05.30 - Romeo and Juliet Act III scenes i and ii

Today in class we watched Act II scene vi and Act III scene i in the Zeffirelli film version of the play. These scenes show Romeo and Juliet being married and then the subsequent duels between Mercutio and Tybalt and then Tybalt and Romeo.

Together as a class we then read Act III scene ii where Juliet learns that Romeo killed Tybalt.

For homework, everyone got a reading log and is to look at Act III scene i (the duels) and evaluate Romeo's character and then look at Act III scene ii (where Juliet learns of Tybalt's death) and evaluate her character.

Handouts:
Reading logs (this time focusing on Juliet and Romeo individually) 

Romeo and Juliet reading log (G&L version)

Romeo and Juliet reading log (E&R version)

Romeo and Juliet reading log (C&A version)

Romeo and Juliet reading log (GWD version)

The reading logs were based on the Likert scales that people created in class on Tuesday, 04.29. People can use whichever version they want; the one they created is just most likely to reflect their perspective on the two scales.

Homework:

Reading log on Romeo (Act III scene i)
Reading log on Juliet (Act III scene ii)

Complete or revise any assignments scoring below a 3.

 

Keep up to date on your grades by visiting: http://lisbon.web2school.com/

05.29 - Romeo and Juliet act II, scene v & vi

At the beginning of class today, I introduced students to a very staright-forward decision-making game called "Good Idea, Bad Idea" in which participants determine whether a given idea is a good idea, a bad idea, or a good idea* (were the asterisk indicates that while the idea is good there are a number of different points to consider and the decision will have to be carried out with care). Everyone then used this game to respond to the following prompt:

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Next, we resumed our reading of act II, scenes v and vi following the reading format below.
Everyone handed in their act I and II reading questions at the end of the activity.

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In the last fifteen minutes of class, I handed out grade report sheets and returned work to students.
Everyone had the remaining time to ask questions and revise assignments.

Those who want to revise their public figure project presentation should do so and be ready to re-present their public figure on Monday.

Handouts:
Act I Reading Questions
Act II Reading Questions

Homework:

Complete or revise any assignments scoring below a 3.

 

Keep up to date on your grades by visiting: http://lisbon.web2school.com/

05.28 - Act II, scenes iii & iv

At the beginning of class today, everyone responded to the writing prompt below which we then discussed as a class.

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Next, we returned to Romeo and Juliet (see reading plan below)

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For homework, everyone should finish reading scene iv and should respond to the act II scene iv questions.

Handouts:
Act I Reading Questions
Act II Reading Questions

Homework:

Finish reading act II, scene iv in Romeo and Juliet.
Complete the Act II Reading Questions for this scene.

Complete or revise any assignments scoring below a 3.

 

Keep up to date on your grades by visiting: http://lisbon.web2school.com/

05.27 - Critics on the Balcony / Act I and II Questions

We started today's class by having everyone share their assessments of Juliet and Romeo after the balcony scene. We discussed the maturity and romantic partner worthiness ratings that people gave them (both ranked more highly with people) and discussed what in the scene cause people to rate both of them more favorably. In general, people said that Juliet came across better because she was advocating for herself and doing something that she wanted. Romeo ranked more highly because his advances (while still intense) were being directed at someone who was welcoming them.

Next, we looked at what the critical response would be with respect to the Zeffirelli version and the Baz Luhrmann version. In short: Critics would not generally like that Juliet comes down from the balcony in the Baz Luhrmann version. Pat of the symbolism of the scene is that Romeo is rising up to Juliet's level. Juliet is above Romeo as a person; she doesn't go down to his level, she raises him up to her level.

Following this, everyone returned to working with the Act I and II questions. We used a rotating partner format to work on responses to these questions (see directions below). What was not finished in class should be finished for homework.

Handouts:
Reading logs (this time focusing on Juliet and Romeo individually)

Romeo and Juliet reading log (G&L version)

Romeo and Juliet reading log (E&R version)

Romeo and Juliet reading log (C&A version)

Romeo and Juliet reading log (GWD version)

The reading logs were based on the Likert scales that people created in class on Tuesday, 04.29. People can use whichever version they want; the one they created is just most likely to reflect their perspective on the two scales.

Act I Reading Questions
Act II Reading Questions 


Homework:

If you did not finish the Act I and II reading questions (just through scene ii (2) in Act II (2)), do so for homework.

Complete or revise any assignments scoring below a 3.

