1 / 140

Tragedy Unit OGL

Tragedy Unit OGL. Blocks ADFH 2011. Drill 1. Take out inference homework Homework: Verona Reading and BCR A3/3 DFH 3/4 Elizabethan Times Quiz AF 3/7 DH 3/10

kosey
Download Presentation

Tragedy Unit OGL

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Tragedy UnitOGL Blocks ADFH 2011

  2. Drill 1 • Take out inference homework • Homework: Verona Reading and BCR A3/3 DFH 3/4 • Elizabethan Times Quiz AF 3/7 DH 3/10 • Objective: TSWBATlink appropriate experiences and prior knowledge about the topic, author, or type of material in order to understand the text. • Drill: If you are asked to infer and explain what do you need to do to fully answer the question?

  3. Introduction to Tragedy • In your literature section title a page tragedy and date the page. • Respond to the following questions by creating a list for each. You will have four minutes. GO! • 1. What comes to mind when you hear the word drama? • 2. What comes to mind when you hear the word tragedy?

  4. What is Tragic? • Determine which of these events is most TRAGIC--order them least to greatest • Lost your Ipod touch • Baseball game rained out • Gerbil, Fluffy, passes on • New Air Jordans get muddy • Tickets to favorite movie sold out • $20 bill falls out during recess--you suspect your BFF took it • Feeling sorry, you “help” your crush during a test, get caught, both fail, and as a result, flunk the class; BUT you learn a lesson, and never cheat again

  5. Tragedy • So what is tragedy? Let’s come up with a definition of “Tragedy” -Watch the Tragedy Clip & take notes on the handout

  6. Tragedy Definition • Tragedy is a play in which a main character, called the tragic hero, suffers a downfall. The downfall may result from outside forces, as in the case of Romeo and Juliet, who are doomed by the external workings of bigotry and fear. The downfall may result from a weakness within the character, which is known as a tragic flaw. • Tragedy leads the audience to a sense of pity and fear.

  7. Drill 2 • Homework: Study for Elizabethan Times quiz Block AF 3/7 Block DH 3/10 • Verona Reading/BCR • Objective: TSWBATlink appropriate experiences and prior knowledge about the topic, author, or type of material in order to understand the text. • Drill: If you are asked to compare and contrast, what do you need to do to fully answer the question and what kind of organizer might you use?

  8. Venn Diagram • A Different B Different The same

  9. Structural Elements of Stage Drama

  10. The Tragedy • All Shakespeare’s plays are in five acts. Each Act has a purpose. • Act I: Includes the exposition and the exciting force • Act II: Develops the rising action • Act III: Continues to develop the rising action and always contains the climax • Act IV: Falling Action • Act V: Falling action ends and the conclusion occurs

  11. Vocabulary • Act: A major division of a play. All Shakespeare’s plays are in five acts. • Aside: A comment made by a character that is heard by the audience or another character but is not heard by other characters on stage. (Think Everybody Hates Chris or Malcome In the Middle) • Soliloquy: A long speech delivered by a character who is on stage alone. Reveals the private thoughts of the character.

  12. Vocabulary • Monologue: Long speech given by a character when other characters are on stage to hear. Usually gives background information. • Comic Relief: A short, funny episode that interrupts an otherwise serious or tragic work of drama. Used to break the tension of a serious event. • Male Actors: Women are forbidden from acting. So all the roles—yes including Juliet are played by men or boys.

  13. Exit Ticket • What cool fact about Elizabethan Times did you learn today? • Turn in before you leave class.

  14. Drill 3 • Take out your Verona BCR. • Homework: Study for Elizabethan Times quiz Block AF 3/7 Block DH 3/10 • Objective:TSWBATlink appropriate experiences and prior knowledge about the topic, author, or type of material in order to understand the text. • Drill: If you are asked to trace events or information, what do you need to do to fully answer the question?

