Love and Friendship OGL

1. Love and FriendshipOGL January 2014 Mrs. Demos

2. Thursday, January 2, 2014 • Homework: Complete any work that needs to be done on the book kits. • Objective: Students will develop knowledge of William Shakespeare. • Drill: Complete the first two columns of the KWL chart. • What do you know about Shakespeare? • What do you want to know about Shakespeare?

3. Monday, January 6, 2014 • After school help tomorrow. Permission slip needed. • Homework: The packet and paragraph are due Friday, January 10. • Objective: Students will cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. • Drill: Put your name on the packet and begin reading over the directions.

4. Tuesday, January 7, 2014Period 4 • Homework: The packet and paragraph are due Friday, January 10. • Objective: Students will cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. • Drill: Put your name on the packet. Read over the new packet. We are going old school because of the internet issues.

5. Tuesday, January 7, 2014 • Homework: The packet and paragraph are due Friday, January 10. • Objective: Students will cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. • Drill: Sit with your 2:00 partner go over the packet. Make sure you have divided up the work.

6. Wednesday, January 8, 2014 • Homework: The packet and paragraph are due Friday, January 10. • Objective: Students will cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. • Drill: What are some skills you should do when preparing to read an informational text?

7. Wednesday, January 8, 2014Period 5,6 • Homework: The packet and paragraph are due Friday, January 10. • Objective: Students will cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. • Drill: Sit with your partner or group, go over the packet. Make sure you have correct answers and complete sentences.

8. Thursday, January 9, 2014 • Homework: The packet and paragraph are due Friday, January 10. • Objective: Students will examine the parts of a play and elements Shakespeare’s drama • Warm-up: List 3 ways a page of a play might be different from a page in a novel. Consider elements such as appearance and structure.

9. Why don’t we just dive in?

10. Shakespearean Language Oath • On this day,January 9th, 2014, I solemnly swear that I will become comfortable with Shakespeare’s language. Although I may get frustrated and want to cry, I will trustMrs. Demosand Ms. McCordic’sguidance and try my very best to learn the language of Shakespeare.

11. What does a pageof a play look like?

12. Shakespearean Drama Elements

13. What kind of plays did Shakespeare write? • Two major types: • Tragedies & Comedies • The Globe Theater was located on the bank of the river Thames in London, England • The signal that a play was to be performed was a flag over the Globe. • Black=Tragedy; White=Comedy; Red=History

14. How Long are Shakespeare’s Plays? • Shakespeare followed the Greek play format developed by Sophocles. • His plays consist of 5 Acts • Each Act has about 3-5 scenes • The following describe the contents of each act in a Tragedy

15. Wait, how many acts in a Shakespeare play?! Yay! Now let’s learn what generally happens in each act!

16. Act I: Exposition • Introduction of the setting, characters, and beginning of a conflict to the audience.

17. Act II: Rising Action • Complication of the course of the action. • Interests clash, romantic gestures are made, enemies surface, and tensions are high. Momentum builds.

18. Act III: Climax of the Action • Development of the conflict reaches its high or turning point. • Ex. Hero stands at the crossroads, leading to either victory or defeat, crashing or soaring.

19. ACT IV: Falling Action • Consequences of Act III play out, momentum (speed) slows, and tension is heightened by false hopes/fears. • There is still hope for the hero.

20. Act V: Catastrophe/Resolution • The main conflict is resolved. • This can come about through: a catastrophe, the downfall of the hero, or the hero’s victory and transfiguration (complete change in character for the better)

21. Tragedy Recap Tragedy is a form of drama, consisting of a t_________ h______ who must have certain traits: - He is a n________ figure - He has a t_________ f________ - He learns hisl______ through it all The audience feels c________________ after a tragedy.

22. Tragedy Recap Tragedy is a form of drama, consisting of atragic hero who must have certain traits: - He is anoble figure - He has a tragic flaw - He learns his lesson through it all The audience feels catharsis after a tragedy.

23. Friday, January 10, 2014 • Homework: Play Page Handout Due Monday • Objective: Students will write using the text to support a thesis. • Drill: Take out your stations and paragraph. • Make sure all of your stations are complete. Proof read your paragraph.

24. Monday, January 13, 2014 • Homework: All late or missing work due Wednesday, January 15. • Quiz on Thursday • Objective: Students will learn about word order and meter in Shakespeare’s language. • Drill: Do your best to paraphrase this line from Romeo and Juliet. • Romeo: Shall I hear more, or shall I speak at this? (Act II:ii:36)

25. Monday, January 13, 2014 • Homework: Review vocabulary/ Quiz on Friday. • Late and missing work due Wednesday, January 15. • Objective: Students will learn academic vocabulary needed for the Love and Friendship Unit. • Drill: Write one example for each kind of feeling.

26. Types of Love There are different styles and forms of expressing love, which apply to the different relationships in our lives. To describe these different styles of love, the Ancient Greeks formulated terms and definitions. Eros, storge, philia and agape are four Greek terms which attempt to clarify some of the ways we feel and express love. • Philia- love between friends • Eros- sense of being in love • Storge- love of family • Agape- is unconditional love

27. Philia-love between friends • Lean On Me Video • Listen: What can we derive from our friendships? • Big Bang Theory Friend Algorithim • What does Sheldon discover about friendship? • What makes Sheldon and Lenard friends? • Why are you friends with Sheldon?

28. Eros-sense of being in love • "Stereo Hearts" By Gym Class Heroes • How do we know there is a sense of love now? • What does Wolowitz say about his love for Bernadette? • Wolowitz sings to Bernadette

29. Storge-love of family • Family Matters opening theme song • How does this TV show Family Matters demonstrate love of family? • What is happening to Gru? • Good Night Kittens • Good Night Kisses

30. Agape-unconditional love • "Unconditionally" By Katy Perry • How does Katy Perry describe unconditional love?

31. What do you think? • Movie: UP (Carl and Ellie's story)

32. What do you think? • Mary Cassatt: Mother and Child Series

33. What do you think? • Beauty and the Beast

34. Tuesday, January 14, 2014 • Homework: All work due tomorrow. • Quiz on Friday 1/17 • Objective: Students will explore Shakespeare’s language and poetry. • Drill: Explain why Carl and Elli’s story from the movie Up is and example of Agape love. • Agenda: Shakespeare Language, Pirate, Vocabulary for quiz.

35. Drama Terms • Aside: part of the actor’s lines not heard by others on stage, intended only for the audience. • Monologue: speech by one character that gives information to other actors and audience. • Soliloquy: character talks to himself/herself relating thoughts or feelings for the audience. Other characters do not hear this speech.