed as close to the words they modify as possible.

  • A dangling modifier is a word or phrase not clearly stated in the sentence.

    • Having finished the assignment, the TV was turned on. Did the TV finish the assignment?

    • Having finished the assignment, Jill turned on the TV.


Drill 12 5 5

Drill 12 5/5

Take out your journal entry and status check 5

Homework: Project due May 9-12

  • Objective: TSWBAT use dramatic activities to visualize the play Romeo and Juliet in order to understand theme and plot.

  • Drill: Revise the following sentence.

  • Juliet drinks the sleeping potion worried and afraid.


Drill 13 5 9

Drill 13 (5/9)

  • Homework: Act IV/V Quiz 5/10

  • Objective: TSWBAT establish an authentic purpose, audience, content, and form for writing in order to complete the Service Learning reflection.

  • Drill: What was the most rewarding part of the Service Learning project for you?


Service learning before during and after reading

Service Learning:Before, During, and After Reading


Drill 14 5 10

Drill 14 (5/10)

  • If you are turning in your project, take it and your journal entry out.

  • Homework: Participial Practice

  • Objective: TSWBAT demonstrate a complete understanding of the play Romeo and Juliet in order to respond to short answer questions.

  • Drill: Language of Grief Handout. Follow the directions on the handout. Label as drill 14


Drill 15 5 11

Drill 15 (5/11)

  • Homework: Complete the rough draft. Due 5/16

  • Objective: TSWBAT focus and order ideas, using a variety of self-selected organizers to generate, select, narrow, and develop ideas in order to complete the final Romeo and Juliet paper.

  • Drill: Add a participial phrase to the following sentences.

    • Juliet asks Phaeton to bring on the night.

    • Mercutio teases Benvolio for not wanting to fight.

    • Juliet drinks the potion.


Participial phrase

Participial Phrase

  • Juliet drinks the potion.

    • Juliet, fearing theworst,drinks the potion.

    • Juliet, trusting the holy Friar, drinks the potion

    • .Juliet drinks the potion, tasting both sweet and bitter.


Drill 16 5 16

Drill 16 (5/16)

  • Take out outline

  • Homework: Pronoun Handout

  • Objective: TSWBAT focus and order ideas, using a variety of self-selected organizers to generate, select, narrow, and develop ideas in order to complete the final Romeo and Juliet paper.

  • Drill: Combine the following sentences into compound or complex sentences. Label your sentences.

  • 1. Romeo is depressed. Roselyn does not love him.

  • 2. Lord Capulet insists Juliet marries Paris. Juliet is married to Romeo.

  • 3. Juliet is dead. Romeo decides to kill himself


Drill 16 answers

Drill 16 answers

  • 1. Romeo is depressed. Roselyn does not love him.

  • Romeo is depressed because Roselyn does not love him. (Complex)

  • Roselyn does not love Romeo, so he is depressed. (Compound)

  • 2. Lord Capulet insists Juliet marries Paris. Juliet is married to Romeo.

  • Lord Capulet insists Juliet marries Paris, but Juliet is married to Romeo. (Compound)

  • Although Juliet is married to Romeo, Lord Capulet insists she marries Paris. (Complex)

  • 3. Juliet is dead. Romeo decides to kill himself.

  • Juliet is dead, so Romeo decides to kill himself. (Compound)

  • Because Juliet is dead, Romeo decides to kill himself. (Complex)


Drill 17 5 17

Drill 17 5/17

  • Take out the pronoun handout.

  • Homework: Quiz 5/18 on sentence structure, pronouns, participial phrases.

  • Objective: TSWBAT focus and order ideas, using a variety of self-selected organizers to generate, select, narrow, and develop ideas in order to complete the final Romeo and Juliet paper.

  • Drill: Correct the following sentences for pronoun use. Write the correct sentence.

  • 1. Every player on the team played their best.

  • 2. Either Kate or Meg might lend me their bike.

  • 3. Susan will give his tickets to Sarah and I.


Drill 17 answers

Drill 17 answers

  • 1. Every player on the team played their best.

