Presentation on theme: "Act III. Agenda Bell Ringer Flashback: Plot and Character Motivation Skill Review: Internal/External Conflict Reading: Act III Scenes i-ii pages 959-972."— Presentation transcript:
Agenda Bell Ringer Flashback: Plot and Character Motivation Skill Review: Internal/External Conflict Reading: Act III Scenes i-ii pages Video analysis Exit Slip Learning Target: I can explain how the use of characterization and conflict is used to develop the plot of a text.
Bell Ringer 1. Identify the EIGHT parts of speech. 2. Read the following passage and find ONE example of EACH part of speech. Our class is currently reading Romeo and Juliet. It is about two kids who fall in love despite the feud occurring between their families. Wow! I had no idea that Juliet was only thirteen years old. I cant wait to see how the play ends.
Unit skills Make sure you KNOW these... Act I Paraphrasing Characterization (inferences and motivation) Dramatic Elements Act II – Figurative Language Simile Metaphor Personification Hyperbole Oxymoron Allusion Imagery Act III Foil Characters Plot Review Character Motivation Conflict External Person vs. person Person vs. society Person vs. fate/nature Internal Person vs. self
Basic Plot Review 1. Exposition: the characters and setting are introduced. 2. Rising Action: introduces conflict, and develops suspense. 3. Climax: highest point of interest; the storys turning point. 4. Falling Action: 5. Resolution:
Motivation is what drives a characters actions. It explains behavior and reveals personality. Think back to The Pact and what motivated George to keep working at his goals. Think back to LOTF when the boys are motivated to reenact the hunt. Writers rarely make direct statements about a characters motivation. Instead they plant clues and rely on readers to make inferences from those clues.
INTRINSIC vs. EXTRINSIC MOTIVATION Intrinsic Motivation comes from INSIDE an INDIVIDUAL rather than outside. Extrinsic Motivation is when a person is motivated by some outside force. For example, your parents might EXTRINSICALLY motivate you to improve your grades by rewarding you with a later curfew, a new iPhone, or other privileges.
Its All About Color clips/freedom-writers/all-about-color
Reflection Answer the following questions separately or in ONE cohesive PARAGRAPH. 1. What CONFLICT do you identify? a. Is this INTERNAL or EXTERNAL? b. What type of conflict is it? (man vs. man; man vs. society; man vs. self; etc.) 2. What CHARACTER MOTIVATION do you see from the students and Mrs. Gruwell? 3. Identify a THEMATIC STATEMENT for the video.
SKILL FOCUS: CONFLICT Directions: Identify which quote is external or internal conflict, then explain what type of conflict each is (person vs. person, person vs. nature, etc.) Be ready to JUSTIFY your answers. 1. I will bite my thumb at them, which is a disgrace to them if they bear it. – Sampson, I:i 2. Uncle this is a Montague, our foe, A villain, that is hither come in spite... – Tybalt, I:v 3. My only love, sprung from my only hate... I must love a loathed enemy. – Juliet, I:v 4. Shall I hear more, or shall I speak at this? – Romeo, II:ii 5. Tybalt, the kinsman of old Capulet, Hath sent a letter to his fathers house. – Benvolio, II:iv
Reading: Act III scene i-ii
ROLES FOR TODAY ACT III SCENE i-ii (P. 959) Montagues: Benvolio: Lord Montague: Romeo: Capulet: Tybalt: Lady Capulet: Juliet: Nurse: Other: Mercutio: Prince: Citizen:
Reading Questions: Act III scene i 1. Describe what motivates Benvolios fear at the beginning of this scene? What have you learned about his character? 2. Which characters want to fight? What motivates each of these characters? 3. What reason does Romeo give for not fighting Tybalt? 4. How does Mercutio react to his injury? 5. How does Romeo seek revenge on Tybalt? 6. How is Romeo fortunes fool? 7. Who recounts what happened at the fight? How is this similar to the plays beginning? 8. What does Lady Capulet want as justice? 9. What does Lord Montague see as justice? 10. What punishment does Romeo receive? Application: Provide at least TWO examples of internal conflicts from this scene.
Reading Questions: Act III scene i 1. Describe the motivations of each of the following characters. Give a specific example from the text as support: a. Benvolio b. Romeo c. Tybalt d. Mercutio 2. How is Romeo fortunes fool? 3. Who recounts what happened at the fight? How is this similar to the plays beginning? 4. Describe what Lady Capulet and Lord Montague see as justice. How are they similar? Different? What can we infer about each family based on their requests? 5. What punishment does Romeo receive? Application: Provide at least TWO examples of internal conflicts from this scene.
Summarizing scene ii Juliet waits alone in her bedroom for Romeo to return when the Nurse enters crying over his death. Thinking immediately of Romeo, Juliet fears that her husband is dead only for the Nurse to reveal that it is Tybalt that is dead… at the hands of Romeo. Juliet feels guilty for her wave of emotions. She is sad over her cousins death yet relieved that Romeos life is spared. Learning that Romeo is banished, Juliet fears that she may never see her husband again and begs the Nurse to fin him and bring him to her. Application: 1. What type of CONFLICT best describes these scene? 2. What motivates Juliet to act in this scene? 3. Make an inference as to what will happen next in the play.
Video Analysis As we watch both versions of this scene, please fill out your worksheet.
Read Prince Escalus final decree regarding Romeos punishment on page 966, lines Identify Romeos punishment? 2. Describe the Princes MOTIVATION for this punishment? Would this be INTRINSIC or EXTRINSIC? Why? 3. Explain why this scene serves as the plays CLIMAX or TURNING POINT? 4. What is the main CONFLICT in this scene? What TYPE of conflict is it?