Presentation on theme: "DAY FOUR: N OTE : S TAGE T ERMS S KILL R EVIEW : INFERENCES R EAD A CT I S CENES I - II V IDEO C LIP E XIT S LIP."— Presentation transcript:
DAY FOUR: N OTE : S TAGE T ERMS S KILL R EVIEW : INFERENCES R EAD A CT I S CENES I - II V IDEO C LIP E XIT S LIP
B ELL R INGER #4: (A) 1/20 & (B) 1/25 Flashback 3, 2, 1 Review List THREE things you learned about Shakespeare’s life and background from our poster activity. Describe TWO events that will happen in the story based on The Prologue. Choose ONE type of character we learned about last week (foil, flat, round, dynamic, flat, etc.). Be sure to describe the type of character and provide an example from a movie, TV show, or book.
G RAMMAR #4: What is a complete sentence? A complete sentence is not merely a group of words with a capital letter at the beginning and a period or question mark at the end. A complete sentence has three components: a subject (the actor in the sentence) a predicate (the verb or action), and a complete thought (it can stand alone and make sense—it's independent). A sentence fragment is an incomplete sentence. Some fragments are incomplete because they lack either a subject or a verb, or both. They're called "dependent" because they can't stand on their own (just like some people you might know who are SO dependent!). Look at these dependent clauses. Because his car was in the shop (What did he do?) After the rain stops (What then?)
G RAMMAR #4 How do I fix a sentence fragment? First, you need to know that subordinating conjunctions do three things: join two sentences together make one of the sentences dependent on the other for a complete thought (make one a dependent clause) by adding a conjunction indicate a logical relationship ( Because his car was in the shop, he took the bus.)
G RAMMAR #4: Identify which of the following sentences are FRAGEMENTS: 1. Finding a parking space there is usually easy during the week. 2. Driving in the city during the evening rush hour. 3. To apply for a job at the new store in the mall. 4. Asking the interviewer how often he would have to work on weekends. 5. Shaking his new boss's hand, Tony knew he would like working there. 6. By the time Frances found out how expensive the wallpapering job would be. 7. After getting estimates from five contractors, she decided to do the work herself. 8. Who borrowed Stefanie's car Saturday night. 9. While waiting for her neighbor to move the car that blocked the driveway. 10. To avoid hitting the other car, Michael had to back across the corner of the lawn.
D RAMATIC TERMS : Aside : dialogue spoken by a character to the audience or another character that other characters on stage are not supposed to hear (Act I, scene I line 60) Monologue: a long speech directed at the audience, other characters, or objects on stage (Act I:ii, 89-111) Soliloquy : the act of talking to oneself while or as if alone on stage that expresses private thoughts or feelings that the audience hears (Act I:ii, 39-46)
R OLES FOR TODAY : A CT I S CENE 1 Capulets: Sampson: servant Gregory: servant Tybalt: Juliet’s cousin Capulet: Juliet’s father Lady Capulet: Juliet’s mother Montagues: Abram: servant Balthasar: servant Benvolio: nephew of Montague and Romeo’s friend Montague: Romeo’s father Lady Montague: Romeo’s mother Romeo Other: Officer Prince Escalus: ruler of Verona
S TOP AND T HINK : A CT I, SCENE I Q UESTIONS 1) Why do the servants of the two families fight? (Lines 44-65) 2) Who attempts to break up the fighting? What might this foreshadow? (Lines 65-66) 3) According to Prince Escalus, how many times have the fighting families disturbed the city of Verona? And what consequences will the families face if they continue to fight? (Lines89-111) 4) According to Benvolio, what kind of person is Tybalt? Please use a direct quote from Benvolio. (Lines 114-123) 5) Why have Romeo’s parents become so worried about him? (Lines 139-150) 6) What does Benvolio uncover as the real reason behind Romeo’s behavior? (211-22)
E XIT SLIP : MAKING INFERENCES Flashback Discussion: 1. What does “infer” mean? 2. Provide an example when you would make an inference during class. 3. Provide an example of when you would make an inference outside of class. 4. Look back at the text and the aside, monologue and soliloquy and complete your dramatic terms chart.