Sunday, April 15 - 45 minutes of Membean practice due before midnight
Thursday, April 19 - final copy of JLC literary analysis paragraphs due to TurnItIn.com before midnight
Thursday, April 19 - Saturday, April 21 - Extra Credit Opportunity! Attend the HHS showing of The Wizard of Oz; submit your ticket and a one-page typed review of the play for up to 10 points in the Speaking and Listening category. This assignment DUE Monday, April 23 - no late work accepted on extra credit assignments.
Sunday, April 22 - 45 minutes of Membean practice due before midnight
Upcoming Due Dates:
Monday, April 23 - Extra Credit Opportunity! After having attended the HHS showing of The Wizard of Oz; submit your ticket and a one-page typed review of the play for up to 10 points in the Speaking and Listening category, due TODAY. (No late work accepted on extra credit assignments.)
Friday, May 4 - Julius Caesar choice board assessment due in class (hard copy) AND to TurnItIn.com
Helpful Resources:
The Tragedy of Julius Caesar (digital copy)
No Fear Shakespeare (struggling? Try this!)
Julius Caesar Choice Board
Monday, April 16
Learning Goal: Debate thematic connections to Julius Caesar.
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:
- Magic Lens Level 3 practice sentence
- Opener - Listen to the soldier scenario; ponder and respond/class discussion
- Introduce Caesar choice board summative assessment (here)
- View Shmoop Introduction to Caesar (here)
- View history of the historical Julius Caesar (here)
- Take Cornell notes on 1-13 (stop at "Act It Out!") (handout here)
- Instructions for completing Cornell Notes:
- Fill in heading & topic/objective
- Write an essential question (what do you hope to discover from reading this content?)
- Record notes in the right section as you read
- Write High Level Questions on the left while reading
- Write a summary at the bottom of page
- Read/analyze opening scenes in Act I; begin tracking characters on tracking sheet.
- JLC Literary Analysis Paragraphs: continue editing and polishing your two literary analysis paragraphs on Tan’s novel - one on setting/mood, and one on theme. Review rubrics to make sure you have thoroughly met all requirements. Final copies due to TurnItIn.com Thursday, Apr. 19 before midnight.
- Membean: 45 minutes of Membean due by Sunday, April 22 before midnight
- Caesar Choice Board: Begin reading over the choice board to guide your work through the play
- Extra Credit Opportunity: Buy tickets to attend The Wizard of Oz (Thurs, 4/19 - Sat, 4/21); keep your ticket; type up a one-page review of the play, due Mon, Apr. 23.
Tuesday, April 17
Learning Goal: Review methods of characterization and analyze character in Julius Caesar.
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:
- Magic Lens Level 3 Practice Sentence
- Add “Quoting Shakespeare” handout to IAN (handout here)
- Complete Cornell notes on 1-13 (stop at "Act It Out!")
- Read/analyze opening scenes in Act I; begin tracking characters on tracking sheet (handout here)
- JLC Literary Analysis Paragraphs: continue editing and polishing your two literary analysis paragraphs on Tan’s novel - one on setting/mood, and one on theme. Review rubrics to make sure you have thoroughly met all requirements. Final copies due to TurnItIn.com Thursday, Apr. 19 before midnight.
- Membean: 45 minutes of Membean due by Sunday, April 22 before midnight
- Caesar Choice Board: Begin reading over the choice board to guide your work through the play
- Extra Credit Opportunity: Buy tickets to attend The Wizard of Oz (Thurs, 4/19 - Sat, 4/21); keep your ticket; type up a one-page review of the play, due Mon, Apr. 23.
Wednesday, April 18
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:
- Magic Lens Level 3 Practice Sentence
- Complete reading Act I of Julius Caesar in class
- Collaborate with Roman Empire groups to debate the issues. Consider the question: Are the conspirators justified in killing Caesar? Begin adding evidence to tracking sheet for and against the assassination.
- JLC Literary Analysis Paragraphs: continue editing and polishing your two literary analysis paragraphs on Tan’s novel - one on setting/mood, and one on theme. Review rubrics to make sure you have thoroughly met all requirements. Final copies due to TurnItIn.com TOMORROW before midnight.
- Membean: 45 minutes of Membean due by Sunday, April 22 before midnight
- Caesar Choice Board: Begin working on your chosen choice board assignment to align with our reading in class, due Friday, May 4
- Extra Credit Opportunity: Buy tickets to attend The Wizard of Oz (Thurs, 4/19 - Sat, 4/21); keep your ticket; type up a one-page review of the play, due Mon, Apr. 23.
Thursday, April 19
Learning Goal: Review methods of characterization and analyze character in Julius Caesar.
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:
- Magic Lens Level 3 Practice
- Ponder and Respond: Consider the following lines of the play: “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.”
- Ponder and Respond: Set personal goals for Caesar choice board summative assessment.
- Review differences in narrative techniques between poetry and prose; summarize Hamlet’s “To be or not to be” soliloquy and view three clips to critique various interpretations of a scene
- https://www.youtube.com/watch?v=ei0fnP9s0KA Mel Gibson
- https://www.youtube.com/watch?v=SjuZq-8PUw0 Kenneth Branagh
- https://www.youtube.com/watch?v=muLAzfQDS3M Adrian Lester
- https://www.youtube.com/watch?v=5ks-NbCHUns Sir Laurence Olivier
- Compare film portrayals and discuss blocking techniques for staging a scene—(how to annotate a text for nuance of speech and gestures); model with 1.2.1-82.
- Student-Led Work Session— analyze a section of Act I, applying understanding of character, plot, and subtext to perform the scene, adding blocking, physical movement, gestures, props, and sound effects.
- Work session: students in small groups are assigned sections of Act II to perform.
- Divide Act II into sections
- Small groups/pairs of students will be responsible for performing each section of text.
- Groups will rehearse their lines and perform the scene.
- JLC Literary Analysis Paragraphs: continue editing and polishing your two literary analysis paragraphs on Tan’s novel - one on setting/mood, and one on theme. Review rubrics to make sure you have thoroughly met all requirements. Final copies due to TurnItIn.com TODAY before midnight.
- Membean: 45 minutes of Membean due by Sunday, April 22 before midnight
- Caesar Choice Board: Begin working on your chosen choice board assignment to align with our reading in class, due Friday, May 4
- Extra Credit Opportunity: Attend The Wizard of Oz (Thurs, 4/19 - Sat, 4/21); keep your ticket; type up a one-page review of the play, due Mon, Apr. 23.
Friday, April 20
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:
- Magic Lens Level 3 Practice Sentence
- Continue yesterday’s Student-Led Work Session— analyze a section of Act II, applying understanding of character, plot, and subtext to perform the scene, adding blocking, physical movement, gestures, props, and sound effects. Groups perform Act II scenes.
- After each group’s presentations complete a “Somebody wants” statement: _______ wants _________, but ___________, so ____________.
- Ponder and Respond: Based on the performances you observed, provide a summary of the events of Act II.
- Membean: 45 minutes of Membean due by Sunday, April 22 before midnight
- Caesar Choice Board: Begin working on your chosen choice board assignment to align with our reading in class, due Friday, May 4
- Extra Credit Opportunity: Attend The Wizard of Oz (Thurs, 4/19 - Sat, 4/21); keep your ticket; type up a one-page review of the play, due Mon, Apr. 23.