November 5 Quotes

Then Fall, Tuesday!

Standards

W.9-10.8 - Common Core State Standards

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.

W.9-10.9 - Common Core State Standards

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Activator

http://www.osborne10thlit.com/videos/drama/Mark%20Antony39s%20Speech.wmv

Learning Target

Scholars will  understand the dramatic element of unity of time, place and action, and how this element adds to Shakespeare’s Julius Caesar.

Work Session

So, to completely understand our big ol’ concept for the day, we need to look what what the Classical Unities are. Thus far, our play has taken place on February 15th (At the feast of Lupercal) in Rome, on March 15th (The Ides of March) in Rome, and now as we move into act 4, we move to a different place and a different time!

Why do you think Shakespeare chose to violate these classical unities in his play? What does it change about the play?

Remember the requirements for your bubble map - you must find five adjectives that describe your chosen character and a QUOTE for each one that proves it. Cite your quotes properly! After you finish your rough draft of your bubble map, I will break out the wallpaper books and you can turn it into a cool poster!

https://www.youtube.com/watch?v=TYEvyCqo8jU

Closing Session

Clean up and put everything away!

Assessment

Bubble Map with Quotes

Et Tu, Monday?

Monday, November  2

The Animal Farm Test Grades Have Been Posted!

Report cards will be going out.

Et Tu, Monday?

Standards

RL.9-10.6 - Common Core State Standards

Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

RI.9-10.10 - Common Core State Standards

By the end of grade 9, read and comprehend literary nonfiction in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range.<br/>By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9—10 text complexity band independently and proficiently.

Activator

http://www.bing.com/videos/search?q=julius+caesar+rap&FORM=VIRE9#view=detail&mid=4FB10C8D446ABB860C524FB10C8D446ABB860C52

Learning Target

Scholars will identify and analyse the character traits of dynamic characters in Julius Caesar.

Work Session

Students will draw character traits on a picture while listening to a student produced rap.

Students will break up into groups and write down character traits for Julius Caesar.

Closing Session

Bubble map planning/brainstorming. Ticket Out the Door – Motivations.

Assessment

Read alouds will be graded, bubble map art project will be graded

Differentiation

Varied levels of reading difficulty, student choice, visual learning style appeal (bubble map)

Vocabulary

Carpe Weekend

Standards

RL.9-10.3 - Common Core State Standards

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.

Activator

http://www.youtube.com/watch?v=yycrty8oOPA

Learning Target

Scholars will choose vocabulary.

Work Session

Students will read a part. It will be a grade.

Student will watch movie to reinforce understanding with 1970 movie.

Closing Session

Go over types of speech

Assessment

Ticket out the Door

Differentiation

Students will be given different parts based on their reading level (readiness) and their desire (interest). Student choice of vocabulary.

Constructed Response

Monster Constructed Response

Standards

RL.9-10.4 - Common Core State Standards

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).

Activator

Episode of Criminal Minds

Learning Target

Complete school constructed response question.

Work Session

Watch Criminal Minds Episode

Compose Constructed Response

Closing Session

Describe their favorite character in William

Assessment

Constructed Response

Wednesday, October 28 Second Half Movie (1958 version) Wednesday

Standards

RI.9-10.10 - Common Core State Standards

By the end of grade 9, read and comprehend literary nonfiction in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range.<br/>By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9—10 text complexity band independently and proficiently.

Activator

http://www.youtube.com/watch?v=MI8anMciiD8

Learning Target

Students will finish reading the first act of Julius Caesar, then consider the idea of rebellion and how it fits into both the play and their lives.

Work Session

Caesar it dead. Now we are going to see the war-torn aftermath. We are going to fill out a bubble map as we read – with various reason that the two factions go to war.

Closing Session

Go over results of bubble map, with ticket out the door.

Assessment

Bubble map will filled out plus ticket out the door anchor activity.

Differentiation

Student’s choice. Julius Caesar Manga.

Two Households, both Alike...No, wait...

Tuesday, October 27

Standards

RL.9-10.6 - Common Core State Standards

Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Activator

http://www.osborne10thlit.com/videos/drama/JuliusCaesartheHighlyCondensedVersion.wmv

Learning Target

Students will understand the history behind Shakespeare’s Julius Caesar and begin reading the play

Work Session

So, yesterday you got some background on Julius Caesar, and today we’re going to review that very quickly and then move on to reading the actual play!!

Introduction to Julius Caesar

Anyway, after we learned a little about Roman history, we assigned our parts for reading the play – yep, that’s right, my little drama queens and kings, we get to read the whole play aloud! Here’s the cast list without names on it, and I’ll upload your individual block cast lists here:

Start Brando Version

After we all have our parts, we’re going to start reading! I hope you guys are excited about your part because you keep it for the entire play! What what! Let’s dig us into SHAKESPEARE!!!

Closing Session

Ticket out the door: How do you like the play so far?

Assessment

Reading of parts will be graded.

Identify Conflict.

Differentiation

Student choice, anchor activity

Students will be given different parts based on their reading level (readiness) and their desire (interest).

Monday, October 26

All Hail Caesar!

Standards

RI.9-10.6 - Common Core State Standards

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.

Activator

http://www.youtube.com/watch?v=kgyAPrv30eg

Learning Target

Scholars will learn historical context for Julius Caesar, and participate in a value line to determine how they feel about different moral issues.

Work Session

Welcome to Monday! We’re going to start out today with a little PowerPoint introduction to the story we’re about to read, The Tragedy of Julius Caesar:

Introduction to Julius Caesar

After that, we’re going to do a little value line activity. This is the one where we have “Agree” and “Disagree” on the walls, and you go stand where your opinion lies. Here are the statements we will be working with today:

It is never OK to kill another human being.
Sometimes, the good of many outweighs the good of one.
People always want more power for themselves.
The worst thing someone can do is to betray a friend.
You should listen to your gut instinct instead of the advice of others.
Arrogance will be the downfall of the greatest leaders.
The best leaders are loved by the general public.
A small group of powerful men should be able to decide the fate of a nation.
Sometimes you have to go to extremes to make your point.
Doing something wrong and admitting it is an honorable thing to do.

http://www.osborne10thlit.com/wp-content/uploads/2011/09/casesarintro.pptx

Closing Session

Ticket Out the Door Write a paragraph - did you ever feel like you should change sides during our discussion and if so, why? If not, why not?

Assessment

Paragraphs will be graded

Differentiation

Kinesthetic learning styles with value line, visual/auditory with discussion