Time for vocab (For a deeper explanation of my vocab strategy, take a look at this lesson). Our words for this week are:
The commonly confused words are good and well. I love explaining the difference between good and well because the incorrect usage of "good" is one of my pet peeves. It drives me crazy when students say-- with sincerity-- "I did good," especially when they are talking about an essay or test. The irony makes me crazy. I will provide a few examples today to explain the difference, and we will complete a practice worksheet later in the few. I don't want to give too much information at once. The extended time frame will help students learn the difference, instead of merely temporarily memorizing it. (L.9-10.4)
Due to spring break, this is the first time in over a week that we will read the play. Before we get into the text again, we will play a memory game that we all love: Last Man Standing. Every student stands up their chair, and one by one, they say something that they remember from Romeo and Juliet. If they can't remember something or if they repeat a fact that has already been said, they have to sit. The goal is to be the last student standing. The game can get really competitive, but it's a fun way to remind everyone of what we read (SL.9-10.1).
I didn't get a chance to video today during class, but here is a sample of this game when we played after Christmas break.
The scene we are ready today is short: Capulet and Paris make plans for the wedding on Thursday. It won't take long to read the scene, which is good because I want time to talk about Capulet's change of heart (RL.9-10.3). Just a few scenes prior-- two days ago according to the play's timeline-- Capulet told Paris that he had to woo Juliet, that it wasn't enough just to get her father's permission. But now he is making arrangements for the wedding without informing the bride.
I will ask students to go back in their notes to remind themselves of how they perceived Capulet upon first meeting him. They all have three to five adjectives recorded (see this lesson for more information) and I will ask if they would use the same adjectives to describe him at this point. Here's a sample of their adjectives now. I think that it's important to start this discussion today because Capulet is going to change drastically. When Juliet refuses to marry Paris, Capulet does not consider her opinion on the matter; instead he berates her ingratitude and insists on her obedience. Today's discussion prepares students to read tomorrow's scene.
We will also discuss dramatic irony in this scene (RL.11-12.6). Students will record the definition in their notebooks and then we will discuss the effect of dramatic irony is this specific scene, but also in what we have read so far. Here's a closer look at a few of Capulet's lines.
I will write their homework question on the board, which they will transfer into their assignment notebook and answer in at least a paragraph. We spent much of class discussing Capulet's decision, but tonight they will think more deeply about Juliet's development (RL.9-10.3).