E. Quinson

Room D-201

9H, period 5

 

Monday, April 20, 2009

SWBAT:  read, discuss, and analyze dramatic irony

DO NOW:   Review for pop quiz? 

DEVELOPMENT:

  1. What does the Prince’s last words do for us?  
      • Actually, Shakespeare is all about filling in!  The devil is in the details.
      • Themes to keep in mind: 
        • Individual v. Society
        • Fate
        • Power of Love
        • Love leads to violence
      • Motif:  opposites existing at the same time: dialectic:
        • Hot v. cold
        • Day v. night
        • Love v. hate
        • Light v. Dark
        • Good v. evil
  1. Review Act V. 

                                                               i.      Was anyone surprised at how the play ends?  Why or why not? 

                                                             ii.      How does the relationship of the feuding families change at the end of the play?

                                                            iii.      Where Romeo and Juliet’s deaths necessary for the feud to end?

                                                           iv.      In what ways does Shakespeare’s play provide a valuable lesson about the demonstrative effects of hatred?

                                                             v.      What lesson are we to learn from this play? 

  1. Review and summarize Acts IV. 
  2. Introduce the term:  dramatic irony: a contradiction between what the character thinks and what the audience knows.  How is this related to suspense?  In a way, this relates to the whole question we had about why read Shakespeare if we already know what will happen.
  3. Begin read aloud of Act IV in class.
    1. Stop to discuss and add information to sheets as appropriate.
  4. Review/summarize.  Things are going from bad to worse.  What life lessons can we learn that apply to our own lives?  Do we still believe they are victims of fate?

H.W.:  1.  Fill in notes pages, questions, etc. on study guide if we did not finish in class.  These notes are for your reference.  They become your study guide for our test.  If you are concerned about good answers and want to check them, come to extra help.  2. Blog it!   Complete Quotation analysis.  Same as before. Analyze one, comment on the analyses of your classmates for the other. 

 

Tuesday, April 21, 2009

SWBAT:  read, discuss, and analyze tragedy

DO NOW:   Complete Theme paragraph

DEVELOPMENT:

  1. Review and summarize Act IV.
  2. Introduce the term:  tragedy:  a drama in which a central character, who is usually of noble stature, meets with disaster or great misfortune.  The tragic hero’s downfall is usually the fault of fate or his own character flaw or a combination of both. 
  3. Begin read aloud of Act V in class.
  4. Stop to discuss and add information to sheets as appropriate.
  5. Review/summarize.  Things are going from bad to worse.  What life lessons can we learn that apply to our own lives?  Do we still believe they are victims of fate?
  6. Prologue previewed the whole play, but we needed to fill in.
    1. Review and summarize: this play is all about opposites! Dialectic motifs.

H.W.:  1.  Study for test tomorrow.  Multiple choice.

 

Wednesesday, April 22, 2009

SWBAT:  demonstrate mastery of the themes, motifs, literary techniques of Romeo and Juliet

DO NOW:   Prepare for tes!

 DEVELOPMENT:

  1. Administer test.

H.W.:  1.  Read a book. 

 

Thursday, April 23, 2009

SWBAT: begin reading Midsummer Night’s Dream.

DO NOW:  Write an entry in your writer’s notebook:  What might A Midsummer Night’s Dream be about???  If you know write what you know.  If you don’t:  predict!

DEVELOPMENT:

  1. Distribute quotation cards.  Explain that today’s class period will be devoted to understanding the plot as a whole.
  2. Explain quotation scheme.  How the plot is a series of lovers’ entanglements:

·        Theseus (Duke of Athens) wants to marry Hippolyta as soon as possible.

·        Egeus wants his daughter Hermia to marry Demetrius.

·        Hermia likes Lysander.

·        Helena likes Demetrius, who previously led her on.

  1. Read aloud quotations and summary, through the end of Act I.
  2. Assign roles and begin read aloud.
  3. Review/summarize.

H.W.:  1. Read through Act I, scene i. (p. 23).  2.  Blog it!  what new lessons about love can we learn from this Shakespeare play, so far?  3.  Put a post-it not in a place which you consider remarkable in some way.  It confuses you, surprises you, makes you laugh, cry, scratch your head, slap your thigh, etc.

 

Friday, April 24, 2009

SWBAT:  read aloud Act I, scene ii, of A Midsummer Night's Dream.

