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Example R&J Essay Structure May 13, 2016

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*create a Google Document and share it with Ms. Garvoille*

*remember 12-point, Times New Roman, double-spaced*

*insert the page number on the upper-right corner*

*put your last name and a space in front of the page number*

[COPY AND PASTE THIS INTO YOUR DOC if you want extra guidance]:

Your Name

Ms. Garvoille

Honors English I, 1

24 May 2016

Clever Title

WRITE YOUR INTRO AND CONCLUSION LAST!

            Hook connecting to your reader’s life. Your hook should relate to your thesis statement on your prewriting in some way. Transition to Romeo and Juliet—remember to italicize the title. Describe the basics of the scene you are writing about. Transition to give the basics of your artwork. Describe the artwork in 2-5 sentences as if to someone who has never seen it being sure to name the artist and title of the work. Thesis statement.

BODY PARAGRAPHS:

Topic sentence that supports your thesis. Make your first ASSERTION about the play. Provide CONTEXT for evidence by describing what is happening in the play at this point in the conversation. Give a short piece of EVIDENCE from the play to support your point about imagery (cite the quote with act, scene, and line number like this: 1.4.45-46). INTERPRET how the evidence shows your assertion by focusing on a specific word or phrase. This can go on for up to 3 sentences. TRANSITION to discussing the artwork. Make an ASSERTION about whether the artwork supports what the play says or not. Provide CONTEXT for one detail, for instance, “in the recording at about 3:21” or “in the lower left hand corner of the drawing.” Then give your EVIDENCE, for instance, “the French horns and violins alternate playing the same motif.” INTERPRET how that detail supports/contradicts the literary device you described in the previous paragraph—for example, “That alternation suggests two sides fighting, warring back and forth with sound.” Conclusion sentence restating whether or not the artwork successfully showed the theme and TRANSITIONING to your next point.

ALL REPEAT THE PREVIOUS PARAGRAPH FOR YOUR TWO/THREE MAIN COMPARISONS. You may decide to make the previous paragraph into two paragraphs instead of one.

HONORS REPEAT THE PREVIOUS PARAGRAPH ONCE MORE. You may decide to make the previous paragraph into two paragraphs instead of one.

Restate your thesis in new words—something about the success or failure of the artwork. Review all of your evidence in a sentence or two—how did or didn’t the artwork relate to the theme in the play. You might add another sentence explaining what a viewer would think about Romeo and Juliet if this were his only interaction with the play—what misinterpretations would he have? Is this version actually better than Shakespeare’s in some way? Now connect this essay back to the reader’s life, either by returning to your original hook idea, or proposing a new idea.

Works Cited

Shakespeare, William. Romeo and Juliet. PUBLISHING LOCATION: PUBLISHER NAME, DATE. PRINT/WEB.

Artist last name, first name. Title of Artwork. Location, year. Print/Web.

Characterization in Art May 2, 2016

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Choose any link below that matches the character you would like to analyze.

Juliet

Juliet: 2D. Philip H. Calderon, lithograph

JulietPiano. Sergei Prokofiev, Op. 75 No. 4 – “Juliet as a young girl,” from 10 Pieces from Romeo and Juliet for Piano. Performed by A. Gavrilov

Romeo

Romeo: Photography. The Curse, Annie Leibovitz for Vogue Magazine.

Romeo: Dance. Rudolf Nureyev’s production of Romeo and Juliet was filmed at the Palazzo dello Sport in Milan in 1983. Starring Rudolf Nureyev as Romeo.

Friar Lawrence

Friar Lawrence: Photography. The Promise, Annie Leibovitz for Vogue Magazine, photograph

Friar Lawrence: Piano. Igor Roma, pianist, plays Prokofiev’s Romeo and Juliet (VII. Friar Laurence)

Tybalt

Tybalt: Strings, Band. Sergei Prokofiev, Romeo & Juliet Suite No.1 Op.64 – No.7 “Death of Tybalt”

Mercutio

Mercutio: Chorus (opera). The Ballad of Queen Mab performed by David Adam Moore, from Gounod’s opera Romeo et Juliette. Here is the translation of the libretto.

Mercutio: Dance. Sergei Prokofiev Ballet, performed at the London Royal Opera House, choreographed by Kenneth MacMillan. Mercutio is in green.

Nurse and Lady Capulet

Nurse and Lady Capulet: Chorus, Theater (musical theater). Romeo et Juliette – de la Haine a l’Amour. Musical by Gérard Presgurvic.

April 11: Turning in our plays and reflections April 11, 2016

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1. Students had their free read time

2. Next, I asked students to label the following in their plays by annotating in the margin:

  • Dramatic irony
  • first plot point, midpoint, third plot point, climax
  • Realistic dialogue
  • Deep monologue
  • Aside
  • Put a vertical squiggly line next to your favorite part (each group member) and write your name

3. Students spent some time reflecting on the progress they have made and what they learned over the course of the project by answering these reflection questions on a separate sheet of paper: Playwriting Reflection.

HW: If you didn’t finish your reflection in class, finish it at home tonight!

Wednesday, March 9: Building Plot March 9, 2016

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Over the past few days we have worked on building our plot structures.

Here are the notes and handouts from these days:

Theme in Drama notes (L8)

The Three Act Plot Structure Notes (L9)

The Three Act Plot Structure Outline – required for moving forward with writing the play

We will have work days on Thursday and Friday this week. Just a reminder, here is the assignment that was passed out.

