September 25-26

Go over II.III-II.VI

Watch II.II. on old version

Then II.II-II.VI of new version

September 23-24

Collect permission slips.

Go over I.V.

Kids do II.II with a partner:

II.II. questions

            Juliet, like other young women from wealthy families, has been carefully prepared for courtship and marriage.  She has been trained to hide her real feelings.  She also is expected to be shy and modest with men. 

          However, in Scene II, Juliet does not behave as she has been taught.  Notice how her behavior is different from what is expected of young women.

1.  Shakespeare uses images of light and brightness to create certain feelings.  Notice how Romeo uses these kinds of images when he talks to Juliet.  Write three examples from II.II.2-25 in which Romeo compares Juliet’s beauty to something that is light.  List the line number for each example as well.

a.  ___________________________________________________________

_____________________________________________________________

b.  ___________________________________________________________

_____________________________________________________________

c.  ___________________________________________________________

_____________________________________________________________

2.  Reread the examples you gave in question 1.  What mood or feelings do these words of light and brightness create for you?

_____________________________________________________________

_____________________________________________________________

3.  Line 37: Juliet says that her enemy is not Romeo, but only his

_____________________________________________________________

4. Lines 61-64: Romeo, who has been hiding in the orchard, calls out to Juliet.  Juliet speaks to him from her balcony.  She is worried about Romeo because

_____________________________________________________________

_____________________________________________________________

7.  Lines 108-110: Why does Juliet not want Romeo to swear by the moon?

_____________________________________________________________

_____________________________________________________________

8.  Lines 115-123: Juliet says to Romeo that she “has no joy of this contract to-night;”  In your own words, explain what she fears about their love.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

8.  Lines 141-147: Juliet will send a messenger to Romeo tomorrow to find out

_____________________________________________________________

_____________________________________________________________

9.  Where does Romeo say he is going at the end of this scene?  Why is he going there?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Watch both versions of II.II

September 19 and 22

Discuss I.II and I.III and I.IV

Watch video

Kids do their own skit:

Here’s the situation:  Three guys are going to a party.  We’ll call them Benny, Romo and Marquelle.  They got all dressed up and they’re excited because it’s a costume party with great music and beautiful women.  The problem is that Romo is acting all depressed.  Marquelle and Benny have convinced him to go to the party, but Romo doesn’t want to dance and keeps saying that he’s not going to have any fun. 

 

·        Feel free to use modern-day terms and slang. 

·        This should have at least 10 speaking parts. 

This could be a play....

Text messages back and forth...

September 17-18

Sent home permission slip for the trip to see Romeo and Juliet on 10/3

Look over grades

I'll read aloud the Prince's speech and Montagues with Benvolio I.I. 76-154

Kids get into partners to read 154-233 and do the worksheet
BENVOLIO

Good-morrow, cousin.

ROMEO

Is the day so young?

BENVOLIO

But new struck nine.

ROMEO

Ay me! sad hours seem long.
Was that my father that went hence so fast?

BENVOLIO

It was. What sadness lengthens Romeo's hours?

ROMEO

Not having that, which, having, makes them short.

BENVOLIO

In love?

ROMEO

Out--

BENVOLIO

Of love?

ROMEO

Out of her favour, where I am in love.

BENVOLIO

Alas, that love, so gentle in his view,
Should be so tyrannous and rough in proof!

ROMEO

Alas, that love, whose view is muffled still,
Should, without eyes, see pathways to his will!
Where shall we dine? O me! What fray was here?
Yet tell me not, for I have heard it all.
Here's much to do with hate, but more with love.
Why, then, O brawling love! O loving hate!
O any thing, of nothing first create!
O heavy lightness! serious vanity!
Mis-shapen chaos of well-seeming forms!
Feather of lead, bright smoke, cold fire,
sick health!
Still-waking sleep, that is not what it is!
This love feel I, that feel no love in this.
Dost thou not laugh?

BENVOLIO

No, coz, I rather weep.

ROMEO

Good heart, at what?

BENVOLIO

At thy good heart's oppression.

ROMEO

Why, such is love's transgression.
Griefs of mine own lie heavy in my breast,
Which thou wilt propagate, to have it prest
With more of thine: this love that thou hast shown
Doth add more grief to too much of mine own.
Love is a smoke raised with the fume of sighs;
Being purged, a fire sparkling in lovers' eyes;
Being vex'd a sea nourish'd with lovers' tears:
What is it else? a madness most discreet,
A choking gall and a preserving sweet.
Farewell, my coz.

