2.2 Comments? Questions?

Great job in class today! I was very pleased with participation and contribution to our discussion of 2.2. Let's use our blog to continue. If you have a comment or question about 2.2, post it here! Provocative and interesting questions might get some extra credit.

2.3--"The earth that's nature's mother is her tomb; what is her burying grave that is her womb"

Homework: Read and annotate 2.3.

Film Critique, Part 1

Decide which of the two directors (Zeffirelli or Luhrmann) best portrays 1.5. Write a paragraph explaining why.

Common Prepositions

about above across after against around at before behind below beneath beside besides between beyond

by down during except for from in inside into like near of off on out

outside over since through throughout to toward under until up upon with without

according to because of by way of in addition to in front of in place of in regard to in spite of instead of on account of out of

2.2--"But soft? What light through yonder window breaks? It is the East, and Juliet is the sun!"

Read and annotate 2.2--the most famous scene in history!

Reminder: Books will be collected tomorrow.

2.1--"Romeo! humors! madman! passion! lover!"

Read The Chorus (of Act 2) and 2.1 Annotate. Aim for 2 annotations per page, however, it doesn't matter if you have 3 on one page and 1 on another.

Remember, I'm collecting your books on Wednesday.

Saturday Tutoring Extra Credit

Using the vocabulary words below, write a paragraph (5-7 sentences) responding to this question:

When people react with strong emotions to a situation, the way Romeo and Juliet react to meeting each other, how do others around them respond? (Remember a strong emotion could be positive or negative. Romeo and Juliet experienced "love at first sight," but other strong emotions could be anger, sadness, jealousy, or glee.)

Vocabulary Words
augment
pernicious
solemnity
forfeit
covert
breach

1.5--"My only love, sprung from my only hate!"

If you were absent today, we took a test. Be sure to schedule a re-take time on Monday.

Homework:

• Annotate 1.5 (we listened to it in class together)
• Answer questions 2-5 on page 1019 of your textbook. (For number 5, the question asks you to use your Reader's Notebook--instead, use your Important Events Chart)

Important Events Update--1.4

Remember, study for your test tomorrow!

Test:
Shakespeare's life
Elizabethan Drama
Sonnets (18 and 130)
Iambic Pentameter
Rhyme Scheme
Blank Verse
Comic Relief
Foil
Tragedy
1.1-4

1.4--"True, I talk of dreams; which are the children of an idle brain"

HW: Complete Reading Response Journal 1.4
Be sure to re-read 1.4 if necessary!

Act 1, Scene 4
Check Your Comprehension! If you read well, you should be able put these events in order.
A. Some Montagues and Capulets engage in a street brawl
B. Romeo is asked to read the guest list.
C. Romeo and Mercutio argue about whether or not Romeo is going to Capulet’s party.
D. The nurse tells a story about Juliet as an infant
E. Lady Capulet speaks to Juliet about count Paris

Extended response:
Close Reading is the practice of examining just a few lines in a book and analyzing them. In other words, it’s like looking closely at one grain of sand on an entire beach. Much can be learned from this practice. We’ll begin today. Read the quote given below and answer the following questions: Who is the speaker and who is being spoken to? Where is the speaker? What, in your own words, is being said? What themes from the text are evident in this quote? Are any literary techniques being used? (Metaphor? Simile? Personification? Foreshadowing?) Why is this quote important to the entire story?

1.4.114-119—
I fear, to early; for my mind misgives
Some consequence, yet hanging in the stars,
Shall bitterly begin his fearful date
With this night’s revels and expire the term
Of a despised life, closed in my breast,
By some vile forfeit of untimely death.

Important Daily Events 1.3

1.2-3: "I'll look to like, if looking liking move."

Homework: Reading Response Journal 1.2-3--remember to follow any comments I gave you in the corrections of 1.1!!

Annotations will be graded at the end of each ACT. Please remember to keep up and follow all the directions.

Happy Birthday, Dr. King!

*Period 3, no homework due to assembly.

Classwork: We had a hand-off discussion exploring the idea of Agape and how MLK used this when convincing his followers to embrace nonviolence. We then discussed how this idea of Agape could help the people of Verona. Finally, we applied this idea to our own lives, and how we can embrace Agape to become whole people and one with humanity.

Homework: Pretend you are Martin Luther King, Jr. and write a letter to Prince Escalus, giving him advice about how to end the feud between the Montagues and Capulets. Include both reasons based on Agape, and the feuding families' great Philia. 1 page, due tomorrow.

Saturday Tutoring Extra Credit--01/19/08

This extra credit needs to be either A) signed by Mr. McGrath (to show me you actually attended Saturday Tutoring), or B) Turned in at Saturday Tutoring. Otherwise, no credit will be given.

EXTRA CREDIT 1.1-3: Answer the questions below in complete sentences. At the end of each answer, put the act.scene.lines where you found the answer in parenthesis.

EXAMPLE: What two families are involved in a street brawl?
Answer: The Montagues and Capulets are involved in a street brawl. (1.1.10-163)

1. What advice does Benvolio give Romeo about Rosaline?
2. How does Capulet respond to Paris' proposal to marry Juliet?
3. Why is Capulet's servant frustrated with his master's orders?
4. How do Romeo and Benvolio learn about the Capulet's ball?
5. What do they decide to do?
6. When talking to Juliet, why does Lady Capulet first kick the Nurse out of the room, yet then call her back?
7. How does Juliet feel about getting married?
8. How old is Juliet?
9. What is Lammastide? On what date does it come?

Important Daily Events 1.1-1.2

1.2-Does Juliet have a choice? 1.3-Are Juliet and her mom close?

