SERVICE LEARNING AND
TRAGEDY UNIT
2010-2011
Mrs. Demos
DRILL 1 1/25
Homework: Bring a children’s book for Service
Learning. Due 1/31
 Objective: The students will be able to review
strengths and weaknesses based on the quarterly
assessment in order to set reasonable goals for
improvement.
 Drill: Review your goals (drill 1) from quarter 1
and 2. Have you met those goals? Do you need
to continue working on them?
 Set a new measurable goal with an action for
quarter 3.

DRILL 2 1/31
Homework: Children’s book for service learning
due 1/31. Quiz 10: Text Features 2/4
 Objective: TSWBAT compose a persuasive essay
on a given topic in order to demonstrate skill
with organization and ideas traits.
 Drill: Clear your desk except for a pencil.
Prepare to complete the assessment.

DRILL 3 (2/1)
Homework: Children’s book for service learning
and supplies for the book kit.
 Quiz 10 Text Features 2/4 Completed outline 2/4
 Objective: TSWBAT identify various before,
during, and after reading strategies in order to
develop engaging activities for the service
learning book kits.
 Drill on next slide.

DRILL 3
Drill: Read the sentence. Then choose the answer in
which the underlined word is used in the same way.
Explain why your answer is correct.
 Before you choose to do business with a bank, you should
make sure it has a sound reputation.
 In which sentence does the word sound mean the same as
in the sentence above?
A. Although the house is old, it has a sound foundation and an
excellent roof.
B.We should sound out our teacher before we decide on a
topic for our report.
C. I was startled out of a sound sleep by bright lightning and
a crash of thunder.
D.
The emergency crews will sound the alarm if the
floodwaters rise any higher.
Why is your answer correct? (Annotate the answer)

EXIT TICKET


What before, during, or after reading strategy do
you think you will use?
How will you change the strategy into a fun
activity that a young student might enjoy?
DRILL 4 (2/2)
Homework: Collect any materials you will need
for your book kit. Craft supplies to make the kit
or items you will include with your kit. Quiz 10
Text Features 2/4 Outline 2/4
 Objective: TSWBAT analyze text features to
increase understanding of texts in order to create
book kits.
 Drill: Make a list of all the text features you
know or can remember. Explain how they help
you understand the reading.

DRILL 5
Homework: Collect any materials you will need
for your book kit. Craft supplies to make the kit
or items you will include with your kit.
Prometheus Draft 2/8
 Objective: The students will be able to develop
before, during and after reading strategies in
order to create book kits.
 Drill: List all the text features found in your book
kit book. How will these help a younger student
read and understand this book? How will you
use text features in your activities?
 Write your name, block,date and quiz 10 text
features on the scantron.

DRILL 6
Homework: Collect any materials you will need
for your book kit. Craft supplies to make the kit
or items you will include with your kit.
Prometheus Draft 2/8
 Prefix Quiz 2/11
 Objective: The students will be able to develop
before, during and after reading strategies in
order to create book kits.
 Drill: Define prefix and list at least five prefixes
and what they mean.
 Answer next slide

DRILL 6
Make sure your definition is correct.
 Prefix: a word part added to the beginning of a
root or base word to create a new meaning.

Prefix
Definition
Words
Re-
Again
Replay, resend
Hyper-
Over
Hyperactive
Un-
Not
Unclear, unsure
Tri-
Three
Triangle, tricycle
Pre-
Before
Prefix
Mis-
Wrong
Misconduct
Sub-
Below
Subway
DRILL 7
Homework: Service Learning Supplies, Prefix
Handout Prefix and Sentence Quiz 2/11
Objective: The students will be able to develop
before, during and after reading strategies in
order to create book kits.
Drill: See next slide
DRILL 7

