Sun., 11/17 - Complete Unit 5 activities on Sadlier Connect by 11:59 p.m.
Thurs., 11/21 - Complete your reading of your IR#2 and post your video to Flipgrid! (instructions here)
Fri., 11/22 - Take the vocabulary assessment on Unit 5 vocabulary words (here); Take a Magic Lens quiz on levels 1-3 (prepositional and appositive phrases only).
Sun., 12/1 - Extra credit due by 11:59 p.m. on Sadlier Connect! (No late credit)
Upcoming Due Dates:
Sun., 12/1 - Extra credit due by 11:59 p.m. on Sadlier Connect! (No late credit)
Fri., 12/6 - Caesar choice board summative assessment (here) due in class and all typed elements to TurnItIn.com before midnight. (If your project has a presentation element, you will present today!)
Sun., 12/8 - Complete Unit 6 vocabulary activities on Sadlier Connect by 11:59 p.m. (word list here)
Thurs., 12/12 - Exam exemption request due by 4:00 p.m. (submitted digitally here)
Fri., 12/13 - Take the vocabulary assessment on Unit 6 words (word list here)
Wed., 12/18 - Complete the final exam essay in class
Thurs. 12/19 - Final exam for 1st & 2nd
Fri., 12/20 - Final exam for 3rd & 4th
Resources:
Unit 5 vocabulary word list (here)
The Tragedy of Julius Caesar (digital copy here)
No Fear Shakespeare: Julius Caesar (here)
Julius Caesar Choice Board (assignment here)
Monday, November 18
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 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)
- Submit your IR#2 project to Flipgrid by 11:59pm on Thursday, 11/21
- Review for vocabulary Unit 5 and Magic Lens level 3 assessments on Friday.
Tuesday, November 19
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.
- 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.
- Submit your IR#2 project to Flipgrid by 11:59pm on Thursday, 11/21
- Review for vocabulary Unit 5 and Magic Lens level 3 assessments on Friday.
Wednesday, November 20
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.
- Submit your IR#2 project to Flipgrid by 11:59pm on Thursday, 11/21
- Review for vocabulary Unit 5 and Magic Lens level 3 assessments on Friday.
Thursday, November 21
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:
- 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.
- Continue tracking evidence on your “Tracking Caesar” handout, due Thursday.
- If time, 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).
- Submit your IR#2 project to Flipgrid by 11:59pm TONIGHT!
- Review for vocabulary Unit 5 and Magic Lens level 3 assessments TOMORROW!
Friday, November 22
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:
- Take Sadlier Unit 5 Vocabulary quiz!
- Take the Magic Lens quiz on prepositional phrases and appositives.
- In your small groups, read aloud and analyze Act III, focusing on Antony’s and Brutus’s actions in the immediate aftermath of Caesar’s death; answer guided reading questions as a group. (Use the read aloud tracking sheet to keep track of parts.)
- Continue tracking evidence on your “Tracking Caesar” handout
________________________________________________________________________________________
Week 15: 11/11 - 11/15
Planning Your Week:
Mon., 11/11 & Tues., 11/12 - Come to class prepared for the JLC Socratic Seminar! You need hard copies of your article, Analyze This!, your motif journal, your questions, and (of course), the novel.
Tues. 11/12 - Submit your Motif Reader Response Journal and your discussion questions to TurnItIn.com before midnight.
Wed. 11/13 - Bring in your annotated article, Analyze This!, and your completed seminar reflection sheet to submit in class today.
Sun., 11/17 - Complete Unit 5 activities on Sadlier Connect by 11:59 p.m.
Upcoming Due Dates:
Thurs., 11/21 - Complete your reading of your IR#2 and post your video to Flipgrid! (instructions here)
Fri., 11/22 - Take the vocabulary assessment on Unit 5 vocabulary words (here)
Resources:
The Joy Luck Club reading calendar (here)
The Joy Luck Club Assignment Packet (here)
The Joy Luck Club full text PDF (here)
The Joy Luck Club Motif Journal Shell (here)
To-Do List for Socratic Seminar preparation (here)
Unit 5 vocabulary word list (here)
Monday, November 11
Learning Goal: Collaborate effectively in peer discussion over the novel The Joy Luck Club.
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. ELAGSE9-10SL3: Evaluate and/or reflect on a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Agenda:
- Introduce the Unit 5 vocabulary word list (here)
- Bring your copy of Tan’s text, as well as any notes and printed copies of the following for use in the seminar:
- Motif Reader Response Journal
- Discussion questions
- Article on your chosen motif
- Analyze This!
- Establish norms for participation in a seminar setting; review expectations for completing reflection sheet.
- Participate in Socratic Seminar; audience and participants both complete reflection sheet (in packet).
- Put finishing touches on all seminar deliverables - submit Motif Journal and Discussion Questions to TurnItIn.com by Tuesday, 11/12 at 11:59 p.m.; bring completed article with annotations and Analyze This!, as well as seminar reflection sheet by Wednesday, 11/13.
