Friday

Today - we need to take a review quiz on sonnets, dramatic foils, elements of tragedy and tragic hero.
We also need to put some words of the day on the board, watch Act 1 Scene 5, and work on your Queen of Mab posters.

Unit Learning goal: Students will demonstrate an understanding of tragedy and Romeo and Juliet by evaluating the characters and their motivations in the play and writing a short persuasive essay using evidence from the text to discuss who is to blame for the deaths of Romeo and Juliet.

Scale/Rubric relating to learning goal:
4 – The student can evaluate characters and their motivations and come up with multiple interpretations based on evidence of why many characters are to blame for the deaths of Romeo and Juliet.
3 – The student can evaluate the characters and their motivations in the play and writing a short persuasive essay using evidence from the text to discuss who is to blame for the deaths of Romeo and Juliet
2 – With some direction/help from the teacher the student can evaluate the characters and their motivations in the play and writing a short persuasive essay using evidence from the text to discuss who is to blame for the deaths of Romeo and Juliet
1 – Even with help from the teacher the student is unable to evaluate the characters and their motivations in the play and writing a short persuasive essay using evidence from the text to discuss who is to blame for the deaths of Romeo and Juliet


Objectives (smaller chunks of overall goal) and suggested time periods

Students will be able to

1) Understand the conventions of Shakespearean drama and Tragedy
2) Analyze Shakespearean language, including word play and blank verse.
3) Analyze characters, including character foils (dramatic foils) and the tragic hero
4) Identify and analyze soliloquies, asides, and allusions
5) Analyze cultural experiences reflected in works of world literature
6) Determine a theme and analyze its development
7) Understand and use parallel structure

Knowledge:

1) List the five elements of tragedy
2) List the five elements of a tragic hero
3) Define theme, plot, setting, foreshadow, oxymoron, soliloquy, personification, dramatic foil, metaphor, symbol, simile
4) Give the four elements of a sonnet and a brief description of traditional sonnet themes
5) Describe how sonnets are used in Romeo and Juliet
6) Define various vocabulary words from the play
7) List three things the prologue of the play does
     
Comprehension:

8) Identify a metaphor within a line of poetry
9) Identify the rhyme scheme of a English sonnet and break a sonnet into quatrains and couplets
10) Give a brief description of all the characters and their roles in the play
    11) Given a line of dialogue identify the speaker
    12) Outline the plot and break in up into exposition, inciting event,  
          rising action, climax, falling action and catastrophe (or resolution)
    13) Summarize each scene into a headline

Application

14) Demonstrate an understanding of a scene in a drawing
15) Demonstrate a relation of characters to contemporary times through a simulation called “TOO HOT FOR SHAKESPEARE: ROMEO AND JULIET LIVE ON THE JERRY SPRINGER SHOW”
16) Demonstrate an understanding of characters and acting techniques by writing out a script (including the lines, subtext, emotion or tone, and blocking) and acting out the scene from memory
17) Demonstrate an understanding of the play by writing journal entries and in-class writing assignments including a Dear Abbey Letter, interviews with citizens of Verona, Wedding Vows between Romeo and Juliet, personal responses, in-class presentations on characters.


Analysis

18) Write a persuasion paper on Romeo and Juliet.
19) In an essay compare and contrast a Shakespeare Comedy to a Shakespeare Tragedy.
20) In an essay discuss with evidence from the text who is responsible for the deaths of “the star-crossed” lovers


Synthesis

21) Write a sonnet

Sonnets and Metaphors

Today we are going to review elements of a sonnet and look at the prologue for Act II.

Then we will take notes on metaphors and work on your Queen of Mab Project.


