LANGUAGE OBJECTIVE:
Students will participate in review activities and assignments.

REVIEW FOR THE FINAL -
The following terms will be used in some capacity on the final exam.  It is important that you familiarize yourself with the terms and the definitions, as well as the uses.

TONE – the author’s attitude toward his subject when writing
-tone is the overall feeling of the author throughout a passage.
-tone is used to underscore the theme of a passage
1.  What is Scout’s tone toward Boo Radley at the beginning of To Kill a Mockingbird?
2.  What is the tone of Romeo and Juliet?

PERSONIFICATION – when an object or an animal is given human characteristics, or when an object is given animal characteristics.
-personification is part of figurative language.
-personification is used to create an effect, and to evoke emotion
1.  “The poem’s words danced back and forth in my mind.”
2.  “The sun smiled upon us as we walked across the fields of flowers.”

HYPERBOLE – exaggeration to create an intended effect or to place specific emphasis on an author’s point.
-hyperbole is used to express importance.
-hyperbole is used to emphasize an effect to grab the reader’s attention.
1.  “I loved watching The Lord of the Rings.  That movie saved my life!”
2.  “This is the greatest song ever made!”

THEME – the theme is the author’s main point in a piece of writing.  Theme deals with the elements of lessons that can be learned, or an overall idea that is strongly presented throughout the story.
-theme is what you take away from a piece of writing.
-theme is an idea that you see repeated throughout different parts of a story.
1.  What is one theme of Romeo and Juliet?
2.  What is one theme of To Kill a Mockingbird?

CONFLICT – the struggle that faces a main character in a story.  Conflict can happen internally, or externally.
-conflict is the problem that the main character must overcome.  It can be many problems in one story.
-conflict is what makes the story interesting.
1.  What is one conflict facing Romeo in the play?
2.  What is one conflict that is internal for Scout in To Kill a Mockingbird?

MOOD – the atmosphere or general feeling that you get when you read a passage of literature
-mood enhances the story’s action.
-mood is created through setting, actions, and words.
1.  What is the mood of the death scene in Romeo and Juliet?
2.  What elements in the story create that mood?

FORESHADOWING – when an author uses clues to tell the reader what is going to happen next
-foreshadowing is used in the character’s dialogue and actions to provide clues for the reader.
1.  What is Shakespeare foreshadowing when Romeo speaks of the dream he had before the party at Capulet’s?

POINT OF VIEW – the perspective from which a story is told.  Sometimes the main character is telling the story (1st person), and sometimes the narrator is not involved in the story (third person).
-first person limited is when the main character is telling the story, and does not know beyond his/her own thoughts.
-third person can be limited or omniscient.  Omniscient means that the narrator knows the thoughts of all the characters.

HERE IS A RUBRIC FOR YOUR POWERPOINT PROJECT:

-Slideshow is free from unnecessary graphics, animations, and images.
-Slideshow is clean and easy to read and to follow.
-Slideshow has at least 10 slides.
-Title slide is formatted correctly.
-Explanations for actors, songs, and costumes are adequate and easy to understand.
-Slideshow displays an understanding of the play and the themes.
-All images are school appropriate.

LANGUAGE OBJECTIVE:
Students will create a slideshow presentation for a production of Romeo and Juliet.
Students will search for images and ideas online to gather resources for their slideshow.

ASSIGNMENT: THIS IS DUE FRIDAY, NO EXCEPTIONS

You will use PowerPoint to create a slideshow for your production of Romeo and Juliet.  Imagine that you are a director and that you are going to create a movie version of Romeo and Juliet.  You need to cast actors to play the parts of the major characters, decide on the soundtrack for the movie, and create certain elements of production.
Your PowerPoint will display the choices you have made for the major parts to be played by actors working today.  You will also create slides that display the music that you will choose for key scenes, and slides that display the types of apparel that your actors will wear (costuming).

