Sunday, April 22 - 45 minutes of Membean practice due before midnight
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.)
Wednesday, April 25 - OPTIONAL: Attend the Hoya Block Magic Lens review with Mrs. Riley in room 9105. Be sure to check in with your HB teacher first!
Friday, April 27 - Magic Lens Quiz - level 3; “Tracking Caesar” handout due in class - complete with at least eight pieces of evidence
Sunday, April 29 - 45 minutes of Membean practice due before midnight
Upcoming Due Dates:
Sunday, May 6 - Julius Caesar choice board assessment due to TurnItIn.com before midnight
Monday, May 7 - Julius Caesar choice board assessment due in class (hard copy).
Helpful Resources:
The Tragedy of Julius Caesar (digital copy)
No Fear Shakespeare (struggling? Try this!)
Julius Caesar Choice Board
Monday, April 23
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:
- Turn in extra credit assignment, if completed - make sure to attach your ticket to your printed review of the play.
- Complete the Magic Lens practice sentence - quiz Friday!
- Groups perform Act II scenes based on annotations and analysis.
- After each group’s presentation, complete a “Somebody wants” statement: _______ wants _________, but ___________, so ____________. (You will turn this in!)
- Ponder and Respond: Based on the performances you observed, provide a summary of the events of Act II.
Homework:
- Magic Lens: Review level three content for quiz on Friday; consider attending the Magic Lens Review in Mrs. Riley’s Hoya Block, Wednesday, 4/25
- “Tracking Caesar” Handout - have at least eight pieces of evidence logged and analyzed on handout, due Friday, April 27th
- Membean: 45 minutes of Membean due by Sunday, April 29th before midnight
- Caesar Choice Board: Continue working on your chosen choice board assignment to align with our reading in class, due to TurnItIn.com Sunday, May 6th before midnight, and due in class on Monday, May 7th
Tuesday, April 24
Learning Goal: Use critical thinking and character analysis to assemble characters’ lines into logical order.
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:
- Complete the Magic Lens practice sentence - quiz Friday!
- Complete Act 2 performances as needed.
- After each group’s presentation, complete a “Somebody wants” statement: _______ wants _________, but ___________, so ____________. (Turn this in today!)
- Ponder and Respond: Based on the performances you observed, provide a summary of the events of Act II.
- In your small groups, pick one of the following four instances of persuasion to analyze with SOAPSTone (organizer here), and then to analyze for the rhetorical appeals (organizer here). Remember to use your IAN resource on rhetorical appeals (here).
- Magic Lens: Review level three content for quiz on Friday; consider attending the Magic Lens Review in Mrs. Riley’s Hoya Block TOMORROW
- “Tracking Caesar” Handout - have at least eight pieces of evidence logged and analyzed on handout, due Friday, April 27th
- Membean: 45 minutes of Membean due by Sunday, April 29th before midnight
- Caesar Choice Board: Continue working on your chosen choice board assignment to align with our reading in class, due to TurnItIn.com Sunday, May 6th before midnight, and due in class on Monday, May 7th
Wednesday, April 25
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:
- Complete the Magic Lens practice sentence - quiz Friday!
- Small groups read Act 3 and complete guided reading questions.
- If time, continue logging evidence on “Tracking Caesar” handout - these will be submitted Friday. You must have at least EIGHT pieces of evidence.
- Magic Lens: Review level three content for quiz on Friday
- “Tracking Caesar” Handout - have at least eight pieces of evidence logged and analyzed on handout, due Friday, April 27th
- Membean: 45 minutes of Membean due by Sunday, April 29th before midnight
- Caesar Choice Board: Continue working on your chosen choice board assignment to align with our reading in class, due to TurnItIn.com Sunday, May 6th before midnight, and due in class on Monday, May 7th
Thursday, April 26
Learning Goal: Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience.
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:
- Complete the Magic Lens practice sentence - quiz tomorrow!
- Opener: watch a scene from Law and Order (https://www.youtube.com/watch?v=PjG2AMYiyrg) where the lawyers deliver closing arguments from a murder. Critique the persuasive and rhetorical moves each lawyer makes.
- Finish/Review Act III of Julius Caesar, and complete questions on Act 3 as a group, as needed
- In your small group, prepare for a debate on the following question: Should the conspirators be charged with murder for killing Caesar, or should they be exonerated for protecting Rome by assassinating a tyrant? Your group must take a position.
- Analyze evidence supporting and refuting the conspirators’ actions. For example, consider the following:
- Caesar’s physical limitations (1.2.97-131)
- Why should Caesar be king? 1.2.135-61)
- The fate of Marullus and Flavius (1.2. 282-285)
- Brutus’s reasons for killing Caesar (2.1.10-34)
- Caesar refuses the crown (1.2.233-48)
- Caesar’s will (3.2.242-44 and 249-254)
- Teams will compile text evidence (using the handout) in the style of persuasive “closing argument remarks” and will present their cases on Friday. Remember that not only does a good persuasive speech include effective evidence from the speaker’s own side, but it also includes an acknowledgment (and logical dismissal) of the counterclaim. Therefore, you must provide evidence from BOTH sides to craft an effective closing argument. Tomorrow, you will deliver your group’s closing argument to the class, and we will vote on the winning team based on most compelling persuasive speech. (Each group member must have at least EIGHT pieces of evidence on the “Tracking Caesar” handout. You will turn these in.)
- Magic Lens: Review level three content for quiz TOMORROW
- “Tracking Caesar” Handout - have at least eight pieces of evidence logged and analyzed on handout, due TOMORROW
- Membean: 45 minutes of Membean due by Sunday, April 29th before midnight
- Caesar Choice Board: Continue working on your chosen choice board assignment to align with our reading in class, due to TurnItIn.com Sunday, May 6th before midnight, and due in class on Monday, May 7th
Friday, April 27
Learning Goal: Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience.
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:
- Take the Magic Lens quiz - level 3.
- Teams will deliver persuasive “closing argument remarks” for the trial for the conspirators.
- (Remember that not only does a good persuasive speech include effective evidence from the speaker’s own side, but it also includes an acknowledgment (and logical dismissal) of the counterclaim. Therefore, you must provide evidence from BOTH sides to craft an effective closing argument.)
- After all groups have presented, we will vote on the winning team based on most compelling persuasive speech.
- Each group member must have at least eight pieces of evidence on the “Tracking Caesar” handout completed. You will turn these handouts in.
- As time allows, begin reading Act 4 as a small group and answer guided reading questions.
- Membean: 45 minutes of Membean due by Sunday, April 29th before midnight
- Caesar Choice Board: Continue working on your chosen choice board assignment to align with our reading in class, due to TurnItIn.com Sunday, May 6th before midnight, and due in class on Monday, May 7th