Academic Fair Craziness!

Today we began with the warm-up below. Students handed in compare/contrast essays and, after the customary reading of the titles, we started 3.2, focusing primarily on Juliet's opening soliloquy.

2.4-2.6

We started the day by reviewing the play's events so far in the warm-up.

Then I briefly went over a drafting handout (below) to help with the short essay that is due Tuesday.

Finally, we finished up act two of the play and students had time to start the Act 2 Summary.
HW:

• Act 2 Summary with 2 Says/Means/Matters, Due 5/21
• Compare, Contrast, and Evaluate Essay, Due 5/22

The Essay Plan & 2.3-4

Today we began to plan the compare and contrast essay on the three versions of the balcony scene we watched yesterday. After that, we read act two, scenes three and four.

Three Versions

Today we watched three versions of the balcony scene on film, and students took notes in preparation for the essay we will start tomorrow.

2.2—The Balcony Scene

Today we read act two, scene two, starting a new page of work for Act Two (this should be in the "Work in Progress" section of the binder) and doing a few close reading questions (below).

2.1

Today we started with a final look at act 1 and then I collected all the work so far.

We spent the rest of the period reviewing the S/M/M homework from Friday and reading act two, scene one.

Thus Endeth Act 1

We started the day wrapping up our discussion of the Queen Mab speech. We then finished act 1 and started the Act 1 Summary Assignment. This should be done in the notes following the model given in class when we started the play. Because the model has characters and events listed already, students need only come up with two quotations (they may use the two on the model and/or the one we worked on in class earlier in the week) and complete a Says/Means/Matters chart for them. This is homework.