Monday, 4/24 - Extra Credit due (Attend Shrek, write a 1-page review, and attach your ticket.)
Friday, 4/28 - Caesar Choice Board extra credit presentations
Sunday, 4/30 - 45 minutes of Membean practice due by midnight
Monday, May 8 - Julius Caesar choice board assessment due in class (hard copy) AND to TurnItIn.com
Monday, April 24
LG: Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience. 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:
- 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.
- 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?
- 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 Wednesday. 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. On Wednesday, 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 the front of the “Tracking Caesar” handout completed. You will turn these in.)
- *Homework: Complete 45 minutes of Membean practice by Sunday, 4/30. Continue working on Caesar choice board activities.
Tuesday, April 25
LG: Analyze a film director’s interpretation of Julius Caesar focusing on character and theme. 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:
- View Julius Caesar, analyzing the film director’s choices (camera angles, choice of actors, set, costumes, sound effects, music, etc.) and evaluating the effectiveness of this interpretation.
Wednesday, April 26
LG: Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience. 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:
- 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 the front of the “Tracking Caesar” handout completed. You will turn these in.
- As time allows, begin reading Act 4 as a small group and answer guided reading questions.
- *Homework: Complete 45 minutes of Membean practice by Sunday, 4/30. Continue working on Caesar choice board activities.
*Homework: Complete 45 minutes of Membean practice by Sunday, 4/30. Continue working on Caesar choice board activities.
Thursday, April 27
LG: Analyze a film director’s interpretation of Julius Caesar focusing on character and theme. 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:
- Read Act 4 in small groups and complete guided reading questions.
- Watch Acts 4 & 5; continue to analyze director’s decisions in representing character.
Friday, April 28
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.
Agenda:
- Caesar choice board extra credit presentations today
- Individual work time: read Act 5 and complete guided reading questions; submit your work.
- Be prepared for an Act 4-5 reading quiz on Monday.