Thursday, 11/29 - Tracking Caesar” handout due (you need at least eight pieces of evidence)
Thursday, 11/29 - Sadlier Connect Unit 7 activities due before midnight
Upcoming Due Dates:
Friday, 12/7 - Caesar Choice Board due (hard copy due in class; digital copy due to TurnItIn.com before midnight)
Friday, 12/7 - Vocabulary Unit 7 assessment
Friday, 12/14 - Complete reading of final independent reading book due; be ready for your presentation
Resources:
The Tragedy of Julius Caesar (digital copy)
No Fear Shakespeare: Julius Caesar (Struggling? Try this!)
Julius Caesar Choice Board
Monday, November 26
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).
- Work on Caesar Choice Board Assignment - due on Dec. 6th to Turnitin.com by 11:59pm; bring printed copy to class on Dec. 7th.
- “Tracking Caesar” Handout - have at least eight pieces of evidence logged and analyzed on handout, due Friday, November 30th
Tuesday, November 27
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.
- Work on Caesar Choice Board Assignment - due on Dec. 6th to Turnitin.com by 11:59pm; bring printed copy to class on Dec. 7th.
- “Tracking Caesar” Handout - have at least eight pieces of evidence logged and analyzed on handout, due Friday, November 30th
Wednesday, November 28
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:
- Introduce Magic Lens Level 4 through the presentation and guided notes.
- 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.
- Groups begin reading Act 4 and answering guided reading questions as a group.
- Work on Caesar Choice Board Assignment - due on Dec. 6th to Turnitin.com by 11:59pm; bring printed copy to class on Dec. 7th.
- “Tracking Caesar” Handout - have at least eight pieces of evidence logged and analyzed on handout, due Friday, November 30th
Thursday, November 29
Learning Goal: Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience.
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:
- Complete the Magic Lens practice sentence - label for all four levels!
- Opener: watch a scene from Law and Order (https://www.youtube.com/watch?v=PjG2AMYiyrg) where the lawyers deliver closing arguments from a murder. Critique the persuasive and rhetorical moves each lawyer makes.
- Finish/Review Act III of Julius Caesar, and complete questions on Act 3 as a group, as needed
- In your small group, prepare for a debate on the following question: Should the conspirators be charged with murder for killing Caesar, or should they be exonerated for protecting Rome by assassinating a tyrant? Your group must take a position.
- Analyze evidence supporting and refuting the conspirators’ actions. For example, consider the following:
- Caesar’s physical limitations (1.2.97-131)
- Why should Caesar be king? 1.2.135-61)
- The fate of Marullus and Flavius (1.2. 282-285)
- Brutus’s reasons for killing Caesar (2.1.10-34)
- Caesar refuses the crown (1.2.233-48)
- Caesar’s will (3.2.242-44 and 249-254)
- Teams will compile text evidence (using the handout) in the style of persuasive “closing argument remarks” and will present their cases on Friday. Remember that not only does a good persuasive speech include effective evidence from the speaker’s own side, but it also includes an acknowledgment (and logical dismissal) of the counterclaim. Therefore, you must provide evidence from BOTH sides to craft an effective closing argument. Tomorrow, you will deliver your group’s closing argument to the class, and we will vote on the winning team based on most compelling persuasive speech. (Each group member must have at least EIGHT pieces of evidence on the “Tracking Caesar” handout. You will turn these in.)
- Continue reading Act 4 and answering guided reading questions as a group.
- Work on Caesar Choice Board Assignment - due on Dec. 6th to Turnitin.com by 11:59pm; bring printed copy to class on Dec. 7th.
- “Tracking Caesar” Handout - have at least eight pieces of evidence logged and analyzed on handout, due Friday, November 30th
Friday, November 30
Learning Goal: Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience.
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:
- Complete the Magic Lens practice sentence - label for all four levels!
- Teams will deliver persuasive “closing argument remarks” for the trial for the conspirators.(Remember that not only does a good persuasive speech include effective evidence from the speaker’s own side, but it also includes an acknowledgment (and logical dismissal) of the counterclaim. Therefore, you must provide evidence from BOTH sides to craft an effective closing argument.)
- After all groups have presented, we will vote on the winning team based on most compelling persuasive speech.
- Each group member must have at least eight pieces of evidence on the “Tracking Caesar” handout completed. You will turn these handouts in.
- As time allows, continue reading Act 4 as a small group and answer guided reading questions as a group.
- Work on Caesar Choice Board Assignment - due on Dec. 6th to Turnitin.com by 11:59pm; bring printed copy to class on Dec. 7th.