DAY FIVE

DAY FIVE:BY THE END OF CLASS YOU WILL BE ABLE TO: ANALYZE HOW COMPLEX CHARACTERS (E.G., THOSE WITH MULTIPLE ORCONFLICTING MOTIVATIONS) DEVELOP OVER THE COURSE OF A TEXT, INTERACT WITH OTHER CHARACTERS, AND ADVANCE THE PLOT OR DEVELOP THE THEME” (CC.9-10.R.L.3). 1. BELL RINGER2. SKILL REVIEW: INFERENCES3. READING ACT I SCENES 2-4 WITH STOP AND THINK QUESTIONS4. EXIT SLIP: PLOT DEVELOPMENT ANALYSIS5. IF TIME PERMITS: VIDEO CLIP

BELL RINGER #5: (A) 1/26 & (B) 1/27

Make ONE inference about dating/marriage during the Elizabethan Age.

Describe TWO actions that caused the third brawl between the Capulets and the Montagues.

GRAMMAR # 5FRAGMENTS, PART TWO

A sentence fragment tries its best to be a sentence, but it just can’t make it. It’s missing something.

Spending hours every day after school and even on weekends.

This time we’re missing a whole verb. “Spending” is a participle wanting to modify something, but there is no subject-verb relationship within the sentence.

Often, it’s missing a verb or part of a verb string:

FIXING SENTENCE FRAGMENTS

1. Staying up until 4 a.m2. Because his car was in the shop.3. When you finally take the test.4. As his ex-girlfriend Gigi chased him down the interstate.5. Instead of going to the meeting about overpopulation.

Fix the following fragments:

BELL RINGER #4: A4 ONLY (1/26/11)Flashback 3, 2, 1 Review

List THREE things you learned about Shakespeare’s life and background from our poster activity.

Describe TWO events that will happen in the story based on The Prologue.

Choose ONE type of character we learned about last week (foil, flat, round, dynamic, flat, etc.). Be sure to describe the type of character and provide an example from a movie, TV show, or book.

GRAMMAR #4:

What is a complete sentence? A complete sentence is not merely a group of words with a capital letter at the beginning and a period or question mark at the end. A complete sentence has three components:

a subject (the actor in the sentence) a predicate (the verb or action), and a complete thought (it can stand alone and make sense—it's

independent).

A sentence fragment is an incomplete sentence. Some fragments are incomplete because they lack either a subject or a verb, or both. They're called "dependent" because they can't stand on their own (just like some people you might know who are SO dependent!). Look at these dependent clauses.

Because his car was in the shop (What did he do?) After the rain stops (What then?)

GRAMMAR #4

How do I fix a sentence fragment? First, you need to know that subordinating conjunctions do three things:

join two sentences together make one of the sentences dependent on the

other for a complete thought (make one a dependent clause) by adding a conjunction

indicate a logical relationship (Because his car was in the shop, he took the bus.)

GRAMMAR #4:

Identify which of the following sentences are FRAGEMENTS:

1. Finding a parking space there is usually easy during the week.

2. Driving in the city during the evening rush hour.

3. To apply for a job at the new store in the mall.

4. Asking the interviewer how often he would have to work on weekends.

5. Shaking his new boss's hand, Tony knew he would like working there.

6. By the time Frances found out how expensive the wallpapering job would be.

7. After getting estimates from five contractors, she decided to do the work herself.

8. Who borrowed Stefanie's car Saturday night.

9. While waiting for her neighbor to move the car that blocked the driveway.

10.To avoid hitting the other car, Michael had to back across the corner of the lawn.

IRONY: ACT I SCENES II, III, IV

RECAP: DESCRIBE THE PLOT FROM ACT I:I

1. What caused the fight between the Capulets and the Montagues for the THIRD time?

2. Who will pay the price if another fight occurs?

3. Why was Romeo not at the brawl?4. Why is Romeo unable to be with the woman

he loves?5. What does Benvolio promise to do for

Romeo?

INFERENCES: ACT I SCENE II-IV

Reading (p. 910)

ACT ONE, SCENE TWO (I, ii)

Capulets: Lord Capulet: Juliet’s father

Montagues: Benvolio: Romeo’s cousin Romeo

Other: Paris: relative of Prince Escalus, wants to marry Juliet Servant

ACT ONE, SCENE TWO QUESTIONS

1) Why does Capulet think he and Montague will keep the peace?

2) What does Paris ask Capulet?3) How does Capulet answer? What does he

tell Paris later?4) Why does the servant need help with his

task?5) Why does Romeo want to go to the party,

and why does Benvolio want Romeo to go to the party?

ROLES FOR TODAY: ACT I SCENE 3

Capulets:Lady Capulet: Juliet’s motherNurseJulietServant

STOP AND THINK: I:III QUESTIONS

1. Why does Lady Capulet ask the Nurse to leave then to return? (Lines 9-13)

2. When Lady Capulet asks Juliet how she feels about marriage, how does she answer? (Lines 70-73)

3. Following Juliet’s answer, what does Lady Capulet offer as advice? (Lines 88-104)

4. What pun (or play on words) does the Nurse make about marriage? (Lines 103-105)

5. What does Juliet say will cause her to like Paris? (Lines 107-109)

ROLES FOR TODAY: ACT I SCENE 4

Montagues:Romeo Benvolio

Other:Mercutio: Relative of the Prince and Romeo’s best

friend (friends with both families)

STOP AND THINK:I:IV QUESTIONS

1. Describe Romeo’s mood at the beginning of the scene. (Lines 11-33)

2. Mercutio explains Queen Mab to us. Write a description of her: What does she look like? What does she do? (Lines 60-102)

3. What does Mercutio say of dreams? (Lines 105-112)

4. What does Romeo predict will happen during the night? What does this foreshadow? (Lines 116-123)

EXIT SLIP: PLOT DEVELOPMENT ANALYSIS ACTIVITYOrganizer

PLOT DEVELOPMENT

One of our objectives for this unit is for you to ” … Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme” (CC.9-10.R.L.3).

After we paraphrased the prologue, we used it to summarize the plot of the play. The plot of Romeo and Juliet can be summarized as: two teenagers from feuding families fall in love but can not really be together. The fighting causes tragedy and death in the families.

THE PLOT ADVANCEMENT ORGANIZER

Shakespeare’s character are very complex and often have motives that conflict. The complexity of these characters “drive” the plot.

This organizer will help you understand how his characters drive the plot by helping you analyze the two central characters of the play.

You will be completing parts of the organizer with your “neighbor” but everyone must complete an organizer.

CHARACTER MOTIVATION APPLICATION:

Application: Reflect on the prologue plot summary again: two teenagers from feuding families fall in love but can not really be together. The fighting causes tragedy and death in the families. How did these character interactions “advance” the plot/keep the story moving?

Character: Who/what motivates him/her?

What does it motivate him/her to do?

Romeo (consider why he goes to

the party)

Juliet (consider her thoughts on

marriage)