Friday, May 29, 2015

ENGLISH – 3rd trimester – Day 50

Collect “Who’s to Blame” work from yesterday?

Go to this link and take Odyssey tests…also ADD online tests for ANY item on the review sheet…including Romeo & Juliet…please NAME THE SITE in the title of your Padlet entries…

http://padlet.com/tvanbragt/mmnvoa8ttj68

Watch 3 videos of Act 5

·         Figure out what you need to get on your exam by using the formula below:

• .9  x   ______tri % so far______ = A
• .1  x  ______% on exam______  = B
• A + B = final grade for trimester

                                                              i.      EXAMPLE

·         .9 x 82 = 73.8

·         .1 x 93 = 9.3

·         73.8 + 9.3 = 83.1 

ENGLISH homework – HOURS 1, 3, 4: 

Study for exam – Romeo & Juliet, The Odyssey see review sheet for details 

Go to this link and take Odyssey tests…also ADD online tests for ANY item on the review sheet…including Romeo & Juliet…please NAME THE SITE in the title of your Padlet entries… 

http://padlet.com/tvanbragt/mmnvoa8ttj68

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PLAYWRITING – Day 50

Collect homework: Questions 1 - 6 + 8

Continued working on our FINAL SILENT FILM: Choose a protagonist (GOOD) and antagonist (BAD) archetype. Also choose one of the journeys (1-25) for your protagonist (GOOD).

PLAYWRITING homework:                                             

Work on your final project 

REMINDER: As an exam review, review 42 post-test questions/answers as well as your playwriting notes.

Thursday, May 28, 2015

ENGLISH – 3rd trimester – Day 49

Finish yesterday’s 16 questions: review answers.

Listen to NPR story (Romeo & Juliet Misremembered)

http://www.npr.org/templates/story/story.php?storyId=121975740

Take Student Perception Survey (Edmodo)

Complete “Who’s To Blame” activity:

What you’ll need:

1.       One piece of lined paper cut up into 10 slips

2.       Another piece of paper (to record your answers)

a.       Write each of the 10 characters on their own slip (Romeo, Juliet, Prince, Lord & Lady Capulet, Lord & Lady Montague, Fate (or Destiny), Tybalt, Nurse, Friar Lawrence, Mercutio

b.       On the back of each slip, write 2 different reasons that some people would say this character was responsible for the tragedy of the play

c.        Next arrange your slips in the following diamond-like order:  1,2,4,2,1 (record this order on your paper)

d.       Arrange them again in a single file order of 1 to 10 (record this order on your paper)

e.        Next, using your top 2 slips...

                                                                                       i.      Write a NEW SCENE (10 exchanges in script form) for the play where your #1 and #2 slips PREVENT THE TRAGEDY from occurring in the play.

Ex.

Romeo: blah blah blah

Lady Capulet: blah blah blah

Romeo: blah?

Lady Capulet:  no, blah!

ENGLISH homework – HOURS 1, 3, 4:

Finish above.

Study for exam – Romeo & Juliet, The Odyssey see review sheet for details

Go to this link and take Odyssey tests…also ADD online tests for ANY item on the review sheet…including Romeo & Juliet…please NAME THE SITE in the title of your Padlet entries…

http://padlet.com/tvanbragt/mmnvoa8ttj68

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PLAYWRITING:

Continued to work on projects.

Wednesday, May 27, 2015

 

ENGLISH – 3rd trimester – Day 48

RECITAL DAY -

R & J FINAL PROJECT RUBRIC (worth 35 points)

**You may NOT give your recital without a typed copy of your speech. **

 

10  points - SCRIPT - typed, theme, character/student name (Juliet/Frank)

5    points - THEME - your chosen lines CLEARLY support your theme

20  points - RECITAL - considerable effort shown in memorization of piece

_____total points

Watched 5 short videos – Nextel, JibJab, R. Madness, Different Strokes, flipbook

1.      WHAT IS THE DRAMATIC IRONY when…

a)      Romeo hears that Juliet is dead?

b)      The Capulets are planning for the wedding?

c)      The Capulets discover Juliet and think she is dead?

