Tragedy Unit OGL

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Tragedy Unit OGL. Blocks ADFH 2011. Drill 1. Take out inference homework Homework: Verona Reading and BCR A3/3 DFH 3/4 Elizabethan Times Quiz AF 3/7 DH 3/10

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### Tragedy UnitOGL

2011

Drill 1
• Take out inference homework
• Homework: Verona Reading and BCR A3/3 DFH 3/4
• Elizabethan Times Quiz AF 3/7 DH 3/10
• 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 infer and explain what do you need to do to fully answer the question?
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?
• Determine which of these events is most TRAGIC--order them least to greatest
• 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
• So what is tragedy? Let’s come up with a definition of “Tragedy”

-Watch the Tragedy Clip & take notes on the handout

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.
• Tragedy leads the audience to a sense of pity and fear.
Drill 2
• Homework: Study for Elizabethan Times quiz Block AF 3/7 Block DH 3/10
• 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?
Venn Diagram
• A Different B Different

The same

The 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
• 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.
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 Ticket
• What cool fact about Elizabethan Times did you learn today?
• Turn in before you leave class.
Drill 3
• Take out your Verona BCR.
• Homework: Study for Elizabethan Times quiz Block AF 3/7 Block DH 3/10
• 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?
Verona BCR
• Underline your citation from the text in green.
• Underline your explanation in purple.
• 3-0
Drill 4
• Homework: Study for Elizabethan Times Quiz Block A D 3/14 Block F H 3/10
• Elizabethan Times 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 4
• 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 4
• 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 5
• Homework: About the Author D block Due 3/17
• Objective: TSWBAT demonstrate background knowledge of Elizabethan Times in order to take a quiz.
• Drill: Next Slide
Drill 5
• 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 5
• 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?

Take out the Elizabeth Times Stations and the Globe Theater Packet. You have five minutes to review your material.

Drill 6
• Homework: About the Author Block D 3/17
• Objective: TSWBAT demonstrate background knowledge of Elizabethan Times in order to take a quiz.
• Drill: Take out your Elizabethan Times Packet and Globe Theater Packet. Complete any missing answers and review for quiz.
Drill 6 Block A
• Homework: Review for Elizabethan Times quiz 3/14. Elizabethan Times and Globe Theater Packets due 3/14.
• Objective: TSWBATlink appropriate experiences and prior knowledge about the topic, author, or type of material in order to understand the text.
• Drill: What is the most interesting thing you have learned so far about Elizabethan Times and/or William Shakespeare? (Complete sentences)
Drill 7
• Homework: About the Author Due block D, 3/17
• Objective: TSWBAT demonstrate understanding of background knowledge of Elizabethan Times in order to take a quiz.
• Drill: Take out your Elizabethan Times Packet and Globe Theater Packet. Complete any missing answers and review for quiz.
Drill 7 F
• Homework: About the Author Due block D, F, Block 3/18
• Objective: TSWBAT demonstrate the ability to examine the conventions of Shakespearean drama in order to explain the main idea or argument.
• Drill: What is the most interesting piece of information you now know about William Shakespeare?
Drill 8
• Homework :Sonnet Imagery
• 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 9

Take out the sonnet homework.

Homework: Review for drama quiz 3/25

• 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 10
• Homework: Review for Shakespearean Drama Quiz DH 3/23, A F 3/24,
• 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 10