BENVOLIO

Soft! I will go along;
An if you leave me so, you do me wrong.

ROMEO

Tut, I have lost myself; I am not here;
This is not Romeo, he's some other where.

BENVOLIO

Tell me in sadness, who is that you love.

ROMEO

What, shall I groan and tell thee?

BENVOLIO

Groan! why, no.
But sadly tell me who.

ROMEO

Bid a sick man in sadness make his will:
Ah, word ill urged to one that is so ill!
In sadness, cousin, I do love a woman.

BENVOLIO

I aim'd so near, when I supposed you loved.

ROMEO

A right good mark-man! And she's fair I love.

BENVOLIO

A right fair mark, fair coz, is soonest hit.

ROMEO

Well, in that hit you miss: she'll not be hit
With Cupid's arrow; she hath Dian's wit;
And, in strong proof of chastity well arm'd,
From love's weak childish bow she lives unharm'd.
She will not stay the siege of loving terms,
Nor bide the encounter of assailing eyes,
Nor ope her lap to saint-seducing gold:
O, she is rich in beauty, only poor,
That when she dies with beauty dies her store.

BENVOLIO

Then she hath sworn that she will still live chaste?

ROMEO

She hath, and in that sparing makes huge waste,
For beauty starved with her severity
Cuts beauty off from all posterity.
She is too fair, too wise, wisely too fair,
To merit bliss by making me despair:
She hath forsworn to love, and in that vow
Do I live dead that live to tell it now.

BENVOLIO

Be ruled by me, forget to think of her.

ROMEO

O, teach me how I should forget to think.

BENVOLIO

By giving liberty unto thine eyes;
Examine other beauties.

ROMEO

'Tis the way
To call hers exquisite, in question more:
These happy masks that kiss fair ladies' brows
Being black put us in mind they hide the fair;
He that is strucken blind cannot forget
The precious treasure of his eyesight lost:
Show me a mistress that is passing fair,
What doth her beauty serve, but as a note
Where I may read who pass'd that passing fair?
Farewell: thou canst not teach me to forget.

BENVOLIO

I'll pay that doctrine, or else die in debt.

Read I.I.15445-233                                                                                                                           Name: _______________________

Why is Romeo sad? Give me a line to prove this.

Romeo says “she’ll not be hit with Cupid’s arrow” What does he mean?

He says some other things right after. Write down one thing he says and write down what he means.

What is Benvolio’s advice?

How does Romeo respond to Benvolio’s advice?

Do you agree more with Benvolio’s view on love or Romeo’s? Explain.

Go over those lines.

Independent Reading

September 15-16

Finished working on the Notate sheet

Watched Act I Scene I on video

Independent Reading

September 11-12

Go to the LMC and find a book to read. Or else bring one from home.

Independent read for about 30 minutes.

Finish work on the notate sheet

Watch the intro to Romeo and Juliet

September 9-10

We are beginning Romeo and Juliet. Lots of talking and discussing Shakespeare...why he's great....how he has influenced pop culture.

Then we will go over Act I Scene I in class. Discuss it and act it out.

Next we will complete the following worksheet as a way to understand how to notate Shakespeare's plays.

Correctly notate where these lines are from

Page 38

Romeo:  She hath forsworn to love, and in that vow

Do I live dead, that live to tell it now.

Page 68

Tybalt:  Now by the stock and honour of my kin,

To strike him dead I hold it not a sin.

Page 100

Friar Lawrence:  God pardon sin!  Wast thou with Rosaline?

Romeo:  With Rosaline, my ghostly father?  No.

I have forgot that name, and that name’s woe.

Page 124

Nurse: Then hie you hence to Friar Lawrence’ cell.

There stays a husband to make you a wife.

Page 228

Romeo:  The world is not thy friend, nor the world’s law;

The world affords no law to make thee rich;

Then be not poor, but break it, and take this.

Name: ___________________

Write the lines and the name of the character(s) who says them.

I.I.65-66

  

II.II.2-3

  

III.I.32-33

  

III.V.156-157

  

V.III.313-314

For homework, I will have students fill out the following sheet in preparation for bringing a book to read (any book) to class on Thursday.

Here’s your assignment.  Find three friends, one family member, and one teacher (not me) to give you reading ideas.  Write down their name and then three books that they liked or thought that you would like.