DO NOW:  Write an entry in your writer's notebook:   What should Helena do to regain the love of Demetrius?

DEVELOPMENT: 

1.      Review DO NOW entries.  Explain that we will recap last night's reading and then being reading Act I, scene ii together.

2.      Review entanglements:

·        Theseus (Duke of Athens) wants to marry Hippolyta as soon as possible.

·        Egeus wants his daughter Hermia to marry Demetrius.

·        Hermia likes Lysander.

·        Helena likes Demetrius, who previously led her on.

3.      Begin read aloud about common theatre folk.  Teach that theatre people used to be considered low-life and common.  (Where have we gone wrong???J).  Assign roles (just as the players do!

 Read aloud in center of the room?

4.      Review and summarize H.W.  If time allows, we will begin Act II in class.

H.W.:  1. Read Act II, scene I, pp. 35-53, line 276.  2.  Blog it:  Write about Oberon or Titania.  Describe them physically and psychologically.  What are they fighting about?  3.  Put a post-it not in a place which you consider remarkable in some way.  It confuses you, surprises you, makes you laugh, cry, scratch your head, slap your thigh, etc.

 

Monday, April 27, 2009

SWBAT:  read aloud Act II, scene ii.

DO NOW:  Write an entry in your writer's notebook: What does Oberon plan to do to help Helena?  Why does he seem to feel a kinship with her?

DEVELOPMENT:

1.      Review last night's reading and DO NOW entries. 

·        Fairies seem to exist in the same space and time as mortals.

·        Fairies are aware of humans.  Humans are not aware of fairies.

·        Oberon and Titania are fighting over a little boy

·        Oberon wants to help Helena because she also suffers from unrequited love

2.      Assign new roles and begin read aloud of Act II, Scene ii. 

3.      Review and summarize homework.

H.W.:  1. Finish reading Act II, Scene ii, pp. 53-65.  2.  Blog it!  What happened to Lysander?  Why has he changed?  Why isn't Helena flattered? 3.  Put a post-it not in a place which you consider remarkable in some way.  It confuses you, surprises you, makes you laugh, cry, scratch your head, slap your thigh, etc.

 

Tuesday, April 28, 2009

SWBAT:  begin a read aloud of Act III, scene i.

DO NOW:  Write an entry in your writer's notebook:  In general, what effect does the fairy world seem to have on the human world???

DEVELOPMENT:

1.       Review last night's reading and DO NOW entries. 

·        Lysander, under the influence of Puck's love potion, now loves Helena.

·        Helena thinks Lysander is making fun of her and flees.

·        Hermia wakes up, finds Lysander gone, and runs off to find him, certain that something terrible must have happened. 

2.      Assign new roles and begin read aloud of Act III, Scene i. 

3.      Review and summarize homework.

H.W.:  1. Begin to read Act III, scene I, pp. 69-81, line 123.  2.  Blog it!  What mistake has happened?  Why is Titania asking her fairies to wait on Bottom?  What is Bottom dressed as?  Why is this funny?  What is Shakespeare saying about the folly of love? 3.  Put a post-it not in a place which you consider remarkable in some way.  It confuses you, surprises you, makes you laugh, cry, scratch your head, slap your thigh, etc.

 

Wednesday, April 29, 2009

SWBAT:  read aloud the beginning of Act III, scene ii.

DO NOW:  Write an entry in your writer's notebook: Compare the love problems of the fairies, with those of the humans.  How are they similar?  How are they different?

DEVELOPMENT:

1.       Review last night's reading and DO NOW entries. 

·        Titania, under the influence of Puck's love potion is in love with an ass, the low class Bottom.

·        She has required that her helpers wait on him hand and foot.

2.      Assign new roles and begin read aloud of Act III, Scene ii. 

3.      Review why Puck and Oberon are playing with the humans' romances.  What does that say about fairies?  What does it say about human folly?

4.      Summarize homework.

H.W.:  1. Read Act III, scene ii, pp. 91-107, line 365.  2.  Blog it!  What further entanglements have occurred in the young human's love affairs? 3.  Put a post-it not in a place which you consider remarkable in some way.  It confuses you, surprises you, makes you laugh, cry, scratch your head, slap your thigh, etc.

 

Thursday, April 30, 2009

SWBAT:  finish reading aloud Act III, scene ii.

DO NOW:  Write an entry in your writer's notebook: How do we now further understand that the course of true love never did run smooth?