  15. Verona BCR • Underline your answer in red. • Underline your citation from the text in green. • Underline your explanation in purple. • Based on your evaluation of your work what score would you give this BCR answer? • 3-0

  16. Drill 4 • Homework: Study for Elizabethan Times Quiz Block A D 3/14 Block F H 3/10 • Elizabethan Times Packet and Globe Theater Packet due on Quiz day. • Objective: TSWBATlink appropriate experiences and prior knowledge about the topic, author, or type of material in order to understand the text. • Drill: Next Slide

  17. Drill 4 • As you read each sentence, use the other words in the sentence to help you figure out what the underlined word means. Explain your answer. • I carefully scrutinized my report one more time before I turned it in just to make sure that it was free of any errors. • What does scrutinized mean? • Before you look at the choices try to answer the question.

  18. Drill 4 • I carefully scrutinized my report one more time before I turned it in just to make sure that it was free of any errors. • What does scrutinized mean? A. inspected B. outlined C. printed D. Rewrote Are there any choices you know are wrong?

  19. Drill 5 • Homework: About the Author D block Due 3/17 • Objective: TSWBAT demonstrate background knowledge of Elizabethan Times in order to take a quiz. • Drill: Next Slide

  20. Drill 5 • As you read each sentence, use the other words in the sentence to help you figure out what the underlined word means. Explain your answer. • Although it was true that my baby sister ruined my social studies project, my teacher was skeptical of my explanation until I showed her the smeared poster. • Skeptical means the teacher is.. • Before you look at the choices try to answer the question.

  21. Drill 5 • Although it was true that my baby sister ruined my social studies project, my teacher was skeptical of my explanation until I showed her the smeared poster. • Skeptical means the teacher is …… A. doubtful B. interested C. irritated D. Uneasy Are there any answers you can eliminate? Take out the Elizabeth Times Stations and the Globe Theater Packet. You have five minutes to review your material.

  22. Drill 6 • Homework: About the Author Block D 3/17 • Objective: TSWBAT demonstrate background knowledge of Elizabethan Times in order to take a quiz. • Drill: Take out your Elizabethan Times Packet and Globe Theater Packet. Complete any missing answers and review for quiz.

  23. Drill 6 Block A • Homework: Review for Elizabethan Times quiz 3/14. Elizabethan Times and Globe Theater Packets due 3/14. • Objective: TSWBATlink appropriate experiences and prior knowledge about the topic, author, or type of material in order to understand the text. • Drill: What is the most interesting thing you have learned so far about Elizabethan Times and/or William Shakespeare? (Complete sentences)

  24. Drill 7 • Homework: About the Author Due block D, 3/17 • Objective: TSWBAT demonstrate understanding of background knowledge of Elizabethan Times in order to take a quiz. • Drill: Take out your Elizabethan Times Packet and Globe Theater Packet. Complete any missing answers and review for quiz.

  25. Drill 7 F • Homework: About the Author Due block D, F, Block 3/18 • Objective: TSWBAT demonstrate the ability to examine the conventions of Shakespearean drama in order to explain the main idea or argument. • Drill: What is the most interesting piece of information you now know about William Shakespeare?

  26. Drill 8 • Homework :Sonnet Imagery • Objective: TSWBAT demonstrate the ability to examine the conventions of Shakespearean drama in order to explain the main idea or argument. • Drill: Anticipation Guide Handout. Please complete.

  27. Drill 9 Take out the sonnet homework. Homework: Review for drama quiz 3/25 • Objective: TSWBAT demonstrate the ability to examine the conventions of Shakespearean drama in order to connect the text to prior knowledge or personal experiences that will increase understanding. • Drill: Why does Shakespeare outline the play in the Prologue?

  28. Drill 10 • Homework: Review for Shakespearean Drama Quiz DH 3/23, A F 3/24, • Objective: TSWBAT demonstrate the ability to examine the conventions of Shakespearean drama in order to make inferences and make generalizations about the text. • Drill: Determine the mood of the following passage. Explain why you selected this mood. Remember mood is an emotion the reader feels expressed through figurative language. How does this make you feel?