1.
2.
3.
4.
•
•
•
Combine the following sentence pairs into complex
sentences. Underline the independent clause.
I refused to talk about it. I was put in detention.
Ed hates airplanes. He will take the train.
The sun is shining. It will snow later today.
Answers:
I refused to talk about it since I was put in detention.
Because Ed hates airplanes, he will take the train.
The sun is shining however it will snow later today.
DRILL 8
Homework: Service Learning Supplies, Rough Draft
due 2/11
Prefix and Sentence Quiz 2/11
Prometheus paper 2/14
 Objective: The students will be able to develop before,
during and after reading strategies in order to create
book kits.
1. Look at the card you were given when you walked in.
Some people have prefix cards. Others have root or
base word cards.
2. Match your card with another card to make a new
word.
3. Write the new word and meaning on your drill sheet.
4. Use the new word in a sentence. Write the sentence
on your drill sheet.
DRILL 9
Homework: Service Learning Supplies,
Prometheus paper 2/14
 Objective: The students will be able to develop
before, during and after reading strategies in
order to create book kits.
 Drill: Complete the Scantron, Name, Date, Block,
Quiz 11 Prefixes
DRILL 10 (2/14)
Homework: Service Learning Supplies,
 Objective: The students will be able to develop
before, during and after reading strategies in
order to create book kits.
 Drill: Complete reflection sheet question 1 for
Prometheus paper.
 Hand in order: Rubric, Final, Draft, Self Review
Sheet, Outline, Reflection Sheet
DRILL 11
Homework: Who is William Shakespeare?
 Objective: TSWBAT use 6+1 Writers Traits to
revise their book kits in order to produce a
finished product.
 Drill: Next slide:

DRILL 11
Drill: Read the sentence. Then choose the answer in
which the underlined word is used in the same way.
Explain why your answer is correct.
 Susan lodged with her grandparents during her first year
of college.
 In which sentence does the word lodged mean the same as
in the sentence above?
1. A splinter lodged in Ann’s foot when she stepped on an old
board.
2. Our family lodged at a fishing camp during our trip to the
seacoast.
3. Mr. Ames lodged a complaint with the city about the
overgrown lot.
4. The archer aimed carefully and lodged an arrow in the
distant target.
Explain why you selected your answer. (Annotate the answer)

NOTEBOOK QUIZ #1
1.
2.
3.
4.
5.
What is the answer to drill 6?
From the Tone and Mood handout, list the first
three tone words from the word box.
Based on your notes, compare and contrast
science fiction and fantasy.
From the subject-verb agreement homework
(page 91) what is subject verb agreement?
What makes up a complex sentence?
DRILL 12 (1/23)
Homework: Suffix/Prefix handout (225/230) next
class Quiz 12 Suffix and Prefix 2/25
 Objective: The student will be able to
demonstrate the ability to compose written, and
visual presentations in order to inform and
prepare the final product for presentation.
 Drill: Read the sentence. Then choose the
answer in which the underlined word is
used in the same way. Explain why your
answer is correct.
 Next Slide

DRILL 12
I tried pulling up the dandelion, but its roots held
it fast in the soil.
 In which sentence does the word fast mean the
same as in the sentence above?
A. Terry fell fast asleep as soon as his head hit the
pillow.
B. The front tires of my new car were stuck fast in
the mud.
C. I arrived early for the concert because my watch
was fast.
D. The two children were neighbors and became
fast friends.

DRILL 13 (2/25)
Take out Suffix/Prefix Handout
 Homework: Inference Handout
 Quiz 12: Suffix and Prefix 2/25
Objective: TSWBAT apply R.A.F.T.S when reading
a prompt in order to establish an authentic
purpose, audience, and form for writing. The
students will respond to a prompt.
 Drill: What is R.A.F.T.S.?

Role, Audience,
Format, Topic
R.A.F.T.S
helps your
writing flow
Use the R.A.F.T.S. organizer as you
read a prompt or question to make
sure you know what the question is
and what you are being asked to
write. This helps set a purpose for
writing and focuses on your
audience.
DRILL 14 (2/28)
Take out Service Learning BCR.
 Homework: Inference Practice
 TSWBAT link appropriate experiences and prior
knowledge about William Shakespeare and
Romeo and Juliet in order to better understand
the plot and theme when reading the play.
 Drill: How do the following suffixes change the
meaning of a word?

