At the beginning of class, we will discuss the homework, which was to determine whether Queen Mab is good or bad, citing evidence from the text to support their conclusions. To start, I will quickly circulate and make sure that everyone has a paragraph, and thus can participate effectively in the discussion. I will let students who think that Queen Mab is good start the conversation. I ask that together, they should try to cite all the good/funny/silly things she does. Then I will ask the opposing side to do the same: cite all the bad/malevolent/mean things she does. Which side outweighs the other? (SL.9-10.1)
I'm not actually looking to "prove" one side or the other in this discussion. Each will have valid arguments. And that's the point. Queen Mab is at once charming and harmful. She can be good, bringing dreams of the things we want, but she can also use those desire against us and taunt us with them (RL.9-10.2).
This conversation will start a longer conversation about duality of nature and the importance of balance, which Friar Lawrence will speak about specifically.
The party scene. My students have been pushing me to read quicker, just to get to this scene. I hope that it lives up to their expectations! As we read, we will focus on:
Light imagery (RL.9-10.4)
Religious imagery (RL.9-10.4)
Love Poetry (RL.9-10.5)
Character Development (RL.9-10.3)
Most of the time, we read while sitting down, but today the two students reading for Romeo and Juliet will stand in the front of the room to demonstrate the "holy palmer's kiss." Because I know this is coming, when we are selecting roles at the beginning of class, I will make sure that these two readers are two students who are comfortable with one another, since this can be an awkward moment otherwise.
For homework, students will continue reading their choice book.