Friday, 12/7 - Caesar Choice Board due (hard copy due in class; digital copy due to TurnItIn.com before midnight)
Friday, 12/7 - Vocabulary Unit 7 assessment
Upcoming Due Dates:
Monday, 12/10 - Final exam exemption forms due to teachers by today
Monday, 12/10 - Julius Caesar Act 5 guided reading questions due today (handout here).
Friday, 12/14 - Complete reading of final independent reading book due; be ready for your presentation
Resources:
The Tragedy of Julius Caesar (digital copy)
No Fear Shakespeare: Julius Caesar (Struggling? Try this!)
Julius Caesar Choice Board
Monday, December 3
Learning Goal(s): Analyze a complex text with peers; use text evidence to support claims.
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.ELAGSE9-10RI6: 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 for all four levels.
- Continue reading Act 4 as a small group and answer guided reading questions.
- Work to complete your reading and analysis of Act 5 (handout here). Act 5 questions are completed individually, but you may get help from your Roman Family.
- Work on Caesar Choice Board Assignment - due on Dec. 6th to Turnitin.com by 11:59pm; bring printed copy to class on Dec. 7th.
- Study Unit 7 vocabulary words - vocabulary assessment on Friday, 12/7
- Continue reading independent novel #3 - due in class on Friday, 12/14
Tuesday, December 4
Learning Goal(s): Analyze a complex text with peers; use text evidence to support claims.
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.ELAGSE9-10RI6: 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 for all four levels.
- Complete reading Act 4 as a small group and answer guided reading questions.
- Work to complete your reading and analysis of Act 5 (handout here). Act 5 questions are completed individually, but you may get help from your Roman Family.
- Work on Caesar Choice Board Assignment - due on Dec. 6th to Turnitin.com by 11:59pm; bring printed copy to class on Dec. 7th.
- Study Unit 7 vocabulary words - vocabulary assessment on Friday, 12/7
- Continue reading independent novel #3 - due in class on Friday, 12/14
Wednesday, December 5
Learning Goal(s): Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience. Practice rhetorical analysis through the SOAPSTONE method. Evaluate student writing for its effectiveness.
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:
- Label the Magic Lens sentence for all four levels.
- Add SOAPSTone rhetorical analysis graphic organizer to IAN (handout here)
- Introduce AP rubric for rhetorical analysis (rubric here); read prompt together (Cesar Chavez) and rhetorically analyze using SOAPSTone in Roman families - share your group’s analysis with the class.(https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap15_frq_english_language.pdf - 2015, Q2)
- Be prepared to analyze a piece and write a rhetorical analysis essay in class.
- Work on Caesar Choice Board Assignment - due on Dec. 6th to Turnitin.com by 11:59pm; bring printed copy to class on Dec. 7th.
- Study Unit 7 vocabulary words - vocabulary assessment on Friday, 12/7
- Continue reading independent novel #3 - due in class on Friday, 12/14
Thursday, December 6
Learning Goal(s): Analyze World War I poetry for literary elements, through the following: examining title, an objective summary, literary and sound devices, the attitude/tone of the speaker, shifts in tone/subject/purpose/diction, and theme. Examine historical documents from the time period. Read and analyze an informational account of the St. Louis.
Targeted Standards: 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.) 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. ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Agenda:
- Label the Magic Lens sentence for all four levels.
- Caesar Choice Board due to TurnItIn.com TONIGHT before midnight! (Bring hard copy to class tomorrow.)
- Read the Wilfred Owen poem (handout here) “Dulce Et Decorum Est” (1921), and complete TP-FASSTT analysis (handout here) (Use the this resource for links to audio recordings)
- Ponder and Respond: After the losses of World War I - how is The United States feeling about other countries? How might this affect the United States’s policies on immigration?
- Read Immigration/Emigration policies and documentation for WWII (handout here) and discuss.
- Read the written account of the voyage of the St. Louis (here). Complete an analysis on the written account through the handout.
- If time, begin writing rhetorical analysis in-class essay. Rhetorical analysis - Students analyze the Thatcher prompt and compose an in-class essay
- Work on Caesar Choice Board Assignment - due on Dec. 6th to Turnitin.com by 11:59pm; bring printed copy to class on Dec. 7th.
- Study Unit 7 vocabulary words - vocabulary assessment on Friday, 12/7
- Continue reading independent novel #3 - due in class on Friday, 12/14
Friday, December 7
Learning Goal(s): Demonstrate your comprehension of SAT vocabulary; analyze a speech and compose an essay.
Targeted Standards: 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 for all four levels.
- Submit Caesar Choice Board assignments & complete extra credit presentations in class.
- Complete the Unit 7 vocabulary assessment.
- Continue writing rhetorical analysis in-class essay. Rhetorical analysis - Students analyze the Thatcher prompt and compose an in-class essay
- Continue reading independent novel #3 - due in class on Friday, 12/14