Poetry Out Loud

 Today we are going to go over Poetry Out Loud and work on your poems.

Tomorrow - if we will be playing Jeopardy as a review for Act II.

Poetry Out Loud

 Today we need to have a memorization quiz on Poetry Out Loud and then we need to review Act II of Romeo and Juliet.

Friday - POETRY OUT LOUD

Come up - one at a time -  and perform your poetry out loud poem. Work on recitation. On Monday you will be doing this for a grade so you need to make sure you have your poems memorized. If, and when, you have your poem memorized work on the following:

 

NEW VOCABULARY:

1. Absolved:

2. Loathsome:

3. Forsworn:

4. Gallant:

5. Exile:

6. Devise:

7. Pensive

8. Consort:

9. Wayward:

10. Dismal:

11. Fickle:

Conduit

 

  Write a journal entry of 1 paragraph discussion how long Romeo and Juliet have known each other, who asked who to marry, and speculated on how many rules Friar Lawrence broke in marrying them.

  Break into your groups and rewrite Act II as a mini-play in contemporary english. 

 

1) 5 Elements of Tragedy
2) 5 Elements of a Tragic Hero
3) Dramatic Foil (definition, examples and explanation of examples)
4) Oxymoron (definition and example from play)
5) Metaphors: Direct, Implied, Extended (definitions and examples)
6) Sonnets - four elements
7) Monologue and Soliloquy definition and examples
8) What has happened in Acts 1-3
9) The plot  (exposition, inciting event, rising action)

 

 

Thursday

 You have a pop quiz on Acts 1&2 today. When you finish you should work on Poetry Out Loud. You will have to perform your poems in class tomorrow.

Wednesday

 Read Act 2 Scene 4-6 in their groups, watch the videos below, and then work on memorization for Poetry Out Loud. 

 

 

 

 

Tuesday

You should read Act 2 Scene 3 in their groups, then watch the review video on it and write a detailed paragraph summary of the scene. If you finish below the end of class please work on Poetry Out Loud. You will be performing on Friday.

 

 

 

Monday

 Go to the basketball games.

Friday

You have a vocabulary quiz. When you are done, get into their groups (Montagues, Capulets, or Prince) reread Act 2 Scene 2 and come up with a summary. You should include examples of direct metaphors, personification, and irony. If you need it there is a review video below:

Thursday

 Today we are going to review vocabulary and read Act 2 Scene 2. 

HW: Study vocabulary words for tomorrows quiz.

Tuesday

I'm moving back the review until tomorrow when everyone is back. Today we will review some notes, and I'll give you some time to work on Poetry Out Loud Memorization. You will have a quiz on it next week. We will also begin Act II. 

HW: Journal - Extra Extra Street Fighting in Verona

Monday

 We are going to finish have you recite your poems out loud and then we will finish Act 1 of the play.

Homework: 

Make sure you have written summaries for each of the scenes in Act 1 and worked on your Poetry Out Loud poem.

Tomorrow we will be playing Jeopardy review. 

Friday

 Today, I want you to spend the first ten minutes on Poetry Out Loud. Remember, on Monday, I will have you recite these poems from memory. I also want you to turn in your homework from last night.

Today we will be reading Act 1 Scenes 4 & 5

HW: Summarize each scene of Act I into a headline - 1-3 sentences. 

Thursday

 Today, I'm going to give you about 10 minutes to work on the memorization of your Poetry Out Loud poems. Note on Monday we are going to do a memorization check.

Review some of the notes you took yesterday and read Act 1 Scene 3.

HW: Write sentences with the rest of your vocabulary words and answer the handout.

Wednesday

 Today we are going to spend a couple minutes writing sentences with the words of the day Rosemary and Sallow, and then we are going to take some notes on Metaphors, Sonnets, and Dramatic Foils.

We will also read scenes 2 - 3

HW: Work on Poetry Out Loud and answer the questions on the handout.

So what are the four elements of a sonnet.

1)


2)


3)


4)

Let's see how they work:


18
Shall I compare thee to a summer's day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer's lease hath all too short a date:
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimmed,
And every fair from fair sometime declines,
By chance, or nature's changing course untrimmed:
But thy eternal summer shall not fade,
Nor lose possession of that fair thou ow'st,
Nor shall death brag thou wand'rest in his shade,
When in eternal lines to time thou grow'st,
So long as men can breathe or eyes can see,
So long lives this, and this gives life to thee.

116
Let me not to the marriage of true minds
Admit impediments, love is not love
Which alters when it alteration finds,
Or bends with the remover to remove.
O no, it is an ever-fixed mark
That looks on tempests and is never shaken;
It is the star to every wand'ring bark,
Whose worth's unknown, although his height be taken.
Love's not Time's fool, though rosy lips and cheeks
Within his bending sickle's compass come,
Love alters not with his brief hours and weeks,
But bears it out even to the edge of doom:
If this be error and upon me proved,
I never writ, nor no man ever loved.

130
My mistress' eyes are nothing like the sun,
Coral is far more red, than her lips red,
If snow be white, why then her breasts are dun:
If hairs be wires, black wires grow on her head:
I have seen roses damasked, red and white,
But no such roses see I in her cheeks,
And in some perfumes is there more delight,
Than in the breath that from my mistress reeks.
I love to hear her speak, yet well I know,
That music hath a far more pleasing sound:
I grant I never saw a goddess go,
My mistress when she walks treads on the ground.
And yet by heaven I think my love as rare,
As any she belied with false compare.