NOTES - Copy and Paste in your blog the following:


Direct Metaphor:


Example of director metaphor from the play:



Implied Metaphor:



Example of implied metaphor from the play:




Extended Metaphor:



Example:




PLOT OUTLINE

Exposition:



Inciting Event:


Rising Action:

Queen of Mab

Today - we will review sonnets, elements of tragedy and tragic hero, and dramatic foils.

go to the PROLOGUE HERE 

Queen of Mab Assignment: 30 points

DUE MONDAY February 2nd

1)   On a sheet of paper draw the images from Mercutio’s QUEEN OF MAB speech.  I want you to look closer at who the QUEEN OF MAB is and what she looks like and then I want you to look at the various dreams she brings different people.  Draw a picture of Queen Mab bringing a sleeping person a dream.  Next, print the lines from the poem that you are representing in your dream below your picture.

2)   Grade:

15 points for the depiction of Queen of Mab, her coach and her coachman.

10 points for the depiction of a sleeping person and the dream the dream the Queen of Mab brings.

5 points for the text of the poem that you are representing printed at the bottom or top of the paper.

3) Put your name on the paper

First let's discuss Mercutio's Monologue. 

MERCUTIO: O, then I see Queen Mab hath been with you.

She is the fairies' midwife, and she comes

In shape no bigger than an agate stone

On the forefinger of an alderman,

Drawn with a team of little atomies

Over men's noses as they lie asleep;

Her wagon spokes made of long spinners' legs,

The cover, of the wings of grasshoppers;

Her traces, of the smallest spider web;

Her collars, of the moonshine's wat'ry beams;

Her whip, of cricket's bone; the lash, of film;

Her wagoner, a small grey-coated gnat,

Not half so big as a round little worm

Pricked from the lazy finger of a maid;

Her chariot is an empty hazelnut,

Made by the joiner squirrel or old grub,

Time out o' mind the fairies' coachmakers.

And in this state she gallops night by night

Through lovers' brains, and then they dream of love;

O'er courtiers' knees, that dream on curtsies straight;

O'er lawyers' fingers, who straight dream on fees;

O'er ladies' lips, who straight on kisses dream,

Which oft the angry Mab with blisters plagues,

Because their breaths with sweetmeats tainted are.

Sometimes she gallops o'er a courtier's nose,

And then dreams he of smelling out a suit;

And sometimes comes she with a tithe-pig's tail

Tickling a parson's nose as 'a lies asleep,

Then dreams he of another benefice.

Sometimes she driveth o'er a soldier's neck,

And then dreams he of cutting foreign throats,

Of breaches, ambuscadoes, Spanish blades,

Of healths five fathom deep; and then anon

Drums in his ear, at which he starts and wakes,

And being thus frighted, swears a prayer or two

And sleeps again. This is that very Mab

That plats the manes of horses in the night

And bakes the elflocks in foul sluttish hairs,

Which once untangled much misfortune bodes.

This is the hag, when maids lie on their backs,

That presses them and learns them first to bear,

Making them women of good carriage.

This is she!

Sonnets

Today - we are going to look at sonnets, take notes on sonnets, and discuss how they work.

So what are the four elements of a sonnet.

1)


2)


3)


4)

Let's see how they work:


18
Shall I compare thee to a summer's day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer's lease hath all too short a date:
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimmed,
And every fair from fair sometime declines,
By chance, or nature's changing course untrimmed:
But thy eternal summer shall not fade,
Nor lose possession of that fair thou ow'st,
Nor shall death brag thou wand'rest in his shade,
When in eternal lines to time thou grow'st,
So long as men can breathe or eyes can see,
So long lives this, and this gives life to thee.

116
Let me not to the marriage of true minds
Admit impediments, love is not love
Which alters when it alteration finds,
Or bends with the remover to remove.
O no, it is an ever-fixed mark
That looks on tempests and is never shaken;
It is the star to every wand'ring bark,
Whose worth's unknown, although his height be taken.
Love's not Time's fool, though rosy lips and cheeks
Within his bending sickle's compass come,
Love alters not with his brief hours and weeks,
But bears it out even to the edge of doom:
If this be error and upon me proved,
I never writ, nor no man ever loved.