2.      What is Friar Laurence’s plan as he heads for the Capulet tomb?

3.      What is Paris’ intention of going to the Capulet tomb?

4.      At the end of a tragedy, the hero must…?

5.      Remember the plotline…exposition, conflict, rising action…? After a climax/turning point, the actions in a play…

6.      How does Shakespeare creates suspense after Juliet receives the potion from the friar?

7.      When Romeo says, “Well, Juliet, I will lie with thee tonight,” he means what?

8.       “Here, here will I remain/With worms that are thy chambermaids” is an example of what literary term?

9.      There are lots of themes in this play, but the KEY theme (about the families) is what??

10.  In Romeo & Juliet, when characters speak in rhyme/poetry/iambic pentameter, it means what?

11.  The CENTRAL/MAIN conflict of this play is between who?

12.  Generally speaking, what can we assume the 2 families are fighting about?

13.  The resolution of this play occurs when what happens?

14.   “amor” is a root word – it means LOVE in Spanish. “Affliction is enamored of thy parts.” Name another English word that uses the same root.

15.  The Prince in his final words displays…what?

16.  How does fate punish the 2 families for their feud?

ENGLISH homework – HOURS 1, 3, 4:

Study for exam – Romeo & Juliet, The Odyssey see review sheet for details

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PLAYWRITING – Day 48

REMINDER: Yesterday’s questions 1 - 6 + 8 are due FRIDAY…on google docs? Share with tvanbragt@rockfordschools.org

Continued working on our FINAL SILENT FILM: Choose a protagonist (GOOD) and antagonist (BAD) archetype. Also choose one of the journeys (1-25) for your protagonist (GOOD).

REMINDER: As an exam review, review 42 post-test questions/answers as well as your playwriting notes.

PLAYWRITING homework:                                        

Questions 1 - 6 + 8 are due FRIDAY

Work on your final project

Tuesday, May 26, 2015

ENGLISH – 3rd trimester – Day 47 

Open book to Act 4, scene 4….LISTEN /READ to the end of the play Act 5 (the end)…pgs. 919 – 948.

 

10 line recital due tomorrow – Practice reciting your 10 lines of R and J…practice it now for your recital on May 27

 

R & J FINAL PROJECT RUBRIC (worth 35 points)

**You may NOT give your recital without a typed copy of your speech. **

 

10  points - SCRIPT - typed, theme, character/student name (Juliet/Frank)

5    points - THEME - your chosen lines CLEARLY support your theme

20  points - RECITAL - considerable effort shown in memorization of piece

 

_____total points 

 

ENGLISH homework – HOURS 1, 3, 4:

 

Recital tomorrow…type theme and speech. Rehearse.

 

Study for exam – Romeo & Juliet, The Odyssey see review sheet for details

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PLAYWRITING – Day 47

 

Review your own answers with answer key on the center table.

 

CHOOSE groups for final projects….go to padlet for help…TIPS and TRICKS at http://padlet.com/tvanbragt/silent

WORK on FINAL SILENT FILM: Choose a protagonist (GOOD) and antagonist (BAD) archetype. Also choose one of the journeys (1-25) for your protagonist (GOOD).

GUIDING QUESTIONS: Is there a single issue that is unsettling your life and that you want to tell the world about? What key events and images will link to the issue? How to they relate to each other?

1.      How will your silent movie pull me in right away?

There are only 5 minutes - the silent movie has to pull you in right from the start.

2.      How will your silent movie surprise me?
If the silent movie is about something I've heard a hundred times already, I'll be bored. Or if it unfolds in predictable ways, I will be bored.

3.      How will your silent movie make me laugh or well up? Or both?

Art must have an emotional impact.

4.      What is your protagonist’s dramatic struggle? (character vs. _________)
People sitting around bickering is not a dramatic struggle. So many people don't seem to understand that.

5.      What makes your characters vivid?

6.      What situations have you created that are compelling and fascinating?

People sitting around bickering is not a compelling situation - especially if the characters are called "man" and "woman." If the playwright can't be bothered to come up with a name for a character, it's usually a sign that the character is as generic as the label. This is especially true of a 5-minute silent movie where you really don't have time for generic supporting characters.

7.      Did the silent movie show more than tell?

8.      How will your silent movie blow my mind through sheer funky originality?

This is the Holy Grail of ten-minute silent movies. I've seen only a handful of ten-minute silent movies that have blown my mind.

Re: http://www.nycplaywrights.org/10min/

 

REMINDER: As an exam review, review 42 post-test questions/answers as well as your playwriting notes.

