English I Lesson Plans Third Nine Weeks Poetry Review Overview/Objectives: This week, students will define and apply poetic devices and be introduced to The Tragedy of Romeo and Juliet with a close reading and annotation of the Prologue. Week of January 14

TUESDAY, JANUARY 15 Today we will: You will need: Participate in a gallery walk of poetry Work together to identify poetic devices You will need: Loose-leaf paper Pen or pencil

Review Last week, we reviewed several poetic devices and explored how they are used in poetry to add meaning. This week, we will identify poetic devices as used in poetry and analyze a poem for meaning. We will then learn how Shakespeare uses some of these devices in his sonnets and read and annotate the prologue of The Tragedy of Romeo and Juliet.

Today we will complete a gallery walk of poetry. What is a gallery walk? A gallery walk is a classroom activity in which students are encouraged to walk around the class room and view multiple texts or images. Students may engage in quiet conversation but should treat the activity as though they are walking through the gallery of a museum. Students will complete an activity based on the knowledge acquired from their walk.

Individual Assignment Instructions: Quietly walk around the room and read each poem. Once you have read each poem, choose one to analyze. Take a seat at that table and complete this analysis worksheet. If all of the seats are already taken, you must choose another poem. Once you have completed this worksheet, make sure your name is written at the top and turn it in for a grade. If you cannot properly follow instructions, you will not be allowed to participate in the gallery walk activity, which means you will receive a zero. 10 minutes

Tuesday, January 15 HOMEWORK Complete any unfinished class work.

WEDNESDAY, JANUARY 16 Today we will: You will need: Learn about Shakespearean sonnets Read and annotate the prologue of The Tragedy of Romeo and Juliet by William Shakespeare You will need: The “Romeo & Juliet” Prologue Annotation Guide A dictionary Highlighters Pen or pencil Please turn in your signed syllabus. If you have a two-pocket folder, take it out and write your name on the front and put it in the appropriate drawer.

Review Yesterday, we honed in on our poetic devices skills. Today, we will learn about the Shakespearean sonnet. We will then read and annotate the prologue from The Tragedy of Romeo and Juliet by William Shakespeare which is the first and most famous sonnet in the play.

The Shakespearean Sonnet English I Mrs. Groomer

What is the purpose and goal of this lesson? To learn about the style, rhyme scheme, and meter of the Shakespearian Sonnet. GOAL: At completion, you will be able to recognize and identify the style, rhyme scheme, and format of the Shakespearian Sonnet, and – wait for it – YOU WILL WRITE YOUR OWN SONNET! Pretty Cool, huh?

…but why do I have to learn this stuff? IT’S SIMPLE… Sonnets are full of romantic language and emotion. Writing sonnets forces us to use words in ways we never imagined – it helps us develop better thinking and communication skills. Besides, there are lots of references to sonnets in our society today, like music. At any rate, HERE WE GO!!!

Our first objective is to learn what a sonnet is and how many lines of verse it contains. YOU CAN DO THIS!

Sonnet means “little song.” It has 14 lines of rhymed verse, so it really is like a “little song.” Those 14 lines, however, are arranged in a specific way.

In a Shakespearean Sonnet, the 14 lines are arranged as follows: 3 quatrains + 1 couplet

What is a quatrain, you ask… A QUATRAIN has 4 lines (The root QUAD means FOUR- Get it?) A COUPLET has 2 lines (That’s right - COUPLE means TWO. Boy, you’re fast)

Let’s do the math! 3 x 4 + 2 = 14 A sonnet is 14 lines long. A sonnet has 3 quatrains and 1 couplet. A quatrain is four lines and a couplet is two lines. 3 x 4 + 2 = 14 A sonnet is 14 lines long.

Our next objective is to define iambic pentameter First, it is pronounced EYE-AM-BICK PEN-TA-ME-TER Basically, it is a line of poetry that is 10 syllables long.

All sonnets are written in iambic pentameter This means that each of the 14 lines in a sonnet has exactly 10 syllables. For example… “I waked, she fled And day brought back my night.”

Which of the following is NOT written in iambic pentameter? My lover’s eyes are of the deepest blue. Filled with sad tales of true love once denied. All shaded and shadowed with different hues. Of desire once free that is now confined.

Which of the following is NOT written in iambic pentameter? My lover’s eyes are of the deepest blue. Filled with sad tales of true love once denied. All shaded and shadowed with different hues. Of desire once free that is now confined. GOOD JOB!

