Assignment 1 of 6
Study for your test!! You must answer 60 multiple choice questions AND write two SCRs in the form of CEL paragraphs in 90 minutes.

You will have questions on every scene, including the scenes we only summarized.

Your CEL paragraphs will be quote analyses of two quotes you select, one from each of your quote logs.

You will have no more than 10 minutes at the beginning of class to study. You will begin with the SCRs.

 

Remember to study literary devices, including the difference between soliloquies and monologues: soliloquies are long speeches spoken aloud to oneself that reveal inner thoughts and feelings and monologues are long speeches spoken aloud to an audience (of other characters, or the viewers).

Assignment 2 of 6
Write the quotes you'd like to use for your test on the index card I gave you in class.

You should choose the strongest quote from each of your quote logs (i.e., one strong quote about the nature of love and another strong quote about how much control the characters have over their lives).

Be prepared to bring this index card with you to class and to surrender it as you walk inside. You will get it back before you test.


Assignment 3 of 6
Complete all ongoing assignments for this R+J unit. Staple them in the following order:

Quote Log (on the nature of love):
TEN+ quotes (quote # out of 10 + quote + who said it + interpretation)

Quote Log (individual vs. society):
TEN+ quotes (quote # out of 10 + quote + who said it + interpretation)

Timeline Summaries:
FIFTEEN summaries (3-5 sentences) for each scene we read in the play.

Annotations:
SIX+ pages of annotations total (half a page minimum for each scene we read in class EXCEPT Act 2 scenes 5-6 and Act 5 scenes 1-2 ... annotations for those four scenes can be 1/4 of a page long).

Glossaries:
FIFTY+ words (glossary word + definition + quote using the word + translation of the quote)


Assignment 4 of 6
Finish a draft of your IRP blurb (assignment #8) by today's class.

BLURBS are quotes promoting a book. Write a paragraph in which you “sell” this book to an audience
.
**Sign your blurb with the name of an author, a publisher, or a newspaper/magazine
**Give reasons why people should read your book
**What made the story so great, entertaining, etc.?
**NO spoilers or plot summaries!!
**Who should read this book?
**Reference the genre, author, famous fans
**“If you like _____ then you’ll love ______ because”


Assignment 5 of 6
Turn in a digital copy of the final draft of your character analysis to Turnitin.com by Thursday 12 a.m.

Class codes are below. The password is "shimizu"
Period 1: 10836352
Period 2: 10836412
Period 4: 10836420
Period 5: 10836426
Period 6: 10836432


Assignment 6 of 6

Begin work on the following IRP assignments. You are responsible for completing these on your own.

IRP #4: Illustration
Draw an illustration (that does not already exist) of a key moment in the story that could be placed on the cover of the book. Write a short caption (2-3 sentences) to go with it that explains why you drew this image.

IRP #7: Soundtrack
List five songs that could form the soundtrack to your book and explain why you chose each song in 2+ sentences. You may use lyrics (in quotes, PG-13 selections only) to help you explain why you chose a specific song.

IRP #9: "Be Creative" assignment
Provide a creative tie-in for your book (alternate ending, retelling fan fiction, comic strip, poem, board game, promotional action figure, etc.) that reflects your understanding of the book (its themes, characters, social/historical context, etc.

NOTE: Period 1 still meets like normal, regardless of the field trip. Students not attending the field trip will be required to work on English assignments in lieu of an actual class.

If you have English period 1 or will not be attending the field trip, make sure to bring your copy of the text (textbook or iPad) and your IRP book on Wednesday.

What to accomplish on Wednesday the 20th:
1. Finish any incomplete quote logs, annotations, summaries or glossaries. Specific criteria and totals can be found in your notes and on this website.
2. Study for your test Thursday/Friday (perhaps by doing quote analyses for a couple of the quotes from your quote logs as practice)
3. Finish your IRP book
4. Complete past-due IRP assignments (the advice column, character page, blurb)
5. Completing IRP assignments Ms. Ng and I have not covered during class

 

The following are IRP assignments you must complete on your own. The instructions below are taken from the IRP 2 handout you received earlier this year.

IRP #4: Illustration
Draw an illustration (that does not already exist) of a key moment in the story that could be placed on the cover of the book. Write a short caption (2-3 sentences) to go with it that explains why you drew this image.

