Friday, 4/26 - Magic Lens quiz on level three (appositive and prepositional phrases)
Sunday, 4/28 - Unit 6 activities due on Sadlier Connect before midnight
Upcoming Due Dates:
Friday, 5/3 - Unit 6 vocabulary quiz
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 22
Learning Goal(s): Examine how tone and inflection impact meaning.
Targeted Standards: ELAGSE9-10RI2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 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. ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)
Agenda:
- Magic Lens Level 3 Practice
- Introduce Caesar choice board summative assessment (here)
- Complete the tone activity before we begin reading.
- As a class, read/analyze opening scenes in Act I; begin tracking characters on tracking sheet (handout here)
- Vocabulary: Complete the Unit 6 vocabulary activities on Sadlier Connect by Sunday, April 28th by 11:59 p.m.
- 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 23
Learning Goal(s):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
- Complete reading Act I of Julius Caesar in class.
- Consider the question: Are the conspirators justified in killing Caesar? Begin adding evidence to tracking sheet (handout here) for and against the assassination.
- 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.
- Vocabulary: Complete the Unit 6 vocabulary activities on Sadlier Connect by Sunday, April 28th by 11:59 p.m.
- 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, April 24
Learning Goal(s): 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. ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment.
Agenda:
- Magic Lens Level 3 Practice
- Ponder and Respond: Set personal goals for Caesar choice board summative assessment.
- In partners, read Hamlet’s “To be or not to be” soliloquy, then 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 II, 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.
- Vocabulary: Complete the Unit 6 vocabulary activities on Sadlier Connect by Sunday, April 28th by 11:59 p.m.
- 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, April 25
Learning Goal(s): Analyze character and nuance to plan a performance of Julius Caesar.
Targeted Standards: 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.
- Vocabulary: Complete the Unit 6 vocabulary activities on Sadlier Connect by Sunday, April 28th by 11:59 p.m.
- 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, April 26
Learning Goal(s): Analyze character and nuance to plan a performance of Julius Caesar.
Targeted Standards: 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 quiz #1 (appositive and prepositional phrases)
- Complete Act II performances as needed.
- Enjoy your independent reading time!
- Vocabulary: Complete the Unit 6 vocabulary activities on Sadlier Connect by Sunday, April 28th by 11:59 p.m.
- 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.