Upcoming Due Dates:
Friday, 10/26 - Independent reading one-pager assignment and presentation due for IR #2 (calendar here; assignment here; sample one-pagers here) - Continue to read your independent novel!
Friday, 10/26 - Vocabulary Unit 5 quiz
Friday, 10/26 - Magic Lens quiz
Helpful Resources:
The Tragedy of Julius Caesar (digital copy)
No Fear Shakespeare: Julius Caesar (Struggling? Try this!)
Monday, October 15
Learning Goal(s): Become familiar with Elizabethan culture, language, and texts; learn new SAT vocabulary and practice using unfamiliar words in context.
Targeted Standards: ELAGSE9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. 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:
Tuesday, October 16
Learning Goal(s): Consider tone and director/actor decisions when reading lines from a play.
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.)
Agenda:
Wednesday, October 17
Learning Goal(s): Debate themes related to Julius Caesar; learn new SAT vocabulary and practice using unfamiliar words in context.
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:
Thursday, October 18
Learning Goal(s): Review methods of characterization and analyze character in Julius Caesar.
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:
Friday, October 19
Learning Goal(s): Continue to attain SAT vocabulary and language skills; examine a text for it’s author’s purpose.
Targeted Standards: 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. ELAGSE9-10RL2: Determine a theme and/or central idea of text and closely 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.
Agenda:
Friday, 10/26 - Independent reading one-pager assignment and presentation due for IR #2 (calendar here; assignment here; sample one-pagers here) - Continue to read your independent novel!
Friday, 10/26 - Vocabulary Unit 5 quiz
Friday, 10/26 - Magic Lens quiz
Helpful Resources:
The Tragedy of Julius Caesar (digital copy)
No Fear Shakespeare: Julius Caesar (Struggling? Try this!)
Monday, October 15
Learning Goal(s): Become familiar with Elizabethan culture, language, and texts; learn new SAT vocabulary and practice using unfamiliar words in context.
Targeted Standards: ELAGSE9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. 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:
- Complete the Magic Lens practice sentence - annotate for all three levels!
- Introduce Unit 5 vocabulary words, #1-10. Complete the “Completing the Sentence” activity on pages 67-68 for numbers 1, 2, 5, 6, 9, 12, 14, 15, 16, 19.
- Class Discussion: When you hear “Shakespeare,” what is the first thing that comes to mind? What do you already know about Shakespeare?
- Introduction to Shakespeare with guided notes! View accompanying videos.
- Shakespeare’s background
- The Globe Theatre
- Plays and language
- Construct mini globe theatres
- Continue to read your IR #2 and develop your one-pager - due Friday, 10/26
Tuesday, October 16
Learning Goal(s): Consider tone and director/actor decisions when reading lines from a play.
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.)
Agenda:
- Complete the Magic Lens practice sentence - annotate for all three levels!
- Continue our introduction to Shakespeare with guided notes.
- Begin reading selected passages from the introductory section in the Folger Shakespeare book.
- Continue to read your IR #2 and develop your one-pager - due Friday, 10/26
Wednesday, October 17
Learning Goal(s): Debate themes related to Julius Caesar; learn new SAT vocabulary and practice using unfamiliar words in context.
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:
- Complete the Magic Lens practice sentence - annotate for all three levels!
- Introduce Unit 5 vocabulary words, #11-20. Complete the “Completing the Sentence” activity on pages 67-68 for numbers 3, 4, 7, 8, 10, 11, 13, 17, 18, 20.
- Complete viewing Tony Robinson's Julius Caesar with doodle notes (notes here)
- Take notes on Julius Caesar background presentation.
- Introduce the research presentation and annotated bibliography project. Assign topics.
- Opener for Julius Caesar reading - Listen to the soldier scenario; ponder and respond/class discussion
- View Shmoop Introduction to Caesar (here)
- View history of the historical Julius Caesar (here)
- If time, begin reading Act I, scene i of Julius Caesar.
- Continue to read your IR #2 and develop your one-pager - due Friday, 10/26
Thursday, October 18
Learning Goal(s): Review methods of characterization and analyze character in Julius Caesar.
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:
- Complete the Magic Lens practice sentence - annotate for all three levels!
- Review Shakespeare's language with OP video; What Shakespeare Sounded Like video
- Participate in tone activity as a class.
- Begin reading Act 1 of Julius Caesar as a class; track characters on the tracking sheet! handout here)
- Continue to read your IR #2 and develop your one-pager - due Friday, 10/26
Friday, October 19
Learning Goal(s): Continue to attain SAT vocabulary and language skills; examine a text for it’s author’s purpose.
Targeted Standards: 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. ELAGSE9-10RL2: Determine a theme and/or central idea of text and closely 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.
Agenda:
- Complete the Magic Lens practice sentence - annotate for all three levels!
- Complete the “Choosing the Right Word” activity for Unit 5 vocabulary words on pages 65-65.
- Enjoy your independent reading time; begin working on your one-pager if you’re ready! (IR book and one-pager due ONE WEEK FROM TODAY!!)
- Meet in the computer lab on Monday to begin working on your Elizabethan research project.
- Continue to read your IR #2 and develop your one-pager - due Friday, 10/26