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"There never was a story of more woe..."

2/23/2020

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Picture
This week we will end our Unit on Coming of Age on Stage. You will have a Summative Assessment over our unit. Please make sure that you are working to complete the Romeo and Juliet Study Guide. We will be meeting in the Media Center on Thursday and Friday of this week. Please bring your independent reading book daily to class. 
AFTER SCHOOL TUTORING 
is available for any student who is missing assignments from this unit and needs remediation or if you would like extra help. Tutoring is Tuesdays and Thursdays 3:45- 5:00 pm.
 
Weekly Agenda
Mon -  Act 5 Romeo and Juliet/Summative Study Guide/Constructed Response
Tues - Chronicle of a Death Foretold Graphic Essay
Wed - Chronicle of a Death Foretold Graphic Essay
Thurs - Whose to Blame? Digital Escape Room
Fri - Book Chat and Romeo and Juliet Summative Assessment 


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Balcony Scene - Instructions

2/4/2020

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THIS is ONLY FOR STUDENTS HAVING DIFFICULTY LOGGING INTO WWW.SCHOOLOGY.COM 

READ the Scene Summary
Scene Summary
Romeo stands below Juliet’s balcony, marveling at her beauty. Not knowing he’s there, Juliet speaks, wondering why Romeo must be a Montague, and she a Capulet. She thinks a name is simply a word, and it would be easy for Romeo to take a new name, and therefore not be forbidden to her. Romeo reveals himself, agreeing to forsake the name Romeo if he can have her love. Juliet warns him that, as a Montague, he’ll be killed if he’s spotted with her, but Romeo doesn’t care. After much discussion, the two swear their love for each other and agree to be married.
Go to the link and read the scene: https://myshakespeare.com/romeo-and-juliet/act-2-scene-2
Watch the two versions of the balcony scene attached.
Answer the following prompt: After examining different presentations of Act 2, Scene 2 respond to the following: Who is in control of this conversation, Romeo or Juliet? Look for other examples in the text to support your idea of who is the stronger character. Your response should be written in 1-2 well-developed paragraphs backed by textual evidence.
Submitting your assignment: write your response; Label it Balcony Scene include your full name and the block; Turn your work into the basket at the back of the room. 
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Shakespeare Self Study Feb 4-7

2/3/2020

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Dear 9th Lit scholar
You will have independent work for the next four days. You will continue your study of select scenes, quotes, articles and poems associated with Shakespeare’s Romeo and Juliet. You can go to this week’s blog to find all the an electronic version of this document with all of the hyperlinks.
Tuesday
Complete the following tasks:
  • Grab a laptop and turn it on!
  • Warm Up – Rewrite the selected quote using emojis in your composition book (composition books are in the crates in the front of the room. Return the books when you are done I am still grading!) Go to https://emojipedia.org/ if you need inspiration.  I encourage you to add color and embellish your work.
My only love sprung from my only hate!
Too early seen unknown, and known too late!
Prodigious birth of love it is to me,
That I must love a loathèd enemy.
  • Go to www.schoology.com and complete the assignment entitled Balcony Scene (make sure you submit your work on the website). If you still need the access code go to the homepage of the class website at www.doctorwhipple.com
  • Closing – Independent Reading and Double Journal Entries (8 entries are due by Feb 11)
Wednesday
  • Common Lit
    • Go to www.commonlit.org and click the sign in button at the top right hand corner
    • Login with Clever
    • Login with Active Directory
    • If the system asks you to login it is your Cobb County email or if you are logging in from home [email protected] and the same password you use to login to the lapops)
    • There are four articles:
      • Can Television be Considered Literature and Taught in English Class?
      • Excerpts from Romeo and Juliet
      • Adolescence and the Teenage Crush
      • Teaching Shakespeare in a Maximum Security Prison (Listen to the NPR broadcast of this article https://www.npr.org/2013/04/22/178411754/teaching-shakespeare-in-a-maximum-security-prison)
Thursday
  • Warm Up  - Read and review the handout on Character Types (Come up with examples from literature or a movie to represent EACH Type)
  • On Monday we read Act 1, Scene 5 of Romeo and Juliet (The Capulet Party Scene) Using the template provided or creating your own design a Masquerade Mask for one of the attendees of the Capulet party. Characters to consider: Romeo, Juliet, Lord Capulet, Mercutio, Benvolio, and Nurse.
  • Your mask should be thoughtfully designed to represent your character including the following:
    • AT LEAST two to three symbols representing your chosen character
    • Color or use an appropriate color of construction paper
    • Use the Color Symbolism Chart to assist you
    • WRITE a detailed paragraph explaining your mask, character types and textual evidence (a direct quote from the play) that justifies why your creation represents your character.
Friday
  • Warm Up – Double Journal Entry (remember 8 entries are due by Feb 11th)
  • Work Session –
    • Complete any remaining Common Lit articles (please see Wednesday’s lesson for more details)
  • Closing – In your composition book create a character stick figure sketch of Romeo and Juliet, draw a stick figure AND include the following for BOTH:
    • What the character says…
    • What the character does…
    • What the character thinks…
    • What the character feels…
    • How others respond to this character
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  • Home
  • 9th Lit Blog
  • Tech Notes
  • About Me
  • Contact
  • Poetic Songs
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