Your slideshow needs to be a minimum of 10 slides long.  It needs to be clean and colorful, with visuals that are appropriate for class.  Your slideshow must be easy to see and easy to view, free of clutter and free of distracting animations.
A rubric is to follow tomorrow.

LANGUAGE OBJECTIVE:
Students will meet in their groups to practice their scenes.
Students will evaluate their participation and involvement in the scenes.

ASSIGNMENT TODAY:
Write one paragraph about your scene that you will present to the class.  You must include what you did to contribute to the performance and the script.

EXIT TICKET:
Your paragraph.

LANGUAGE OBJECTIVE:
Students will make notes of interesting aspects of filming techniques used.
Students will gather ideas for presentations which will take place next week.

LANGUAGE OBJECTIVE:
Students will work in their groups to complete writing the first part of their script.
Students will collaborate together to create a scene to present to the class.
Students will continue to research the scene that they have chosen in order to understand the roles of the characters.
Students will practice their scene within their groups.
Students will submit final script for teacher approval.

LANGUAGE OBJECTIVE:
Students will work in their groups to begin writing the first part of their script.
Students will collaborate together to create a scene to present to the class.
Students will continue to research the scene that they have chosen in order to understand the roles of the characters.

LANGUAGE OBJECTIVE:
Students will complete summaries of key points for scenes they will present.
Students will continue to read scenes in order to interpret plot and character.
Students will complete the STAR test on Accelerated Reader for growth.

LANGUAGE OBJECTIVE:
Students will read their selected scene in both the traditional language and in the modern language.
Students will identify the key points of their scene.
Students will evaluate the scene and decide which action to present.
Students will assign roles for the scene within their groups.

Guidelines for the project: (these are subject to change)

-Action of the scene that you re-write must follow the action of the play.  Do not change the plot of the story.
-Your scene must show creativity in the expression of the language.  How well did you translate the scene to capture the plot and to keep the audience informed?
-Your actions, words, and props must all be school appropriate, as should anything else you use for the project.
-You must have a written script for each part of the scene.  The dialogue must be written.  You must have the script pre-approved by me before proceeding to present your scene to the class.
-All people in your group must actively participate.  You are required, each, to type a summary of what your group accomplished, and what your part was in the project.  Your summary needs to be specific and accurate.
-Each person in your group must be assigned a role for the presentation.

Groups for Romeo and Juliet project:
Group One – Fight with Tybalt, Mercutio, Romeo (number 6 on our list)
Eli Chavez
Josh Marquez
Jerry Duong
Jorge Mendez

Group Two – Party (scene 3 on our list)
Jesus Escobedo
Orlando Juarez
Jesus Olvera
Brandon Vigil
David Ballard

Group Three – Tomb scene (number 9 on our list)
Cassandra Solis
Vanessa Ruiz
Kim Juarez
Valeria Cordova

Group Four – Party (scene 3 on our list)
TorriLynn Casillas
Samantha Mackie
Melissa Zambrano
Marissa Abeyta

CONTENT OBJECTIVE:
To evaluate scenes from Romeo and Juliet and choose a scene to interpret; To connect the play to life through understanding the motivation of the characters.

LANGUAGE OBJECTIVE:
Students will be divided into groups.
Students will review their notes from yesterday, as well as the play.
Students will research various sources from the web to assist in their understanding of the scenes.
Students will choose a scene to interpret, re-write, and perform for the class.

PROCEDURE:
-Review your notes from yesterday, examining the key scenes from the play.

-Use the following resources to assist your evaluation.

http://nfs.sparknotes.com/romeojuliet/

http://nfs.sparknotes.com/romeojuliet/page_4.html

http://nfs.sparknotes.com/romeojuliet/page_48.html

http://nfs.sparknotes.com/romeojuliet/page_58.html

http://clicknotes.com/romeo/

-Choose a scene from the list in your notes and interpret it as you see it.  You will rewrite the scene in your own way, interpreting it as you see it to be.