DRILL 15 (2/28)
Take out Inference Homework
 Homework: Complete Service Learning BCR
 Elizabeth Times Quiz 3/7
 Objective: TSWBAT use RAFTS and ACE to
respond to a writing prompt about service
learning in order to reflect on the project and
prepare for writing the Service Learning
reflection.
 Drill: Put your name, date, block, and Quiz 12
Suffix/prefix on the scantron.

DRILL 16 (3/1)
Take out Service Learning BCR
 Homework: Verona BCR Due ¾ Elizabethan
Times Quiz 3/7
 Objective: TSWBAT link 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?

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?

WHAT IS TRAGIC?

1.
2.
3.
4.
5.
6.
7.
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
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.
DRILL 17 (3/3)
Homework: Review for Elizabethan Times quiz on
3/4.
Verona Reading Due 3/4
 Objective: TSWBAT link 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?
STRUCTURAL ELEMENTS OF 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

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.

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.

EXIT TICKET


What cool or interesting fact did you learn about
Elizabethan Times or William Shakespeare
today?
Write in complete sentences and turn in before
you leave today.
DRILL 18 (3/4)
Homework: Review for Quiz 2/7
 Objective: TSWBAT demonstrate knowledge of
Elizabethan time by taking a quiz based on
research in order to prepare for reading Romeo
and Juliet.
 Drill: If you are asked to infer and explain what
do you need to do to fully answer the question?

INFER

Make an inference based on this picture and
caption.
DRILL 19
Homework: Elizabethan Times quiz 3/10
Stations packet and Globe Theater Packet due on
Quiz day.
 Objective: TSWBAT link appropriate experiences
and prior knowledge about the topic, author, or
type of material in order to understand the text.
 Drill: Next slide

DRILL 19
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.
DRILL 19
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?
DRILL 20 (3/9)
Homework: Elizabethan Times quiz 3/10
 Stations Packet and Globe Theater due 3/10



Objective: TSWBAT link appropriate experiences
and prior knowledge about the topic, author, or
type of material in order to understand the text.
Drill: Next Slide
DRILL 20
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.

DRILL 20
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?

DRILL 21 (3/14)
HOMEWORK: Work on Shakespeare Festival:
begin learning lines
 About the Author due 3/18
 Objective: TSWBAT demonstrate knowledge of
Elizabethan time by taking a quiz based on
research in order to prepare for reading Romeo
and Juliet.
 Drill: Take out your Stations Packet and Globe
Theater Packet. Review for the quiz. Make sure
all questions are answered.

DRILL 22 (3/15)
Homework: About the Author 3/18 Shakespeare
Festival
 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.

DRILL 23 (3/17)
Homework: About the Author Shakespeare
Festival
 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?

DRILL 24 (3/18)
Take out About the Author
 Homework: Status Check 1 3/22
 Shakespeare Festival
 Objective: 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?

DRILL 24
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
DRILL 25 3/22
Homework: Review for Quiz
 Objective: Objective: TSWBAT demonstrate the
ability to examine the conventions of
Shakespearean drama in order to make
inferences and make generalizations about the
text.
 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.”

DRILL 25
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
DRILL 26
Homework memorize your lines for Shakespeare
Festival
 Drama Quiz 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: Read the passage on the next slide. Notice
anything you can about the words, the imagery,
the patterns.

DRILL 26
Romeo and Juliet
 Act II Scene i
 ROMEO (When he sees Juliet on the balcony)
 But soft! What light through yonder window
breaks?
 It is the East and Juliet is the sun!
 Arise fair sun and kill the envious moon,
 Who is already sick and pale with grief
 That though her maid art far more fair than she.