130
My mistress' eyes are nothing like the sun,
Coral is far more red, than her lips red,
If snow be white, why then her breasts are dun:
If hairs be wires, black wires grow on her head:
I have seen roses damasked, red and white,
But no such roses see I in her cheeks,
And in some perfumes is there more delight,
Than in the breath that from my mistress reeks.
I love to hear her speak, yet well I know,
That music hath a far more pleasing sound:
I grant I never saw a goddess go,
My mistress when she walks treads on the ground.
And yet by heaven I think my love as rare,
As any she belied with false compare.

Now - what are some traditional sonnet themes?

1)

2)

3)

Let's look Romeo and Juliet's first dialogue together and see how that fits both the sonnet form and traditional sonnet theme.

Finally we'll look at the prologue and see what it does. 

Romeo and Juliet ACT 1

Today we will go over your HEADLINES for scenes 2-3 and then finish reading ACT 1.

If we have time we will look at ACT 1.

New Vocabulary

Today we are going to read Act I Scenes 1-2

And write headline scenes from them.

HW:  Look up new vocabulary words.

Vocabulary

Rosemary
Sallow
Waverer
Perverse
Cunning
Procure
Lamentable
Kinsmen
Unwieldy
Variable

Note Guide

Today we are going to take notes and read Act 1 Scene 2.

NOTE GUIDE - please copy and paste this guide into your blogs.

List the five elements of Tragedy

1) Hero must be fated to fall or fail

2) There must be dramatic foils

3) Has a tragic hero

4) Internal and External Conflict

5) Raises some question about the nature of existence (what it means to be alive)


List the five elements of a Tragic Hero

1) Noble birth

2) Loyal, respectful, good mannered, virtuous

3) Tragic flaw

4) Tragic flaw causes downfall

5) Audience learns something from the character's downfall


Define Oxymoron and give an example.

Two words that mean the opposite put together to describe something
"Loving hate, cold fire, sick health"



Define dramatic foils and give an example from the play.

Two characters that contrast in order to bring out their character traits/personalities


Define soliloquy and give an example from the play.

When one character is alone on stage speaking his or her emotions to the audience

New Vocabulary Words

Today -we will read the PROLOGUE and Act 1 Scene 1 & 2

HW: To list all the characters in these first two scenes and what they do.  Also to summarize each scene into a 1-sentence HEADLINE.

Vocabulary

Rosemary
Sallow
Waverer
Perverse
Cunning
Procure
Lamentable
Kinsmen
Unwieldy
Variable

NOTES:
Dramatic Foil – A foil is a secondary character who contrasts with a major character as a way to bring out personality traits.
In Romeo and Juliet, the Nurse, the Frair, Benvolio, Mercutio are all dramatic foils.

Act A major division in the action of a play. The ends of acts are typically indicated by lowering the curtain or turning up the houselights. Playwrights frequently employ acts to accommodate changes in time, setting, characters onstage, or mood. In many full-length plays, acts are further divided into scenes, which often mark a point in the action when the location changes or when a new character enters.
Scene In drama, a scene is a subdivision of an act. In modern plays, scenes usually consist of units of action in which there are no changes in the setting or breaks in the continuity of time. According to traditional conventions, a scene changes when the location of the action shifts or when a new character enters.
Drama Derived from the Greek word dram, meaning "to do" or "to perform," the term drama may refer to a single play, a group of plays ("Jacobean drama"), or to all plays ("world drama"). Drama is designed for performance in a theater; actors take on the roles of characters, perform indicated actions, and speak the dialogue written in the script. Play is a general term for a work of dramatic literature, and a playwright is a writer who makes plays

FIVE ELEMENTS OF TRAGEDY:
1) Play must have a tragic hero
2) The hero must be fated to fall
3) The hero must have dramatic foils
4) The hero must have internal and external conflicts
5) The play raised some question about the nature of existence

