Planning Your Week:
Thursday, 10/25 - Globe Theatre due for extra credit
Friday, 10/26 - Vocabulary Unit 5 quiz
Friday, 10/26 - Magic Lens quiz
Upcoming Due Dates:
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)!
Monday, 11/5 - Elizabethan annotated bibliographies due to TurnItIn.com before midnight
Tuesday, 11/6 - Elizabethan Presentations in class! Bring a printed copy of your annotated bibliography to class.
Helpful Resources:
The Tragedy of Julius Caesar (digital copy)
No Fear Shakespeare: Julius Caesar (Struggling? Try this!)
Monday, October 22
Learning Goal(s): Review characteristics of valid, reputable sources and begin your own research on a chosen 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:
Tuesday, October 23
Learning Goal(s): Analyze and track characters’ development through Shakespeare’s play.
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. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Agenda:
Wednesday, October 24
Learning Goal(s): Examine a film adaptation of Shakespeare’s text; use analytical skills to compare actors’ performances with your own interpretations of characters.
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. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Agenda:
Thursday, October 25
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:
Friday, October 26
Learning Goal(s): Demonstrate your knowledge of SAT vocabulary and language skills.
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. ELAGSE9-10SL1: 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.
Agenda:
Thursday, 10/25 - Globe Theatre due for extra credit
Friday, 10/26 - Vocabulary Unit 5 quiz
Friday, 10/26 - Magic Lens quiz
Upcoming Due Dates:
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)!
Monday, 11/5 - Elizabethan annotated bibliographies due to TurnItIn.com before midnight
Tuesday, 11/6 - Elizabethan Presentations in class! Bring a printed copy of your annotated bibliography to class.
Helpful Resources:
The Tragedy of Julius Caesar (digital copy)
No Fear Shakespeare: Julius Caesar (Struggling? Try this!)
Monday, October 22
Learning Goal(s): Review characteristics of valid, reputable sources and begin your own research on a chosen 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:
- Complete the Magic Lens practice sentence - annotate for all three levels!
- Introduce the Elizabethan research project (packet here) and sign up for your project topic.
- Go to the computer lab to begin preliminary research with Cobb Digital Library. (Vanbo: 9234; Charrette/Kirley: 816)
- Complete your mini-Globe Theatre (extra credit) - Thursday, 10/25
- Prepare for the Unit 5 vocabulary quiz and Magic Lens quiz - Friday, 10/26
- Continue to develop your Elizabethan research annotated bibliography and presentation - due for peer review Wednesday, 10/31.
- Continue to read your IR #2 and plan for your presentation; pick out your IR #3 - Friday, 11/2
Tuesday, October 23
Learning Goal(s): Analyze and track characters’ development through Shakespeare’s play.
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. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Agenda:
- Complete the Magic Lens practice sentence - annotate for all three levels!
- Complete the Synonyms and Antonyms for Unit 5 vocabulary words.
- Complete the highlighting activity on the annotated bibliography in your research packet.
- Review characterization and begin tracking characters on STEAL graphic organizers.
- Complete reading Act 1.
- Complete your mini-Globe Theatre (extra credit) - Thursday, 10/25
- Prepare for the Unit 5 vocabulary quiz and Magic Lens quiz - Friday, 10/26
- Continue to develop your Elizabethan research annotated bibliography and presentation - due for peer review Wednesday, 10/31.
- Continue to read your IR #2 and plan for your presentation; pick out your IR #3 - Friday, 11/2
Wednesday, October 24
Learning Goal(s): Examine a film adaptation of Shakespeare’s text; use analytical skills to compare actors’ performances with your own interpretations of characters.
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. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Agenda:
- Complete the Magic Lens practice sentence - annotate for all three levels!
- Complete reading of Act 1, as needed, with character tracking sheets.
- View Act 1 in the film (Julius Caesar) - How do these characters fit your understanding of them?
- Complete your mini-Globe Theatre (extra credit) - Thursday, 10/25
- Prepare for the Unit 5 vocabulary quiz and Magic Lens quiz - Friday, 10/26
- Continue to develop your Elizabethan research annotated bibliography and presentation - due for peer review Wednesday, 10/31.
- Continue to read your IR #2 and plan for your presentation; pick out your IR #3 - Friday, 11/2
Thursday, October 25
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:
- Turn in your mini-Globe Theatre for extra credit!
- Complete the Magic Lens practice sentence - annotate for all three levels!
- 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.
- Prepare for the Unit 5 vocabulary quiz and Magic Lens quiz - Friday, 10/26
- Continue to develop your Elizabethan research annotated bibliography and presentation - due for peer review Wednesday, 10/31.
- Continue to read your IR #2 and plan for your presentation; pick out your IR #3 - Friday, 11/2
Friday, October 26
Learning Goal(s): Demonstrate your knowledge of SAT vocabulary and language skills.
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. ELAGSE9-10SL1: 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.
Agenda:
- Demonstrate your knowledge of Unit 5 vocabulary words and parts of speech/parts of the sentence by taking the language quizzes.
- If time, continue Act 2 performances. After each group’s presentation, complete a “Somebody wants” statement: _______ wants _________, but ___________, so ____________. (You will turn this in!) After all groups have presented, complete the Ponder and Respond: Based on the performances you observed, provide a summary of the events of Act II.
- Continue reading your Independent Reading book! Be prepared for your IR presentation next Friday, 11/2.
- Continue to develop your Elizabethan research annotated bibliography and presentation - due for peer review Wednesday, 10/31.
- Continue to read your IR #2 and plan for your presentation; pick out your IR #3 - Friday, 11/2