Welcome to the English 9 web page!

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On this page you'll find information about what we do every day in class, including the play-by-play of what happens in each class period, homework assignments, and due dates. Here's what to know: 

• Class activities are listed in reverse date order. Scroll down to find the date you seek.
• Access older units and lessons through the lesson archives
• An overview of English 9 can by obtained by reading the course syllabus
• If you're curious about me, Mr. Rice, you can read "About Mr. Rice"
• The English Department shares the same Late Work Policy; if that concerns you, then check it out 

 

CURRENT UNIT FOCUS:

• Romeo and Juliet - Elizabethan Drama/Tragedy

 

UP NEXT: Poetry

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Tues, Feb 21

 

DUE: Paragraph on which film version of Act III you preferred

HMWK: Revise and re-write the paragraph assignment. Bring the new paragraph TYPED tomorrow

TODAY: How to build paragraphs out of notes and observations

 

Weekend prompt was: Write a paragraph on which film version of Act III is superior and explain your opinion w/ examples from the films

 

We will take your work (or lack thereof) and, together, create good work you will be proud to turn in for a grade!

Step 1: Split the class into four different groups

1. Group 1 – explores all the potential good aspects of the British TV version
2. Group 2 – explores all the potential negative aspects of the British TV version
3. Group 3 – explores all the potential good aspects of the modern “Leo DiCaprio” version
4. Group 4 – explores all the potential negative aspects of the modern “Leo DiCaprio” version

 

In your group, you MUST find at least THREE aspects to discuss – less is NOT an option. For each idea, ask, “Why could this be good for the viewer?” or “Why could this be a negative for the viewer?”

 

Ask questions like: “How does this help the audience’s understanding of character?” or “How does this not give us a full picture of character?” or “How does this help with understanding the plot and story line?” or “How does this confuse or take away from the original story line?”

 

Step two: Take the group observations and make formal sentences, including specific references to the movies where you are able

 

PERIOD 2 NOTES:

 

The British TV version of “Romeo and Juliet” has two main positive attributes for the audience. This version provides more character development. The director chooses to keep all of Sh’s original dialog. By providing all of the dialog, the audience and viewer gains more insight into what the character thinks and believes. For example, as Juliet talks about her anticipation for Romeo coming to her bed that night, we hear all of her excitement, eagerness, and embarrassment. The audience receives a full understanding of her character through the full dialog. In addition to keeping all of the dialog, the setting provides a benefit. Because the setting is in the past, with older costumes and style of language, the audience is able to better connect to the time period. We expect the language to be different, rather than modern because we see the older setting.

 

There are negative aspects to the British TV version, not the least of which is the dialog. The director chooses to keep all of the original dialog in this version. This causes long speeches by the characters that become rambling. The audience as a result loses focus on what the characters say, and  this means the audience does not follow what is said. The audience may miss out on key thoughts because of all of the additional dialog.

 

The modern version of “Romeo + Juliet” stars Leonardo diCaprio, and this version is preferred for a multitude (AT LEAST THREE) of reasons. Firstly, the dialog has been edited from the original version. The script only keeps essential lines relating to the action and thoughts of characters. This strategy keeps the audience focused on the important aspects of the story. For example, when Romeo fights Tybalt, the only line emphasized in the film is spoken and repeated by Romeo, “Only you, or me, or both (shall follow Tybalt).” By emphasizing this line, we understand Romeo’s willingness to die for those he loves – in this case Mercutio.

 

 

 

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Fri, Feb 3

 

DUE: “Perfect Mate” activity – parent and student contributions

HMWK: PARAPHRASE (put into your own words) Act I, scene 5, lines 49-58 (Romeo’s dialog when he first sees Juliet)

TODAY: QUIZ; feedback on “Perfect Mate”

 

Feedback on “Perfect Mate”

 

QUIZ!

 

Thu, Feb 2

 

DUE: n/a

HMWK:

• Get a parent to complete the “Perfect Mate” activity, and bring it TOMORROW
• QUIZ tomorrow on characters and plot in Act One

TODAY: RnJ I.iv-v; party on, dude!

