Teacher: Darlene Jacksonweek Of: 1/21/14 Subject: 9Th Grade English Week 3 Q3 Period: 7

Teacher: Darlene JacksonWeek of: 1/21/14 Subject: 9th Grade English Week 3 Q3 Period: 7

STANDARDS / ACTIVITIES / HOMEWORK / EVALUATION
MON / 3, 5,13, 30, 36 & 37 / Analyze character development.
Analyze the structure and plot devices in The Tragedy of Romeo and Juliet.
Determine the effect of word choice.
Initiate and participate in collaborative discussions in varied groups and on varied topics. / Begin reading Act 2 of The Tragedy of Romeo and Juliet.
Before Reading: Review the literary devices and archaic language. Assign new character parts for the reading of the play.
During: As students read the character lines, point out examples of figurative language. Take notes on which lines contain these examples.
After: Check for understanding and completion of the new terms written on the “grid.” / Define Vocabulary Terms: prologue, pun, oxymoron, simile, personification, metaphor, fate, rhyme, soliloquy, monologue, 3 types of irony, archaic and sonnet.
Terms typed in the color red are new.
TUE / 3, 5,13, 30, 36 & 37 / Analyze character development.
Analyze the structure and plot devices in The Tragedy of Romeo and Juliet.
Determine the effect of word choice.
Initiate and participate in collaborative discussions in varied groups and on varied topics. / Before: Translate significant scenes using No Fear Shakespeare Act II.
During: Analyze the famous line: “What’s in a name . . .”( Act II Scene 2, 45-46).
After: Look up the definitions of first names and sir names. FUN!
-Place name definitions on a piece of cardstock or a note card. The students will place the name with the origin and definition.
WED / 3, 5,13, 30, 36 & 37 / Analyze character development.
Analyze the structure and plot devices in The Tragedy of Romeo and Juliet.
Determine the effect of word choice.
Initiate and participate in collaborative discussions in varied groups and on varied topics. / Finish reading Act II of The Tragedy of Romeo and Juliet.
Before: Review significant events in scenes 1 - 3.
During: Predict or discuss Romeo’s reaction when he meets Juliet.
After: Answer the essential question.
Essential Questions: What major decision defines Juliet as a dynamic character?
Discuss the Nurse’s role in Act II. Is her behavior ethical? What do her actions infer about her loyalty to Juliet?
Begin the sonnet activity, if time allows. / Student participation: Reading character lines
T
H
U
R / Block
Off / 7th Period - Off / 7th Period-Off
F
R
I / 3, 5,13, 30, 36 & 37 / Demonstrate command of Standard English grammar and usage.
Demonstrate command of Standards English capitalization, punctuation, and spelling. / Before the quiz: Review Act II in its entirety.
Assess Act II: Take a quiz on Act II.
Essential question: Explain how the Friar “foreshadows” the death of the lovers in Scene 6. / Act II Quiz

Act II –

Quiz: Act II

Comprehension

The questions below refer to the selection “The Tragedy of Romeo and Juliet, Act II.”

____1.Which character speaks the following lines?

“O, speak again, bright angel, for thou art

As glorious to this night, being o’er my head,

As is a wingèd messenger of heaven”

a. / Mercutio / c. / Romeo
b. / Benvolio / d. / Juliet

___2.Which character speaks the following lines?

“Though

his face be better than any man’s, yet his leg excels all

men’s; and for a hand and foot, and a body, though

they be not to be talked on, yet they are past compare.”

a. / Tybalt / c. / Friar Laurence
b. / Romeo / d. / Nurse

____3.In the balcony scene, Juliet says, “What’s Montague? It is nor hand, nor foot, / Nor arm, nor face. O, be some other name / Belonging to a man. / What’s in a name? That which we call a rose / By any other word would smell as sweet.”

She means that—

a. / Montague is an unimportant name in Verona
b. / Romeo should take her last name when they marry
c. / Romeo’s name is an accident of birth, not an essential part of him
d. / it is wrong to fall in love with a Montague

__4.Juliet quickly admits her love to Romeo because—

a. / she wants to marry him
b. / she is sure his love is true
c. / she is not a flirt
d. / he has overheard her thinking aloud about her love for him

____5.What do Juliet and Romeo decide to do about their love?

a. / They plan to have Friar Laurence marry them.
b. / The Nurse will lead them out of Verona, away from the Montague and Capulet clans.
c. / They plan to marry, with their parent’s permission, when Juliet turns sixteen.
d. / The Montagues will hide Juliet in their home after the couple has married.

