1B
1. Freewrite: What 10 choices could Romeo and Juliet have made to avoid their deaths?
2. Oral Quiz on Act IV.
3. Read aloud Act V, scenes 1-2.
4. Watch and read Act V, scene 3. We watched two versions, then stopped and read aloud as a class once Romeo and Juliet died:
HW: None!
2AB
1. We finished watching Billy Liar.
2. Paragraph argument. Students wrote a paragraph arguing for which character in Billy Liar made the best adult according to the bildungsroman.
3. I collected viewing guides and TPCASTT on “Lament” at the door.
HW: Bring your bildungsroman on Tuesday. Monday we will have a class discussion about Billy Liar and “Lament.”
4B
1. We finished watching Billy Liar.
2. We examined two works of art on iPads:
James McNeill Whistler’s Symphony in White No. 1 (1862)
Andrew Wyeth’s Winter 1946 (1946)
For each painting, answer the following questions. You do not need to use complete sentences.
1. Look at the painting for 5 minutes. As you do, write down everything you see.
You can do #2 and #3 as a T-chart:
2. What is rebellious, youthful, naive, or untrained about the image? Make a complete list.
3. What is respectful, mature, wise, or deferential about the image? Make a complete list.
4. How does the artist show the subject of the painting is coming of age or has come of age by understanding his/her identity and place in society?
5. Make a connection between this image and an excerpt from “The Love Song of J. Alfred Prufrock” or a moment from Billy Liar. Explain the similarity, difference, or connection you make. Use a piece of evidence (a quote from the poem, a specific detail from the film).
3. We turned in the classwork, our “Prufrock” homework, and the Billy Liar viewing guide.
HW: Bring your bildungsroman on Tuesday or you can pick one up from the school library. Tuesday we will have a group discussion in Billy Liar, “Prufrock,” and the paintings we examined.
ALEXA GARVOILLE 
