February 26, 2009 at 12:27 am (2008-2009)
Tags: Romeo and Juliet Webquest, Shakespeare Vocabulary #1
SWBAT understand the historical context behind Romeo and Juliet by completing an Internet Webquest.
Vocabulary: Shakespeare, arranged marriage, dowry, The Globe, cue-acting, adieu, anon, foe, haply, woe
Agenda
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Freshman Pride Trip, Monday Assembly permission slips
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Jumpstart: Friday Oral Language
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Turn in February Jumpstarts. Calculate your points for Jumpstarts. Each stamp is worth 5 points. An entry with no stamp that has 3-4 sentences is worth 3 points. An entry with no stamp with 1-2 sentences is worth 1 point. An entry with no stamp due to a tardy is worth 3 points. Write the total on a sticky note and place the sticky note on your best entry. (75 points possible)
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2nd hour: Complete Webquest.
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4th hour: Complete sections “About Marriage” and “Shakespearean Insults”
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2nd hour: Write the term that best fits the definitions. Find each word in the wordsearch. Due Tuesday, March 3.
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February 25, 2009 at 12:32 am (2008-2009)
Tags: R&J Literary Terms Packet, Romeo and Juliet Webquest
2nd hour
SWBAT define literary terms by creating a glossary of definitions and illustrations.
Vocabulary: act, aside, blank verse, comedy, couplet, drama, dramatic irony, flat character, foil, genre, iambic pentameter
Essential Questions: What literary devices do authors use in dramas?
Agenda
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Jumpstart: List two interesting facts that you learned yesterday. What is your opinion about that fact? (CD+CM)
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R&J Literary Terms Packet: Use the glossary in Language of Literature to define #1-11. Draw an illustration to help you remember the meaning of each word.
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4th hour
SWBAT research the historical context of Romeo and Juliet by completing a Webquest.
Vocabulary: dowry, arranged marriage, the Yard, The Globe, Shakespeare, groundlings
Essential Question(s): What was life like during Shakespeare’s day? How did people talk? What did they eat? What did they do when they married? How did they insult each other?
Agenda
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Jumpstart: List two interesting facts that you learned yesterday. What is your opinion about that fact? (CD+CM)
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Model “About Food”
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Work on “Language” and “The Theatre in Shakespeare’s Time” with a partner.
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February 24, 2009 at 12:33 am (2008-2009)
Tags: Romeo and Juliet Webquest
SWBAT research the historical background of Romeo and Juliet by completing a Webquest.
Vocabulary: Shakespeare, The Globe, adieu, anon, foe, haply, woe
Essential Question: What was daily life like during the 1500s? What did people eat? How did they talk? What role did religion play? What were weddings like?
Agenda
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Jumpstart: What was it like to see a play in the late 1500s? How would your experience of seeing a play change depending on whether you were rich or poor? Where would you have liked to have seen a play–from the Yard or the balcony? Why?
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2nd hour: Finish Webquest.
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4th hour: Begin Webquest. Ms. DeVries will model “About Shakespeare” and “About Food”. You will work independently to complete the sections “About Langauge” and “The Theatre in Shakespeare’s Time”.
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February 23, 2009 at 12:12 am (2008-2009)
Tags: Romeo and Juliet Webquest, Shakespeare's Globe Active Viewing
2nd hour
SWBAT research the historical context of Romeo and Juliet by completing a Webquest.
Essential Question: What was daily life like during the 1500s? What did people eat? How did they talk? What role did religion play?
Agenda
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Jumpstart: Shakespeare wanted to write plays that would entertain the masses. If Shakespeare lived today, what would he write? Brainstorm a few plot lines and characters that would appeal to people in 2009.
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(2nd hour) Research the life of Shakespeare using the link provided. Then research marriage, food, language, the theatre, and insults using the links provided.
4th hour
SWBAT understand the historical context of Romeo and Juliet and define vocabulary words by actively viewing a video and reading expository text.
Vocabulary: The Globe, Shakespeare, theatre, The Yard, groundlings
Essential Question(s): What was it like to see a play in the 1500s? How would one’s experience of a play change depending on his/her social class?
Agenda
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Jumpstart: Shakespeare wanted to write plays that would entertain the masses. If Shakespeare lived today, what would he write? Brainstorm a few plot lines and characters that would appeal to people in 2009.
Assessment: Completion of Shakespeare’s Globe Active Viewing worksheet.
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