  • Every player on the team played his or her best. (Every is singular)

  • 2. Either Kate or Meg might lend me their bike.

  • Either Kate or Meg might lend me her bike . (Either is singular)

  • 3. Susan will give his tickets to Sarah and I.

  • Susan will give her tickets to Sarah and me.


Drill 18 5 18

Drill 18 5/18

  • Homework: Assessment Review

  • Objective: : TSWBAT focus and order ideas, using a variety of self-selected organizers to generate, select, narrow, and develop ideas in order to complete the final Romeo and Juliet paper.

  • Drill: Combine these sentences into either a compound sentence or a complex sentence and add a participial phrase. Label the setnence.

  • Mrs. Demos gave Toby his own pillow.

  • Toby lays his head on the pillow every night.


Drill 19 5 20

Drill 19 5/20

Homework: Final paper due 5/24

Objective: : TSWBAT focus and order ideas, using a variety of self-selected organizers to generate, select, narrow, and develop ideas in order to complete the final Romeo and Juliet paper.

Drill: Who said it warm-up. Match the quote with the person who said it. Label it Drill 19.


Drill 20 5 23

Drill 20 5/23

  • Homework: Paper due 5/24

  • Objective: TSWBAT analyze characterization through a character’s personal growth and development in order to understand the connection of the characters to the plot.

  • Drill: Think about the definitions of dynamic and static characters. Think of a dynamic character and a static character from any of the readings this year. Explain why the character is dynamic or static.


Dynamic character

Dynamic Character

  • Dynamic character: Like dynamite, a dynamic character changes during the course of the story. The internal personal growth comes through some conflict the character faces.


Static character

Static Character

  • Static Character: This character remains the same during the story. There is no internal change in character.


Romeo and juliet

Romeo and Juliet

  • Pick either Romeo or Juliet.

  • Read the situation from the play.

  • Decide if the conflict leads to a character or personality change.

  • Create an illustration showing the dynamic or static qualities of the character.


Drill 21 5 24

Drill 21 5/24

  • Take out your rubric, final, draft 1 and 2, outline

  • Homework: Review for assessment

  • Objective: TSWBAT use prewriting and drafting strategies in order to compose texts in response to a literary question.

  • Drill: Define Inference.


Inference

Inference

  • A logical guess based on text evidence and prior knowledge.


Drill 22 5 26

Drill 22 5/26

  • Homework: Review for assessment

  • Objective: TSWBAT evaluate the various projects in order to experience the various ways students interpreted the assignment.

  • Drill: Prepare to go to the media center to see the projects.


Drill 23 5 27

Drill 23 5/27

  • Homework: Active Voice Handout

  • Objective: TSWBAT revise sentences for active voice in order to write sentences that are clear and concise.

  • Drill: Which sentence would you choose for your paper. Explain why.

    • Toby chases Hercules, the cat, around the house.

    • Hercules, the cat, is chased around the house by Toby.


Drill 24 5 31

Drill 24 (5/31)

  • Homework: Odyssey Book 1 and 5 Prepare for Literary circles Due 6/2

  • Objective: TSWBAT identify and explain main idea or argument in order to draw inferences and/or conclusions and make generalization about the Odyssey.

  • Drill: Define hero.

  • Create a list of the qualities of a hero.


Drill 25 6 2

Drill 25 (6/2)

  • Homework: Odyssey Book 9-10 Literary Circles

  • 9 due 6/3

  • Objective: TSWBAT identify and explain main idea or argument in order to draw inferences and/or conclusions and make generalization about the Odyssey.

  • Drill: Revise the following sentences. Explain why you made the revision.

  • 1. Anybody can have their nails polished.

  • 2. Shana or Holly are baby sitting.

  • 3. Toby sleeps on the bed and Hercules watches from the chair.


Discussion evaluation

Discussion Evaluation

  • Was everyone in your group prepared for group discussion?

  • Who was not prepared?

  • Who was the most prepared and offered the most to the conversation and why?