The Politics of the Domestic: A Collaborative Playwriting Project

Your task is to collaboratively write a play that illuminates how a social or political issue can impact the everyday lives of everyday people. Inspired by Lorraine Hansberry and A Raisin in the Sun, we will choose a topic that has political or social relevance (like housing discrimination), and show its impact on the personal lives of an everyday family or set of characters (like the Youngers).

Collaboration:

  • You may choose your own group based on your topic, or you may work alone. Your teacher reserves the right to make final grouping decisions and split up any group at any point if you are not using your time efficiently.

Requirements:

Your play must . . .

  • be set in a living space (living room, bedroom, trailer, jail cell); no setting changes are allowed
  • take place in a restricted time frame, not more than one month
  • have at least as many characters as there are group members (but it can have more); an odd number of main characters is recommended
  • follow the three-act plot structure
  • include thoughtfully-written stage directions for the actors in almost every line, as Hansberry does
  • be at least ten pages long (i.e. at least ten minutes)
  • include at least one monologue of at least 200 words for each main character (i.e. each member of the group)
  • have a title drawn from a poem

It must include the following:

  • a thorough description of the setting and time period
  • dramatic irony (at least three times)
  • a symbol (at least one per group member)
  • coincidence-related tension
  • comic relief after a moment of tension
  • a main character that the audience feels ambivalent about or has some moral ambiguity
  • foil characters: two characters that have opposite personality traits
  • five self-interrupted sentences that the audience must complete in their minds (this is an exercise in subtext)
  • three asides that the character says aloud for only the audience to hear

You must also include at least one of the following:

  • a one-sided telephone call; a sound effect or line delivered offstage; a word, phrase, or sentence delivered in unison; or characters talking over each other (format this on your page in two columns)

Tuesday, March 1: Character continued March 1, 2016

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  1. We took a short vocab quiz review.
  2. Free read!
  3. We finished our L7 notes from yesterday and worked in groups to determine the needs and wants of our characters.

HW: Study for vocab test tomorrow! Here is a link to study online: Quizlet Class

Monday, February 29: Character Names and Types February 29, 2016

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  1. If students handwrote their Bone Structure Character Sketch, I collected it. If not, it should be shared on Google Drive.
  2. We had free read time.
  3. We discussed the power of naming our characters using this notes sheet: Meaningful Names in Literature. Students spent time coming up with names for their characters.
  4. Next, we began looking at different types of characters here: Types of Characters.

HW: Study for your vocab test on Wednesday! Here is the word list: Lesson 2 Vocabulary

The Bone Structure: Character Sketch February 25, 2016

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Click here to open the assignment.

Then go to File > Make a Copy.

Rename the File with your name and your Character’s name. Put it in your Group’s Google Drive Folder.

Tuesday, February 16: Exploration Stations February 16, 2016

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1. Free read!

2. We are going to start writing our own political plays, inspired by Hansberry’s A Raisin in the Sun. To do this, we started by exploring different social justice issues today. Students filled out this sheet (Political Play Topic Exploration Stations) as they walked around to stations with the links below. If you were absent, you can fill the sheet out at home using the links:

Incarceration, Jail Conditions, School to Prison Pipeline

More Than 100 Marchers Protest the Durham County Jail

http://www.pbs.org/wnet/tavissmiley/tsr/education-under-arrest/school-to-prison-pipeline-fact-sheet/

http://abc11.com/news/protest-held-outside-durham-county-jail/666964/

http://www.twcnews.com/nc/triangle-sandhills/news/2016/01/26/questions-remain-after-inmate-found-dead-inside-durham-co–jail.html

 #matthewmccain #dennismcmurray

Durham Gentrification and Affordable Housing Crisis

http://www.newsobserver.com/news/local/community/durham-news/article42202857.html

http://bittersoutherner.com/made-in-durham/#.Vrur5WRViko

Transgender and Queer Youth

http://thinkprogress.org/lgbt/2012/03/14/430053/trans-youth-face-higher-risk-of-abuse-mental-health-problems-if-not-affirmed/

https://www.americanprogress.org/wp-content/uploads/issues/2012/03/pdf/lgbt_homelessness.pdf

http://www.advocate.com/arts-entertainment/art/photography/2015/05/06/photos-homeless-lgbt-youth-become-visible

ICE raids/Immigration

http://raleigh.quepasanoticias.com/noticias/ciudad/local/ice-arresta-a-adolescente-hondureno-cuando-se-dirigia-a-la-escuela-en-durham

http://www.latimes.com/local/california/la-me-immigration-sanctuary-revival-20160208-story.html

http://www.theatlantic.com/photo/2013/08/an-immigrants-journey/100573/

Sexual Violence, Rape Culture, and Domestic Abuse

#itsnotok

http://time.com/3789753/i-am-unbeatable-donna-ferratos-commitment-to-abused-women/

http://time.com/3525038/photographer-as-witness-a-portrait-of-domestic-violence/

Friday, February 12: Reflections on Theme in Raisin February 12, 2016

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  1. Freeding.
  2. Students received Raisin ACEIT poem comparison. We read two poems thematically related to the play and annotated them in groups. Then, students began writing a paragraph on which theme best matched Raisin. Here are notes on ACE-IT paragraphs if you need them at home: ACEIT completed notes.

HW: Finish your ACE-IT paragraph on the back of the poem annotation sheet for Monday!

Tuesday, February 9: Act 3 motifs February 9, 2016

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  1. #freereading
  2. As we continued to read Act 3 of Raisin in the Sun, we looked for motifs we’ve seen throughout the text using this chart: Motifs in Raisin Act 3

HW: Make sure all your vocabulary notes from Unit 2 past weeks are complete for tomorrow.

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