Planning Your Week:
Be prepared for a reading quiz over each act of the play!
Upcoming Due Dates:
Friday, 11/8 - Unit 5 vocabulary quiz
Friday, 11/15 - IR #2 due - complete your reading of your IR book and submit your Flipgrid! (assignment here)
Thursday, 11/21 - Elizabethan Research Presentation and Annotated Bibliography assignment due (packet here) - your presentation must be SHARED with your teacher, and you need a hard copy of your annotated bibliography in class.
Resources:
A Midsummer Night’s Dream - Audiobook (View the first comment for start times for each act/scene.)
A Midsummer Night’s Dream (No Fear Shakespeare)
Monday, October 28
Learning Goal(s): Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
Targeted Standards: ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment.
Agenda:
Tuesday, October 29
Learning Goal(s): Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
Targeted Standards: ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment.
Agenda:
Wednesday, October 30
Learning Goal(s): Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
Targeted Standards: ELAGSE9-10RL10: By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Agenda:
Thursday, October 31
Learning Goal(s): Learning Goal(s): Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
Targeted Standards: ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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.
Agenda:
Friday, November 1
Learning Goal(s): Begin the research process by using questions and key words to refine search terms on a topic of the student’s choice.
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. ELAGSE9-10W7: 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.
Agenda:
Be prepared for a reading quiz over each act of the play!
Upcoming Due Dates:
Friday, 11/8 - Unit 5 vocabulary quiz
Friday, 11/15 - IR #2 due - complete your reading of your IR book and submit your Flipgrid! (assignment here)
Thursday, 11/21 - Elizabethan Research Presentation and Annotated Bibliography assignment due (packet here) - your presentation must be SHARED with your teacher, and you need a hard copy of your annotated bibliography in class.
Resources:
A Midsummer Night’s Dream - Audiobook (View the first comment for start times for each act/scene.)
A Midsummer Night’s Dream (No Fear Shakespeare)
Monday, October 28
Learning Goal(s): Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
Targeted Standards: ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment.
Agenda:
- Take notes on Magic Lens Level 3, then label the Magic Lens practice sentence. (notes here, presentation here)
- Complete the introduction to Unit 5 vocabulary words #1-10. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 67-68. (Answer only #1, 2, 5, 6, 9, 12, 14, 15, 16, 19.)
- Continue to read your IR book!
- View 1999 film adaptation of A Midsummer Night’s Dream; compare the text to the film.
- Introduce Puck: begin reading act II, scene i as a class with the graphic novel and audiobook. View live production of Puck’s grand entrance.
- Discuss the progression of the plot and characterization to this point of the play.
- Fill out the plot map before moving to act II, scene ii.
- Continue reading your second IR book!
Tuesday, October 29
Learning Goal(s): Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
Targeted Standards: ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment.
Agenda:
- Label the Magic Lens practice sentence.
- Continue to read your IR book!
- Review act II in small groups; complete the plot paragraph (fill-in-the-blank).
- Take a quiz on act II of AMND.
- View 1999 film adaptation of A Midsummer Night’s Dream through the end of act II; compare the text to the film.
- Begin reading act III of the play with the graphic novel and audiobook, then discuss the progression of the plot and character development.
- Continue reading your second IR book!
Wednesday, October 30
Learning Goal(s): Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
Targeted Standards: ELAGSE9-10RL10: By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Agenda:
- Label the Magic Lens practice sentence.
- Complete the introduction to Unit 5 vocabulary words #11-20. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 67-68. (Answer only# 3, 4, 7, 8, 10, 11, 13, 17, 18, 20.)
- Continue to read your IR book!
- Continue reading act III of A Midsummer Night’s Dream.
- Fill out the plot map periodically through the reading.
- Discus how the “love map” changes; adjust on your original illustrations in IAN.
- Complete the plot paragraph (fill-in-the-blank) for act III.
- Prepare for the act III quiz.
- Continue reading your second IR book!
Thursday, October 31
Learning Goal(s): Learning Goal(s): Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
Targeted Standards: ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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.
Agenda:
- Label the Magic Lens practice sentence.
- Continue to read your IR book!
- Take a quiz on act III of AMND.
- Introduce the Elizabethan Research Presentation and Annotated Bibliography assignment (packet here).Sign up for research topics!
- Begin reading act IV of the play with the graphic novel and audiobook, then discuss the resolution of the plot. Are you satisfied with the final character developments. Discuss the dream symbolism as a class, then complete the dream symbolism graphic organizer.
- View 1999 film adaptation of A Midsummer Night’s Dream through the end of act IV; compare the text to the film.
- Continue reading your second IR book!
- Begin researching your chosen topic for the Elizabethan Research Presentation and Annotated Bibliography assignment (packet here), due Thursday, 11/21.
Friday, November 1
Learning Goal(s): Begin the research process by using questions and key words to refine search terms on a topic of the student’s choice.
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. ELAGSE9-10W7: 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.
Agenda:
- Label the Magic Lens practice sentence.
- Continue to read your IR book!
- Review act IV to prepare for the act IV quiz.
- Visit the Learning Commons for preliminary research on your topic.
- Continue reading your second IR book!
- Begin researching your chosen topic for the Elizabethan Research Presentation and Annotated Bibliography assignment (packet here), due Thursday, 11/21.