Friend 1 reading ideas            NAME:  _____________________

____________________        ____________________        ____________________

Friend 2 reading ideas                        NAME:  _____________________

____________________        ____________________        ____________________

Friend 3 reading ideas                        NAME:  _____________________

____________________        ____________________        ____________________

Family reading ideas               NAME:  _____________________

____________________        ____________________        ____________________

Teacher reading ideas             NAME:  _____________________

____________________        ____________________        ____________________

September 5th and 8th

*Today we will begin by discussing what we know about Malala Yousafzai using a KWL chart. Kids should have done a reading previous to this for homework, so I expect a lot of info.

*Then, I'll read the following passage out loud from Malala's memoir

Purpose for reading: to consider Malala’s description of conditions she believes should be changed through education in Pakistan in order to explore the importance of equal education for a country’s well being.

Directions for interacting with the text:  Please mark places where Malala describes unequal educational practices with an (!) and places where she emphasizes the importance of education with a (*).  

After you’ve marked the text, please write your thinking next to two !s and two *s  →  why did you mark them as you did?

1          (The founder of our country) Jinnah said, “No struggle can ever succeed without women participating side by side with men.  There are two powers in the world; one is the sword and the other is the pen.  There is a third power stronger than both, that of women.” But (in 1977 a new leader) General Zia brought in Islamic laws which reduced a woman’s evidence in court to count for only half that of a man’s.  Soon our prisons were full of cases like that of a thirteen-year-old girl who was raped and became pregnant and was then sent to prison for adultery because she couldn’t find four male witnesses to prove it was a crime.  A woman couldn’t even open a bank account without a man’s permission.  As a nation we have always been good at hockey, but Zia made our female hockey players wear baggy trousers instead of shorts, and stopped women playing some sports altogether.

2          When I complained about these things to my father, he told me that life was harder for women in Afghanistan.  The year before I was born, a group called the Taliban led by a one-eyed mullah (holy man) had taken over the country and was burning girls’ schools.  They were forcing men to grow beards as long as a lantern and women to wear burqas.  Wearing a burqa is like walking inside a big fabric shuttlecock with only a grille to see through and on hot days it’s like an oven.  At least I didn’t have to wear one.  He said that the Taliban had even banned women from laughing out loud or wearing white shoes, as white was “a color that belonged to men.”  Women were being locked up or beaten just for wearing nail varnish.  I shivered when he told me such things.

3          I was ten when the Taliban came to our valley.  Their leader  Maulan Fazlullah was a 28 year-old who used to operate the pulley chair to cross the Swat River.  Fazlullah’s broadcasts were often aimed at women.  He must have known that many of our men were away from home, working in coal mines in the south or on building sites in the Gulf.  Sometimes he would say, “Men, go outside now.  I am talking to the women.” Then he’d say, “Women are meant to fulfill their responsibilities in the home.  Only in emergencies can they go outside, but then they must wear the veil.”

4          (One Taliban leader) proclaimed that there should be no education for women, even at girls’ madrasas (religious schools).  “If someone can show any example in history where Islam allows a female madrasa, they can come and piss on my beard,” he said.  Then Fazlullah turned his attention to schools.  He began speaking against school administrators and congratulating girls by name who left school.  “Miss So-and-so stopped going to school and will go to heaven,” he’d say, or, “Miss X of Y village has stopped education at Class 5.  I congratulate her.”  Girls like me who still went to school he called buffaloes and sheep.

5          Then, at the end of 2008, Fazlullah’s deputy announced on the radio that all girls’ schools would close.  From 15 January girls must not go to school he warned.  First I thought it was a joke.  “How can they stop us from going to school,” I asked my friends.  They don’t have the power.  My father used to say the people of Swat and the teachers would continue to educate our children until the last room, the last teacher and the last student was alive.  My parents never once suggested I should withdraw from school, ever.  Though we loved school, we hadn’t realized how important education was until the Taliban tried to stop us.  Going to school, reading and doing our homework wasn’t just a way of passing time.  It was our future.  The Taliban could take our pens and books, but they couldn’t stop our minds from thinking.