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 11 F
• Homework: Review Shakespeare Vocabulary
• 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: 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 11 D
• Homework: Study for drama quiz DH 3/23 AF 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: Look at the rhyme scheme of the Prologue. Have you seen this rhyme scheme before? What does this tell you about the Prologue?
Drill 12
• Homework: Review Shakespeare Vocabulary
• Objective: TSWBAT identify the following conventions and characteristics of Shakespearean drama: aside, soliloquy, comic relief, five-act structure, use of only male actors, and use of Elizabethan stage in order to understand the play.
• Drill: Take out your review sheet and review for the quiz for five minutes.
Drill 13
• Homework: Status check 1 due 3/28 ADH and 3/29 F
• 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?
• F Block Skips drill 12
Drill 14
• Take out parent signature.
• Homework: Status Check Two 3/31.
• Complement Extra Credit due 4/1
• Act 1 Quiz- A 3/30, D 4/1, F 3/31, H 3/29
• Objective: TSWBAT identify and analyze characteristics of tragedy in order to understand the plot and theme of Romeo and Juliet.
• Drill: Read the definition of tragedy on the next slide and list at least three elements that are found in tragedy.
Tragedy
• Effect on the audience:
• Tragedy is a type of drama that causes the reader to examine his/her own life and actions, resulting in the ennobling, enlarging, and enlightening of the reader. The audience will feel pity and fear.
• Structure:
• Tragedy is a type of drama that contains a tragic figure who undergoes pain and suffering, but in the end, he recognizes his error and learns a lesson.
Exit Ticket
• Define tragedy. Include at least three main elements.
Drill 15
• Homework: Status Check 2 3/31
• Act 1 Quiz- A D 4/1, F 3/31,
• Compliment Extra Credit Due 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 to Lady Capulet and what you learn about both characters from Act I scene iii.
Tragedy Graphic
• a type of drama that causes the reader to examine his/her own life and actions, resulting in the ennobling, enlarging, and enlightening of the reader.

The Thinker

a type of drama that contains a tragic figure who undergoes pain and suffering, but in the end, he recognizes his error and learns a lesson.

Anikan Skywalker

Drill 16
• Take out Romeo and Juliet Journal. Make sure Status Check 2 is complete.
• Homework: Similes Homework Due Block DFH 4/4 A 4/5
• 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 that Lord Capulet says to Paris Act I scene ii.
• 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.
Drill 17
• Take out your compliment Extra Credit
• Homework: Similes Homework Due Block DFH 4/4 A 4/5 Continue working on your project.
• Objective: Objective: TSWBAT read verse aloud and visualize the play through dramatic activities in order to understand the plot and theme.
• Drill: Who said this and why?
• I’ll look to like, if looking liking move, but no more deep will I endart mine eye than your consent gives strength to make it fly.
Drill 1
• Take out Simile Homework
• Homework: Status Check 3 4/12
• Objective: TSWBAT analyze relationships between and among characters, setting, and events in order to understand how the plot is advanced.
• Drill: What does this response reveal about the power of love?
• Romeo: With love’s light wings did I o’erperch these walls; For stony limits cannot hold love out, And what love can do, that dares love attempt. Therefore thy kinsmen are no stop to me. (Act II:ii:65-70)
Theme
• A theme is the author’s message about a topic within a text.
• What does it mean to say that themes are universal?
• A universal theme is a message that applies to all people in all times. The theme of the power of love found in Romeo and Juliet still applies to readers and audiences 400 years after it was originally written.
Category C
• Congratulations you knew the answer to the entry question.
Drill 2
• Homework: Status Check 3 4/12
• Block A Act II Quiz 4/7
• Objective: TSWBAT read verse aloud and visualize the play through dramatic activities in order to understand the plot and theme.
• Drill: Based on their first conversation in Act II scene iii what is Fr. Laurence’s opinion of Romeo?
Drill 3
• Homework: Status Check 3 4/12
• Act II quiz H Block 4/8 F Block 4/11 D block 4/12
• Objective: TSWBAT read verse aloud and visualize the play through dramatic activities in order to understand the plot and theme.
• Drill: Why does Shakespeare have Romeo and Juliet speak in sonnets?
Drill 4
• Homework: Status Check 3 4/12
• Objective: TSWBAT read verse aloud and visualize the play through dramatic activities in order to understand the plot and theme.
• Drill: Compare Friar Laurence and the Nurse. How are their roles in the play similar?
• Create a graphic organizer for your comparison.
Drill 4 H
• Homework: Status Check 3 4/12

Objective: TSWBAT demonstrate an understanding of Act II of Romeo and Juliet in order to complete a formal assessment.