ELEMENTS OF A TRAGIC HERO:
1) The tragic hero is a man of noble stature. Usually he is of noble birth
2) The tragic hero is good, though not perfect, and his fall results from his committing what Aristoltle calls “an act of injustice” either through ignorance or from a conviction that some greater good will be served. This act is, never-the-less, a criminal one ad the good hero is responsible for it even if he is totally unaware. Translated: the hero is usually virtuous in many ways, loyal to friends and family, has high moral standards, but some flaw in personality and it is this flaw that causes his downfall.
3) The hero’s misfortunate is not wholly deserved and the punishment far exceeds the crime. The audience leaves saddened by the sense of waste of human potential.
4) Though the hero may be defeated, he has dared greatly, and he gains understanding from his defeat and must become an example for others.
(Simplified: 1) Noble birth and of noble character; 2) Virtuous and loyal; 3) Has a tragic flaw; 4) Tragic flaw causes downfall; 5) The audience learns something through the characters failing).

Consider the following social offenses. Rank each in order of seriousness with 1 being the most serious.

Planning to trick someone
Lying to parents
Killing someone for revenge
Advising someone to marry for money
Two families having a feud
Killing someone by mistake while fighting
Cursing
Killing someone in self-defense
Suicide
Crashing a party
Marrying against parents' wishes
Giving the finger
Picking a fight


After you get done click here and read ROMEO AND JULIET in one minute!

NEW VOCABULARY:
(quiz on 1/17)
Rosemary
Sallow
Waverer
Perverse
Cunning
Procure
Lamentable
Kinsmen
Unwieldy
Variable


HOMEWORK: Write a blog entry - practicing prewriting and organizing (meaning you list ideas and then try to organize them into a structure) - with a thesis statement ( a controlling idea) and a hook about whether you believe in LOVE at FIRST SIGHT. Note - I want you to use examples from your life or your parents' lives or from books, movies, friends that you seen or heard about? Do you believe in it? Remember - Romeo and Juliet claim to fall in love at first glance. Explore the idea. You might be reading these out loud in class tomorrow.


Shakespeare: Tragedy, Comedy and Metaphor

“The poem, the song, the picture is only water drawn from the well of people
and it should be given back to them in a cup of beauty so that they may drink—
and in drinking, understand themselves.”
--Lorca


This unit will give students a chance to look at Shakespeare from a personal and cultural perspective. The class will break of the structure of the play Romeo and Juliet and discuss how metaphor and symbol, plot and theme work in conjunction with the development of characters and ideas. Ultimately, students will need to answer what “Romeo and Juliet” represents to our culture and what it personally means to them. Students will need to reflect on personal experience and apply it to the play.

OBJECTIVES: At the end of this unit students will be able to

Knowledge:

1) List the five elements of tragedy
2) List the five elements of a tragic hero
3) Define theme, plot, setting, foreshadow, oxymoron, soliloquy, personification, dramatic foil, metaphor, symbol, simile
4) Give the four elements of a sonnet and a brief description of traditional sonnet themes
5) Describe how sonnets are used in Romeo and Juliet
6) Define various vocabulary words from the play
7) List three things the prologue of the play does

Comprehension:

8) Identify a metaphor within a line of poetry
9) Identify the rhyme scheme of a English sonnet and break a sonnet into quatrains and couplets
10) Give a brief description of all the characters and their roles in the play
11) Given a line of dialogue identify the speaker
12) Outline the plot and break in up into exposition, inciting event, rising action, climax, falling action and catastrophe (or resolution)
13) Summarize each scene into a headline

Application

14) Demonstrate an understanding of a scene in a drawing
15) Demonstrate a relation of characters to contemporary times through a simulation called “TOO HOT FOR SHAKESPEARE: ROMEO AND JULIET LIVE ON THE JERRY SPRINGER SHOW”
16) Demonstrate an understanding of characters and acting techniques by writing out a script (including the lines, subtext, emotion or tone, and blocking) and acting out the scene from memory
17) Demonstrate an understanding of the play by writing journal entries and in-class writing assignments including a Dear Abbey Letter, interviews with citizens of Verona, Wedding Vows between Romeo and Juliet, personal responses, in-class presentations on characters.


Analysis

18) Write a persuasion paper on Romeo and Juliet.
19) In an essay compare and contrast a Shakespeare Comedy to a Shakespeare Tragedy.
20) In an essay discuss with evidence from the text who is responsible for the deaths of “the star-crossed” lovers


Synthesis

21) Write a sonnet


STUDENTS WILL BE ASSESSED IN THE FOLLOWING WAYS:

1) Class participation (this includes worksheets, homework)
2) Oral presentations and drawings
3) Individual writing (both critical and creative)
4) Character acting
5) Quizzes and Unit Final
6) Unit Project (if time permits)

ACTIVITIES TO BE INCLUDED (but not limited to)

1) short lectures
2) note guides for movies, reading and lectures
3) in-class reading/ some homework reading
4) in-class writing
5) role-plays/ simulations
6) dramatic acting of scenes and/or poems
7) drawings
8) listening to CDs related to Shakespeare
9) Projects

Poetry Out Loud

PRACTICE:

1) Just take turns reading your script (do this three times)

as the reader: a) pay attention to punctuation; b) enunciation - make sure you speak clearly; c) pronunciation - make sure you can pronounce all your words. If you can't, use dictionary.com (it'll pronounce the words for you); d) speak slowly

as the listener: a) stop the speaker if the go too fast; b) tell the speaker where you can't understand what they are saying; c) what the speaker's pronunciation. 

2) After the 3rd time, begin to work on memorization. Try and say at least three lines. Your partner will give you cues. Say as many lines as you can. Go over this at least four times.

3) What is the tone of the poem?  

Poetry Recitation

Today - I will have you read your poems and then answer the following questions.  In order to perform your poem you need to know what it is about.  The following questions will help you.  You should post the answers to your blog.

   1. Read the poem silently, then read it aloud (if not in a testing situation). Repeat as necessary.

   2. Consider the poem as a dramatic situation in which a speaker addresses an audience or another character. In this way, begin your analysis by identifying and describing the speaking voice or voices, the conflicts or ideas, and the language used in the poem.

The large issues

    Determine the basic design of the poem by considering the who, what, when, where, and why of the dramatic situation.

        *

          What is being dramatized? What conflicts or themes does the poem present, address, or question?

        *

          Who is the speaker? Define and describe the speaker and his/her voice. What does the speaker say? Who is the audience? Are other characters involved?

        *

          What happens in the poem? Consider the plot or basic design of the action. How are the dramatized conflicts or themes introduced, sustained, resolved, etc.?

        *

          When does the action occur? What is the date and/or time of day?

        *

          Where is the speaker? Describe the physical location of the dramatic moment.

        *

          Why does the speaker feel compelled to speak at this moment? What is his/her motivation?

PRACTICE:

1) Just take turns reading your script (do this three times)

as the reader: a) pay attention to punctuation; b) enunciation - make sure you speak clearly; c) pronunciation - make sure you can pronounce all your words. If you can't, use dictionary.com (it'll pronounce the words for you); d) speak slowly

as the listener: a) stop the speaker if the go too fast; b) tell the speaker where you can't understand what they are saying; c) what the speaker's pronunciation. 

2) After the 3rd time, begin to work on memorization. Try and say at least three lines. Your partner will give you cues. Say as many lines as you can. Go over this at least four times.

3) What is the tone of the poem?  

Romeo and Juliet and Poetry Out Loud

Today we will go over the Romeo and Juliet Unit and work on Poetry Out Loud.

The POL competition is on Wednesday 1/21 at 6 pm on the school stage.  This is a requirement.  You must have a poem memorized and ready to perform.  This is also an easy grade:

50 points for the memorization
30 points for showing up to the performance
20 points for the acting of the poem.

The winner of POL receives a $50 gift certificate to Radio Shack and has a chance to go the State Championship in March.

Here is a link to the POL judging guidelines
This rubric is also how you will be graded on the "acting" portion.  

Consider the following social offenses. Rank each in order of seriousness with 1 being the most serious.

