Sunday, 4/28 - Unit 6 Sadlier activities due by 11:59 p.m.
Thursday, 5/2 - “Tracking Caesar” handout due with at least 8 pieces of evidence
Friday, 5/3 - Unit 6 vocabulary quiz
Upcoming Due Dates:
Friday, 5/10 - Caesar choice board due in class and on TurnItIn.com (assignment here)
Sunday, 5/12 - Unit 7 activities due on Sadlier Connect before midnight
Monday, 513 - Exam exemption forms due to teachers (form here)
Friday, 5/17 - IR#3 summative assessment due; unit 7 vocabulary quiz
Monday, 5/20 - Final exam essay in class
Tuesday, 5/21 & Wednesday, 5/22 - final exam
Resources:
The Tragedy of Julius Caesar (digital copy here)
No Fear Shakespeare: Julius Caesar (here)
Julius Caesar Choice Board (assignment here)
Monday, April 29
Learning Goal: Debate thematic connections to Julius Caesar to plan your scene.
Targeted Standards: ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ELAGSE9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Agenda:
- Groups perform Act II scenes based on annotations and analysis.
- After each group’s presentation, complete a “Somebody wants” statement: _______ wants _________, but ___________, so ____________. (You will turn this in!)
- Ponder and Respond: Based on the performances you observed, provide a summary of the events of Act II.
- Continue tracking evidence on your “Tracking Caesar” handout, due Thursday.
- If time, in your small groups, pick one of the following four instances of persuasion to analyze with SOAPSTone (organizer here), and then to analyze for the rhetorical appeals (organizer here). Remember to use your IAN resource on rhetorical appeals (here).
- Vocabulary: Study your vocabulary unit 6 words for a quiz on Friday, May 3rd.
- Caesar Choice Board: Begin working on your summative assessment for this unit (assignment here) - due in class and on TurnItIn.com on Friday, May 10th.
- Independent Reading #3: Continue reading your third and final independent reading book, due Friday, May 17th.
Tuesday, April 30
Learning Goal: Use critical thinking and character analysis to assemble characters’ lines into logical order.
Targeted Standards: ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
Agenda:
- Complete Act 2 performances as needed.
- In your small groups, pick one of the following four instances of persuasion to analyze with SOAPSTone (organizer here), and then to analyze for the rhetorical appeals (organizer here). Remember to use your IAN resource on rhetorical appeals (here).
- In your small groups, read aloud and analyze Act III, focusing on Antony’s and Brutus’s actions in the immediate aftermath of Caesar’s death; answer guided reading questions as a group. (Use the read aloud tracking sheet to keep track of parts.)
- Continue tracking evidence on your “Tracking Caesar” handout, due Thursday.
- Vocabulary: Study your vocabulary unit 6 words for a quiz on Friday, May 3rd.
- Caesar Choice Board: Begin working on your summative assessment for this unit (assignment here) - due in class and on TurnItIn.com on Friday, May 10th.
- Independent Reading #3: Continue reading your third and final independent reading book, due Friday, May 17th.
Wednesday, May 1
Learning Goal: Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience.
Targeted Standards: ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain an appropriate style and objective tone. e. Provide a concluding statement or section that follows from and supports the argument presented.
Agenda:
- Label the Magic Lens sentence for levels 1-3.
- Small groups read Act 3 and complete guided reading questions.
- If time, continue logging evidence on “Tracking Caesar” handout - these will be submitted tomorrow. You must have at least EIGHT pieces of evidence.
- Add SOAPSTone rhetorical analysis graphic organizer to IAN (handout here)
- Introduce AP rubric for rhetorical analysis (rubric here); read prompt together (Cesar Chavez) and rhetorically analyze using SOAPSTone in Roman families - share your group’s analysis with the class.(https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap15_frq_english_language.pdf - 2015, Q2)
- Be prepared to analyze a piece and write a rhetorical analysis essay in class.
- Vocabulary: Study your vocabulary unit 6 words for a quiz on Friday, May 3rd.
- Caesar Choice Board: Begin working on your summative assessment for this unit (assignment here) - due in class and on TurnItIn.com on Friday, May 10th.
- Independent Reading #3: Continue reading your third and final independent reading book, due Friday, May 17th.
Thursday, May 2
Learning Goal(s): Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience. Practice rhetorical analysis through the SOAPSTONE method. Evaluate student writing for its effectiveness.
Targeted Standards: ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain an appropriate style and objective tone. e. Provide a concluding statement or section that follows from and supports the argument presented.
Agenda:
- Label the Magic Lens sentence for levels 1-3.
- Add SOAPSTone rhetorical analysis graphic organizer to IAN (handout here)
- Introduce AP rubric for rhetorical analysis (rubric here); read prompt together (Cesar Chavez) and rhetorically analyze using SOAPSTone in Roman families - share your group’s analysis with the class.(https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap15_frq_english_language.pdf - 2015, Q2)
- If time, begin writing rhetorical analysis in-class essay. Rhetorical analysis - Students analyze the Thatcher prompt and compose an in-class essay
- Vocabulary: Study your vocabulary unit 6 words for a quiz on Friday, May 3rd.
- Caesar Choice Board: Begin working on your summative assessment for this unit (assignment here) - due in class and on TurnItIn.com on Friday, May 10th.
- Independent Reading #3: Continue reading your third and final independent reading book, due Friday, May 17th.
Friday, May 3
Learning Goal(s): Demonstrate your comprehension of SAT vocabulary; analyze a speech and compose an essay.
Targeted Standards: ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose
Agenda:
- Complete the Unit 6 vocabulary assessment.
- Continue writing rhetorical analysis in-class essay. Rhetorical analysis - Students analyze the Thatcher prompt and compose an in-class essay
- Caesar Choice Board: Begin working on your summative assessment for this unit (assignment here) - due in class and on TurnItIn.com on Friday, May 10th.
- Independent Reading #3: Continue reading your third and final independent reading book, due Friday, May 17th