• Drill: Compare Friar Laurence and the Nurse. How are their roles in the play similar?
• Create a graphic organizer for your comparison.
Drill 5
• Homework: Status Check 4 DFH 4/28 A 4/29
• 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 5 D
• Homework: Status Check 4 DFH 4/28 A 4/29
• Objective: TSWBAT demonstrate knowledge of Shakespearean verse and paraphrase passages in order to demonstrate understanding of the play.
• 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 6
• Homework: Status Check 4 DFH 4/28 A 4/29
• Permission Slips for Stevens Forest
• Objective: TSWBAT read verse aloud and visualize the play through dramatic activities in order to understand the plot and theme.
• Drill: Who said this? Why? Paraphrase
• These violent delights have violent ends, And in their triumph die, like fire and powder, Which as they kiss consume.
Drill 6 F
• Homework: Status Check 4 DFH 4/28 A 4/29
• Objective: TSWBAT demonstrate knowledge of Shakespearean verse and paraphrase passages in order to demonstrate understanding of the play.
• Drill: Who said this? Why? Paraphrase
• These violent delights have violent ends, And in their triumph die, like fire and powder, Which as they kiss consume.
Drill 7
• Homework: Permission Slips for Stevens Forest
• Status Check 4 DFH 4/28 A 4/29
• Objective: TSWBAT read verse aloud and visualize the play through dramatic activities in order to understand the plot and theme.
• Drill: Who said this? Why? Paraphrase
• I am hurt. A plague o’both your houses. I am sped. Is he gone, and hath nothinDrill 7 F
• Homework: Permission Slips for Stevens Forest
• Status Check 4 DFH 4/28 A 4/29
• Objective: TSWBAT read verse aloud and visualize the play through dramatic activities in order to understand the plot and theme.
• Drill: Who said this? Why? Paraphrase
• Be plain, good son, and homely in they drift.
• Riddling confession finds but riddling shrift.
Drill 8
• Homework: Status Check 4 DFH 4/28 A 4/29
• Stevens Forest Permission Slips
• Objective: TSWBAT read verse aloud and visualize the play through dramatic activities in order to understand the plot and theme.
• Drill: Who said this? Why? Paraphras
• This day’s black fate on more days doth depend: This but begins the woe others must end.
• (Hint: This is said by a character after both Mercutio and Tybalt are killed.)
Drill 7
• Homework: Quiz Act III D,H, 4/28 A,F 4/29
• Status Check 4 D,F,H, 4/28 A 4/29
• 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 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
• Homework: Quiz Act III D 4/29 F 4/29
• Status Check 4 D,F,H, 4/28 A 4/29
• Objective: TSWBAT paraphrase sections of 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 8 H
• Homework: Quiz Act III D 4/28 F 4/29
• Status Check 4 D,F,H, 4/28 A 4/29
• Objective: TSWBAT demonstrate and understanding of Act III of Romeo and Juliet in order to respond to a writing prompt
• 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?
• The climax of Romeo and Juliet occurs when Romeo kills Tybalt, causing a turning point that begins with Romeo's banishment.
Drill 9
• Homework: Status Check 5 D,H, 5/4, A,F, 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 9 D F
• Homework: Status Check 5 D,H, 5/4, A,F, 5/5
• Metaphor handout next class
• Objective: TSWBAT demonstrate a knowledge of events and language in Act III of Romeo and Juliet in order to understand the play.
• 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 5/2 All
• Take out permission slips and Cinquains
• Homework: Status Check 5 D,H 5/4 A,F 5/5
• Misplaced Modifiers 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.

