Synthesis Paragraph Writing

We spent last class writing synthesis paragraphs for practice, on the topic of Romeo and Mercutio's characters.  Students were asked to compare/contrast their characters, and to write one paragraph, using textual evidence as support.  I read and responded to these paragraphs, highlighting on a Provincial Exam Rubric the feedback appropriate to each paragraph.  Today, we reviewed strengths and areas for improvement on these paragraphs.

We also spent time looking at the poetic devices used in Act III scene ii, in an attempt to review these elements before the exam.

The Balcony Scene

We have spent the past two classes analyzing who is more enthusiastic and eager about the relationship by the end of Act II, scene ii - Romeo or Juliet?  We gathered evidence from the balcony scene, and last class, we created a model synthesis paragraph, together, labeling all the parts of synthesis writing.  We will use this model piece the next time we do synthesis writing, so that students are able to refer to it, to remember all the features.

Act I Summary

Last day, we reviewed the events of Act I, specifically focusing on the relationships that have developed thus far.  We talked about the nature of Romeo and Juliet's relationship, whether we believe Romeo's and Juliet's parents to be supportive of them, and whether we consider Benvolio a good friend to Romeo or not.

I asked students to do a character analysis for either Romeo or Juliet, focusing on the events of Act I, where they were to select three lines/sections from the play to capture the essence of the character's mindset.  Then, I asked students to consider the "modern mindset" of the character, and to create a text message that the character would likely send to describe what has happened to him/her so far.

Students will be given an opportunity to complete this assignment on Thursday in class.

The Dating Scene....

We spent time last class talking about our parents' views on dating.  Students have very different experiences with this... some have never discussed it with their parents, and some have discussed (debated?) it extensively!

Then, we looked at select quotations from Act I scenes ii and iii, which address Juliet's parents' views on marriage.  Students were asked to match the quotations with questions, and then were asked to try to figure out why each quotation was significant.

We ended class by discussing exactly how Benvolio and Romeo are going to "crash" the Capulet feast.  Thank goodness for illiterate servants....

Bill Shakespeare and his Prologue

We spent last class learning about the life and times of William Shakespeare, and then today, we had a competition to see which half of the class could remember the most information about him.  Both teams in both classes did an admirable job of remembering facts about Bill. 

Students then partnered up and tried to piece together a scrambled "Prologue", using hints such as rhyme, punctuation and content to help them figure it out.  After students attempted the "Prologue Puzzle" I handed out a copy of the Prologue, and we went through it as a class, discussing what we believed it meant. 

To end today's class, I reviewed the "Unit Outline," and informed students of the learning objectives for the unit, plus the summative assessment pieces they can expect to complete by the end of the play. 

Romeo, Romeo... why do we study thee?

Yesterday, I dared to suggest that Romeo and Juliet carries great relevance for teens today.  Seriously.  I presented the essential questions that will guide us in the study of this unit: What makes a good relationship?  What makes healthy dating relationships?  What makes happy parent/child relationships?  What makes enduring friendships?

We began our preparation for the play with an autobiographical write.  Students responded to three questions, each about a different kind of relationship: dating, parent/child and friendship.  They wrote about their own experiences and observations of these relationships, and in particular, discussed what makes them work, or fall apart.

Then, we had a class discussion around some controversial statements.  Students talked about whether teens are capable of falling in love, whether there are some things teens should keep secret from their parents, and whether they would back a friend in a physical altercation.  Some really great discussion ensued....

I had students complete an exit slip before leaving class, asking them to tell me what they already know about Shakespeare/Romeo and Juliet, and asking them what they wonder about Shakespeare or the play.  Students responses will form the basis of next class's lesson.

The End is Near...

Students were asked to analyze the song lyrics/poems they brought in a few weeks ago, as practice for the unit test which Miss Innes will be giving next week.

Then, Miss Innes spent some time talking about free verse poetry, and students were given an example of a free verse poem.

Finally, Miss Innes handed out the expectations for the final poetry project: the poetfolio.  Students were asked to bring supplies to class on Friday, so they can work on this poetfolio, which is due next Tuesday.