1st Period 8:20 – 9:05
2nd Period 9:10 – 11:05
3rd Period
A 11:10 – 11:30
B 11:35 – 12:10
C 12:15 – 12:50
D 12:55 – 1:30
4th Period 1:35 – 3:30
Tuesday & Wednesday Bell Schedule:
1st Period 8:20 – 9:40
2nd Period 9:45– 11:30
3rd Period 11:35 – 1:45
A 11:35 – 12:00
B 12:04 – 12:35
C 12:39 – 1:10
D 1:14 – 1:45
4th Period 1:50 – 3:30
Planning Your Week:
Sun., 12/1 - Extra credit due by 11:59 p.m. on Sadlier Connect! (No late credit)
Fri., 12/6 - Caesar choice board summative assessment (here) due in class and all typed elements to TurnItIn.com before midnight. (If your project has a presentation element, you will present today!)
Sun., 12/8 - Complete Unit 6 vocabulary activities on Sadlier Connect by 11:59 p.m. (word list here)
Upcoming Due Dates:
Thurs., 12/12 - Exam exemption request due by 4:00 p.m. (submitted digitally here)
Fri., 12/13 - Take the vocabulary assessment on Unit 6 words (word list here)
Wed., 12/18 - Complete the final exam essay in class
Thurs. 12/19 - Final exam for 1st & 2nd
Fri., 12/20 - Final exam for 3rd & 4th
Resources:
Unit 6 Vocabulary Word List
The Tragedy of Julius Caesar (digital copy here)
No Fear Shakespeare: Julius Caesar (here)
Julius Caesar Choice Board (assignment here)
Exam exemption form (here)
Monday, December 2
Learning Goal: Use critical reading skills to examine elements of persuasion in characters’
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:
- 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
- Continue to work on your Caesar choice board assignment (assignment here), due Friday 12/6 in class (all typed elements due to TurnItIn.com on Friday, 12/6 before midnight.
- Complete Unit 6 vocabulary activities (word list here) on Sadlier Connect by 11:59 p.m. on Sunday, 12/8
Tuesday, December 3
Learning Goal(s): Rhetorically analyze a war-time speech. Consider the larger historical context of a literary text.
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. ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Agenda:
- Introduce Magic Lens Level 4 (presentation here, notes here)
- Read Winston Churchill’s “We Shall Fight On The Beaches” (full text here).
- Circle all pronouns and determine their antecedents in the LAST PARAGRAPH only.
- Underline strong diction choices and determine their meaning/significance in context.
- Bracket other rhetorical strategies evident in the speech.
- Discuss/analyze the context of Churchill’s speech, his rhetorical strategies, and his diction choices.
- Continue to work on your Caesar choice board assignment (assignment here), due Friday 12/6 in class (all typed elements due to TurnItIn.com on Friday, 12/6 before midnight.
- Complete Unit 6 vocabulary activities (word list here) on Sadlier Connect by 11:59 p.m. on Sunday, 12/8
Wednesday, December 4
Learning Goal(s): Read and analyze seminal documents pertaining to human rights.
Targeted Standards: ELAGSE9-10RI9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”, Nelson Mandela’s Nobel Peace Prize Speech, The Universal Declaration of Human Rights), including how they address related themes and concepts.
Agenda:
- Magic Lens Level 4 practice sentence
- Read the Wilfred Owen poem (handout here) “Dulce Et Decorum Est” (1921), and complete TP-FASSTT analysis (handout here) (Use the this resource for links to audio recordings)
- Ponder and Respond: After the losses of World War I - how is The United States feeling about other countries? How might this affect the United States’s policies on immigration?
- Translate the Preamble of the “United Nations Universal Declaration of Human Rights” into modern language as a class (handout here)
- In groups, split up all articles and translate to modern language, pick one article the United States upholds well and one they could improve on, share findings with class
- Determine which articles are in need of enforcing in the United States and provide solutions as to how to improve the implementation
- Ponder and Respond: Based on your understanding of the Universal Declaration of Human Rights and your own personal opinions and beliefs, what is the role of other countries when genocide occurs? Discuss your opinions, then place a mark on the continuum to answer the following question: From 0-100%, how responsible is the United States for the Holocaust?
- Continue to work on your Caesar choice board assignment (assignment here), due Friday 12/6 in class (all typed elements due to TurnItIn.com on Friday, 12/6 before midnight.
- Complete Unit 6 vocabulary activities (word list here) on Sadlier Connect by 11:59 p.m. on Sunday, 12/8
Thursday, December 5
Learning Goal(s): Read and analyze seminal documents pertaining to human rights.
Standards:ELAGSE9-10RI9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”, Nelson Mandela’s Nobel Peace Prize Speech, The Universal Declaration of Human Rights), including how they address related themes and concepts.
Agenda:
- Magic Lens Level 4 practice sentence
- Translate the Preamble of the “United Nations Universal Declaration of Human Rights” into modern language as a class (handout here)
- In groups, split up all articles and translate to modern language, pick one article the United States upholds well and one they could improve on, share findings with class
- Determine which articles are in need of enforcing in the United States and provide solutions as to how to improve the implementation
- Ponder and Respond: Based on your understanding of the Universal Declaration of Human Rights and your own personal opinions and beliefs, what is the role of other countries when genocide occurs? Discuss your opinions, then place a mark on the continuum to answer the following question: From 0-100%, how responsible is the United States for the Holocaust?
- Read Immigration/Emigration policies and documentation for WWII (handout here) and discuss.
- As time allows, begin reading Night and answering guided reading questions. Independently, choose ten questions to write developed answers to for chapters 1-3 (handout here). When ready, continue reading Wiesel’s text, and choose 10 questions to answer for chapters 4-9 (handout here).
- Continue to work on your Caesar choice board assignment (assignment here), due Friday 12/6 in class (all typed elements due to TurnItIn.com on Friday, 12/6 before midnight.
- Complete Unit 6 vocabulary activities (word list here) on Sadlier Connect by 11:59 p.m. on Sunday, 12/8
Friday, December 6
Learning Goal(s): Continue reading Night, considering Wiesel’s choice in tone and diction and their effects on the audience.
Targeted Standards: ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Agenda:
- Magic Lens Level 4 practice sentence
- Caesar Choice Board due today! Make sure to bring all hard copies of work, and present any required elements in class. All typed work due to TurnItIn.com before midnight tonight.
- Read Night and answer guided reading questions. Independently, choose ten questions to write developed answers to for chapters 1-3 (handout here). When ready, continue reading Wiesel’s text, and choose 10 questions to answer for chapters 4-9 (handout here).
- Continue to work on your Caesar choice board assignment (assignment here), due Friday 12/6 in class (all typed elements due to TurnItIn.com on Friday, 12/6 before midnight.
- Complete Unit 6 vocabulary activities (word list here) on Sadlier Connect by 11:59 p.m. on Sunday, 12/8