D and F turn in Drills 7,8,9,10

Drill 11 5/3 ADH 5/4 F
• Take out modifiers handout
• Homework: Status Check 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.
Misplaced/Dangling modifiers
• 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 12D,H 5/4 A, F 5/5
• Take out your journal and status check 5
• Homework: Project due May 9-12
• Objective: TSWBAT review before, during, and after reading strategies in order to present the book kits to Stevens Forest Elementary School.
• Drill: Revise the following sentence.
• Juliet drinks the sleeping potion worried and afraid.
• Juliet, worried and afraid, drinks the sleeping potion.
May 6 Extra DrillD/A
• Homework: Project due next week.
• Objective: Students will review compound and complex sentences in order to improve sentence fluency.
• Drill: On a clean piece of paper, write two simple sentences about your weekend plans. Label the subject and the predicate. Include helping verbs.
Compound Sentence
• Two or more independent clauses (Independent Ivan) joined by a comma and FANBOYS or a semicolon.
• Mrs. Demos plans to garden this weekend, and Mr. Demos will change the oil in the car.
• Mrs. Demos plans to garden this weekend; Mr. Demos will change the oil in the car.
Complex Sentence
• An independent clause (Independent Ivan) and a subordinate clause (Subordinating Steve).
• Since Mrs. Demos plans to garden this weekend, Mr. Demos will change the oil in the cars.
• Mrs. Demos plans to garden this weekend because Mr. Demos will be changing the oil in the cars.
• Take out your journal and project
• Homework: Act IV/V Quiz (5/10 DH) (5/11 AF)
• 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?
• Take out a piece of loose leaf paper.
Drill 14(5/10 DH) (5/11 AF)
• Take out Romeo and Juliet project and journal if turning in.
• 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. Paraphrase each paragraph then answer the questions in complete sentences. Label as drill 14.
Drill 15(5/12 F)
• Homework: Compound and Complex Sentences 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 the following two sentences to create a compound sentence.
• Juliet trusts Friar Laurence.
• Juliet drinks the potion.
Participial Phrase Practice
• Add a participial phrase to the following sentences.

Juliet asks Phaeton to bring on the night.

• Juliet, waiting for Romeo, asks Phaeton to bring on the night.
• Mercutio teases Benvolio for not wanting to fight.
• Mercutio, joking and laughing, teases Benvolio for not wanting to fight.
• Juliet drinks the potion.
Participial Phrase
• Juliet drinks the potion.
• Juliet, fearing theworst,drinks the potion.
• Juliet, trusting the holy Friar, drinks the potion.
Drill 15(5/12 D,H)(5/16 A)
• Homework: Compound and Complex Sentence 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: Add a participial phrase to the following sentences.
• Juliet drinks the potion.
• Juliet asks Phaeton to bring on the night.
• Mercutio teases Benvolio for not wanting to fight.
Participial Phrase
• Juliet drinks the potion.
• Juliet, fearing theworst,drinks the potion.
• Juliet, trusting the holy Friar, drinks the potion.
Drill 16(DH 5/16)(F 5/17)(A 5/18)
• Take out the sentences homework.
• Homework: Pronouns
• 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.
• 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)
Category C
• Please make sure the binders are passed out.
• Enjoy category C until everyone gets into the room.
DRILL 17(DH 5/17) (5/18 F) (A 5/19)
• Take out the pronoun handout.
• Homework: Complete your rough draft. Due next class
• 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.
• 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(DFH 5/19) (A5/20)
• Take out the organizer and draft of your paper
• Homework: Either complete draft.
• 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 sentence.
• Mrs. Demos gave Toby his own pillow.
• Toby lays his head on the pillow every night.
Exit Ticket
• Identify the underlined phrase in each sentence.
• 1. Toby, in the bed, sleeps.
• 2. Toby, lying in the bed, sleeps.
• 3. Toby, the dog lying in the bed, sleeps.
Drill 19(DH 5/20)(F 5/23)

Homework: Write second draft. Due D 5/23 F 5/24

A 5/26 A H

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. Add Romeo and Tybalt to the list of choices.