____6.Tybalt sends a letter to Lord Montague and tells him—

a. / he is angry because of jokes Mercutio makes about him
b. / Juliet will marry him with the permission of Lord Capulet
c. / he has a feud to settle with Lord Montague’s son, Romeo
d. / he will spy for the Montague family if he can marry Rosaline

____7.Mercutio engages Romeo in conversation about fashion in order to—

a. / let Romeo speak about Juliet’s beauty
b. / convince Romeo to send a letter to the house of Capulet
c. / have Romeo match wits with him
d. / prove to Benvolio that Romeo is intelligent

____8.The purpose of the humor rising from the nurse’s comic character is to—

a. / provide relief from the tragedy / c. / suggest that love has its funny side
b. / display Shakespeare’s wit / d. / indicate that Juliet’s servants are foolish

____9.Friar Laurence scolds Romeo because—

a. / Romeo is causing trouble by wooing Juliet / c. / Juliet is too young to marry
b. / Romeo is so changeable in love / d. / Romeo has been unfaithful to Rosaline

____10.In Act II, the action focuses on the plans of Romeo and Juliet. When the Nurse brings Juliet the message from Romeo, the Nurse intensifies the moment by—

a. / going on and on about her pains, thus leaving Juliet in suspense
b. / refusing to pass on the message until she has been properly tipped
c. / betraying Romeo and encouraging Juliet to marry Paris
d. / giving the message to Juliet’s mother instead of Juliet herself

Literary Focus

The questions below refer to the selection “The Tragedy of Romeo and Juliet, Act II.”

____11.When a character delivers a soliloquy, he or she—

a. / directs his or her thoughts to other characters onstage
b. / expresses private thoughts to the audience
c. / speaks from behind a curtain or somewhere offstage
d. / describes an event that is related to but not a part of the dialogue in the play

____12.In the balcony scene, Romeo says to the audience, “Shall I hear more, or shall I speak at this.” This form of speech is—

a. / a monologue / c. / an aside
b. / dramatic irony / d. / a soliloquy

____13.Even though the balcony scene contains some stage directions by Shakespeare, modern directors and actors must—

a. / change the props and sets as well as some of the action to match the times
b. / change the original dialogue to fit the kind of stage on which the play will be performed
c. / research old productions of the play to discover how Shakespeare really meant it to be staged
d. / interpret the play’s dialogue to decide where people are placed onstage and how they should move

___14.Dramatic irony occurs—

a. / whenever Shakespeare stages a fight
b. / when the audience knows something that the characters in the play do not
c. / when the friar believes he can unite the feuding families
d. / when Juliet is insecure about Romeo’s true feelings

Constructed Response

The question below refers to the selection “The Tragedy of Romeo and Juliet, Act II.”

15.Throughout this and other plays by Shakespeare, moments of dramatic irony occur. Identify one of these moments. On a separate sheet of paper, explain why it is an example of dramatic irony. Then, explain how the moment affects the audience as they watch the action and listen to the dialogue.

WHAT’S IN A NAME:

CEBRIAN- SPANISH/ “MEANS” CYPRUS
BROMLEY- ENGLISH ORIGIN/ “MEANS” FROM THE BROOM COVERED MEADOW
HOLMES- ENGLISH/ “MEANS” FROM THE RIVER ISLAND
TATUM-ENGLISH/TATE’S HOMESTEAD
CAESAR-LATIN/LONG HAIRED ROMAN emperor
Fitzpatrick- Latin/son of the nobleman
Neal-English/champion & David/Hebrew, beloved
Kayla-Hebrew & Arabic origin-“crown of laurels”
Jordan-Hebrew/to descend, flow down & Hunt-
Kenyatta-African “musician”
Chandler: French/meaning-candle maker
Derrick-German & English “power of the tribe, ruler of the people”
Brittany- English/from Britain