 

PLAYWRITING homework:

                                             

Work on your final project

Thursday, May 21, 2015

 

 

ENGLISH – 3rd trimester – Day 46

 

Collect homework: 14 questions; 2 paragraphs subtext; timeline

 

Number paper 1 – 36 – complete fill-in-blank soliloquy Act 4.3 (Juliet)

 

Watch 2 versions of Act 4 on DVD

 

Begin memorizing your 10 lines of R and J…practice it now for your recital on May 27

 

ENGLISH homework – HOURS 1, 3, 4:

 

Study for exam – Romeo & Juliet, The Odyssey see review sheet for details

 

10 line recital due May 27 - Begin memorizing your 10 lines of R and J…practice it now for your recital on May 27

 

R & J FINAL PROJECT RUBRIC (worth 35 points)

**You may NOT give your recital without a typed copy of your speech. **

 

10  points - SCRIPT - typed, theme, character/student name (Juliet/Frank)

5    points - THEME - your chosen lines CLEARLY support your theme

20  points - RECITAL - considerable effort shown in memorization of piece

 

_____total points

 

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PLAYWRITING – Day 46

 

CHECK homework: Q’s 1 - 42

 

·         Watched Charlie Chaplin shorts for inspiration:

o   The Lion’s Cage: http://www.youtube.com/watch?v=79i84xYelZI

o   The Kid: http://www.youtube.com/watch?v=qNseEVlaCl4

o   Factory Work: http://www.youtube.com/watch?v=DfGs2Y5WJ14

 

NOTES: (excerpts from The Art & Craft of Playwriting – (J. Hatcher)

 

·         Drama does not examine human beings in repose, at leisure. Drama examines human beings in extremes. Under pressure. In trouble. Within conflict.

·         If you want to find out what a person is made of, put that person under pressure.

·         Good playwrights remember: “Always keep your hero in trouble.”

·          

·         Discussed final projects (silent movies) and post test

FINAL SILENT FILM: Choose a protagonist (GOOD) and antagonist (BAD) archetype. Also choose one of the journeys (1-25) for your protagonist (GOOD).

Possible downloads (iTunes) – Magisto app or Silent Film Studio app (both FREE)

 

For inspiration, we watched a silent film winner from http://www.makesilentfilm.com/

 

We read over some silent film making tips from http://www.raindance.co.uk/site/index.php?id=477,8158,0,0,1,0

 

CREATED a padlet of TIPS and TRICKS at http://padlet.com/tvanbragt/silent

 

PLAYWRITING homework:

 

Bring phone or camera to class every day next week.

 

 

MEMORIAL DAY BREAK Friday and Monday, 2015

Wednesday, May 20, 2015

 

 

ENGLISH – 3rd trimester – Day 45

 

Take test on Romeo and Juliet Acts 2 and 3

 

Next, Read Act 4, Scenes 1,2, then complete 1 - 4 below to be COLLECTED TOMORROW:

Romeo & Juliet Act 4, Scenes 1 and 2.

 

1.      Answer all the questions from Act 4, scene 1 and 2 - The questions are in the margins of the textbook – Look for the “?” – There are 14 total.

2.      Write a 7-sentence paragraph of subtext for one character from Act 4, Scene 1 (choose either Paris, Friar, or Juliet)

3.      Write another 7-sentence paragraph of subtext for either Juliet or Capulet from Act 4, Scene 2  – 14 sentences total

4.      Using your textbook, make a simple timeline that proves how much time (hours or days) has gone by since the beginning of the story.

• Review: Look at timeline for Romeo & Juliet (Sunday, Monday)…

 

Begin memorizing your 10 lines of R and J…practice it now for your recital on May 27

 

ENGLISH homework – HOURS 1, 3, 4:

 

COMPLETE 1 – 4 for Tuesday (after Memorial Day break)

 

Memorize your 10 lines of Shakespeare (based on a theme) for your recital Wednesday, May 27

 

Study for exam – Romeo & Juliet, The Odyssey see exam review sheet for details

 

R & J FINAL PROJECT RUBRIC (worth 35 points)

**You may NOT give your recital without a typed copy of your speech. **

 

10  points - SCRIPT - typed, theme, character/student name (Juliet/Frank)

5    points - THEME - your chosen lines CLEARLY support your theme

20  points - RECITAL - considerable effort shown in memorization of piece

 

_____total points

 

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PLAYWRITING – Day 45

 

WARM-UP – INDIVIDUALLY, mimic yesterday’s BELL-RINGING BREAK-UP script by writing a short little script of your own where a teenager wants to use the family car but must get permission from a parent (who owns the car).