BLANK VERSE
Written in iambic pentameter
 Does not rhyme

DRILL 27
Homework: Status Check 2/Journal Entry 3/28
 Shakespeare Festival Learn Lines
 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?

DRILL 28 (3/28)
Take out Status Check 2
 Homework: Memorize lines and bring in
costumes and props. All due by 3/30
 Act I quiz 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 character to
Lady Capulet. What does the reader learn about
the relationship between Lady Capulet and Juliet
from Act I scene iii?

DRILL 29 (3/29)
Homework: Memorize your lines. Bring costumes
in. Status Check 3 4/12 Act 1 Quiz 4/1
 Objective: TSWBAT analyze language and
structural features to determine meaning such as
literal versus figurative meaning in poetry.
 Drill: Read the Prologue to Act II (either in your
book or on the next slide).
 What do you notice about the structure of the
prologue?
 What imagery does Shakespeare use?
 Paraphrase the Prologue.

ACT II SCENE I PROLOGUE

Chorus Now old desire doth in his death-bed lie,
And young affection gapes to be his heir;
That fair for which love groan'd for and would die,
With tender Juliet match'd, is now not fair.
Now Romeo is beloved and loves again,
Alike betwitched by the charm of looks,
But to his foe supposed he must complain,
And she steal love's sweet bait from fearful hooks:
Being held a foe, he may not have access
To breathe such vows as lovers use to swear;
And she as much in love, her means much less
To meet her new-beloved any where:
But passion lends them power, time means, to meet
Tempering extremities with extreme sweet.
PROLOGUE (TRANSLATION)

The old love affair is dead now, and a new love
yearns to take its place. The beautiful Roseline,
once so desirable and worth dying for, is now not
beautiful when compared to the lovely Juliet.
Now, Romeo is loved, and he loves again Both he
and Juliet are bewitched by the magic spell of
loving looks. He must court so-called enemy.
Responding, she must take some mortal risks.
Being a foe, he can’t see her to swear the usual
lovers’ vows. And she, just as much in love, has
even fewer opportunities t meet her newly
beloved, anywhere. Passion gives them the
motive, and time the means, to meet: their
hardships make encounters all the sweeter.
DRILL 30
Homework: Memorize your lines. Bring costumes
in. Status Check 3 4/12 Act 1 Quiz 4/1
 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. Who is
talking to whom?
 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.

NOTEBOOK QUIZ 2

Put the correct heading on your paper. Heading
and questions are five points each.
1. What is the answer to drill 2
2. Who is Prince Escalus based on? (name)
3. What is Royal Patronage?
4. What is tragedy?
5. Give one example of a particular and a universal.
DRILL 31 (4/1)
Homework: Status Check 3 4/12 Act 1
 Similes Handout.
 Objective: TSWBAT read verse aloud and
visualize the play through dramatic activities in
order to understand the plot and theme.
 Drill: Paraphrase the following passage.
 I take thee at thy word.
 Call me but love, and I will be new baptised:
 Hencefore I never will be Romeo.

Act II: scene ii: lines 48-50

DRILL 1 4/4
Homework: Bring a lunch tomorrow. Have your
lines memorized. Bring all costumes and props.
 Objective: TSWBAT read verse aloud and
visualize the play through dramatic activities in
order to understand the plot and theme.


Drill: Collect scripts and props for dress
rehearsal.
DRILL 2 4/7
Homework: Status Check 3 4/14
 Objective: TSWBAT read verse aloud and
visualize the play through dramatic activities in
order to understand the plot and theme.
 Drill: Reflect on the Shakespeare Festival.
 How did you contribute to the performance?
What was the best part of the festival for you?
How did we compare with other performances?
Were you prepared?
 What did you learn by participating in the
festival?

DRILL 3 4/8
Homework: Status Check 3 4/14
 Objective: TSWBAT read verse aloud and
visualize the play through dramatic activities in
order to understand the plot and theme.
 Drill:
