16-19 REL 302 C identify interrelationships between and among people, objects, events, or ideas in written or non-print sources

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1 Mrs. Staab English 135 Periods 2 & 3 Lesson Plans Week of 02/20/ /24/2012 Essential Question Why is Shakespeare considered one of the greatest writers in English Language? How are people's lives shaped by the circumstances of the time and place in which they live? Standards: CRS English OUC 101 A write short texts in a variety of genres, illustrating simple organization TOB 501 identify the focus of a simple essay, applying that knowledge to add a sentence that sharpens that focus or to determine if an essay has met a specified goal CRS Reading GEN 601 A examine information from multiple sources and perspectives (including the author s or narrator s) in order to make reasonable generalizations about people, objects, ideas, and situations REL 302 C identify interrelationships between and among people, objects, events, or ideas in written or non-print sources MID 501 identify a clear main idea or purpose of any paragraph or paragraphs in uncomplicated passages SUP 402 A gather and interpret details presented in a text, determining the contribution of each to the author s or narrator s intended message Objectives: 1) I will write many simply organized short texts of various genres 2) I will participate actively in class discussions 3) I will identify author's purpose in non challenging text 4) I will listen attentively, summarize, make judgments and evaluate in group activities

2 Activities: Monday, February 20, ) Bellringer- " View & Reflect. words" Students write for seven minutes and share within groups question to discuss- author's purpose) 2) Read aloud/ assign parts for Act two scenes 3 & 4 ( pgs ) stop at intervals to discuss 3) Independently students respond to first two questions of reading guide Tuesday, February 21, ) Bellringer- " game" Students write for seven minutes and share within groups 2) Read aloud/ assign parts for Act two scenes 5 & 6 (pgs ) 3) Independently students complete reading guide questions and write a persuasive paper based on one of the two topics presented. 4) Homework- finish persuasive essay; due tomorrow Wednesday, February 22, ) Bellringer- "Would you rather.." Students write for seven minutes and share (groups 1&2, 3&4, 5&6) 2) Volunteers share persuasive essay. 3) Show video " My parents don't understand me". a) students brainstorm all the instances they have been rebellious b) discuss the cause/ effect of their rebellion c) relate the discussion to R & J's rebellion 4) In small groups students brainstorm solutions for R&J's predicament /agree upon the best solution and share with the whole class Thursday, February 23, ) Bellringer- "To be honest I " Students write for seven minutes and share (groups 1&3, 2&5, 4&6) 2) Chalk talka) write phrase " The power of anger" on the board- students respond as they wish b) discuss some of the students' answers c) How powerful is anger? How powerful is vengeance? 3) Watch Act 3 scenes 1-5 of R & J video 4) Exit slip- Romeo's beliefs Friday, February 24, ) Bellringer- "Some people go straight to college " Students write for seven minutes and share (groups 1&3, 2&5, 4&6) 2) Socratic seminar preparation- students respond to questions in writing, in order to prepare themselves for next week's seminar 3) Self evaluation 4) Homework- polished paper due Monday

3 Resources and Materials: Computer LCD Projector Handouts Assessment: Student participation Exit slip Self Evaluation Homework: Persuasive essay due Wednesday, Feb. 22, 2012 Essay (polished paper) due Monday Feb. 27, 2012

4 Romeo & Juliet Act II- Scenes 3 & 6 Name Date Period 1) What is meant by the popular saying, Love is blind? What does Mercutio say about blind love? 2. What complication threatens the lovers happiness? Who (Romeo or Juliet) seems to take this threat more seriously? Explain. 3. What does Friar Laurence mean when he says to Romeo, Young men s love then lies not truly in their hearts, but in their eyes? 4. Writing Prompt: Choose one of the writing prompts below to address in a persuasive writing piece. Your writing piece should be at least 100 words in length, be written in paragraph format (indented), include at least one quote from the text, and contain a word count written at the bottom of your paper. Topic A. These Violent Delights Have Violent Ends Friar Laurence tries to warn Romeo that if he moves too quickly into marriage the consequences could be harmful. You are Romeo. Explain to the friar why it is necessary for you to marry Juliet quickly. Topic B. A Challenge, On My Life Tybalt, still angry at Romeo for his insolence, sends him a letter challenging him to a duel. You are an outsider looking in on this dispute. Convince Romeo and Tybalt to stop this madness.

5 Name Date Period Romeo & Juliet Act III Exit Slip 1. Fill in the Guide below according to Romeo s beliefs and opinions. Agree Disagree Statements If someone wrongs you, it is okay to seek revenge against him/her Revenge is necessary to maintain a just society. You feel peace after seeking revenge. Revenge often involves violence and can be dangerous. 2. Find a quote from Act III that demonstrates Romeo s feelings about vengeance. Romeo & Juliet Act III Exit Slip Name Date Period 1. Fill in the Guide below according to Romeo s beliefs and opinions. Agree Disagree Statements If someone wrongs you, it is okay to seek revenge against him/her Revenge is necessary to maintain a just society. You feel peace after seeking revenge. Revenge often involves violence and can be dangerous. 2. Find a quote from Act III that demonstrates Romeo s feelings about vengeance.