Planning to trick someone
Lying to parents
Killing someone for revenge
Advising someone to marry for money
Two families having a feud
Killing someone by mistake while fighting
Cursing
Killing someone in self-defense
Suicide
Crashing a party
Marrying against parents' wishes
Giving the finger
Picking a fight


After you get done click here and read ROMEO AND JULIET in one minute!

NEW VOCABULARY:
(quiz on 1/17)
Rosemary
Sallow
Waverer
Perverse
Cunning
Procure
Lamentable
Kinsmen
Unwieldy
Variable


HOMEWORK: Write a blog entry - practicing prewriting and organizing (meaning you list ideas and then try to organize them into a structure) - with a thesis statement ( a controlling idea) and a hook about whether you believe in LOVE at FIRST SIGHT. Note - I want you to use examples from your life or your parents' lives or from books, movies, friends that you seen or heard about? Do you believe in it? Remember - Romeo and Juliet claim to fall in love at first glance. Explore the idea. You might be reading these out loud in class tomorrow.


Shakespeare: Tragedy, Comedy and Metaphor

“The poem, the song, the picture is only water drawn from the well of people
and it should be given back to them in a cup of beauty so that they may drink—
and in drinking, understand themselves.”
--Lorca


This unit will give students a chance to look at Shakespeare from a personal and cultural perspective. The class will break of the structure of the play Romeo and Juliet and discuss how metaphor and symbol, plot and theme work in conjunction with the development of characters and ideas. Ultimately, students will need to answer what “Romeo and Juliet” represents to our culture and what it personally means to them. Students will need to reflect on personal experience and apply it to the play.

OBJECTIVES: At the end of this unit students will be able to

Knowledge:

1) List the five elements of tragedy
2) List the five elements of a tragic hero
3) Define theme, plot, setting, foreshadow, oxymoron, soliloquy, personification, dramatic foil, metaphor, symbol, simile
4) Give the four elements of a sonnet and a brief description of traditional sonnet themes
5) Describe how sonnets are used in Romeo and Juliet
6) Define various vocabulary words from the play
7) List three things the prologue of the play does

Comprehension:

8) Identify a metaphor within a line of poetry
9) Identify the rhyme scheme of a English sonnet and break a sonnet into quatrains and couplets
10) Give a brief description of all the characters and their roles in the play
11) Given a line of dialogue identify the speaker
12) Outline the plot and break in up into exposition, inciting event, rising action, climax, falling action and catastrophe (or resolution)
13) Summarize each scene into a headline

Application

14) Demonstrate an understanding of a scene in a drawing
15) Demonstrate a relation of characters to contemporary times through a simulation called “TOO HOT FOR SHAKESPEARE: ROMEO AND JULIET LIVE ON THE JERRY SPRINGER SHOW”
16) Demonstrate an understanding of characters and acting techniques by writing out a script (including the lines, subtext, emotion or tone, and blocking) and acting out the scene from memory
17) Demonstrate an understanding of the play by writing journal entries and in-class writing assignments including a Dear Abbey Letter, interviews with citizens of Verona, Wedding Vows between Romeo and Juliet, personal responses, in-class presentations on characters.


Analysis

18) Write a persuasion paper on Romeo and Juliet.
19) In an essay compare and contrast a Shakespeare Comedy to a Shakespeare Tragedy.
20) In an essay discuss with evidence from the text who is responsible for the deaths of “the star-crossed” lovers


Synthesis

21) Write a sonnet


STUDENTS WILL BE ASSESSED IN THE FOLLOWING WAYS:

1) Class participation (this includes worksheets, homework)
2) Oral presentations and drawings
3) Individual writing (both critical and creative)
4) Character acting
5) Quizzes and Unit Final
6) Unit Project (if time permits)

ACTIVITIES TO BE INCLUDED (but not limited to)

1) short lectures
2) note guides for movies, reading and lectures
3) in-class reading/ some homework reading
4) in-class writing
5) role-plays/ simulations
6) dramatic acting of scenes and/or poems
7) drawings
8) listening to CDs related to Shakespeare
9) Projects