Homework: For Monday

• Read 1.2-3
• Annotate (on post-it notes!) using reading strategies visualize, clarify and draw conclusions
• include aproximately 2 annotations per page--or 12 total.

Please note: There are links on the RIGHT which will help you if you need to look up a word, or if you have forgotten (GASP!) your textbook!

Important Daily Events--1.1

To zoom in on the chart, click!

Reading Response Journal 1.1

Complete the Reading Response Journal for Act 1, Scene 1. It is in your folder. Be sure to read the directions carefully!

"What, art thou drawn among these heartless hinds?"

Read of 1.1.1-163
Using visualize, clarify, and drawing conclusions, make at least 2 annotations per page.

If the going gets tough, remember--this is English! Just slow down, check the reading notes, and paraphrase the lines as you read. The goal is to be able to understand what the characters are doing and why they're doing it.

Reminder!

Don't forget your post-it notes. We need them for annotating "Romeo and Juliet."

The Chorus

Write a paragraph explaining what will end the long-time feud between the Capulets and the Montagues. Remember, all the information you need is in the Chorus of Romeo and Juliet.

Vocabulary Quiz tomorrow! All language mechanics will be assessed!

Read!!!

New Vocabulary Word: Breach

Homework: Read pages 986-987 in English Textbook

Iambic Pentameter is brilliant!

Complete both assignments for class on Monday, 01/14/08

Read for HW
"How Shakespeare Saw the World"
It's the first page of your folder.
You do NOT need to complete the activity.

Sonnet Activity (Complete tasks on on the worksheet--no need to rewrite)
1. Read Sonnet 130
2. Label the Rhyme Scheme
3. Label Quatrains 1, 2, 3
4. Label the Rhyming Couplet
5. In Quatrain 1 label the iambs
6. In Quatrains 2 and 3, label the iambic pentameter.
7. Paraphrasing

• If your last name starts with A-F: paraphrase quatrain 1
• If your last name starts with G-N: paraphrase quatrain 2
• If your last name starts with O-R: paraphrase quatrain 3
• If your last name starts with S-Z: paraphrase the Rhyming Couplet
  

Notes from Class:

Shakespearean Sonnet
A poem containing 3 specific elements:
1) four stanzas of three quatrains and a final couplet
2) with the rhyme scheme abab cdcd efef gg
3) composed in iambic pentameter

Element 1: Quatrains and Rhyming Couplet
& Element 2: Rhyme Scheme

















Element 3: Iambic Pentameter

Compare me to what?

Homework:

1. Read Sonnet 18.
2. Read Sonnet 18, again.
3. Use the new Shakespearean words we've learned to paraphrase each lines.

NOTES:

• The sonnet has 14 lines.
• Your HW should be14 paraphrased lines on a sheet of loose-leaf paper.
• If you feel confused about a line, attempt to paraphrase as many words of it as you can, then re-read the orignial line, and make a final attempt at paraphrasing.
• Credit will be given for a concentrated effort at correctly paraphrasing the poem.

Sonnet 18
By William Shakespeare

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 dimm'd;
And every fair from fair sometime declines,
By chance or nature's changing course untrimm'd;

But thy eternal summer shall not fade
Nor lose possession of that fair thou owest;
Nor shall Death brag thou wander'st in his shade,
When in eternal lines to time thou growest:

So long as men can breathe or eyes can see,
So long lives this and this gives life to thee.

Shakespearean words we learned in class--

an: if
marry: by the virgin Mary, a mild oath meaning “indeed”
soft: an exclamation meaning “wait a minute”
withal: with
heavy: sad, depressed
thee: you
nought: nothing
attend: listen to
counsel: advice
will: desire
whereto: to which
sirrah: used when addressing people of inferior rank, like “boy”
thither: there
foe: enemy
hither: here
discourses: speaks
thou art: you are
nay: no
woo: chase ( as in boy-chase-girl)
doth: does
adieu: farewell
woe: misery
thy: your
mark: pay attention to
hie: go
pray: beg
plague: curse
wrought: provided
would: wish
tidings: news
decree: order
resolve: plan
methinks: I think
dispatch: kill
privy: informed

Vocabulary Review

Write 6 sentences about Elizabethan England, drama, or Shakespeare. In each, use one of the 6 vocabulary words. Be sure you're using the words correctly, both in terms of their meanings and parts of speech.

Words:

1. importune
2. covert
3. discreet
4. grievance
5. purge
6. forfeit

Drama: Then and Now

Homework:

Think of your favorite movie, then consider how it would be different if it had been produced in Elizabethan England as a play. Write a three paragraph journal explaining how it would be different. In each paragraph, focus on 1 of the 3 main differences between drama today and drama in Elizabethan England (according to the video). Due 01/09.

Notes from class today:

1) The importance of Words
Shakespeare's plays are primarily verbal, not visual
Modern dramas are primarily visual.

2) Real life vs. Stage life
Characters in Shakespeare's plays are understood to be characters--not real
Modern drama suggests that everything is real
3) Symbolic Art

Shakespeare was influenced by symbolic art
Many characters, places and events in Shakespeare's plays are SYMBOLIC

Introduction to Shakespeare

Homework

Read pg 983--985 in English Textbook
Answer these questions:
1) How is your life today different from life in England during Shakespeare's time? (Name 3 differences)

2) How did the presence of a mixed audience of upper and lower classes at the theater affect Shakespeare's plays?

3) What makes theater in Shakespeare's time different from theater today?

4) What is the main idea of the section titled "Shakespeare's Impact on the English Language" ?