IRP #7: Soundtrack
List five songs that could form the soundtrack to your book and explain why you chose each song in 2+ sentences. You may use lyrics (in quotes, PG-13 selections only) to help you explain why you chose a specific song.

IRP #9: "Be Creative" assignment
Provide a creative tie-in for your book (alternate ending, retelling fan fiction, comic strip, poem, board game, promotional action figure, etc.) that reflects your understanding of the book (its themes, characters, social/historical context, etc.

 

Complete a TYPED final draft of your Juliet character analysis that is FOUR+ paragraphs long and fills TWO+ full pages.  Typed papers should follow the proper guidelines set at the beginning of the year: double-spaced, Times New Roman font, 12-point font size, 1" margins all around.  

 

Check that you have cited EVERY quote using the proper format (see the board in class or the first page of your outline).  Copy your quotes down EXACTLY as they appear---do NOT replace words or change punctuation/spelling/etc.  

 

Make sure you STAPLE all of the following together BEFORE you come to class IN THIS ORDER:

Final Draft

Rough Draft

Peer Edit Sheet (with TWO editors' notes)

Outline/Rubric

 

 

Complete a blurb for your IRP book.  You may show this to me Monday/Thursday or Tuesday/Friday next week for a stamp.  

 

BLURBS are quotes promoting a book. Write a paragraph in which you “sell” this book to an audience.

• Sign your blurb with the name of an author, a publisher, or a newspaper/magazine
• Give reasons why people should read your book
• What made the story so great, entertaining, etc.?
• NO spoilers or plot summaries!!
• Who should read this book?
• Reference the genre, author, famous fans
• “If you like _____ then you’ll love ______ because”

 

 

Complete all of your ongoing assignments for Romeo and Juliet by next Thursday/Friday (i.e., the day of your test).  If even ONE of these assignments is incomplete, you will NOT get a passing grade for ALL of them.  If you have NOT followed the appropriate format for these assignments, you will be asked to redo them for them to count.

 

FIFTY+ words (glossary word + definition + quote using the word + translation of the quote)

 

TEN+ quotes (quote # out of 10 + quote + who said it + interpretation)

 

Complete a rough draft before Thursday/Friday (all 4 paragraphs and all 2+ pages).  Keep in mind: your final draft is due Monday the 18th/Tuesday the 19th.

 

 

Update your ongoing assignments as follows.  Prioritize finishing your rough draft since it is due at the beginning of next week, but also keep in mind that these ongoing assignments will be collected for a grade at the end of next week.

 

Add 1/4 of a page of annotations for Act 5 scene 1.

Add 1/4 of a page of annotations for Act 5 scene 2.

Add ONE quote about fate/control to your "individual vs. society" quote log

Check that your glossary has 40+ words by now. 

 

 

Bring your copy of the text to the next class.  Odd periods are textbook-only.

 

Assignment 1 of 5
Read/Reread Act 4 scenes 3 and 5 on your own.  Scene 3 begins on page 850 of the textbook or page 169 in Pearson.  Make sure you know the answers to the following comprehension questions.

 

When does this scene take place (look for the answer later on in the scene)?

How is J feeling at the beginning of this scene, knowing what she must do?
... Why does she call for the Nurse and then take back her words?

What is J afraid of in this scene?
fear 1
fear 2
fear 3
... fear 3a
... fear 3b
... fear 3c
... fear 3d

What makes her eventually drink the potion, despite all these fears?

Act 4 scene 4

If Paris shows up at the end of the scene, what time/day must it be?

Act 4 scene 5

When does this scene take place?

Who is Capulet's true son-in-law? Why?

Why does Friar L tell the Capulets they shouldn't be so sad over J's death?

What is Capulet forced to do with all his wedding plans?

Why does Shakespeare end scene 5 with the servants talking with each other? What message is he trying to send the audience?
-Think: How would you describe the mood of the scene before the family leave? How would you describe it after they leave?

 

 

Complete your outline for the character analysis of Juliet over the long weekend. You do not have to fill in every single line of every single section of the outline BUT you should be addressing each section.


Assignment 3 of 5
Complete a draft for IRP assignment #2: the character page for your protagonist.