 

Viewing and reading of Act I scenes iv-v of RnJ

 

Things to know before reading:

1. Romeo’s friend try to cheer him with interesting advice
2. Tybalt is ON FIRE (no, not literally)
3. Capulet seems to be an attentive host
4. The dialog of R and J is filled with puns

 

Teacher guidance:

• Mercutio’s Queen Mab speech
• Benvolio’s allusion to “star-crossed lovers”
• Romeo sees Juliet
• Tybalt becomes enraged
• Romeo’s come-on lines and Juliet’s response
• “The Reveal” – R and J find out they are from opposing houses

 

Exit questions:

1. What does Mab make lawyers and ladies dream of?
2. Why is Tybalt angry?
3. What is Capulet’s response to Tybalt’s rage?
4. What is the purpose of Romeo’s conversation w/ Juliet? What does he want?
5. How does Juliet respond to R’s kisses?

 

COMPLETION of the slide show Shakespeare’s Theater: An Introduction

 

Wed, Feb 1

 

DUE: Response to yesterday’s HMWK question

HMWK:

• Since Lady Capulet and the Nurse talk about the purpose of marriage and the qualities of a good partner, it’s a perfect time to begin “The Perfect Mate” activity at home. Your parent contribution will be due FRIDAY.
• QUIZ Friday on Act One (open note)

TODAY: RJ I.iii; a mother’s desires

 

Viewing and reading of Act I scene iii of RnJ

 

Things to know before reading:

1. The nurse’s dialog is to be seen as comic relief
2. Lady Capulet has high hopes for her daughter’s marriage

 

Teacher guidance:

• The coarse (“dirty”) language of the nurse = lower class
• The mother’s marriage and pregnancy history
• Juliet’s ideas on marriage

 

Exit questions:

1. What is marriage for, according to the nurse?
2. How interested in marriage is Juliet?

 

SLIDE SHOW: Shakespeare’s Theater: An Introduction (ppt)

 

TAKE NOTES on the pre-printed guide sheet, which you will be able to use on an upcoming QUIZ

 

Tue, Jan 31

 

DUE: Paraphrase of one sentence from Act I scene I (I.i)

HMWK: Lord Capulet does not expect Juliet to marry just yet because he believes she’s too young. Write down one or two rules your parents have for you that are based on age. Were you able to stay out later when you turned fifteen? Will you be allowed to date at 16? At what age do your parents think it’s too young to marry? What is their reasoning? Do you agree?

TODAY: RJ I.ii; marriage proposals and party invitations

 

Viewing and reading of Act I scene ii of RnJ

 

Things to know before reading:

1. “Back then” women married much earlier in order to begin bearing children; the husband hoped for a boy, because money and property followed the male heirs
2. Shakespeare inserts characters for comic relief (in I.ii the servant)
3. Romeo is still heartbroken over Rosaline

 

Teacher guidance of lines in the scene:

• Capulet’s hopes for Juliet – typical for a father, or too protective?
• The party invitation
• Benvilio’s advice to Romeo

 

Exit questions:

1. How old is Juliet now?
2. What is Capulet’s advice to Paris concerning marriage to Juliet?
3. What is the name of the girl who does not return Romeo’s love?
4. Why is Romeo going to crash the Capulet party?

 

Mon, Jan 30

 

DUE: Late work from semester one? Must turn in NOW (grades are posted by 3pm)

HMWK:

• Copy down one sentence from the play -- it must be at least two lines long. Then paraphrase (put into your own words) the sentence in order to “update” Shakespeare.
• Gregory and Samson joke using puns - words that sound similar but have different meanings - If you have ever heard a joke based on a pun, write one down.

TODAY: RJ I.i; Verona’s two families; insults, brawls, and braggadocio; paraphrasing for understanding

 

Viewing and reading of Act I scene i (I.i) of Romeo and Juliet (RnJ)

 

Things to know before reading:

1. Shakespeare gives an overview of the play in the Prologue
2. Shakespeare loves language tricks like puns (see Gregory/Samson)
3. The Prince’s speech gives an idea of how serious the feud has become
4. Romeo has been lovesick
5. Benvolio gives Romeo a suggestion

 

Teacher guidance of key lines in the scene:

• Prologue
• Language tricks and naughtiness in Gregory and Samson
• Benvolio and Tybalt – polar opposites
• The Prince’s proclamation and warning
• What’s bothering Romeo
• Benvolio’s suggestion

 

Exit questions:

1. What are the names of the two families in the play?
2. Explain at least one humorous aspect the bragging by Gregory and Samson.
3. What character is the peacemaker and what character is the hothead?
4. What is the Prince’s punishment for the next person who starts a brawl?
5. What has caused Romeo to avoid people and be so depressed?