Thursday, 11/15 - JLC literary analysis paragraphs (Assignment D) due to TurnItIn.com by 11:59 p.m.
Friday, 11/16 - Vocabulary Unit 6 assessment and Magic Lens assessment
Upcoming Due Dates:
Friday, 12/7 - Caesar Choice Board due (hard copy due in class; digital copy due to TurnItIn.com before midnight)
Friday, 12/14 - Complete reading of final independent reading book due; be ready for your presentation
Resources:
The Joy Luck Club Assignment Packet (here)
The Tragedy of Julius Caesar (digital copy)
No Fear Shakespeare: Julius Caesar (Struggling? Try this!)
Julius Caesar Choice Board
Monday, November 12
Learning Goal(s): Complete note taking on introductory materials; 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 - quiz Friday
- Introduce Caesar choice board summative assessment (here)
- Complete Cornell/Doodle notes on pages 1-13 of the Julius Caesar introductory materials (stop at "Act It Out!") as needed.
- Complete the tone activity before we begin reading.
- Read/analyze opening scenes in Act I; begin tracking characters on tracking sheet (handout here)
- JLC Literary Analysis Paragraphs (Assignment D) - final drafts due to TurnItIn.com Thursday, 11/15 before midnight
- Vocab Unit 6 and Magic Lens Assessments - prepare for both quizzes on Friday, 11/16
- Caesar Choice Board - Begin planning your project, due Friday, 12/7.
- Independent Reading #3 - continue reading your novel, due Friday, 12/16.
Tuesday, November 13
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 - quiz Friday
- 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.
- 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.”
- JLC Literary Analysis Paragraphs (Assignment D) - final drafts due to TurnItIn.com Thursday, 11/15 before midnight
- Vocab Unit 6 and Magic Lens Assessments - prepare for both quizzes on Friday, 11/16
- Caesar Choice Board - Begin planning your project, due Friday, 12/7.
- Independent Reading #3 - continue reading your novel, due Friday, 12/16.
Wednesday, November 14
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 - quiz Friday
- 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 (Assignment D) - final drafts due to TurnItIn.com Thursday, 11/15 before midnight
- Vocab Unit 6 and Magic Lens Assessments - prepare for both quizzes on Friday, 11/16
- Caesar Choice Board - Begin planning your project, due Friday, 12/7.
- Independent Reading #3 - continue reading your novel, due Friday, 12/16.
Thursday, November 15
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:
- JLC literary analysis paragraphs due TONIGHT before midnight to TurnItIn.com
- Magic Lens Level 3 Practice Sentence - quiz Friday
- 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.
- JLC Literary Analysis Paragraphs (Assignment D) - final drafts due to TurnItIn.com TONIGHT before midnight
- Vocab Unit 6 and Magic Lens Assessments - prepare for both quizzes TOMORROW
- Caesar Choice Board - Begin planning your project, due Friday, 12/7.
- Independent Reading #3 - continue reading your novel, due Friday, 12/16.
Friday, November 16
Learning Goal(s): Demonstrate your knowledge of SAT vocabulary and language skills.
Targeted Standards: ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Agenda:
- Take the Sadlier vocabulary Unit 6 and Magic Lens level 3 assessments.
- Complete Act II performances as needed.
- Enjoy your independent reading time!
- Caesar Choice Board - Begin planning your project, due Friday, 12/7.
- Independent Reading #3 - continue reading your novel, due Friday, 12/16.