Wednesday, 10/31 - Annotated bibliography due for peer review
Friday, 11/2 - Independent Reading #2 presentations in class; AND bring your third IR book (5 points)!
Upcoming Due Dates:
Monday, 11/5 - Elizabethan annotated bibliographies due to TurnItIn.com before midnight (packet here)
Tuesday, 11/6 - Elizabethan Presentations in class! Bring a printed copy of your annotated bibliography to class. (packet here)
Helpful Resources:
The Tragedy of Julius Caesar (digital copy)
No Fear Shakespeare: Julius Caesar (Struggling? Try this!)
Monday, October 29
Learning Goal(s): Analyze and evaluate sources for use in an annotated bibliography and a class presentation on your selected topic.
Targeted Standards: ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELAGSE9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Agenda:
- Go to the computer lab (Vanbo in 9234) to continue developing your Elizabethan research project (packet here). Add a minimum of three sources to your annotated bibliography (your draft is due Wednesday for peer review), and begin to create your presentation.
- Continue to develop your Elizabethan research annotated bibliography and presentation (packet here) - annotated bibliography due for peer review Wednesday, 10/31; presentation due Tuesday, 11/6.
- Continue to read your IR #2 and plan for your presentation; pick out your IR #3 - Friday, 11/2
Tuesday, October 30
Learning Goal(s): Analyze and evaluate sources for use in an annotated bibliography and a class presentation on your selected topic.
Targeted Standards: ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELAGSE9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Agenda:
- Go to the computer lab (Vanbo in 208) to continue developing your Elizabethan research project (packet here). Add a minimum of three sources to your annotated bibliography (your draft is due TOMORROW for peer review, so consider PRINTING today while we’re in the lab!). Begin to create your presentation.
- Continue to develop your Elizabethan research annotated bibliography and presentation (packet here) - annotated bibliography due for peer review Wednesday, 10/31; presentation due Tuesday, 11/6.
- Continue to read your IR #2 and plan for your presentation; pick out your IR #3 - Friday, 11/2
Wednesday, October 31
Learning Goal(s): Review methods of characterization and analyze character in Shakespeare’s play.
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:
- Your printed, double-spaced annotated bibliography is due in class for peer review. NO PRINTING IN CLASS.
- Complete the Magic Lens practice sentence - annotate for all three levels!
- Introduce Unit 6 vocabulary words, #1-10; then answer “Completing the Sentence” questions 1, 3, 4, 5, 7, 8, 11, 12, 15, 18 on pages 77-78.
- Continue Act 2 lesson from last Friday:
- Your teacher will summarize Hamlet’s “To be or not to be” soliloquy and then you will view four clips to critique various interpretations of a scene. As you watch, complete a graphic organizer for each in your Interactive Notebook. (Organizer instructions here.)
- 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
- Discuss these film versions - consider the director/actor decisions for each, and critique their effectiveness.
- Watch your teacher model creating script annotations (blocking techniques, nuance of speech and gestures) with a scene from the play (1.2.1-82), then use the same strategies on your own script from Act 2. Each group is responsible for understanding their portion of the play, writing a summary, annotating lines for performance, and performing their assigned scene in front of the class.
- Begin presentations: 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.
- Your teacher will summarize Hamlet’s “To be or not to be” soliloquy and then you will view four clips to critique various interpretations of a scene. As you watch, complete a graphic organizer for each in your Interactive Notebook. (Organizer instructions here.)
- Continue to develop your Elizabethan research annotated bibliography and presentation (packet here) - annotated bibliography final draft due Monday, 11/5 before midnight to TurnItIn.com; presentation due Tuesday, 11/6.
- Continue to read your IR #2 and plan for your presentation; pick out your IR #3 - Friday, 11/2
Thursday, November 1
Learning Goal(s): Work as a peer editor to provide feedback on a partner’s annotated bibliography. Demonstrate your comprehension of a Shakespearean play through presenting a short scene.
Targeted Standards: ELAGSE9-10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening, and to write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
Agenda:
- Complete the Magic Lens practice sentence - annotate for all three levels!
- Complete Peer Review activity for annotated bibliographies.
- Continue presentations: 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 to develop your Elizabethan research annotated bibliography and presentation (packet here) - annotated bibliography final draft due Monday, 11/5 before midnight to TurnItIn.com; presentation due Tuesday, 11/6.
- Continue to read your IR #2 and plan for your presentation; pick out your IR #3 - Friday, 11/2
Friday, November 2
Learning Goal(s): Share your analysis of an author’s style with the class in a brief verbal presentation. Demonstrate your comprehension of a Shakespearean play through presenting a short scene.
Targeted Standards: ELAGSE9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development,substance, and style are appropriate to purpose, audience, and task. ELAGSE9-10SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Agenda:
- Complete the Magic Lens practice sentence - annotate for all three levels!
- Introduce Unit 6 vocabulary words, #11-20; then answer “Completing the Sentence” questions 2, 6, 9, 10, 13, 14, 16, 17, 19, 20 on pages 77-78.
- Complete the presentation for your Independent Reading book #2 presentation.
- Show your teacher your IR Book #3, due today for 5 points.
- Continue presentations: 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.
- Enjoy your independent reading time!
- Continue to develop your Elizabethan research annotated bibliography and presentation (packet here) - annotated bibliography final draft due Monday, 11/5 before midnight to TurnItIn.com; presentation due Tuesday, 11/6.
- Continue to read your IR #3!