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....
Tuesday, April 24, 2012
Tuesday, April 17, 2012
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.
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.
Thursday, April 12, 2012
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.
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.
Thursday, March 29, 2012
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.
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.
Tuesday, March 13, 2012
Odes
Miss Innes has spent the past two classes exposing students to the ode. She shared odes written by Pablo Neruda, and students were asked to read and respond to these poems.
Today, students worked on writing their own odes, based on a set of criteria provided by Miss Innes. Also, she shared an ode she wrote, as a model for students to use as a guide.
Today, students worked on writing their own odes, based on a set of criteria provided by Miss Innes. Also, she shared an ode she wrote, as a model for students to use as a guide.
Sunday, February 26, 2012
Poetic Devices Review
Last class, Miss Innes presented a powerpoint slide show which detailed the definition and gave an example for many poetic devices. Her intent with this slide show was to clarify these terms for students who were still feeling unsure about these devices.
Then, students worked in small groups, to pick out and explain devices in the poem "Ex-Basketball Player" by John Updike. Groups presented their findings to the class, and next class, Miss Innes will check each student's understanding of these devices to ensure comprehension.
Then, students worked in small groups, to pick out and explain devices in the poem "Ex-Basketball Player" by John Updike. Groups presented their findings to the class, and next class, Miss Innes will check each student's understanding of these devices to ensure comprehension.
Poems of Japan
For two classes, students worked through the haiku form. They read examples of traditional haiku and also contemporary examples of zombie haiku. That's right... zombie haiku. We discussed the common features of haiku: three lines long, 5,7, 5 syllables, rich in imagery and uses powerful nouns, verbs and adjectives.
Students then generated a haiku series of their own, to demonstrate their appreciation of these features. Miss Innes has collected these and will mark them out of 10.
Students then generated a haiku series of their own, to demonstrate their appreciation of these features. Miss Innes has collected these and will mark them out of 10.
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