Drill 19 (A 5/24)

Homework: Write final draft. Due A 5/26

• 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: Who said it warm-up. Match the quote with the person who said it. Label it Drill 19. Add Romeo and Tybalt to the list of choices.

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: This character remains the same during the story. There is no internal change in character.
Romeo and Juliet
• Your team will have to decide if Romeo or Juliet is static or dynamic.
• Both Romeo and Juliet are in conflict with their families/parents, laws, religion, importance of honor.
• How does the character react to the conflict?
Decide and Defend
• Decide if your character is dynamic or static. With your group create a visual illustrating how your character internally changes through conflict or remains the same despite conflict.
Drill 20(D 5/23)(F 5/24)(A 5/25)
• Homework: Paper due AH 5/26 DF 5/25
• Objective: TSWBAT use revising strategies in order to compose texts in a final draft form.
Inference
• A logical guess based on text evidence and prior knowledge.
Drill 20(H 5/23)
• Homework: Paper due 5/26
• 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: 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: This character remains the same during the story. There is no internal change in character.
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(A 5/26)
• Take out rubric, final, draft(s), outline, reflection. Highlight two participial phrases and one semicolon. Staple the packet. Put name on top
• 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 21(H 5/25)
• Homework: Paper Due 5/26
• Objective: TSWBAT use prewriting and drafting strategies in order to compose texts in response to a literary question.
Inference
• A logical guess based on text evidence and prior knowledge.
Drill 21(DF 5/25)
• Homework: Review for Assessment
• 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: 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: This character remains the same during the story. There is no internal change in character.
Romeo and Juliet
• Pick either Romeo or Juliet.
• List events in the play where the character faces conflict.
• Both characters are in conflict with their families/parents, laws, religion, importance of honor.
• How does the character react to the conflict?
Decide and Defend
• Decide if your character is dynamic or static. With your group create a visual illustrating how your character internally changes through conflict or remains the same despite conflict.
Drill 22(D 5/26)(F 5/27)