The format for the character page is the same one we used for the Of Mice and Men unit. Please do all of the following for your character page on the protagonist:

1. Name
2. Symbol representing what kind of person your protagonist is (Draw/Print off an image of the symbol and explain why you chose this symbol in 2-3 sentences).
3. Three adjectives that sum up what kind of person your protagonist is
4. At least one strong quote from the book to support each of the three adjectives you listed above


Assignment 4 of 5
Update your ongoing assignments for this unit before Thursday/Friday the 21st/22nd.

Add half a page of annotations for Act 4 scenes 3 and 5 (so, one full page total)
Add ONE quote from scene THREE that says something meaningful about love to your "nature of love" quote log
Add ONE quote from scene FIVE that says something meaningful about love to your "nature of love" quote log
Add ONE quote from scene THREE that says something about who/what is in control in this scene to your "individual vs. society" quote log
Add ONE quote from scene FIVE that says something about who/what is in control in this scene to your "individual vs. society" quote log
Add TWO summaries to your timeline for Act 4 scenes 3 and 5
Come to the next class with at least 40 words in your glossary

 

 

Bring your copy of the text to the next class (remember, odd periods are textbook only). We may have some time in class for you to work on your IRP assignment #2, so you may want to bring your IRP book.

Before class, select FOUR quotes that you are thinking of using for your upcoming character analysis of Juliet.  Write these quotes into the spaces on the outline in pencil in case you need to change them later.

 

Remember, your 4 quotes should ONLY be dialogue spoken by Juliet AND should be from MULTIPLE scenes.  Please limit the length of your quotes (longer quotes don't make you look smarter, they make you look confused).

 

See your outline for more details.

 

 

Bring your copy of the text to the next class (remember, odd periods are textbook only).  Please also bring your IRP book to use when beginning IRP assignment #2 (the character page).

 

 

Update the following ongoing assignments so that you are on track to turn in each of these complete on the day of your R+J test:

 

Glossaries: 30+ words

Quote log (nature of love): 6 (up to Act 3)

Quote log (individual vs. society): 6 (up to Act 3)

Annotations: 4.5+ pages (up to and including Act 4 scene 1)

Summaries: 10 (up to and including Act 4 scene 1)

Assignment 1 of 5
Study for your quiz on Acts 2 and 3. You will have no more than the first hour of class to answer 10 short-response questions. You will not be allowed to use your textbook.

If we do not finish the rest of Act 3 scene 5 in class, that means you need to read the rest of the scene.


Assignment 2 of 5
If you did not finish either your graphic organizers (Act 3 scene 5 Inference Graphic Organizer) OR your individual product for the lines your group was assigned, please do so over the weekend.

Remember, your choice of product can be:
**A CEL paragraph of about 5-8 sentences
**A four-panel comic strip (think of a square), with two panels showing what Lady Capulet hears and the other two showing what Juliet actually means
**An illustration showing the difference in meaning of the keyword(s) in the lines your group was assigned
**A skit/performance (1-2 students), along with a written script (2 characters minimum, 4 pieces of dialogue minimum)

ALSO: your individual product MUST contain all the info for your group's row on the graphic organizer
1. What the keywords are
2. The different meanings of the keywords used in the lines
3. A paraphrase of what Lady Capulet hears Juliet say
4. A paraphrase of what Juliet actually means


Assignment 3 of 5
Complete a rough draft of your advice column (IRP assignment 3).

Advice Column Format
Paragraph 1:
-Begin with a salutation: Dear [your name],
-Protagonist is asking YOU for help with a major problem from the book
-End with: Sincerely, [protagonist's name]
Paragraph 2:
-Begin with a salutation: Dear [protagonist's name],
-Offer the protagonist TWO different ways they might solve their problem
-Explain what might happen if they don't listen to your advice
-Persuade them why they should listen to you
-End with: Sincerely, [your name]

For help creating an advice column, visit the following links to look at examples:

http://www.uexpress.com/dearabby/2016/3/12/0/overlooked-underappreciated-student-struggles-to-fit

http://www.uexpress.com/dearabby/topics/teens


Assignment 4 of 5
Bring your copy of the text to the next class (odd periods are textbook only) and your IRP book so that you can work on finishing the book after your finish your quiz.


Assignment 5 of 5
Update the following assignments by the next class:
Add ONE quote to your "individual vs. society" quote log
Add half a page of annotations for scene 5
Add a summary for scene 5 to your timeline
Make sure you have 30 words in your glossaries

 

Assignment 1 of 4
Bring your copy of the text to the next class (odd periods are textbook only) AND bring your IRP book.


Assignment 2 of 4
Update your quote log on the nature of love: add 2 quotes (1 each from scenes 2 and 3)

 

Update your quote log on the individual vs. society: add 1 quote from either scene 2 or scene 3 (ask yourself how much control do these characters have over their emotions right now and use a quote to prove this)


Assignment 3 of 4
Annotate and summarize Act 3 scenes 2 and 3 (you should end up with 4+ pages of annotations and 9 summaries afterwards).


Assignment 4 of 4
Add words to your glossaries. You should've had at least 20 words before break. Now, you should have between 20-30.

Bring your copy of the text to class (odd periods are textbook only).

 

 

Make sure you have adding the following by Thursday/Friday's class:

ONE quote from scene 3 to your "individual vs. society" quote log

TWO quotes from scenes 2-3 to your "nature of love" quote log

TWO summaries (scenes 2 and 3) to your timeline

ONE full page of annotations (half a page each for scenes 2 and 3)

 

 

If you have markers, colored pencils, etc. that you would like to use during class, please make sure to bring them with you.

 

 

Continue reading in your IRP book.  Plan on finishing it by next Monday so that you have a month to concentrate just on the IRP assignments.

 

Create a timeline for Act 3 scene 1 that shows the cause-effect relationship of various characters' actions in the scene.  In other words, take 10 character actions from the scene and show how they connect to one another.  Be sure to summarize each character action and use an arrow to indicate how it connects to (causes) the next action in your timeline.  See the board for a visual.

 

Character Action 1: Benvolio and Mercutio talk about how, according to Benvolio, fights are more likely to break out on hot days.

Character Action 10: the Prince banishes Romeo from Verona for killing Mercutio.

 

 

 

Finish your IRP book over your spring break.  If you cannot make this happen, get at least 3/4 of the way through your book before your return.

 

Step 1: Answer the four questions on the handout you were given in class.  Step 2: Give a short presentation of your answers to your parents

Step 3: Have your parents write brief responses to the two parent questions at the bottom of the handout.  Then have them sign and date the bottom of the handout.  They can write their responses in Spanish or English.

 

If you lose your copy of the handout, email either Ms. Ng or myself for a digital copy.

 

 

Work on the ongoing assignments we have due after we read a scene:

1) Half a page of annotations for Act 3 scene 1

2) Add one quote about control/blame/responsibility to your "individual vs. society" quote log

3) Add a few words to your glossary from scene 1 (need 10 total before the end of Act 3).

 

 

Bring the text to our next class.  Remember, odd periods do not have iPad privileges in regards to the text.

 

 

Check that you are caught up on all the summaries, quotes and annotations you need to have after reading two acts + Act 3 scene 1.

 

Before Monday/Tuesday, you should have ...

 ... 1.5 pages of annotations for Act 1 (scenes 1, 3, 5), 1 page of annotations for Act 2 (scenes 2, 5, 6), 0.5 pages of annotations for Act 3 (scene 1)

... 6 summaries in your timeline (no summary required for Act 3 scene 1)

... 4 quotes about what love is like for your "nature of love" quote log

... 5 quotes about whether fate or individual characters are in control of their actions for your "individual vs. society" quote log

... 20+ words in your glossary

 

 

 

Bring the text to the next class. Remember, odd periods no longer have iPad privileges with the text.


Assignment 2 of 5
Complete your annotations for Act 2 (scenes 2, 5, 6) and summarize these scenes in 3-5 sentences on your timeline handout.  Since scenes 5 and 6 are so short, why don't we say 1/4 of a page of annotations is enough for both of those scenes.  If you are supposed to do half a page of annotations for scene 2, that means you should end up with 1 full page of annotations for Act 2 (1/2 + 1/4 + 1/4 = 1).

 

 

Check that you have 20 words in your glossary by now (10 for Act 1, 10 for Act 2).


Assignment 4 of 5
You should already have added one quote each to your "nature of love" quote log AND your "individual vs. society" quote log from Act 2 scene 2.  Now do the following:

 

Add one more quote about the nature of love (from scene 2, perhaps) to your "nature of love" quote log

 

Add one more quote to your "individual vs. society" quote log about who is in control (the characters or their situation/society/Fate) in scene 5/scene 6.