 

Keep up to date on your grades by visiting: http://lisbon.web2school.com/

05.23 - Reassessing Juliet and Romeo

We started today's class by watching the last couple of minutes in the Baz Luhrmann version of Romeo and Juliet. After finishing this scene we discussed similarities and differences between the staging of this version and the Zeferelli version.

Next, everyone took two reading logs and re-read Act II, scene ii identifying significant quotes that provide insight into Juliet and Romeo's characters relative to their maturity and worthiness as a relationship partner. For a 3, people should choose one to two quotes and discuss what they tell about Juliet and Romeo. For a 4, people should choose two (or more) quotes, discuss what they tell about Juliet and Romeo and should have some discussion comparing the two to each other.

Everyone had the rest of the period to work on this. When this was finished, I handed out Act I and Act II plot questions. People who had finished their reading logs worked with a partner (following the directions below).


Handouts:
Reading logs (this time focusing on Juliet and Romeo individually)

Romeo and Juliet reading log (G&L version)

Romeo and Juliet reading log (E&R version)

Romeo and Juliet reading log (C&A version)

Romeo and Juliet reading log (GWD version)

The reading logs were based on the Likert scales that people created in class on Tuesday, 04.29. People can use whichever version they want; the one they created is just most likely to reflect their perspective on the two scales.

Act I Reading Questions
Act II Reading Questions 


Homework:

If you did not finish the reading logs for Juliet and Romeo, do so for homework.

If you did not finish the Act I and II plot questions, do so for homework.

We will review both of these assignments on Tuesday.

Complete or revise any assignments scoring below a 3.

 

Keep up to date on your grades by visiting: http://lisbon.web2school.com/

05.22 - Romeo and Juliet: On the Balcony (Part II)

At the beginning of class today, partners had the first few minutes of class to run through the lines from their selection of Act II, scene ii where Juliet and Romeo have the balcony scene. We then went out to the back stairwell and picked back up with our run through of this scene. After we finished presenting this scene, we went back into the classroom and talked about Juliet and Romeo's motivations in getting married.

Next, we watched this scene in the Zeferelli and Baz Luhrmann film versions of the play. We will analyze this scene in more detail tomorrow and then continue to move through the play.

Homework:


Identify a quote from Act II, scene ii for Romeo and a quote for Juliet that you can use to analyze their maturity and relationship suitability for a reading log in class tomorrow.

Complete or revise any assignments scoring below a 3.

Keep up to date on your grades by visiting: http://lisbon.web2school.com/

05.21 - Romeo and Juliet: On the Balcony

We started class today with the following writing prompt:

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After everyone had a chance to respond to this prompt, I listed various ages and people moved to one side of the room or the other based on whether they agreed or disagreed that that was an acceptable age to be married. I recorded the different groups' positions (see chart below).

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Following this discussion, we discussed the following two questions (class response data below):

How long is a good amount of time to date before getting married?

What age is the best to start focusing on getting married?

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Following this discussion, we transitioned to these ideas in Romeo and Juliet where Juliet is nearly 14 and Romeo is a little older (he is described by other characters as "young") and the two don't really date. Juliet and Romeo don't date given the situation between their families, but also because the idea of romantic love vs. arranged marriage was not as significant as it is in our culture today. With this background information we began looking at the balcony scene from Act II, scene ii of Romeo and Juliet.

Everyone then had a few minutes to meet with their partner and refresh the lines from their portion of Act II, scene ii that they worked on in class. Partners read these lines through together three times. We then went out in the hall and used the back stairwell as a balcony and began doing a run through of this scene.

Homework:

Review and become familiar your selection of Romeo and Juliet. We will be acting these scenes out tomorrow in class.

Complete or revise any assignments scoring below a 3.

Keep up to date on your grades by visiting: http://lisbon.web2school.com/

05.20 - Approaching the Balcony

At the beginning of class today, we had the set 16 roots and prefixes quiz. Immediately upon finishing the quiz, we reviewed the correct answers.

We then returned to looking at Romeo and Juliet revisiting the end of Act I in which Romeo and Juliet meet at the party at Juliet's parents' house. In reviewing this scene we discussed the following question:

Earlier in Act I, we heard from Romeo about Rosalind declining his advances, but we didn't have a sense for how he was appealing to her. In this scene, we are able to directly observe how Romeo appeals to Juliet. What do you think about the way Romeo appeals to Juliet for her attention?
(In short, does Romeo got game?)

