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

Tragedy UnitOGL

Blocks ADFH2011

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: TSWBAT link 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

1. Lost your Ipod touch

2. Baseball game rained out

3. Gerbil, Fluffy, passes on

4. New Air Jordans get muddy

5. Tickets to favorite movie sold out

6. $20 bill falls out during recess--you suspect your BFF took it

7. 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.

Drill 2

• Homework: Study for Elizabethan Times quiz Block AF 3/7 Block DH 3/10

• Verona Reading/BCR


• 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

Structural Elements of Stage Drama

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:TSWBAT link 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 answer in red.

• Underline your citation from the text in green.

• Underline your explanation in purple.

• Based on your evaluation of your work what score would you give this BCR answer?

• 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.


• Drill: Next Slide

Drill 4

• As you read each sentence, use the other words in the sentence to help you figure out what the underlined word means. Explain your answer.

• 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

• As you read each sentence, use the other words in the sentence to help you figure out what the underlined word means. Explain your answer.

• 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.


• 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

Anikan Skywalker

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.

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


• 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


• 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.

• Please remain seated and talk quietly with your classmates.

Drill 2


• Block A Act II Quiz 4/7


• Drill: Based on their first conversation in Act II scene iii what is Fr. Laurence’s opinion of Romeo?

Drill 3


• Act II quiz H Block 4/8 F Block 4/11 D block 4/12


• Drill: Why does Shakespeare have Romeo and Juliet speak in sonnets?

Drill 4



• 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


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


• 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


• 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


• Permission Slips for Stevens Forest


• 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


• Objective: TSWBAT demonstrate knowledge of Shakespearean verse and paraphrase passages in order to demonstrate understanding of the play.


• 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



• 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



• Be plain, good son, and homely in they drift.

• Riddling confession finds but riddling shrift.

Drill 8


• Stevens Forest Permission Slips


• 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.)

Francisco Pacheco

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


• 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


• 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?

Drill 8 answer

• 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


• 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.


Drill: Review the information about modifiers and complete numbers 1-7.

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

Reality Check

Drill 11 5/3 ADH 5/4 F

• Take out modifiers handout

• Homework: Status Check 5


• 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.

Drill 12 Answer

• 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.

Drill 13 (5/9 ADH)(5/10 F)

• 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.

Service Learnin

g:Before, During,

and After

Reading

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.


Participial Phrase


• Juliet, fearing the worst, 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


• 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, fearing the worst, 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.

Drill 16 Answers

• 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)

DRILL 17

• Take out the pronoun handout.

• Homework: Active/Passive Voice Practice


• 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.

Drill 17 answers

• 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 Active/Passive Voice handout

• Homework: Assessment 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: Change the following sentence from passive to active voice.

• A food fight was started in the cafeteria.

Drill 19(DH 5/20)(F 5/23) (A

5/24)Homework: Assessment 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: Who said it warm-up. Match the quote with the person who said it. Label it Drill 19.

Inference

• A logical guess based on text evidence and prior knowledge.

Documents

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