DEVELOPMENT:

1.       Review last night's reading and DO NOW entries. 

·        Lysander now loves Helena.

·        Helena still loves Demetrius.

·        Demetrius still loves Hermia.

·        Hermia thinks Demetrius has killed Lysander.

·        Hermia wants to fight Helena for Lysander.

·        Lysander and Demetrius keep the girls from fighting and then go off to fight themselves.

·        Oberon tells Puck to fix his mess

2.      Assign new roles and begin read aloud of Act IV, Scene i. 

3.      Review/summarize homework.

H.W.:  1. Read Act IV, scene i, pp. 121-137.  2. Blog it!  How are the fairy and human entanglements resolving themselves?  3.  Put a post-it not in a place which you consider remarkable in some way.  It confuses you, surprises you, makes you laugh, cry, scratch your head, slap your thigh, etc.

 

Friday, May 1, 2009

SWBAT:  read aloud Act IV.

DO NOW:  Write an entry in your writer's notebook: How do we now further understand that the course of true love never did run smooth?

DEVELOPMENT:

1.       Review last night's reading and DO NOW entries. 

·        Lysander now loves Helena.

·        Helena still loves Demetrius.

·        Demetrius still loves Hermia.

·        Hermia thinks Demetrius has killed Lysander.

·        Hermia wants to fight Helena for Lysander.

·        Lysander and Demetrius keep the girls from fighting and then go off to fight themselves.

·        Oberon tells Puck to fix his mess

2.      Assign new roles and begin read aloud of Act IV, Scene i. 

3.      Review/summarize homework.

H.W.:  1. Read Act IV, scene i, pp. 121-137.  2. Blog it!  How are the fairy and human entanglements resolving themselves?  3.  Put a post-it not in a place which you consider remarkable in some way.  It confuses you, surprises you, makes you laugh, cry, scratch your head, slap your thigh, etc.

 

Monday, May 4, 2009

SWBAT:  read Act V.

DO NOW:  Write an entry in your writer's notebook: How do we now further understand that the course of true love never did run smooth?

DEVELOPMENT:

1.  Review last night's reading and DO NOW entries. 

·        All’s well… No! That’s another play

·        Lysander now loves Hermia again.

·        Demetrius now loves Helena again..

·        Titania gave Oberon the Indian boy.

·        Oberon lifted the enchantment from her.  (She no longer loves Bottom)

·        Bottom realizes this was all a dream….  But was it?  And rejoins his friends.

  1. Assign new roles and begin read aloud of Act V.
  2. Review/summarize.

H.W.:  1. Finish the play p. 172.  2.  Blog it!   Paraphrase Puck’s final speech.  (Paraphrase means restate in your own words or translate into modern English.)  I want you to translate this word by word. I do not want a summary.   So!  Now!  Who is really dreaming?

 

Tuesday, May 5, 2009

SWBAT:  discuss major themes to prepare for tomorrow’s critical lens essay.

DO NOW:  Write an entry:  What is the significance of the settings of the play? What are the major characteristics of each setting (the Duke’s palace, Quince’s cottage, and the fairy-enchanted woods)? What significance do forests have in other literary works you’re familiar with? What about urban settings? What rules and values apply in the different settings? Why is the story set in ancient Greece—would it have been as effective in contemporary England?

DEVELOPMENT:

  1. Discuss DO NOW entry.
  2. Review Critical Lens assignment for tomorrow.  I believe we will go to the library again. That seemed to work well.
  3. Distribute Study Topics Sheet.
  4. Have students meet in their study groups to discuss topics.  There will be no multiple choice, etc., or fact-based “test” on this play.  I trust they understand it all.  I want them to move to a higher level. 
  5. Students work in study groups.

H.W.:  Review study sheet.  Review play.  Prepare for critical lens essay tomorrow.

 

Wednesday, May 6, 2009

SWBAT:  demonstrate knowledge of A Midsummer Night’s Dream and the ability to interpret literature through a critical lens.

DO NOW:  Sign on to the computer

DEVELOPMENT:

  1. Distribute Essay assignment. 
  2. Show link for play, in case students want to cite, they may cut and paste from this site. 
  3. When 10 minutes remain, remind students.
  4. At 5 minutes remaining, all students must save to my drive on the scommon drive.
  5. Review/summarize.

H.W.:  Read a book! Enjoy a well-deserved break. Next we begin a grammar unit. Gasp!

 

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