Now - what are some traditional sonnet themes?

1)

2)

3)

 

Tuesday: Romeo and Juliet

Today, we spend some time memorizing your poems for Poetry Out Loud. Then we need to discuss your journals on "Love at First Sight" and reading Act 1 Scene 1. 

HW: Look up your vocabulary words.

NEW VOCABULARY:

Rosemary
Sallow
Waverer
Perverse
Cunning
Procure
Lamentable
Kinsmen
Unwieldy
Variable

 

Semester 2

 Today we are going to discuss the poems you picked out for Poetry Out Loud, discuss the overview of Poetry Out Loud, and give a background on Romeo and Juliet.

POETRY OUT LOUD

The POL competition is on Wednesday, February 1st  at 6:30 pm on the school stage.  This is a requirement.  You must have a poem memorized and ready to perform.  This is also an easy grade:

50 points for the memorization
30 points for showing up to the performance
20 points for the acting of the poem.

The winner of POL receives a $50 gift certificate to Radio Shack and has a chance to go the State Championship in March.

Here is a link to the POL judging guidelines
This rubric is also how you will be graded on the "acting" portion.

Poetry Out Loud website can be found here

Tips for performance can be found here

 

 

 

ROMEO AND JULIET

Consider the following social offenses. Rank each in order of seriousness with 1 being the most serious.

Planning to trick someone
Lying to parents
Killing someone for revenge
Advising someone to marry for money
Two families having a feud
Killing someone by mistake while fighting
Cursing
Killing someone in self-defense
Suicide
Crashing a party
Marrying against parents' wishes
Giving the finger
Picking a fight

After you get done click here and read ROMEO AND JULIET in one minute!

NEW VOCABULARY:

Rosemary
Sallow
Waverer
Perverse
Cunning
Procure
Lamentable
Kinsmen
Unwieldy
Variable


HOMEWORK: Write a blog entry - practicing prewriting and organizing (meaning you list ideas and then try to organize them into a structure) - with a thesis statement ( a controlling idea) and a hook about whether you believe in LOVE at FIRST SIGHT. Note - I want you to use examples from your life or your parents' lives or from books, movies, friends that you seen or heard about? Do you believe in it? Remember - Romeo and Juliet claim to fall in love at first glance. Explore the idea. You might be reading these out loud in class tomorrow.


Shakespeare: Tragedy, Comedy and Metaphor

“The poem, the song, the picture is only water drawn from the well of people
and it should be given back to them in a cup of beauty so that they may drink—
and in drinking, understand themselves.”
--Lorca


This unit will give students a chance to look at Shakespeare from a personal and cultural perspective. The class will break of the structure of the play Romeo and Juliet and discuss how metaphor and symbol, plot and theme work in conjunction with the development of characters and ideas. Ultimately, students will need to answer what “Romeo and Juliet” represents to our culture and what it personally means to them. Students will need to reflect on personal experience and apply it to the play.

OBJECTIVES: At the end of this unit students will be able to

Knowledge:

1) List the five elements of tragedy
2) List the five elements of a tragic hero
3) Define theme, plot, setting, foreshadow, oxymoron, soliloquy, personification, dramatic foil, metaphor, symbol, simile
4) Give the four elements of a sonnet and a brief description of traditional sonnet themes
5) Describe how sonnets are used in Romeo and Juliet
6) Define various vocabulary words from the play
7) List three things the prologue of the play does

Comprehension:

8) Identify a metaphor within a line of poetry
9) Identify the rhyme scheme of a English sonnet and break a sonnet into quatrains and couplets
10) Give a brief description of all the characters and their roles in the play
11) Given a line of dialogue identify the speaker
12) Outline the plot and break in up into exposition, inciting event, rising action, climax, falling action and catastrophe (or resolution)
13) Summarize each scene into a headline

Application

14) Demonstrate an understanding of a scene in a drawing
15) Demonstrate a relation of characters to contemporary times through a simulation called “TOO HOT FOR SHAKESPEARE: ROMEO AND JULIET LIVE ON THE JERRY SPRINGER SHOW”
16) Demonstrate an understanding of characters and acting techniques by writing out a script (including the lines, subtext, emotion or tone, and blocking) and acting out the scene from memory
17) Demonstrate an understanding of the play by writing journal entries and in-class writing assignments including a Dear Abbey Letter, interviews with citizens of Verona, Wedding Vows between Romeo and Juliet, personal responses, in-class presentations on characters.


Analysis

18) Write a persuasion paper on Romeo and Juliet.
19) In an essay compare and contrast a Shakespeare Comedy to a Shakespeare Tragedy.
20) In an essay discuss with evidence from the text who is responsible for the deaths of “the star-crossed” lovers


Synthesis

21) Write a sonnet


STUDENTS WILL BE ASSESSED IN THE FOLLOWING WAYS:

1) Class participation (this includes worksheets, homework)
2) Oral presentations and drawings
3) Individual writing (both critical and creative)
4) Character acting
5) Quizzes and Unit Final
6) Unit Project (if time permits)

ACTIVITIES TO BE INCLUDED (but not limited to)

1) short lectures
2) note guides for movies, reading and lectures
3) in-class reading/ some homework reading
4) in-class writing
5) role-plays/ simulations
6) dramatic acting of scenes and/or poems
7) drawings
8) listening to CDs related to Shakespeare
9) Projects

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