6          One day my father and I went to Peshawar (an important city in Pakistan) to appear on a BBC Urdu (middle-eastern language) talk show hosted by a famous columnist named Wasatullah Khan.  We went with my father’s friend and his daughter.  Two fathers and two daughters.  To represent the Taliban, they had Muslim Khan who wasn’t in the studio.  I was a bit nervous, but I knew it was important as many people all over Pakistan would be listening.  “How dare the Taliban take away my basic right to education?”  I said.  There was no response from Muslim Khan because his phone interview had been pre-recorded.  

7          Our words were like the eucalyptus blossoms of spring tossed away on the wind.  The destruction of schools continued.  On the night of 7 October 2008 we heard a series of faraway blasts.  The next morning we learned that masked militants had entered (a school for girls and a school for boys) and blown them up using improvised explosive devices (IEDs).

8          I wanted people to know what was happening.  Education is our right, I said.  Just as it is our right to sing. Islam has given us this right and says that every girl and boy should go to school.  The Quran (Islamic holy book) says we should seek knowledge, study hard and learn the mysteries of our world.  I wanted to start an education foundation.  This had been on my mind ever since I’d seen children working on a rubbish mountain.  I still could not shake the image of the black rats I had seen there, and a girl with matted hair who had been sorting rubbish.  We held a conference of twenty-one girls and made our priority education for every girl in Swat (our valley) with a particular focus on street children and those in child labor.  

9          (The Taliban ruled that all girls’ schools must close in January of 2009).  How could they stop more than 50,000 girls from going to school in the twenty-first century?  I kept hoping something would happen and the schools would remain open.  But finally the deadline was upon us.  I cried and cried.  I didn’t want to stop learning.  I was only eleven years old, but I felt as though I had lost everything.  I told (the media), “They cannot stop me.  I will get my education if it’s at home, school or somewhere else.  This is our request to the world -- to save our schools, save our Pakistan.”  

10        (I had seen) a young girl selling oranges. She was scratching marks on a piece of paper with a pencil to account for the oranges she had sold as she could not read or write.  I took a photo of her and vowed I would do everything in my power to help educate girls just like her.  This was the war I was going to fight. 

*Students will then be asked to read it on their own and annotate the text using the criteria mentioned above.

*Students will discuss their annotations of the text with a partner and fill out the following sheet:

1. Share what you annotated - where is unequal education happening (!) and what are the consequences?

2. Where in the story did Malala talk about the importance of education (*)?

3. How does this connect to your own life? Your partner’s life?

4. So, why is it beneficial to have equal education for everyone?

*Students will then write on the following prompt:

How do unequal practices (such as in Malala’s Pakistan or the United States) affect a society?  → Argue the benefits of equal education for everyone.

Cite evidence from the text (and your personal experience) to support your argument.

I'm looking for a writing sample from the students to see how well they are able to incorporate knowledge they have learned from a text and cite their sources. I will use this information to help direct the writing for the rest of the year.

September 3-4

Nice job getting this far!

This blog is your way of staying up-to-date even if you missed class.  I will post on this blog every day everything that we did in class and what assignments you should be completing at home. Anytime you are missing an assignment, you can check this blog to keep you caught up.

Now that you are here, I want you to send me an email (jschachter@madison.k12.wi.us) with this information on it:

1. A word or phrase you can make using some or all of the letters of your name.

2. Your favorite class at school.

3. Your favorite thing to do at school.

4. Your favorite thing to do at home.

5. Go to infinite campus. What assignment is already in the grade book?

6. One thing you would tell the President if you could tell him anything you want.

7. Tell me some things I should know about you as a student (your learning styles, what teachers do that you hate, what teachers do that you love, your thoughts about reading and writing).

8. Tell me some things I should know about you as a person (tell me about your dreams, your family, your deep thoughts, your shallow thoughts).

9. How do you put a giraffe into a refrigerator?

10. Now I want to get a sample of your writing...I want you to be creative and spend some time on this part.
Describe an experience you've had in your past that was exceptionally scary, fun, life-changing, or interesting.
I want to hear about you, but I also want to get a sense of how well you can write. Try to be detailed and creative. I don't need you to have perfect grammar, but the worse your spelling or punctuation is , the more difficult it is for me or anyone to understand what you're saying. If you are going to write something, make sure your reader can understand it, otherwise it is almost like not writing anything at all.

My guess is you will write about 200 words for this last question.

This last is for homework tonight:
Go to http://www.scholastic.com/scopemagazine/pdfs/SCOPE-090113-Nonfiction.pdf 
Read the article in preparation for our next class.