1. Bellringer—Find the 10 errors in the passage below.
In 1884, representatives from 25 countrys held a meeting in Washington D.C. The purpose of that meeting was to establish time zones around the World. On november 1, the meeting participants come up with a plan. Greenwich england, became the Prime Meridian at 0 degrees longitude and, in the pacific, the International Date Line was set at 180 degrees. The creation of timezones braught order to time worldwide.

2. Bellringer Answers
In 1884, representatives from 25 countries held a meeting in Washington, D.C. The purpose of that meeting was to establish time zones around the world. On November 1, the meeting participants came up with a plan. Greenwich, England, became the Prime Meridian at 0 degrees longitude and, in the Pacific, the International Date Line was set at 180 degrees. The creation of time zones brought order to time worldwide.

3. Friar Lawrence’s Soliloquy
Act II Scene iii

4. I Can… Closely read Friar Laurence’s soliloquy in Act II, Scene iii.
9-10.RL.KID.1 Analyze what the text says explicitly and draw inferences; cite the strongest, most compelling textual evidence to support conclusions.
Annotate the soliloquy for literal and figurative language.
9-10.RL.CS.5 Analyze how an author’s choices concerning text structure, plot structure, and/or time manipulation create effects such as mystery, tension, or surprise.
Explore how the language and structure of the text develops a central idea of the play.
9-10.L.KL.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

5. What You’ll Need Pages 120-123 of your purple guide books
Writing utensils (pencil and whatever you prefer for annotations)
Dictionaries

6. Guiding Question
How do the language and the structure of Friar Laurence’s soliloquy reveal and develop a central idea of the play?

7. For this lesson we are going to go through the step-by-step instructions outlined on page 120 of your purple guide books.

8. Listen to a read aloud of the text.
Step 1
Listen to a read aloud of the text.
Reminder for Natalie who is a front loader: Make sure you do NOT frontload as you read this text with the students. This lesson is designed to allow them to break the text down either independently or with a partner—it is not meant to be spoon-fed by the teacher!

9. Step 2
Draw a box around any words that you do not know, and use context clues or a dictionary to identify a synonym for the boxed word. Write each synonym above the boxed words.
After this step is complete, you should read back through the text with the clarified meanings of the confusing words.

10. In the left column, write a summary of what the Friar is saying.
Step 3
In the left column, write a summary of what the Friar is saying.
Guiding Questions
Who is the speaking?
Where is this story taking place? What is the setting?
When does the action take place?
What is the speaker talking about?
What task is the speaker performing?

11. Step 4
What seems to be some of the topics (use ABSTRACT nouns) that the Friar is discussing?

12. Step 5
Use the guided annotation questions in the right column to help in your understanding of the passage.
If the questions in the right-hand column of the handout are not enough to help students think figuratively about the soliloquy, consider writing the following question and stems on the board.
What patterns of connotation do you notice? (Use one color highlighter for positive words and another color highlighter for negative words.)
o The phrase/word __ makes me think of __.
o The phrase/word __ creates a __ mood.
o The phrase/word __ used to describe X conveys ___.
o The phrase/word __ functions to reveal the following meaning: __.
o The deliberate contrast of __ mimics the conflict of __.

13. Step 6
After you have completed steps one through five, write a thematic statement (central idea) using the frame below:
The Friar believes ____________________ about ________________________.
The Friar’s lesson about ____________ _______ is as follows: _______________________________ _________________________________________ _________________________________________.

14. You will have a timed write responding to the following prompt: How does the language and structure of the text develop a central idea of the play?
So you are able to come into class prepared to write, go ahead and draft the thesis statement for tomorrow’s essay using the template to the left.
This is not the first time you have seen this template, so hopefully the process is becoming easier with each round of practice.
If you need help, simply raise your hand, and I will come around to assist!
Tomorrow…