Take out the rubric, final, drafts, organizers, reflection

Homework: Review for the assessment

• Objective: TSWBAT use prewriting and drafting strategies in order to compose texts in response to a literary question.
• Drill: Define Inference. Define Irony.
Inference
• A logical guess based on text evidence and prior knowledge.
Drill 22(H 5/26)
• Take out your rubric/ paper/drafts/outlines
• 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 22(A 5/31)
• Homework: Complete Hero BCR by next class. Read and complete lit circle Book 1 and 5 Due 6/2.
• Objective: TSWBAT recognize the characteristics of epics and epic heroes in order to form a purpose for reading the Odyssey.
• Drill: Define hero? Create a list of the qualities of a hero.
Drill 23(A 6/1)
• Homework: Finish reading Books 1 and 5
• Objective: TSWBAT identify and explain main idea or argument in order to draw inferences and/or conclusions and make generalization about the Odyssey.
• Drill: How would you describe the mood of the invocation at the beginning of Book 1? Give examples to support your answer.
Drill 23(H 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 22 (F 5/27)Drill 23(D 5/27)
• Homework: Review for Assessment
• Objective: TSWBAT evaluate the various projects in order to experience the various ways students interpreted the assignment.
• Drill:List all of the concepts you should be reviewing for the assessment.
Tuesday, May 31
• This is the last day that I will accept Romeo and Juliet projects or papers.
• The Projects were due May 12, and the papers were done in class.
• If the work is not in on Tuesday, I will not grade it. No exceptions.
Drill 23(F 5/31)
• Homework: Review for the assessment
• Objective: TSWBAT use prewriting and drafting strategies in order to compose texts in response to a literary question.
• Drill Define Theme.
• Suggest at least one theme from Romeo and Juliet.
Drill 24(F 6/1)
• Homework: Review for assessment
• Objective: TSWBAT use prewriting and drafting strategies in order to compose texts in response to a literary question.
• Drill: Explain the difference between summarizing and paraphrasing.
Drill 24(A 6/2)
• Homework: Complete assessment review packet.
• Objective: : TSWBAT identify and explain main idea or argument in order to draw inferences and/or conclusions and make generalization about the Odyssey.
• Drill: Notebook Quiz. Take out a piece of paper and put a correct heading on the paper. (five points)
Drill 24(DH 6/1)
• Homework: Hero BCR
• Books 1 and 5 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: Define hero. Create a list of the qualities of a hero.
Drill 25(DH 6/2)
• Homework: Review for assessment
• H Books 1 and 5
• 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.
Drill 25(F 6/3)
• Homework: Complete the review packet
• Objective: TSWBAT practice grammar skills in order to review for the quarterly assessment.
• 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.
Drill 26(DH 6/3)
• Homework: Complete Review Packet
• Objective: TSWBAT practice grammar skills in order to review for the quarterly assessment.
• 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.
H block notebook quiz
• 1. What is the objective for Drill 16 on May 16?
• 2. Define tragedy.
• 3. What is active voice?
• 4. What is your answer to drill 20 on May 23?
• 5. Define pun.
Drill 25(F 6/3)
• Homework: Complete the review packet
• Objective: TSWBAT practice grammar skills in order to review for the quarterly assessment.
• 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.
Drill 26(DH 6/3)
• Homework: Complete Review Packet
• Objective: TSWBAT practice grammar skills in order to review for the quarterly assessment.
• 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.
H block notebook quiz
• 1. What is the objective for Drill 16 on May 16?
• 2. Define tragedy.
• 3. What is active voice?
• 4. What is your answer to drill 20 on May 23?
• 5. Define pun.
Review Drill 1AF 6/6 DH 6/7
• Homework: Study for Assessment June 9.
• 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.
• 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.
• Shaina 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 an A if I studied.
• Of is not a verb.
Review Drill 2AF 6/7 DH 6/8
• Homework: Study for Assessment June 9
• Objective: TSWBAT explain English grammar and literature concepts 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.
• 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
Review Drill 3A 6/8 DFH 6/9
• Homework: A and H read books 9 and 10.
• D and F preposition handout
• Objective: TSWBAT compose various sentences with phrases in order to improve sentence fluency.
• Drill: Combine these sentences to create a compound or complex sentence. Identify the sentence.
• Students, studying hard, will do well.
• The English assessment is in one day.
Drill 4A 6/10
• Homework: Complete Books 9 and 10. Write a one paragraph summary for each.
• Objective: TSWBAT identify the main idea in order to explain The Odyssey.
• Drill: What does in mediusrey mean?
Drill 4
• In mediusrey means in the middle. The Odyssey begins in the middle of the story. With books 9 and 10, Odysseus will begin telling his story from the moment he left Troy.
Drill 28F 6/13
• Homework: Return all school materials and books. Turn in all extra credit. Check your grade on TeacherEase.
• Objective: TSWBAT identify main idea in order to explain the text to others.
• Drill: What is the passage you read last class mostly about? What is the main idea?
• Homework: AH Block Read Books 21-22.
• All: Return all school materials and books. Turn in all extra credit. Check your grade on TeacherEase.
• Objective: TSWBAT identify the main idea of a story and summarize the story in order to better understand the story.
• Drill: Next Slide
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)
• Homework: Return all school materials and books. Take the Globe Theater home. Last call for extra credit.
• Objective: TSWBAT make inference about The Odyssey in order to further understand the text.
• Drill: next slide
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 31DH6/15 A 6/16 F 6/17
• Homework: Pick a good book to read over the summer. Reading is the best advice I can give to improve your writing and English skills.
• Objective: Students will reflect on their goals and hopes for the next four years.
• Drill: Were do you see yourself in four years?