- Complete the Sadlier Connect Unit 5 activities by 11:59 on Sunday, 11/17.
- Submit your IR#2 project to Flipgrid by Thursday, 11/21.
Tuesday, November 12
Learning Goal: Collaborate effectively in peer discussion over the novel The Joy Luck Club.
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. ELAGSE9-10SL3: Evaluate and/or reflect on a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Agenda:
- Bring your copy of Tan’s text, as well as any notes and printed copies of the following for use in the seminar:
- Motif Reader Response Journal
- Discussion questions
- Article on your chosen motif
- Analyze This!
- Establish norms for participation in a seminar setting; review expectations for completing reflection sheet.
- Participate in Socratic Seminar; audience and participants both complete reflection sheet (in packet).
- Put finishing touches on all seminar deliverables - submit Motif Journal and Discussion Questions to TurnItIn.com by TONIGHT, 11/12 at 11:59 p.m.; bring completed article with annotations and Analyze This!, as well as seminar reflection sheet by TOMORROW, Wednesday, 11/13.
- Complete the Sadlier Connect Unit 5 activities by 11:59 on Sunday, 11/17.
- Submit your IR#2 project to Flipgrid by Thursday, 11/21.
Wednesday, November 13
Learning Goal(s): Understand authors’ rhetorical strategies in nonfiction works, focusing on how stories are adapted for different mediums and purposes.
Targeted Standards: ELAGSE9-10RI7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in print and multimedia), determining which details are emphasized in each account. ELAGSE9-10RI5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Agenda:
- Label the Magic Lens sentence(s) for all three levels.
- IAN: Add the SMELL graphic organizer (handout here) for analyzing rhetoric to your IAN.
- Student Work Session--Read Malala Yousafazi’s speech at the United Nations. (handout packet here)
- Identify and cite examples of anecdotes, proverbs, and historical examples in her text. In the graphic organizer in the packet on page 316, explain the intended effect on the audience for each of these rhetorical examples.
- View Diane Sawyer’s interview with Malala Yousafazi (here). Learn the media vocabulary “lead-in,” “close-up shot,” and “slant” (page 318 of the packet), then answer the “Media Vocabulary” questions also provided on page 318.
- Complete the Sadlier Connect Unit 5 activities by 11:59 on Sunday, 11/17.
- Submit your IR#2 project to Flipgrid by Thursday, 11/21.
Thursday, November 14
Learning Goal(s): Continue to analyze authors’ rhetorical strategies in nonfiction works, focusing on how stories are adapted for different mediums and purposes.
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:
- Label the Magic Lens sentence(s) for all three levels.
- IAN: add the Rhetorical Appeals handout (here) on the opposite page of the SMELL graphic organizer (added yesterday) in your Interactive Notebook.
- View Malala’s speech to the United Nations (here).
- Using the printed copy of her speech in the packet, annotate for all of the rhetorical appeals she employs. (You may want to highlight in three different colors.)
- With a partner, complete a sticky note for the most effective use of ethos, pathos, and logos you found in her speech, and add to the posters.
- Ponder and Respond: Malala’s call to action is “So, let us wage a global struggle against illiteracy, poverty, and terrorism. Let us pick up our books and pens. They are our most powerful weapons” (para. 33). Based on her claim here and her use of rhetorical appeals (ethos, logos, pathos) throughout, how likely are you to be persuaded by her speech? Reflect and explain.
- Likely: If you have been persuaded, reflect on and explain why this might be. (Are you already an advocate for education? Were you moved by her ethos as a speaker?)
- Unlikely: If you are not persuaded, reflect on why this might be. (Is there a disconnect between you as an audience and the message in the speech? Are you already too “set in your ways” to listen to other perspectives?
- Complete the Sadlier Connect Unit 5 activities by 11:59 on Sunday, 11/17.
- Submit your IR#2 project to Flipgrid by Thursday, 11/21.
Friday, November 15
Learning Goal(s): 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, then pick one of the following questions to respond to in a fully developed paragraph:
- If Dillon holds his fire, why does the fact that the people in his squad are his “friends” make a difference (or does that make a difference)?
- If Dillon killed an innocent civilian would you be willing to call him a murderer? Why or why not? If yes, what should his punishment be? Why?
- If Dillon fails to shoot the woman and some of his fellow soldiers are killed and wounded as a result of his failure to shoot, would you be willing to say that he has committed a crime? Why or why not? What crime has he committed and what should his punishment be? Why?
- What do you think the morals of war are? What guidelines or criteria can someone use to live by in a war?
- Introduce Caesar choice board summative assessment (here).
- View Cliff Notes video of Julius Caesar (here)
- Take Cornell or Doodle notes on pages 1-13 of the Julius Caesar introduction (copy here; stop at "Act It Out!"). (Cornell here; Doodle Notes 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
- Complete the Sadlier Connect Unit 5 activities by 11:59 on Sunday, 11/17.
- Submit your IR#2 project to Flipgrid by Thursday, 11/21.