January+23

January 23 – 27 Schedule Monday January 23: Act 1 Scenes 4 & 5. Vocab 2 Romeo and Juliet. Tuesday January 24: Mask Due . Learn Elizabethan Dance and Assign Parts for Act 1 Scene 5. Wednesday January 25: Perform 1.5 with Masks. Thursday January 26: Act 2 Prologue Friday January 27: Vocab Quiz, Act 2 Prologue Performance Conjure: (v) 1. to charge, entreat, charm, bewitch; 2. to call upon or command a spirit using a spell. Envious: (Adj) full of jealousy for another's possessions. Peril: (N) exposure to injury, risk, danger. Perverse: (Adj)determined not to do what is expected, contrary. Procure: (v) to obtain or get through effort. Chide: (v) to scold; to find fault Distemper: (v) to put out of temper, to disturb, to sicken. <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Intercession: (N) the act of pleading or asking something for another person. <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Perjury: (N) the act of swearing falsely, a lie. <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Herald:(n) messenger
 * <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 21.3333px;">Vocab 2: Romeo and Juliet **

<span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">The Romeo and Juliet unit addresses the following NTCE/IRA Language Arts Standards: NCTE/IRA Standards that apply to Romeo and Juliet 1) Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 2) Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 3) Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">6) Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">9) Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">11) Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">12) Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).