Tragedy Unit OGL Blocks ADFH 2011
Tragedy UnitOGL
Blocks ADFH2011
Drill 1• Take out inference homework• Homework: Verona Reading and BCR A3/3 DFH
3/4• Elizabethan Times Quiz AF 3/7 DH 3/10• Objective: TSWBAT link appropriate experiences
and prior knowledge about the topic, author, or type of material in order to understand the text.
• Drill: If you are asked to infer and explain what do you need to do to fully answer the question?
Introduction to Tragedy
• In your literature section title a page tragedy and date the page.
• Respond to the following questions by creating a list for each. You will have four minutes. GO!
• 1. What comes to mind when you hear the word drama?
• 2. What comes to mind when you hear the word tragedy?
What is Tragic?• Determine which of these events is most TRAGIC--order
them least to greatest 1. Lost your Ipod touch2. Baseball game rained out3. Gerbil, Fluffy, passes on4. New Air Jordans get muddy5. Tickets to favorite movie sold out6. $20 bill falls out during recess--you suspect your BFF took it7. Feeling sorry, you “help” your crush during a test, get
caught, both fail, and as a result, flunk the class; BUT you learn a lesson, and never cheat again
Tragedy• So what is tragedy? Let’s come up with a
definition of “Tragedy”
-Watch the Tragedy Clip & take notes on the handout
Tragedy Definition• Tragedy is a play in which a main
character, called the tragic hero, suffers a downfall. The downfall may result from outside forces, as in the case of Romeo and Juliet, who are doomed by the external workings of bigotry and fear. The downfall may result from a weakness within the character, which is known as a tragic flaw.
Drill 2• Homework: Study for Elizabethan Times quiz
Block AF 3/7 Block DH 3/10 • Verona Reading/BCR• Objective: TSWBAT link appropriate experiences
and prior knowledge about the topic, author, or type of material in order to understand the text.
• Drill: If you are asked to compare and contrast, what do you need to do to fully answer the question and what kind of organizer might you use?
Venn Diagram• A Different B
Different
The same
Structural Elements of Stage Drama
The Tragedy• All Shakespeare’s plays are in five acts. Each Act
has a purpose.• Act I: Includes the exposition and the exciting force• Act II: Develops the rising action• Act III: Continues to develop the rising action and
always contains the climax• Act IV: Falling Action• Act V: Falling action ends and the conclusion occurs
Vocabulary• Act: A major division of a play. All
Shakespeare’s plays are in five acts.• Aside: A comment made by a character that is
heard by the audience or another character but is not heard by other characters on stage. (Think Everybody Hates Chris or Malcome In the Middle)
• Soliloquy: A long speech delivered by a character who is on stage alone. Reveals the private thoughts of the character.
Vocabulary• Monologue: Long speech given by a character
when other characters are on stage to hear. Usually gives background information.
• Comic Relief: A short, funny episode that interrupts an otherwise serious or tragic work of drama. Used to break the tension of a serious event.
• Male Actors: Women are forbidden from acting. So all the roles—yes including Juliet are played by men or boys.
Exit Ticket• What cool fact about Elizabethan
Times did you learn today?• Turn in before you leave class.
Drill 3• Take out your Verona BCR.• Homework: Study for Elizabethan Times quiz Block
AF 3/7 Block DH 3/10• Objective:TSWBAT link appropriate experiences and
prior knowledge about the topic, author, or type of material in order to understand the text.
• Drill: If you are asked to trace events or information, what do you need to do to fully answer the question?
Verona BCR• Underline your answer in red.• Underline your citation from the text in
green.• Underline your explanation in purple.• Based on your evaluation of your work
what score would you give this BCR answer?
• 3-0
Drill 4• Homework: Study for Elizabethan Times Quiz
Block A D 3/14 Block F H 3/10 • Elizabethan Times Packet and Globe Theater
Packet due on Quiz day.• Objective: TSWBAT link appropriate
experiences and prior knowledge about the topic, author, or type of material in order to understand the text.
• Drill: Next Slide
Drill 4• As you read each sentence, use the other
words in the sentence to help you figure out what the underlined word means. Explain your answer.
• I carefully scrutinized my report one more time before I turned it in just to make sure that it was free of any errors.
• What does scrutinized mean?• Before you look at the choices try to answer the
question.
Drill 4• I carefully scrutinized my report one more time
before I turned it in just to make sure that it was free of any errors.
• What does scrutinized mean?A. inspectedB. outlinedC. printedD. RewroteAre there any choices you know are wrong?
Drill 5• Homework: About the Author D block
Due 3/17 • Objective: TSWBAT demonstrate
background knowledge of Elizabethan Times in order to take a quiz.
• Drill: Next Slide
Drill 5• As you read each sentence, use the other
words in the sentence to help you figure out what the underlined word means. Explain your answer.
• Although it was true that my baby sister ruined my social studies project, my teacher was skeptical of my explanation until I showed her the smeared poster.
• Skeptical means the teacher is..• Before you look at the choices try to answer the
question.
Drill 5• Although it was true that my baby sister ruined my social
studies project, my teacher was skeptical of my explanation until I showed her the smeared poster.
• Skeptical means the teacher is ……A. doubtfulB. interestedC. irritatedD. UneasyAre there any answers you can eliminate?Take out the Elizabeth Times Stations and the Globe Theater
Packet. You have five minutes to review your material.
Drill 6• Homework: About the Author Block D
3/17• Objective: TSWBAT demonstrate
background knowledge of Elizabethan Times in order to take a quiz.
• Drill: Take out your Elizabethan Times Packet and Globe Theater Packet. Complete any missing answers and review for quiz.
Drill 6 Block A• Homework: Review for Elizabethan Times quiz
3/14. Elizabethan Times and Globe Theater Packets due 3/14.
• Objective: TSWBAT link appropriate experiences and prior knowledge about the topic, author, or type of material in order to understand the text.
• Drill: What is the most interesting thing you have learned so far about Elizabethan Times and/or William Shakespeare? (Complete sentences)
Drill 7• Homework: About the Author Due
block D, 3/17• Objective: TSWBAT demonstrate
understanding of background knowledge of Elizabethan Times in order to take a quiz.
• Drill: Take out your Elizabethan Times Packet and Globe Theater Packet. Complete any missing answers and review for quiz.
Drill 7 F• Homework: About the Author Due block
D, F, Block 3/18• Objective: TSWBAT demonstrate the
ability to examine the conventions of Shakespearean drama in order to explain the main idea or argument.
• Drill: What is the most interesting piece of information you now know about William Shakespeare?
Drill 8• Homework :Sonnet Imagery• Objective: TSWBAT demonstrate the
ability to examine the conventions of Shakespearean drama in order to explain the main idea or argument.
• Drill: Anticipation Guide Handout. Please complete.
Drill 9Take out the sonnet homework.Homework: Review for drama quiz 3/25• Objective: TSWBAT demonstrate the ability to
examine the conventions of Shakespearean drama in order to connect the text to prior knowledge or personal experiences that will increase understanding.
• Drill: Why does Shakespeare outline the play in the Prologue?
Drill 10
• Homework: Review for Shakespearean Drama Quiz DH 3/23, A F 3/24,
• Objective: TSWBAT demonstrate the ability to examine the conventions of Shakespearean drama in order to make inferences and make generalizations about the text.
• Drill: Determine the mood of the following passage. Explain why you selected this mood. Remember mood is an emotion the reader feels expressed through figurative language. How does this make you feel?
Drill 10O woe! O woeful, woeful, woeful day!Most lamentable day. Most woeful dayThat ever, ever I did yet behold!O day, O day, O day! O hateful day!Never was seen so black a day as this.O woeful day! O woeful day!" - William Shakespeare, Romeo and Juliet, 4:5
Drill 11 F• Homework: Review Shakespeare Vocabulary• Objective: TSWBAT recognize poetic techniques
such at blank verse, rhymed couplets, and internal rhyme used by Shakespeare in order to create meaning from the play.
• Drill: Who said this and why?• “What drawn, and talk of peace? I hate the
word as I hate hell, all Montagues, and thee. Have at thee coward.”
Drill 11 D• Homework: Study for drama quiz DH 3/23 AF
3/24• Objective: TSWBAT recognize poetic techniques
such at blank verse, rhymed couplets, and internal rhyme used by Shakespeare in order to create meaning from the play.
• Drill: Look at the rhyme scheme of the Prologue. Have you seen this rhyme scheme before? What does this tell you about the Prologue?
Drill 12• Homework: Review Shakespeare Vocabulary• Objective: TSWBAT identify the following
conventions and characteristics of Shakespearean drama: aside, soliloquy, comic relief, five-act structure, use of only male actors, and use of Elizabethan stage in order to understand the play.
• Drill: Take out your review sheet and review for the quiz for five minutes.
•
Drill 13• Homework: Status check 1 due 3/28 ADH and
3/29 F• Objective: TSWBAT analyze how dialogue and
stage directions work together to create characters and plot in order to understand and interpret Romeo and Juliet.
• Drill: Skim through Act I noticing the stage directions. Why are these important to understanding the play?
• F Block Skips drill 12
Drill 14• Take out parent signature.• Homework: Status Check Two 3/31.• Complement Extra Credit due 4/1• Act 1 Quiz- A 3/30, D 4/1, F 3/31, H 3/29• Objective: TSWBAT identify and analyze characteristics
of tragedy in order to understand the plot and theme of Romeo and Juliet.
• Drill: Read the definition of tragedy on the next slide and list at least three elements that are found in tragedy.
Tragedy• Effect on the audience:• Tragedy is a type of drama that causes the reader
to examine his/her own life and actions, resulting in the ennobling, enlarging, and enlightening of the reader. The audience will feel pity and fear.
• Structure:• Tragedy is a type of drama that contains a tragic
figure who undergoes pain and suffering, but in the end, he recognizes his error and learns a lesson.
Exit Ticket• Define tragedy. Include at least three
main elements.
Drill 15• Homework: Status Check 2 3/31• Act 1 Quiz- A D 4/1, F 3/31, • Compliment Extra Credit Due 4/1• Objective: TSWBAT read verse aloud and
visualize the play through dramatic activities in order to understand the plot and theme.
• Drill: Explain how the Nurse is a foil to Lady Capulet and what you learn about both characters from Act I scene iii.
Tragedy Graphic• a type of drama that
causes the reader to examine his/her own life and actions, resulting in the ennobling, enlarging, and enlightening of the reader. The Thinker
Anikan Skywalker
a type of drama that contains a tragic figure who undergoes pain and suffering, but in the end, he recognizes his error and learns a lesson.
Drill 16• Take out Romeo and Juliet Journal. Make sure Status Check 2 is
complete.• Homework: Similes Homework Due Block DFH 4/4 A 4/5• Objective: TSWBAT read verse aloud and visualize the play through
dramatic activities in order to understand the plot and theme. • Drill: Paraphrase the following lines that Lord Capulet says to Paris
Act I scene ii.• But saying o'er what I have said before:
My child is yet a stranger in the world; She hath not seen the change of fourteen years, Let two more summers wither in their pride, Ere we may think her ripe to be a bride.
Drill 17• Take out your compliment Extra Credit• Homework: Similes Homework Due Block DFH 4/4 A
4/5 Continue working on your project.• Objective: Objective: TSWBAT read verse aloud and
visualize the play through dramatic activities in order to understand the plot and theme.
• Drill: Who said this and why?• I’ll look to like, if looking liking move, but no more
deep will I endart mine eye than your consent gives strength to make it fly.
Drill 1• Take out Simile Homework• Homework: Status Check 3 4/12• Objective: TSWBAT analyze relationships between and among
characters, setting, and events in order to understand how the plot is advanced.
• Drill: What does this response reveal about the power of love?• Romeo: With love’s light wings did I o’erperch these walls;
For stony limits cannot hold love out, And what love can do, that dares love attempt. Therefore thy kinsmen are no stop to me. (Act II:ii:65-70)
Theme• A theme is the author’s message about a
topic within a text.• What does it mean to say that themes are
universal?• A universal theme is a message that applies
to all people in all times. The theme of the power of love found in Romeo and Juliet still applies to readers and audiences 400 years after it was originally written.
Category C• Congratulations you knew the answer
to the entry question.• Please remain seated and talk quietly
with your classmates.
Drill 2• Homework: Status Check 3 4/12• Block A Act II Quiz 4/7• Objective: TSWBAT read verse aloud and
visualize the play through dramatic activities in order to understand the plot and theme.
• Drill: Based on their first conversation in Act II scene iii what is Fr. Laurence’s opinion of Romeo?
Drill 3• Homework: Status Check 3 4/12• Act II quiz H Block 4/8
F Block 4/11 D block 4/12
• Objective: TSWBAT read verse aloud and visualize the play through dramatic activities in order to understand the plot and theme.
• Drill: Why does Shakespeare have Romeo and Juliet speak in sonnets?
Drill 4• Homework: Status Check 3 4/12• Objective: TSWBAT read verse aloud and
visualize the play through dramatic activities in order to understand the plot and theme.
• Drill: Compare Friar Laurence and the Nurse. How are their roles in the play similar?
• Create a graphic organizer for your comparison.
Drill 4 H• Homework: Status Check 3 4/12 Objective: TSWBAT demonstrate an
understanding of Act II of Romeo and Juliet in order to complete a formal assessment.
• Drill: Compare Friar Laurence and the Nurse. How are their roles in the play similar?
• Create a graphic organizer for your comparison.
Drill 5• Homework: Status Check 4 DFH 4/28 A 4/29• Objective: TSWBAT read verse aloud and visualize the play
through dramatic activities in order to understand the plot and theme.
• Drill: Look at your goals from Quarters 1-3.• How are you doing in meeting your goals?• What is a final goal you can set for fourth quarter?• Remember your goal needs to be specific, actionable, and
measurable.• Example: I will improve my writing organization by always
completing an outline before I write. This will improve my writing.
Drill 5 D• Homework: Status Check 4 DFH 4/28 A 4/29• Objective: TSWBAT demonstrate knowledge of Shakespearean
verse and paraphrase passages in order to demonstrate understanding of the play.
• Drill: Look at your goals from Quarters 1-3.• How are you doing in meeting your goals?• What is a final goal you can set for fourth quarter?• Remember your goal needs to be specific, actionable, and
measurable.• Example: I will improve my writing organization by always
completing an outline before I write. This will improve my writing.
Drill 6• Homework: Status Check 4 DFH 4/28 A 4/29• Permission Slips for Stevens Forest• Objective: TSWBAT read verse aloud and
visualize the play through dramatic activities in order to understand the plot and theme.
• Drill: Who said this? Why? Paraphrase• These violent delights have violent ends, And in
their triumph die, like fire and powder, Which as they kiss consume.
Drill 6 F• Homework: Status Check 4 DFH 4/28 A 4/29• Objective: TSWBAT demonstrate knowledge
of Shakespearean verse and paraphrase passages in order to demonstrate understanding of the play.
• Drill: Who said this? Why? Paraphrase• These violent delights have violent ends, And
in their triumph die, like fire and powder, Which as they kiss consume.
Drill 7• Homework: Permission Slips for Stevens Forest• Status Check 4 DFH 4/28 A 4/29• Objective: TSWBAT read verse aloud and visualize the play through dramatic activities in order to
understand the plot and theme.• Drill: Who said this? Why? Paraphrase• I am hurt. A plague o’both your houses. I am sped. Is he gone, and hath nothinDrill 7 F• Homework: Permission Slips for Stevens Forest• Status Check 4 DFH 4/28 A 4/29
• Objective: TSWBAT read verse aloud and visualize the play through dramatic activities in order to understand the plot and theme.
• Drill: Who said this? Why? Paraphrase• Be plain, good son, and homely in they drift.• Riddling confession finds but riddling shrift.
Drill 8• Homework: Status Check 4 DFH 4/28 A 4/29• Stevens Forest Permission Slips• Objective: TSWBAT read verse aloud and visualize the
play through dramatic activities in order to understand the plot and theme.
• Drill: Who said this? Why? Paraphras• This day’s black fate on more days doth depend: This
but begins the woe others must end.• (Hint: This is said by a character after both Mercutio
and Tybalt are killed.)
Francisco Pacheco
Drill 7• Homework: Quiz Act III D,H, 4/28 A,F 4/29• Status Check 4 D,F,H, 4/28 A 4/29• Objective: TSWBAT use dramatic activities to
visualize the play Romeo and Juliet in order to understand theme and plot.
• Drill: Paraphrase the following passage: What is the allusion (reference to another piece of literature)? Who is speaking and why?
• (Next slide)
Drill 7• Gallop apace, you fiery-footed steeds,• Towards Phoebus’ lodging. Such a
waggoner• As Phaeton would whip you to the west• And bring in cloudy night immediately.• Answer: Juliet is waiting for Romeo on her
wedding night. She does not know that Romeo has killed Tybalt.
Drill 8• Homework: Quiz Act III D 4/29 F 4/29• Status Check 4 D,F,H, 4/28 A 4/29• Objective: TSWBAT paraphrase sections of
the play Romeo and Juliet in order to understand theme and plot.
• Drill: Act III of a Shakespearean play always contains the climax of the story. What do you think is the climax of Romeo and Juliet?
Drill 8 H• Homework: Quiz Act III D 4/28 F 4/29• Status Check 4 D,F,H, 4/28 A 4/29• Objective: TSWBAT demonstrate and
understanding of Act III of Romeo and Juliet in order to respond to a writing prompt
• Drill: Act III of a Shakespearean play always contains the climax of the story. What do you think is the climax of Romeo and Juliet?
Drill 8 answer• The climax of Romeo and Juliet occurs
when Romeo kills Tybalt, causing a turning point that begins with Romeo's banishment.
Drill 9• Homework: Status Check 5 D,H, 5/4, A,F, 5/5• Metaphor handout• Objective: TSWBAT use dramatic activities to
visualize the play Romeo and Juliet in order to understand theme and plot.
• Drill: Romeo and Juliet fall in love at first sight. Do you believe in love at first sight? Explain your answer using examples from personal experiences or observation. (3-4 sentences)
Drill 9 D F• Homework: Status Check 5 D,H, 5/4, A,F, 5/5• Metaphor handout next class• Objective: TSWBAT demonstrate a knowledge
of events and language in Act III of Romeo and Juliet in order to understand the play.
• Drill: Romeo and Juliet fall in love at first sight. Do you believe in love at first sight? Explain your answer using examples from personal experiences or observation. (3-4 sentences)
Drill 10 5/2 All• Take out permission slips and Cinquains• Homework: Status Check 5 D,H 5/4 A,F 5/5• Misplaced Modifiers handout.• Objective: TSWBAT use dramatic activities to
visualize the play Romeo and Juliet in order to understand theme and plot.
Drill: Review the information about modifiers and complete numbers 1-7.
D and F turn in Drills 7,8,9,10
Drill 11 5/3 ADH 5/4 F
• Take out modifiers handout• Homework: Status Check 5 AH 5/4 DF 5/5• Objective: TSWBAT use dramatic activities to
visualize the play Romeo and Juliet in order to understand theme and plot.
• Drill: Revise the following sentence so it makes sense. What rule do you need to know to fix this?
• Yellow and bright, Romeo and Juliet stood under the moon as they fell in love.
Misplaced/Dangling modifiers
• Rule: • Modifiers must be placed as close to the words
they modify as possible.
• A dangling modifier is a word or phrase not clearly stated in the sentence.• Having finished the assignment, the TV was turned
on. Did the TV finish the assignment?• Having finished the assignment, Jill turned on the
TV.
Drill 12D,H 5/4 A, F 5/5
• Homework: Project due May 9-• Objective: TSWBAT use dramatic
activities to visualize the play Romeo and Juliet in order to understand theme and plot.
• Drill: Revise the following sentence.• Juliet drinks the sleeping potion
worried and afraid.
Drill 12 Answer• Juliet, worried and afraid, drinks the
sleeping potion.