Sun. 10/23—Membean practice due.
Mon. 10/24 - Synthesis Essay on Source Materials (Mulan) due
Monday, October 24
LG: Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience. ELAGSE9-10RI5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). 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. ELAGSE9-10RI4: 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).
- Opener—IAN: Add Unit 3 Table of Contents and SMELL graphic organizer for analyzing rhetoric to your IAN.
- Review (whole class) Marc Antony’s monologue from Act 3, Scene 2 of Shakespeare’s The Tragedy of Julius Caesar (lines 1-35 on the handout). Analyze the rhetorical impact of the speech by completing SMELL graphic organizer. (Springboard)
- Student-Led Work Session— Students choose between passage 2, 3, or 4 to complete SMELL analysis independently on a second monologue.
- Introduce Caesar choice board and guidelines for study of the play.
- Closer—IAN: Share examples of impactful language with the class. How do these diction choices affect tone?
Tuesday, October 25
LG: Debate thematic connections to Julius Caesar.
Standards Addressed: 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.
- Opener—Listen to the soldier scenario; read it independently and begin to formulate opinions on the discussion questions.
- Nice comments for Joy Luck Club groups
- Collaborate with Roman Empire groups to debate the issues.
- View Shmoop Introduction to Caesar.
- Read/analyze opening scenes in Act I.
- Closer—choose from the Caesar choice board to begin focusing your study of the play.
Wednesday, October 26
LG: Review methods of characterization and analyze character in Julius Caesar. 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).
- Opener--Review elements of characterization; compose a character sketch based on a painting, using STEAL method.
- Read/analyze Julius Caesar Act I; fill in character graphic organizers (STEAL).
- Closer—review Caesar choice board and add to notes.
Thursday, October 27
LG: Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience.
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.
- Opener—students will read the LA Times article on Brasil and Congress’ open letter the Secretary of State John Kerry to assess the rhetorical strategies employed
- Work session—students will compose a persuasive letter employing rhetorical techniques
- Write a persuasive letter to a peer attempting to convince him to join your cause to overthrow the student council president or write a letter to the student council president warning her about a political scheme brewing to remove her from office
- Consider the question: Are the conspirators justified in killing Caesar?
- Divide the class into two groups. Individuals in each group will keep journals during the course of their reading.
- For example:
- Caesar's physical limitations (I ii 95-131)
- Why should Caesar be king? (I.ii. 135-141)
- The fate of Marullus and Flavius (I.ii. 281-287)
- Brutus's reasons for killing Caesar (I.i. 10-34)
ii.Group two will look for evidence refuting the conspirators' actions.
- For example:
- Caesar refuses the crown (I. ii. 220-246)
- Caesar's will (III.ii. 240-244 and 249-254)
- At the end of Caesar's speech (III. i. 58-73), have students vote to decide if he should be assassinated. Have them defend their votes in a short response.
- Begin reading act II of Julius Casear
- Closer—What are Caesar’s good/bad qualities according to the text thus far?
Friday, October 28
LG: Review methods of characterization and analyze character in Julius Caesar. 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).
- Opener—IAN Ponder and Respond
“Men at some time are masters of their fates:
The fault, dear Brutus, is not in our stars,
But in ourselves, that we are underlings.”
React to the statement “if people do not like what is happening around them, they must speak up and do what is necessary to change things.”
- Work session: choral reading of Act II of Julius Caesar (with a twist)
- Divide Act II into sections
- Small groups/pairs of students will be responsible for performing each section of text.
- Each group will be given a “style/tone” card that indicates a specific manner in which to perform the lines (cowboy, astronaut, sassy teen, rapper, etc.)
- Groups will rehearse their lines and perform the scene: the audience will try to guess what style/tone card each group received.
- Closer—How does emotion and inflection positively or negatively impact an audience’s understanding of the play?