 

Read 2 Christopher Durang shorts (as inspiration for our own scripting activity): “Funeral Parlor” and “DMV Tyrant”

 

As a post-test review, use your playwriting NOTES to answer the 42 sample test questions.

 

PLAYWRITING homework:

 

None

Tuesday, May 19, 2015

 

ENGLISH – 3rd trimester – Day 44 

1.      Collect homework: Act 3 questions 1 – 22 (from yesterday)

2.      Pick up EXAM REVIEW GUIDE

3.      Watch Act 3 on video (old and new versions)

REMINDER: TEST on Act 2, 3 tomorrow

ENGLISH homework:

Study for tomorrow’s Romeo & Juliet test

Use Exam Review Guide to study for exam

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PLAYWRITING – Day 44

READ latest scripts with new archetypes.

·         Discussed an excerpt from Roland Barthes essay “Baudelaire’s Theater” where he writes that theatricality is “theater-minus-text, it is a density of signs and sensations built up on stage starting from the written argument” (1972:26) and how it introduces the notion, promoted by the European avant-garde since the beginning of the twentieth century, that the “essence” of theatre was to be found not in the written text but in the non-textual elements of production. (re: Glen McGillivray – “The Discursive Formation of Theatricality as a Critical Concept”)

With a partner, read “The Sure Thing” by David Ives… Things to remember: Talk loud! Talk with feeling. Talk slowly. Speak each syllable clearly.

PLAYWRITING homework:

None

Monday, May 18, 2015

 

ENGLISH – 3rd trimester – Day 43

·         People who have not read Romeo & Juliet often think of Juliet as a young, innocent little girl (13 to be exact). However, those of us who read the tragedy know she is much more DYNAMIC and complicated than that.

o    List 3 things from the play that prove that Juliet is a DYNAMIC and complicated person.

·         Next, find this quote from Juliet and answer the following 3 questions:

o    “Well, thou hast comforted me marvelous much.” (Act 3, Scene 5, line 232)

1.       Who is Juliet speaking to?

2.       Look at the big speech just above this quote…what was recommended to Juliet?

3.       What is the subtext of this line...in other words, what do you imagine Juliet was thinking while she was saying this?

OR

  20   Come, gentle night, come, loving, black-brow'd night,
 21   Give me my Romeo; and, when he shall die,
 22   Take him and cut him out in little stars,
 23   And he will make the face of heaven so fine
 24   That all the world will be in love with night
25   And pay no worship to the garish sun. 

Complete 22 questions on Act 3, Scenes 2,3,4,5.

ENGLISH homework:

Finish Act 3 questions 1 – 22

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PLAYWRITING – Day 43

Using the handouts and your SCRIPT #3, continue to rewrite script #3…same journey, DIFFERENT archetypes!!

PLAYWRITING homework:

None

Friday, May 15, 2015

 

ENGLISH – 3rd trimester – Day 42

Check homework: Act 3, Scene 1 questions 1 - 7

Review answers.

Read summaries of Act 3, scenes 2, 3, 4, 5from http://www.shakespeare-navigators.com/romeo/SceneTextIndex.html

Listen to the rest of Act 3 on CD (scenes 2, 3, 4, 5 – pgs. 888 - 894)…(35 minutes)

ENGLISH homework – HOURS 1, 3, 4:

none

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PLAYWRITING – Day 42

For 5 minutes, free write about your list of memories of what you’ve touched, held, loved.

Next underline the most interesting things you wrote. Then choose one of your interesting ideas, and, use it as your inspiration, wrote again. (5 minutes)

MANY missing sidestep script #3 ???????????

What do you see as your protagonist's internal journey? That is, how does your protagonist have to grow and change throughout the course of the story? What journey does the plot force him/her to take?  Where does he/she start, and where end up on some essential internal isuse?

LIST as many internal journeys as you can think of.

Here are some protagonist journeys. There are MANY more out there-- this is just a sample. Notice that the journeys imply conflict and movement of some kind-- negative or positive.

Using the handouts and your SCRIPT #3, decide which archetypal characters you wrote.