  • Did the discussion help you in your understanding of the poem? Explain


Drill 26 6 3

Drill 26 (6/3)

  • Homework: Complete Review sheet

  • Read Book 10 and complete Literature Circle

  • Objective: TSWBAT identify and explain main idea or argument in order to draw inferences and/or conclusions and make generalization about the Odyssey.

  • Drill: Revise this sentence and explain why you made the revisions you did.

  • The Greeks attack, angry at their loss, the Trojans in order to get Helen back, the Greek King’s wife.


Notebook quiz

Notebook Quiz

  • 1. What was drill 14?

  • 2. What was the objective for Drill 9?

  • 3. Define Tragedy.

  • 4. Define Epic Poem.

  • 5. Revise the following sentence to be in active voice and present tense.

  • Ice cream will be made by the students on the last day of school.


Drill 27 6 6

Drill 27 6/6

  • Homework: Complete Review Sheet

  • Objective: TSWBAT complete the review sheet in order to prepare for the quarterly assessment.

  • Drill: Revise the following sentences. Be able to explain the revision.

  • 1. The ice cream was being eaten by the students.

  • 2. Shaina will go to the mall with Toni and I.

  • 3. I could of had an A if I studied.


Drill 27 answer

Drill 27 answer

  • 1. The ice cream was being eaten by the students.

  • Answer: The students eat ice cream.

  • Revise for Active Voice

  • 2. Shaina will go to the mall with Toni and I.

  • Shaine will go to the mall with Toni and me.

  • Use the personal pronoun “me” when the object.

  • 3. I could of had an A if I studied.

  • I could have had and A if I studied.

  • Of is not a verb.


Drill 28 6 8

Drill 28 6/8

  • Homework :Study for Assessment

  • Objective: TSWBAT play a game in order to prepare for the quarterly assessment.

  • Drill: Revise the following sentences. Be able to explain the revision.

  • 1. Because Toby is a dog.

  • 2. Romeo and Juliets deaths are caused by their personal decisions.

  • 3. Covered with wildflowers, Jenny pondered the hillside’s beauty.


Drill 28 answers

Drill 28 Answers

  • Because Toby is a dog.

    Because Toby is a dog, he chases the cat.

    Subordinating clause—sentence fragment

  • 2. Romeo and Juliets deaths are caused by their personal decisions.

  • Romeo and Juliet’s deaths are caused by their personal decisions.

  • Apostrophe S shows possession

  • 3. Covered with wildflowers, Jenny pondered the hillside’s beauty.

  • Covered in wildflowers, the hillside amazed Jenny with its beauty.

  • Misplaced modifier


Drill 29 6 10

Drill 29 6/10

  • Homework: Read Books

  • Return all school materials and books. Turn in all extra credit. Check your grade on TeacherEase.

  • Self addressed stamped envelop.

  • Take Globe Theater home.

  • Objective: TSWBAT identify main idea in order to make inferences about The Odyssey.

  • Drill: Next slide


Drill 29

Drill 29

  • Select the correct word for each of the following sentences. Write the correct sentence.

  • 1. _________ are several students who confuse words. (There, They’re, Their)

  • 2. _____________ having a dance on Monday. (There, They’re, Their)

  • 3. _______ dance is to celebrate the end of Middle School. (There, They’re, Their)


Drill 30 6 15

Drill 30 6/15

  • Homework: Return all school materials and books. Turn in all extra credit. Check your grade on TeacherEase.

  • Objective: The students will reflect on the next for years in order to make a plan for success.

  • Drill: Next slide


Drill 301

Drill 30

  • Revise the following sentences. Be able to explain the revision.

  • 1. Your going to have a great time in high school.

  • 2. There so many activities and sports to join.

  • 3. Mrs. Demos will miss each of you when you go their.


Drill 31 6 16 last class

Drill 31 6/16 Last Class

  • Homework: Pick a good book to read over the summer. Reading is the best thing to do if you want to improve your English skills.

  • Objective: TSWBAT reflect on their progress this year in order to understand what they have accomplished and what they still need to work on.

  • Drill: Silently complete the class evaluation.


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