6 Name Date Period Socratic Seminar Ground Rules: 1. Speak to one another and not the teacher. 2. Respect all participants. Disagree with grace, understanding and courtesy. 3. Participate selectively if you have a lot to say. Draw others into the discussion. 4. Listen actively by watching and refraining from distractions and side conversations. 5. Build on points previously made when you make your point. 6. Wait to speak until your peer is finished. 7. Back up your points with textual evidence. 8. When asked to evaluate your peers, do so with constructive criticism SEMINAR QUESTIONS: ACT I Love and Marriage 1. Are Romeo and Juliet experiencing true love? If not, explain what you think they are experiencing. If so, explain what you believe their course of action should be. 2. How high is the pedestal Romeo creates for Juliet? Does she deserve this? 1. How do you define true love? 2. Why do people put a beloved person on a pedestal? What effect does this have on the relationship? 3. Marriages in Western societies tend to be based on romantic love, but during the Elizabethan era they were based on economics, family politics, and social status. Which approach fits your values and beliefs? Why? What are the arguments for both? Rebellion 1. The word rebellion is often associated with violence, yet Romeo and Juliet are rebellious through their love. Discuss the forces and authorities they are rebelling against. 2. Do you think nonviolent resistance will be Romeo s and Juliet s choice in order to be together? What would nonviolent resistant look like in their situations? How do you know they would or would not choose this route? What would be a violent way of achieving their goal to be together? Fate 1. Romeo has a premonition that he will die an early death if he goes to the Capulet party, but he goes anyway. Why does Romeo make such a choice? 2. Do Romeo and Juliet seem in control of their lives thus far, or is something else controlling them? 1. Do you believe in fate? Can people who believe in fate change their fate?

7 ACT II Love and Marriage 1. What indications do we have that Romeo and Juliet are experiencing lust rather than true love? What indications do we have that they are experiencing true love? Which feeling is stronger? 1. Is love at first sight possible, or is it just physical attraction at work? 2. What social barriers do people today face in their love lives? Rebellion 1. The Nurse and the Friar both engage in forms of rebellion in this act. What kind of rebellion do they embrace? What is their motivation for breaking the social order? 1. How and why do teenagers use romantic relationships to rebel against their parents? 2. Do people tend to be more rebellious when they are with peers than when they re alone? In what ways do friendships encourage or discourage rebellion? Identity 1. How do love and hate define the identities of the play s various characters, especially Romeo, Tybalt, Mercutio, and Juliet? 1. How much does our identity rely on others? In what ways? How are we defined by the existence of the other our seeming opposite? Do opposites truly attract? Time: Haste vs. Patience Relevance Question: 1. Is it better to love passionately? Or to love moderately? Why? How does love or any intense emotion affect a sense of time for you? 2. Is love truer if it happens quickly? Why or why not? Looking and Sight 1. Why does Friar Laurence say that young men s love lies in their eyes, rather than in their hearts? 1. Do we judge most with sight? Or do we use other means of judging? Love and Marriage ACT III 1. Consider Romeo and Juliet s behaviors in this act. Do they indicate a strong commitment to marriage? Why or why not? Which of the lovers seems more committed to the impending marriage? Why? 1. What responsibility to husbands and wives have to each other? What sacrifices are appropriate? What sacrifices are too extreme in a marriage? Rebellion 1. In Act 3, scene 5, Juliet rebels against her father s wishes by refusing to marry Paris. How is this refusal a rebellion not only against his power, but also against the structure and norms of Elizabethan society? 2. Why would Juliet take such a risk? 1. In what situations might children feel motivated to rebel against their parents? Are those rebellions effective? Why or why not?

8 Socratic Seminar Peer/Teacher Evaluation Speaker Observer Behaviors Excellent Good Fair Needs Improvement Shares the discussion rather than monopolizing or interrupting Listens to others by building on points previously made Offers comments that extend discussion; raises new points; asks clarifying questions; and/or examines the logic of ideas Provides relevant supporting evidence from the text Respectfully disagrees Speaks loudly and clearly Provides relevant, appropriate, and respectful real-life examples Comments: Socratic Seminar Peer/Teacher Evaluation Speaker Observer Behaviors Excellent Good Fair Needs Improvement Shares the discussion rather than monopolizing or interrupting Listens to others by building on points previously made Offers comments that extend discussion; raises new points; asks clarifying questions; and/or examines the logic of ideas Provides relevant supporting evidence from the text Respectfully disagrees Speaks loudly and clearly Provides relevant, appropriate, and respectful real-life examples Comments: