This week, we will be continuing our study of Romeo and Juliet, with a focus on figurative language and how it relates to tone and characterization. On Monday, we will read Juliet’s soliloquy from Act 3 Scene 2 in order to notice examples of figurative language and their effects in writing. We will conclude Monday with a non-graded exit slip on figurative language. This exit slip will allow both Mrs. Sparks and myself to determine if any students want or could use extra help in the topic. On Tuesday, the class will work on rewriting one of Juliet’s soliloquies based on a given tone word. Students will use figurative language to help mimic and develop this tone. Based on Monday’s exit slip, any student who may want/need extra help will work with an instructor to review these concepts.
On Wednesday, students will have a quiz on Figurative Language. For this quiz, students should be able to define the terms of figurative language, as well as notice examples of them in a passage. Students should also understand how figurative language impacts tone and characterization.
On Thursday, we will continue reading Romeo and Juliet with Acts 3.4-3.5. We will begin exploring the concept of irony and its impact on conflict and audience.
Parents, how can you help?
- This week, your child will take a quiz on figurative language! At the beginning of our Romeo and Juliet unit, your child received a list of figurative language terminology to study. If you’re looking for a way to help your child study for the quiz, review these terms or direct your child to practice noticing these terms in a section of Romeo and Juliet.
- If you notice your child would like a review or extra support with figurative language, encourage him/her to reach out to Mrs. Sparks or Ms. DeGirolamo for extra help!