Our final objective is to recognize the rhyme scheme of a Shakespearean Sonnet. Shakespeare wrote over 150 sonnets. All Shakespearean sonnets follow a specific rhyme scheme. Let’s take a look…

Below is the prologue to “Romeo & Juliet” See if you can identify the rhyme scheme… Two households, both alike in dignity, In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. From forth the fatal loins of these two foes A pair of star-cross'd lovers take their life; Whose misadventured piteous overthrows Do with their death bury their parents' strife. The fearful passage of their death-mark'd love, And the continuance of their parents' rage, Which, but their children's end, nought could remove, Is now the two hours' traffic of our stage; The which if you with patient ears attend, What here shall miss, our toil shall strive to mend.

Below is the prologue to “Romeo & Juliet” See if you can identify the rhyme scheme… Two households, both alike in dignity, A In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, A Where civil blood makes civil hands unclean. From forth the fatal loins of these two foes A pair of star-cross'd lovers take their life; Whose misadventured piteous overthrows Do with their death bury their parents' strife. The fearful passage of their death-mark'd love, And the continuance of their parents' rage, Which, but their children's end, nought could remove, Is now the two hours' traffic of our stage; The which if you with patient ears attend, What here shall miss, our toil shall strive to mend.

Below is the prologue to “Romeo & Juliet” See if you can identify the rhyme scheme… Two households, both alike in dignity, In fair Verona, where we lay our scene, B From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. B From forth the fatal loins of these two foes A pair of star-cross'd lovers take their life; Whose misadventured piteous overthrows Do with their death bury their parents' strife. The fearful passage of their death-mark'd love, And the continuance of their parents' rage, Which, but their children's end, nought could remove, Is now the two hours' traffic of our stage; The which if you with patient ears attend, What here shall miss, our toil shall strive to mend.

Below is the prologue to “Romeo & Juliet” See if you can identify the rhyme scheme… Two households, both alike in dignity, In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. From forth the fatal loins of these two foes C A pair of star-cross'd lovers take their life; Whose misadventured piteous overthrows C Do with their death bury their parents' strife. The fearful passage of their death-mark'd love, And the continuance of their parents' rage, Which, but their children's end, nought could remove, Is now the two hours' traffic of our stage; The which if you with patient ears attend, What here shall miss, our toil shall strive to mend.

Below is the prologue to “Romeo & Juliet” See if you can identify the rhyme scheme… Two households, both alike in dignity, In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. From forth the fatal loins of these two foes A pair of star-cross'd lovers take their life; D Whose misadventured piteous overthrows Do with their death bury their parents' strife. D The fearful passage of their death-mark'd love, And the continuance of their parents' rage, Which, but their children's end, nought could remove, Is now the two hours' traffic of our stage; The which if you with patient ears attend, What here shall miss, our toil shall strive to mend.

Below is the prologue to “Romeo & Juliet” See if you can identify the rhyme scheme… Two households, both alike in dignity, In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. From forth the fatal loins of these two foes A pair of star-cross'd lovers take their life; Whose misadventured piteous overthrows Do with their death bury their parents' strife. The fearful passage of their death-mark'd love, E And the continuance of their parents' rage, Which, but their children's end, nought could remove, E Is now the two hours' traffic of our stage; The which if you with patient ears attend, What here shall miss, our toil shall strive to mend.

Below is the prologue to “Romeo & Juliet” See if you can identify the rhyme scheme… Two households, both alike in dignity, In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. From forth the fatal loins of these two foes A pair of star-cross'd lovers take their life; Whose misadventured piteous overthrows Do with their death bury their parents' strife. The fearful passage of their death-mark'd love, And the continuance of their parents' rage, F Which, but their children's end, nought could remove, Is now the two hours' traffic of our stage; F The which if you with patient ears attend, What here shall miss, our toil shall strive to mend.

Below is the prologue to “Romeo & Juliet” See if you can identify the rhyme scheme… Two households, both alike in dignity, In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. From forth the fatal loins of these two foes A pair of star-cross'd lovers take their life; Whose misadventured piteous overthrows Do with their death bury their parents' strife. The fearful passage of their death-mark'd love, And the continuance of their parents' rage, Which, but their children's end, nought could remove, Is now the two hours' traffic of our stage; The which if you with patient ears attend, G What here shall miss, our toil shall strive to mend. G

Below is the prologue to “Romeo & Juliet” See if you can identify the rhyme scheme… Two households, both alike in dignity, A In fair Verona, where we lay our scene, B From ancient grudge break to new mutiny, A Where civil blood makes civil hands unclean. B From forth the fatal loins of these two foes C A pair of star-cross'd lovers take their life; D Whose misadventured piteous overthrows C Do with their death bury their parents' strife. D The fearful passage of their death-mark'd love, E And the continuance of their parents' rage, F Which, but their children's end, nought could remove, E Is now the two hours' traffic of our stage; F The which if you with patient ears attend, G What here shall miss, our toil shall strive to mend. G

Did you recognize the rhyme scheme? ABABCDCDEFEFGG Did you notice the arrangement of 3 quatrains… ABAB – CDCD – EFEF and 1 couplet? GG Did you catch the iambic pentameter of 10 syllables per line? AWESOME, RIGHT?