  29. Drill 10 O woe! O woeful, woeful, woeful day! Most lamentable day. Most woeful day That ever, ever I did yet behold! O day, O day, O day! O hateful day! Never was seen so black a day as this. O woeful day! O woeful day!" - William Shakespeare, Romeo and Juliet, 4:5

  30. Drill 11 F • Homework: Review Shakespeare Vocabulary • Objective: TSWBAT recognize poetic techniques such at blank verse, rhymed couplets, and internal rhyme used by Shakespeare in order to create meaning from the play. • Drill: Who said this and why? • “What drawn, and talk of peace? I hate the word as I hate hell, all Montagues, and thee. Have at thee coward.”

  31. Drill 11 D • Homework: Study for drama quiz DH 3/23 AF 3/24 • Objective: TSWBAT recognize poetic techniques such at blank verse, rhymed couplets, and internal rhyme used by Shakespeare in order to create meaning from the play. • Drill: Look at the rhyme scheme of the Prologue. Have you seen this rhyme scheme before? What does this tell you about the Prologue?

  32. Drill 12 • Homework: Review Shakespeare Vocabulary • Objective: TSWBAT identify the following conventions and characteristics of Shakespearean drama: aside, soliloquy, comic relief, five-act structure, use of only male actors, and use of Elizabethan stage in order to understand the play. • Drill: Take out your review sheet and review for the quiz for five minutes.

  33. Drill 13 • Homework: Status check 1 due 3/28 ADH and 3/29 F • Objective: TSWBAT analyze how dialogue and stage directions work together to create characters and plot in order to understand and interpret Romeo and Juliet. • Drill: Skim through Act I noticing the stage directions. Why are these important to understanding the play? • F Block Skips drill 12

  34. Drill 14 • Take out parent signature. • Homework: Status Check Two 3/31. • Complement Extra Credit due 4/1 • Act 1 Quiz- A 3/30, D 4/1, F 3/31, H 3/29 • Objective: TSWBAT identify and analyze characteristics of tragedy in order to understand the plot and theme of Romeo and Juliet. • Drill: Read the definition of tragedy on the next slide and list at least three elements that are found in tragedy.

  35. Tragedy • Effect on the audience: • Tragedy is a type of drama that causes the reader to examine his/her own life and actions, resulting in the ennobling, enlarging, and enlightening of the reader. The audience will feel pity and fear. • Structure: • Tragedy is a type of drama that contains a tragic figure who undergoes pain and suffering, but in the end, he recognizes his error and learns a lesson.

  36. Exit Ticket • Define tragedy. Include at least three main elements.

  37. Drill 15 • Homework: Status Check 2 3/31 • Act 1 Quiz- A D 4/1, F 3/31, • Compliment Extra Credit Due 4/1 • Objective: TSWBAT read verse aloud and visualize the play through dramatic activities in order to understand the plot and theme. • Drill: Explain how the Nurse is a foil to Lady Capulet and what you learn about both characters from Act I scene iii.

  38. Tragedy Graphic • a type of drama that causes the reader to examine his/her own life and actions, resulting in the ennobling, enlarging, and enlightening of the reader. The Thinker a type of drama that contains a tragic figure who undergoes pain and suffering, but in the end, he recognizes his error and learns a lesson. Anikan Skywalker

  39. Drill 16 • Take out Romeo and Juliet Journal. Make sure Status Check 2 is complete. • Homework: Similes Homework Due Block DFH 4/4 A 4/5 • Objective: TSWBAT read verse aloud and visualize the play through dramatic activities in order to understand the plot and theme. • Drill: Paraphrase the following lines that Lord Capulet says to Paris Act I scene ii. • But saying o'er what I have said before: My child is yet a stranger in the world; She hath not seen the change of fourteen years, Let two more summers wither in their pride, Ere we may think her ripe to be a bride.