Perspectives on this in class were that Romeo is successful simply because his actions work for Juliet and he gets a kiss. Other people felt that Romeo did not deserve the kiss he got because his lines and approach were overly cheesy.

We continued watching the Zeferelli version of Romeo and Juliet through Act II, scene i to observe the transition to the orchard outside Juliet's room. Here we paused the movie for our next activity.

In our next activity, students will be working with a partner to deliver portions of the dialogue between Juliet and Romeo. In class, I handed out directions regarding how this would be organized. This included the lines that people would be using. Everyone then had the last fifteen minutes in the period to do the following:

1 - Identify which partner will play the part of Juliet and which will play Romeo.
2 - Independently read through the scene twice (making sure to check out the text notes on the left-hand page at least once)
3 - On a separate sheet of paper, write down what you understand Juliet and Romeo to be saying in your portion of the scene (it's ok if you don't understand absolutely everything, this is about getting first impressions down).

Homework:

Review and become familiar your selection of Romeo and Juliet. We will be acting these scenes out tomorrow in class.

Complete or revise any assignments scoring below a 3.

Keep up to date on your grades by visiting: http://lisbon.web2school.com/

05.19 - Grade Reports and Revisions

Today, we were focused on completing and revising recent assignments. I started the class by reviewing class performance on specific assignments (see slides below). After each of these specific assignments, everyone had 15 minutes to work on completing or revising that assignment.

Once we had completed reviewing these assignments, I handed out grade report sheets and other assignments that were submitted last week. Everyone then had the rest of the period to work on revising and completing assignments as necessary. I was on hand to meet individually with people and answer questions about assignments.

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Homework: 

Complete or revise any assignments scoring below a 3.

Keep up to date on your grades by visiting: http://lisbon.web2school.com/

05.16 - Dreams w/ Mercutio

We started today's class with the following writing prompt:

What is the wildest/most bizzare dream you've had?
What did it mean or where do you think it came from? How did you react to it?

After everyone had a chance to respond to this prompt, students shared their responses with a partner and then we discussed these dreams as a class. Next, we returned to Romeo and Juliet and looked at Act I, scene iv where Romeo and Mercutio discuss dreams and whether or not they mean anything.

We watched this scene in both the Zeferelli and Baz Luhrmann versions of the film and continued on through the scene where Juliet and Romeo first meet. We will discuss this scene and move on to the next scene on Monday.

We did not have the roots and prefix quiz today and will also have that on Monday.

Homework: 

Complete or revise any assignments scoring below a 3.

Keep up to date on your grades by visiting: http://lisbon.web2school.com/

05.15 - Poetic Replies

We started today's class with everyone sharing their assessment of Juliet in terms of maturity and relationship partner worthiness. The breakdown of people's ratings was as follows:

Juliet - Maturity
1 -
2 -
3 -
4 - X X X X
5 - X X X X X X
6 -

Juliet - Relationship Partner Worthiness (RPW)
1 -
2 -
3 - X
4 - X X X X X X
5 - X
6 - X X

X = individual ranking on the Likert scale
Numbers = Likert rating

We then spent some time talking about why people had given Juliet the rating that they have. General class impressions ranged along the lines of respecting that Juliet was listening to and polite with her mother to feeling that she should stand up to her mother more. In looking at this more, we compared Juliet's lines at the end of the scene with a quote by Bilbo from Tolkien's Lord of the Rings and compared the use of language in the two quotes.

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In each of these quotes, the speaker uses some clever phrasing to make their meaning a little more difficult to grasp. This enables both Bilbo and Juliet to honestly express their personal opinion in a polite way that does not offend their audience. It also shows that they are both pretty clever and want to appease others without sacrificing their own position.

Next, everyone completed the practice page for our set sixteen roots and prefixes quiz. We will have this quiz in class tomorrow.

Homework: 

 

Prepare for the set 16 roots and prefixes quiz for class tomorrow.

 

Complete section 3 of your public figure project if you have not done so already.
For information and resources associated with this project see the post: Research Wrap-Up: Feedback and Resources

Complete or revise any assignments scoring below a 3.

Keep up to date on your grades by visiting: http://lisbon.web2school.com/

05.14 - Juliet (I.ii-iii)

At the beginning of the period we returned to yesterday's focus on Romeo and looked at the Likert ratings that people gave him in terms of his maturity and relationship partner worthiness (RPW). General feedback for these ratings are below. After getting a sense for where the class stood, people explained and discussed their ratings.