Next, rewrite script #3…same journey, DIFFERENT archetypes!!

PLAYWRITING homework:

None

Thursday, May 14, 2015

 

ENGLISH – 3rd trimester – Day 44

Collect homework: Act 2 packet.

Write 2 paragraphs about a time when you (or someone you know) were so angry that you acted without thinking. (what, where, when, why, how)

Read Act 3, Scene 1…(pgs. 873 – 882): and answer the following 7 questions:

1.      Tybalt challenges Romeo to a duel, but Romeo refuses to fight. Reread lines 64-70 and fully explain WHY Romeo will not draw his sword.

2.      Read lines 71-80. Explain WHY Mercutio (instead of Romeo) fights Tybalt.

3.      WHY does Mercutio say, “A plague a both our houses,” AND what does he MEAN?

4.      HOW is Mercutio partly responsible for his own death?

5.      WHY did Romeo, who “loves” Tybalt, kill him, AND how does this reveal a character flaw in Romeo?

6.      DESCRIBE the punishment the Prince decrees for Romeo at the end of Act III, Scene i.  Infer (or reason) and explain why the Prince chooses this punishment.

7.      In Act III, Scene I, lines 106-112 – Is this speech a soliloquy, an aside or a monologue.  Explain.

ENGLISH homework – HOURS 1, 3, 4:

none

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PLAYWRITING – Day 41

Watched TED Talk: Tim Brown (2008): Tales of Creativity and Play: https://www.youtube.com/watch?v=RjwUn-aA0VY

On a clean sheet of paper, trace around your hand, fill it with memories of what you’ve touched, held, loved

http://www.nicertube.com/n58oauk9

http://thekidshouldseethis.com/post/74181629309

PLAYWRITING homework:

None

Wednesday, May 13, 2015

 

ENGLISH – 3rd trimester – Day 40

·         Watch approx. 23 minutes of the “balcony scene” from NEW VIDEO (Romeo & Juliet)  

Finish Act 2 packet Q’s 21 – 49 (due tomorrow) 

AFTER THEY FINISH Q’s 21 – 49, they are to BEGIN the following assignment: 

The three stages of the following Balcony scene activity: 

1.      STAGE 1: Using Act 2.2 (pp. 845-853), choose the 3 most important lines from every 20 lines of the scene. In other words, from lines 1-20, choose the 3 most important. From lines 21-40, choose 3 more. Continue this all the way through the scene until p. 853. You should end up with 27 lines total.

2.      STAGE 2: Next, using the 27 lines you chose, reduce them to 27 key words. Circle 1 word from each of your previously chosen 27 lines. These words may repeat themselves and may not make perfect sense, but should include the 27 most important themes of each line.

3.      STAGE 3: You are to rewrite your 27 lines from Stage 1

a.       Simplify the words of each line.

                                                  i.      Dumb them down so that a young person could understand.

b.      Keep the same meaning of each line.

ENGLISH homework – HOURS 1, 3, 4:

Act 2 packet (Q’s 21-49) due Thursday

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PLAYWRITING – Day 40

1.      There are not enough handouts (of the young soldier) for everyone, so have them SHARE. Explain to them that they will be writing for exactly 15 minutes AS THIS SOLDIER. They will write a first-person monologue.  

1. DIRECTIONS:

                                                              i.      Write in first person (you are Edwin Tennison)

                                                            ii.      Write what you imagine he was thinking as the photo was being taken.

                                                          iii.      You must write constantly for the 15 minutes.

1.      No finishing early!!

2.      Ask students to underline all the interesting things they just wrote.  

3.      Next, ask them to choose, from their underlined parts, their very best single sentence and to CIRCLE it. 

4.      Next, beginning with that sentence, they are to write again. Expanding on that idea. 

1. Only for 5 minutes this time. 

5.      Next, working alone and using bits and pieces of either the 15-minute monologue or the 5 minute extension (or both), you are to

1. work the rest of the hour writing a script that has at least 2 additional characters and where you (Edwin Tennison) and other soldiers are waiting for the fighting to begin. 

6.      You may use as much or as little of your work from yesterday as you like. Your scripts should look like 45 minutes’ worth of writing.  

7.      Scripts, stapled to your monologues from yesterday, are to be COLLECTED AT THE END OF THE HOUR 

PLAYWRITING homework: 

none