Work with a partner… Follow the steps on your annotation guide. Work with your partner to annotate the prologue of The Tragedy of Romeo and Juliet by William Shakespeare Follow the steps on your annotation guide. 15 minutes

Work with a partner… Your annotation should look something like this: 15 minutes

Wednesday, January 16 HOMEWORK Complete any unfinished class work

THURSDAY, JANUARY 17 Today we will: You will need: Complete the annotation of the Prologue to The Tragedy of Romeo & Juliet by William Shakespeare Write an objective summary You will need: The “Romeo & Juliet” Prologue Annotation Guide A dictionary Highlighters Pen or pencil Please turn in your signed syllabus. If you have a two-pocket folder, take it out and write your name on the front and put it in the appropriate drawer.

Review Yesterday, we learned about the Shakespearean sonnet then read and annotated the prologue from The Tragedy of Romeo and Juliet by William Shakespeare which is the first and most famous sonnet in the play. Today, we will continue to annotate the prologue and write a summary. First, however, we will review the requirements for vocabulary and sentences.

Vocabulary: Write the italicized word from each sentence and the form of the word (noun, verb, etc.) in column 3 Complete the last two columns for each word. Choose any five words and on a separate sheet of loose-leaf paper, write a sentence with each following the standard vocabulary sentence format and rules.

Sentence Requirements: Choose five of the vocabulary words. Write a sentence using each of the words. Underline or highlight the correctly used vocabulary word in each sentence. Each sentence must include who, what, when, where, and why (or how). Under the sentence, identify each of the above elements. In addition, you are not to use any of the following: forms of the verb "be" (am, is, are, was, were, be, being, been) personal pronouns (I, me, you, your) contractions (use “cannot” instead of “can’t”, etc.)

regard with disgust and hatred Example: abhor to fear or be afraid of regard with disgust and hatred verb Alex abhors doing his homework at the dining room table every night because it is hard for him to concentrate. Who: Alex What: abhors doing his homework Where: at the dining room table When: every night Why: because it is hard for him to concentrate

GRADING Using correct format is worth 1 point each for a total of 5 points. Using correct grammar and writing requirements is also worth 1 point each for another 5 points. In addition, one sentence will be graded for the correctness using who, what, when, where, and why for an additional 5 points. Therefore, you have the potential to earn 15 points on your sentences. Sentences that do not meet all requirements will lose points accordingly.

Continued… All vocabulary work is considered HOMEWORK. We will not work on vocabulary during normal class hours; however, feel free to ask for a pass during APP if you feel you need help. Also, any time you complete your normal class work early, you may take out your vocabulary and work on it. Vocabulary work/sentences are accepted ONE day late with a 10% grade penalty (unless you have an excused absence on the day it was due) – after one day, it is a zero.

Work with a partner… Follow the steps on your annotation guide. Work with your partner to annotate the prologue of The Tragedy of Romeo and Juliet by William Shakespeare Follow the steps on your annotation guide. 15 minutes

Work with a partner… Your annotation should look something like this: 15 minutes

Individual Assignment On your own, complete the summary worksheet for The Tragedy of Romeo and Juliet by William Shakespeare Remember to stay objective – do not give your opinion Begin with the following phrase (or something similar) The prologue states that this is a story about… 5 minutes

Thursday, January 17 HOMEWORK Complete Rhyme Scheme & Refrain poem (due tomorrow) Complete annotation of prologue Work on Romeo & Juliet Vocabulary #1

FRIDAY, JANUARY 18 Today we will: You will need: Review poetic devices in preparation for test Revise summary of the prologue You will need: Prologue handout Please take a worksheet from the tray and take out your prologue handout.

Friday, January 18 DUE TODAY HOMEWORK Rhyme Scheme & Refrain Poem Complete any unfinished class work Study for poetry test Work on Romeo & Juliet Vocabulary #1