Maturity
1 -
2 - X X X
3 - X X X X X X X
4 -
5 -
6 -

Relationship Partner Worthiness (RPW)
1 -
2 - X X X
3 - X X X X
4 - X X X
5 -
6 -

X = individual ranking on the Likert scale
Numbers = Likert rating

Next, we looked at scenes ii and iii in Act I. I summarized the action of these themes and explained related background information. We then watched Act I scene iii the Zeffirelli-directed version (1968) paying particular attention to Juliet in terms of the maturity she exhibits and whether or not she seems like she would be a good relationship partner.

After watching this scene in the film, we brought this vision to reading the same scene in the play with a professional reading of the scene to accompany it.

Handouts:
Reading logs (this time focusing on Juliet)

Romeo and Juliet reading log (G&L version)

Romeo and Juliet reading log (E&R version)

Romeo and Juliet reading log (C&A version)

Romeo and Juliet reading log (GWD version)

The reading logs were based on the Likert scales that people created in class on Tuesday, 04.29. People can use whichever version they want; the one they created is just most likely to reflect their perspective on the two scales.

 

Homework: 

 

Revisit Act I, scene iii with Juliet to gain a better understanding of her character. 

We will have time in class tomorrow to complete the reading log after we finish reading this scene.

 

Complete section 3 of your public figure project if you have not done so already.
For information and resources associated with this project see the post: Research Wrap-Up: Feedback and Resources

Complete or revise any assignments scoring below a 3.

Keep up to date on your grades by visiting: http://lisbon.web2school.com/

 

05.13 - Romeo (I.i)

Today in class, we finished watching the street fight between the Capulets and the Montagues in the Baz Luhrmann film version of the play. We then went on to watch Romeo's conversation with Benvolio in the second half of Act I, scene i. Next, we picked up the play and read this section while listening to a professional audio recording of the scene. We paused the audio at the beginning of each page to look at the terms and discussion on the left side of the page.

When we had listened to Act I, scene i, everyone used the Romeo and Juliet reading log to analyze Romeo's character in terms of his maturity and relationship partner worthiness. At the end of class, everyone read the quote that they had selected as being the most significant to understanding Romeo's character. We will continue this discussion tomorrow.

Handouts:

Romeo and Juliet reading log (G&L version)

Romeo and Juliet reading log (E&R version)

Romeo and Juliet reading log (C&A version)

Romeo and Juliet reading log (GWD version)

The reading logs were based on the Likert scales that people created in class on Tuesday, 04.29. People can use whichever version they want; the one they created is just most likely to reflect their perspective on the two scales.

Homework: 

 

If you did not do so today in class, finish your reading log looking at Romeo (see reading logs above).

 

Complete section 3 of your public figure project if you have not done so already.
For information and resources associated with this project see the post: Research Wrap-Up: Feedback and Resources

Complete or revise any assignments scoring below a 3.

Keep up to date on your grades by visiting: http://lisbon.web2school.com/

05.12 - Act 1, scene i (cont'd)

We started today's class by working with the set 16 roots and prefixes and by working on the "Exploring Shakespeare through Star Wars" assignment (completion and revisions). Feedback for the "Exploring Shakespeare through Star Wars" work was as follows:

Assignment Feedback (click image to enlarge)

R2-D2 Soliloquy (4-level option) - click image to enlarge

Next, we returned to our work with Romeo and Juliet and watched the rest of Act I, scene i in the Baz Luhrmann version of the play (as a movie).  We then looked at this section of the play in our text copies of the play while listening to a Libravox recording of the play. We will continue with this work tomorrow. While listening to and following along with the recording of the play, everyone was asked to keep the following questions in mind:

1 - What does this show us about the conflict between the Montagues and the Capulets?

2 - Which version of the play-as-movie (1960 Zeferelli or 1996 Baz Luhrmann) best captures the spirit of this conflict?

3 - What is Romeo upset about?

4 - What is your first impression of Romeo?

Handouts:

Set 16 roots and prefixes - word list
Set 16 roots and prefixes - practice

Exploring Shakespeare through Star Wars
         R2-D2 Soliloquy
 
William Shakespeare's Star Wars: Verily A New Hope
Star Wars movie script (beginning) 

Homework:

Complete section 3 of your public figure project if you have not done so already.
For information and resources associated with this project see the post: Research Wrap-Up: Feedback and Resources

Complete or revise any assignments scoring below a 3.