  40. Drill 17 • Take out your compliment Extra Credit • Homework: Similes Homework Due Block DFH 4/4 A 4/5 Continue working on your project. • Objective: Objective: TSWBAT read verse aloud and visualize the play through dramatic activities in order to understand the plot and theme. • Drill: Who said this and why? • I’ll look to like, if looking liking move, but no more deep will I endart mine eye than your consent gives strength to make it fly.

  41. Drill 1 • Take out Simile Homework • Homework: Status Check 3 4/12 • Objective: TSWBAT analyze relationships between and among characters, setting, and events in order to understand how the plot is advanced. • Drill: What does this response reveal about the power of love? • Romeo: With love’s light wings did I o’erperch these walls; For stony limits cannot hold love out, And what love can do, that dares love attempt. Therefore thy kinsmen are no stop to me. (Act II:ii:65-70)

  42. Theme • A theme is the author’s message about a topic within a text. • What does it mean to say that themes are universal? • A universal theme is a message that applies to all people in all times. The theme of the power of love found in Romeo and Juliet still applies to readers and audiences 400 years after it was originally written.

  43. Category C • Congratulations you knew the answer to the entry question. • Please remain seated and talk quietly with your classmates.

  44. Drill 2 • Homework: Status Check 3 4/12 • Block A Act II Quiz 4/7 • Objective: TSWBAT read verse aloud and visualize the play through dramatic activities in order to understand the plot and theme. • Drill: Based on their first conversation in Act II scene iii what is Fr. Laurence’s opinion of Romeo?

  45. Drill 3 • Homework: Status Check 3 4/12 • Act II quiz H Block 4/8 F Block 4/11 D block 4/12 • Objective: TSWBAT read verse aloud and visualize the play through dramatic activities in order to understand the plot and theme.  • Drill: Why does Shakespeare have Romeo and Juliet speak in sonnets?

  46. Drill 4 • Homework: Status Check 3 4/12 • Objective: TSWBAT read verse aloud and visualize the play through dramatic activities in order to understand the plot and theme. • Drill: Compare Friar Laurence and the Nurse. How are their roles in the play similar? • Create a graphic organizer for your comparison.

  47. Drill 4 H • Homework: Status Check 3 4/12 Objective: TSWBAT demonstrate an understanding of Act II of Romeo and Juliet in order to complete a formal assessment. • Drill: Compare Friar Laurence and the Nurse. How are their roles in the play similar? • Create a graphic organizer for your comparison.

  48. Drill 5 • Homework: Status Check 4 DFH 4/28 A 4/29 • Objective: TSWBAT read verse aloud and visualize the play through dramatic activities in order to understand the plot and theme. • Drill: Look at your goals from Quarters 1-3. • How are you doing in meeting your goals? • What is a final goal you can set for fourth quarter? • Remember your goal needs to be specific, actionable, and measurable. • Example: I will improve my writing organization by always completing an outline before I write. This will improve my writing.

  49. Drill 5 D • Homework: Status Check 4 DFH 4/28 A 4/29 • Objective: TSWBAT demonstrate knowledge of Shakespearean verse and paraphrase passages in order to demonstrate understanding of the play. • Drill: Look at your goals from Quarters 1-3. • How are you doing in meeting your goals? • What is a final goal you can set for fourth quarter? • Remember your goal needs to be specific, actionable, and measurable. • Example: I will improve my writing organization by always completing an outline before I write. This will improve my writing.

  50. Drill 6 • Homework: Status Check 4 DFH 4/28 A 4/29 • Permission Slips for Stevens Forest • Objective: TSWBAT read verse aloud and visualize the play through dramatic activities in order to understand the plot and theme. • Drill: Who said this? Why? Paraphrase • These violent delights have violent ends, And in their triumph die, like fire and powder, Which as they kiss consume.

More Related