If you did not finish your SSR log assignment Wednesday, turn it in today.  You will be doing SSR Log Assignment #2.

 

If you forgot your research paper Wednesday, show a completed reflection for your Act 1 quiz AND your research paper today, or be prepared to stay for No Zero to complete them.

Bring your research paper to class so that you can write your reflection for student-led parent conferences.  All research papers will have been returned to you by Wednesday, so there is no excuse.

 

Take note: Students who forget their research papers will be assigned No Zero on Thursday, to be completed before any session of SmartPrep or English tutoring with Tamar.  These students (and students who did not do the research paper to begin with) will be required to do TWO reflections---one on the research paper they refused to do and another on their Act 1 quiz (returned at the start of Wednesday's class).  The only way out of No Zero will be to do the reflection for homework and show it before the start of class.

 

 

Answer the following prompt in one CEL paragraph.  Be sure to give a full answer (use quotes from the text that are properly copied and cited; write more than a mere 5 sentences).

 

 

 

Bring your IRP book  and SSR log to class.  You will be completing an SSR assignment after finishing your reflection.

 

You may want to bring the text to the next class too if your CEL paragraph isn't completed before Wednesday. Remember, odd periods no longer have iPad privileges with the text.

NOTE: Students should finish Act 2 scene 2 before completing the following assignments.

Assignment 1 of 4
Answer the following questions on Act 2 scene 2 in your notebook. Be ready to provide these answers (and textual evidence to fully support them) in class during discussion.

1) What purpose does the prologue to Act 2 serve?

2) What does Juliet ask Romeo to do so they can be together (think both at the beginning of the scene and at the end)? How does Romeo respond?

3) What will happen to Romeo if he is caught where he is? What does he say will
protect him?

4) What does Juliet say she is afraid of in lines 85-106 (Pearson: 89-110)?

5) Why is she afraid? Why does it make sense for her to be more scared than Romeo?

6) Why doesn't Juliet want Romeo to swear love to her? Make sure you know what she compares his swearing to, by the way.


Assignment 2 of 4
Bring the text to our next class. Odd periods no longer have iPad privileges with the text.


Assignment 3 of 4
Complete your annotations for scene 2 and summarize the scene in 3-5 sentences on your timeline handout.



Assignmnt 4 of 4
Add one quote each to your "nature of love" quote log AND your "individual vs. society" quote log from Act 2 scene 2.

When deciding what quotes to use, consider:

What new ideas about love do the characters (especially Juliet) express in this scene?

How are Romeo and Juliet kept from being together? In what ways are their actions being controlled (by each other, by society, etc.)?

Bring your copy of the text to class.  Period 5, you are textbook only.  You may also want to bring your IRP book if you think you will finish the quiz early.

 

 

Study for your quiz on Act 1 (including summarized scenes).  You will be given no study time in class, so be prepared to test as soon as the bell rings.

 

 

Finish annotating Act 1 scene 5.  Summarize scene 5 in your timeline.

 

 

All research papers (whether sent back for revisions or never turned in previously) are due Friday the 11th.  Absolutely no papers will be accepted after that date.

Bring your copy of the text to class (as always).  Period 5, you are textbooks only.  

 

 

Complete half a page of annotations for Act 1 scene 3, begin annotations for Act 1 scene 5 (up to Tybalt's exit in line 91).  Summarize scene 3.

 

 

Add one quote from scene 3 to your "individual vs. society" quote log.  This should be a quote that shows an individual character exercising control over a given situation OR one where something other than the individual (social conventions, parents, age, gender, etc.) is in control.

 

 

 

 

In a CEL paragraph of at least 7-8 sentences, contrast Romeo and Juliet’s different attitudes towards love in Act 1. Be sure to support your reasoning with specific evidence from the text.

          -You should have a claim sentence, at least one quote per character
           (properly cited and set up), one sentence right after each one that
           explains what it means, and 2-3 sentences explaining how your quotes
           helps answer the prompt.

          -“Specific evidence from the text” is actual words/phrases from the play
           IN ADDITION TO plot details

 

 

Turn in the finished revisions of your research papers no later than Friday the 11th.  If it is not turned in by that date, expect 0s in Pinnacle for the 10-week grading period.