Keep up to date on your grades by visiting: http://lisbon.web2school.com/

05.09 - Romeo and Juliet Kick Off

At the beginning of class today, those people who had not taken the unit 3 roots and prefixes quiz took the quiz. Those who were done with the quiz and then others as they finished the quiz signed out a copy of Romeo and Juliet and then took a copy of the Romeo and Juliet Anticipation Guide (see handouts below) and filled out the questions. If there was extra time, individuals explained one of their agree/disagree ratings from the anticipation guide.

We then read through the agree/disagree statements from the Anticipation Guide and took a moment to discuss individuals' reactions. These questions helped us develop some perspective on various issues that will come up through the play. I collected these sheets at the end of the day. We will take a look at them later in the play.

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We then discussed the prologue to the play, reviewed the actions of Act I, Scene i and then we started watching two versions of the play to get a sense for the action of the play. This will help us envision moments from the play as we read it and will help connect Shakespeare's language with the actions of the play. In watching film versions of the play we will be using Zeffirelli-directed version (1968) and the Baz Luhrmann-directed version (1996). We will resume with this focus next Monday.

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Handouts:
Romeo and Juliet Anticipation Guide (agree/disagree statements)


Homework:

Complete section 3 of your public figure project if you have not done so already.
For information and resources associated with this project see the post: Research Wrap-Up: Feedback and Resources
 

Complete or revise any assignments scoring below a 3.

Keep up to date on your grades by visiting: http://lisbon.web2school.com/

05.08 - NWEA Testing Part III

Today, we wrapped up our NWEA testing with people completing the language section. Those individuals who did not complete their tests today will need to come to class during study halls or after school to finish their NWEA tests.

When people finished their NWEA tests, they took the unit 3 roots and prefixes quiz. I then had Romeo and Juliet books available which people signed out online (see link below). Once the books were signed out, people had the rest of the period to check their web2school grades online and then complete or revise assignments as necessary.

Book Sign Out

Homework:

Complete section 3 of your public figure project if you have not done so already.
For information and resources associated with this project see the post: Research Wrap-Up: Feedback and Resources
 

Complete or revise any assignments scoring below a 3.

Keep up to date on your grades by visiting: http://lisbon.web2school.com/

05.07 - NWEA Testing Part II

We resumed our NWEA tests today. We resumed the reading section from Monday and as people finished this section they moved on to the language test. We will complete the language test next class.

Homework:

People will be taking the unit 3 roots and prefixes quiz after they finish the language section of their NWEA tests (be ready!)

Complete section 3 of your public figure project if you have not done so already.
For information and resources associated with this project see the post: Research Wrap-Up: Feedback and Resources
 

Complete or revise any assignments scoring below a 3.

Keep up to date on your grades by visiting: http://lisbon.web2school.com/

05.06 - Language in Shakespearean Plays

Our original plan for today was to finish our NWEA testing. The testing system, however, was down for maintenance. As a result, we returned to our work in looking at how language is used in Shakespearean plays and will attempt to return to testing tomorrow.

Everyone had the first part of class to return to their work with comparing language in the Star Wars: A New Hope movie script with language in the Shakespearean adaptation of the Star Wars: A New Hope (see handout below). We then came together as a class to discuss these language differences and how they effect the story-reading experience.

Next, we took a more detailed look at a speech from R2-D2 in the Shakespearean adaptation of the story. In the movie script (and movie), R2-D2 does not speak at all. In the Shakespearean adaptation, R2 has regular speaking roles. We were focused on one of these moments from the portion of the script that we read in class (see image and handouts below).

As a class, we read and discussed R2's speech (see questions below speech):

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Discussion Questions:

1 - How does R2-D2's speaking role change his character in the story?

2 - What is R2-D2 saying in the speech above? How does this change the story?

Next, I used the speech to illustrate some wider points about reading Shakespeare. Everyone identified words with which they were unfamiliar and I crossed these out from the speech and then read the speech again. People noticed that the words that were taken out were mostly adjectives and we observed that the general meaning of the passage remains clear even when we didn't have all the words.

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In looking at understanding this passage without all of the word's, we talked about how the missing words aren't essential to meaning, but that understanding them does make the story more colorful and enables us to understand characters better. When reading Shakespeare it can be helpful to read through the play at a consistent pace. This will enable people to get a clear idea of what is happening so that when there are unknown words they don't take away too much from the overall meaning.

The last point we addressed was that this speech by R2-D2 is called a soliloquy which means he delivers the speech alone (he's not speaking to anyone in particular). This is a device that Shakespeare uses to reveal parts of the plot or character's inner thoughts to the audience. We will focus on speeches like this in Romeo and Juliet.

