Friday, May 22: Last rehearsal day! May 23, 2015Posted by garvoille in Uncategorized.
On Tuesday students will perform their scenes for the class.
Here is the rubric if you’re interested: Performance Rubric 2013.
HW: Practice your lines and movements over the long weekend!
1. Students took an oral quiz to review Act III of the play.
2. We discussed the Antithesis speaking technique. Here are the others: Speaking Shakespeare (L11).
HW: Finish reading Act 4 for Wednesday! (see videos below)
Friday, May 15: Scenework! May 15, 2015Posted by garvoille in Uncategorized.
Students shared their scene cuts and read through the scene with parts once.
Next we did some writing about our characters. If you were absent, answer the following questions about the character you have been assigned by your group to read:
1. What is your main goal in life (as the character)?
2. What annoys you most?
3. Who is your modern equivalent? (i.e. in attitude this character is basically a 16th century Kim Kardashian or Mr. Ward) Why?
4. What is your anthem? What is the song you could listen to on your 16th century iPod and say, “This is my jam!”
5. Write a one paragraph journal or diary entry in which you reflect on the events of your scene. If your character dies in the scene, you will be writing this journal entry from the afterlife.
In some classes we had time for an oral quiz.
HW: Read all of ACT 3 for Monday.
Here are the scenes to watch before you read:
Students worked with their groups to begin paraphrasing and interpreting their scenes.
HW: For Friday, finish reading Act II. (See videos below!)
Tuesday, May 12: Beginning paraphrasing May 12, 2015Posted by garvoille in Uncategorized.
1. Students reviewed Act 1, scenes 4-5 in an oral quiz.
2. We broke into scene groups to begin paraphrasing. Here are the directions: Paraphrase Directions.
HW: Read Act 2, scenes 1-2.
Here are the scenes to watch before you read:
Monday, May 11: First oral quiz and choosing groups May 11, 2015Posted by garvoille in Uncategorized.
1. Students had a few minutes to add to their reading guides and ask questions about Act 1, scenes 1-3.
2. We took an oral quiz during class to review the first three scenes.
3. Scene choices. Students received a Romeo and Juliet scene choice card to choose a scene from the play they will work on for the next two weeks.
HW: Read the rest of Act 1 (scenes 4 and 5). Make sure you read the footnotes as you go! Here are some videos you can watch before you read to help:
1. We discussed the background of Romeo and Juliet and analyzed the prologue, taking notes on this sheet: Guided Notes Background.
2. Students received a reading guide to complete as they read (there are summaries to do on the back): To Kill a Mockingbird Reading Guide (front) Timeline RJ (back). We filled out the entire front in class together.
3. We listened to and discussed the first half of Act 1, scene 1.
HW: Over the weekend, finish reading Act 1, scenes 1, 2, and 3. Here are some videos you can watch before you read or during your first reading. You must read the text at a slower pace than is presented in the videos (and the videos leave out a lot!).
Check out this AMAZING new version with *swoon* Orlando Bloom!
Scene 1 is 0:00-10:05.
Scene 2 is 10:05-14:00.
Scene 3 is 14:00-19:18.
You can also watch this 1976 version:
Some of the scenes here are a little mixed up, but you should watch 0:00-24:50.
Or you can also watch this (somewhat problematically cast) 1982 version:
Watch from 0:00-24:36.
Wednesday, May 6: Finishing meter May 6, 2015Posted by garvoille in Uncategorized.
1. Today, students completed four practice exercises on meter (found on the back of L9) and shared one line with the class.
2. We read the prologue together to the rhythm. Tomorrow we will begin reading!
HW: None. Honors, bring your books tomorrow if you have them!
Tuesday, May 5: Beginning Meter May 5, 2015Posted by garvoille in Uncategorized.
1. Students answered the final question on their 1/2 sheet graphic organizers about the skits from yesterday.
2. We finished presenting our skits.
3. We learned about meter and scansion. All students received Rhythm Guided Notes (L9, front and back). If you were gone, you can watch these videos to learn about what we learned in class:
HW – OPTIONAL: If in Honors, get a paperback copy of Romeo and Juliet by Friday if you don’t want to lug around a textbook. I recommend the Yale Shakespeare, the Barnes and Noble Shakespeare, or the Arden Shakespeare. For websites, if you have an eReader or iPhone you want to read from, Shakespeare Navigators is the best.
Monday, May 4: Stories through the Ages May 4, 2015Posted by garvoille in Uncategorized.
Today students learned that Romeo and Juliet is actually a much older story than you’d think. It originated with Ovid’s Metamorphoses in around 8 A.D. and continued to change in form until Shakespeare wrote his version in around 1591. We even have new versions today (Romiette and Julio, for example).
1. Students turned in any extra sheets from their music video reviews.
2. Reflection on Stories through the Ages (download if absent). What kinds of teenage love stories do we have today? How do they usually end?
3. Share. We discussed similarities between typical teenage love stories and wrote up those similarities on the board, checking off which also appear in Romeo and Juliet.
4. Skits. Each group read a different source text for Romeo and Juliet and then presented a skit version of that story to the class. Read the stories here: Source Stories. Read about the stories here if you were absent: Romeo and Juliet: Something Borrowed, Something New
HW: If in Honors, get a paperback copy of Romeo and Juliet by Friday if you don’t want to lug around a textbook. I recommend the Yale Shakespeare, the Barnes and Noble Shakespeare, or the Arden Shakespeare. For websites, if you have an eReader or iPhone you want to read from, Shakespeare Navigators is the best. Otherwise, no homework.