Handouts:
Star Wars movie script (beginning)
William Shakespeare's Star Wars: Verily A New Hope
Script Comparisons 
R2-D2 Soliloquy


Homework:

If you did not do so in class, finish the movie script and Shakespearean script comparison activity.

Prepare for the unit 3 roots and prefixes quiz. We will have it in class either tomorrow or Thursday, depending on available time.

Complete or revise any assignments scoring below a 3.

Keep up to date on your grades by visiting: http://lisbon.web2school.com/

05.05 - NWEA Testing

Today we had NWEA testing in the library.

This meant that our unit 3 roots and prefixes test has been pushed to Wednesday.

We will have another day of NWEA testing tomorrow.


Homework:

We will have the unit 3 roots and prefixes quiz on Wednesday (be ready!)

Complete section 3 of your public figure project if you have not done so already.
For information and resources associated with this project see the post: Research Wrap-Up: Feedback and Resources
 

Complete or revise any assignments scoring below a 3.

Keep up to date on your grades by visiting: http://lisbon.web2school.com/

05.02 - Movie Script v. Shakespearean Play Script

Today, we focused on comparing the Star Wars: A New Hope movie script to the adapted, Shakespearean version of William Shakespeare's Star Wars: Verily a New Hope (see below for handouts).

We started out by reviewing some of the differences between the movie script and the regular, narrative writing that occurs in most books. Then everyone used the script comparison sheet to compare structures of the movie and Shakespearean script. After everyone had a chance to analyze the different structures and discuss how these differences affect the reading experience, we took some time to discuss the different responses that people came up with. Some of the elements we discussed were:

- Sections of the play are broken up into acts and scenes which help make it clear when there are changes in time or location
- Names are listed to the left of the lines people seek so it is easy to see who is saying what
- There's a chorus instead of a narrator.
- The chorus has a smaller role than the narrator (speaking less)
- The narrator gave a lot of description about what the locations were like and what actions were taking place, the play just focuses on what people are saying to eachother
- "Dramatis Personae" is like the "Cast" list.
- "Dramatis Personae" tells you who people are in relation to eachother case you forget while reading

Everyone then had the remaining time in class to begin focusing on differences in language between the movie script and the Shakespearean play script.

Handouts:
Script Comparisons


Homework:

Finish the language comparison section on the "Script Comparisons" assignment.

Prepare for the unit 3 roots and prefixes quiz next week.

Complete or revise any assignments scoring below a 3.

Keep up to date on your grades by visiting: http://lisbon.web2school.com/

05.01 - Star Wars Movie Script

At the beginning of class today, people got together with the partner with whom they made their creeper/keeper and child/adult Likert scale. We listened to the song "Tattoo" by The Who as a means of testing out everyone's child/adult Likert scaled (song below and discussion questions below with handout).

After everyone had a chance to score the speaker of the song on a 1 to 6 Likert scale from child (1) to adult (6), we shared out and discussed responses. General rankings were: 1, 1, 2, 3, 3

In general people felt the speaker was not very mature because:
- getting the tattoo was an impulsive decision
- the tattoo had little personal meaning or relevancy
- the speaker still lives at home
- the speaker does not have a job (he borrowed money from his mother for the tattoo)
- the speaker was adult enough to realize getting the tattoo was a rash decision, but not adult enough to stop himself from making a rash decision

We also determined that the labels of "child" and "adult" might be better replaced with "immature" and "mature" since someone could be of an adult age and so count as an adult, but still exhibit qualities more often associated with a child.

We will continue to use these Likert scales as we read Romeo and Juliet.

Next, we returned to our work in becoming familiar with Shakespeare's style of writing by looking at the story of Star Wars: A New Hope. We watched the first eight minutes of the film in class (this is the section we read yesterday) to get a better sense of what the action in this scene looks like. Then, we took a look at an adaptation of this movie script into a play script that was written in Shakespearean style (see handouts below). We read this together as a class.

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Tomorrow, we will look at comparing the movie script and Shakespearean play script in terms of their structure and use of language.

Handouts:
Tattoo lyrics and discussion questions
William Shakespeare's Star Wars: Verily A New Hope

Homework:

We will have the unit 3 roots and prefixes quiz on Monday (be ready!)

Complete or revise any assignments scoring below a 3.

Keep up to date on your grades by visiting: http://lisbon.web2school.com/