The Final Act

Standards

RL.9-10.1 - Common Core State Standards

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.2 - Common Core State Standards

Determine a theme or central idea of a text and analyze in detail 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.

Activator

http://study.com/academy/lesson/what-is-symbolism-in-literature-definition-types-examples.html

Learning Target

Scholars will take notes for their final project.

Work Session

Okay. Hello, Fellow scholars! It’s time to watch Julius Caesar with Charlton Heston. While we watch the video, let’s take notes for our project. We will watch first half. Then,

Closing Session

How is your project coming along?

Assessment

Notes will be graded.

Differentiation

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

Vocabulary

Friday, November  6

Translation and Vocabulary

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

https://www.youtube.com/watch?v=J7qYAcZzK18

Learning Target

Scholars will translate Mark Antony’s speech and vocabulary.

Work Session

Survey

Symbol and Julius Caesar Character
Finish Translation

Vocabulary

Closing Session

Would anyone like to share their translated speech?

Assessment

Final student translation

Differentiation

Varied levels of reading difficulty, student choice, flexible grouping and oral/visual.

5.) WA chunking, copy of notes, highlighter, graphic organizer, Check Understanding VG.) chunking, copy of notes, highlighte, graphic organizer  JC.) chunking, copy of notes, graphic organizer chunking, copy of notes, highlighter, graphic organizer NH.) chunking, copy of notes, highlighter, graphic organizer EH.) scaffolding, chunking, copy of notes, highlighter, graphic organizer CH.) chunking, copy of notes, , graphic organizer IP.) chunking, copy of notes, highlighter, graphic organizer JR.) chunking, copy of notes, highlighter, graphic organizer   JSG.) chunking, copy of notes, highlighter, graphic   organizer

6.) MA.) chunking, copy of notes, highlighter, graphic organizer CA.) chunking, copy of notes, highlighter, graphic organizer MG.) chunking, copy of notes, highlighter, graphic organizer RG.) chunking, copy of notes, highlighter, graphic organizer EL) chunking, copy of notes, highlighter, graphic organizer DL.) chunking, copy of notes, highlighter, graphic organizer, Reading Assistance DK.) chunking, copy of notes, highlighter, graphic  organizer,

MMA.) chunking, copy of notes_, highlighter, graphic organizer, recite directions back MMO.) chunking, copy of notes, highlighter, graphic organizer AP.) chunking, copy of notes, highlighter, graphic organizer MRJ.) chunking, copy of notes, highlighter, graphic organizer KR.) chunking, copy of notes, highlighter, graphic organizer, extra time JS.) scaffolding, chunking, copy of notes, highlighter, graphic organizer AW.) chunking, copy of notes, highlighter, graphic organizer ST.)chunking, copy of notes, highlighter, graphic organizer

7.)  YB.) chunking, copy of notes, highlighter, graphic organizer JD.)  chunking, copy of notes, highlighter, grade EG.)  chunking, copy of notes, highlighter, graphic organizer HM.) chunking, copy of notes, highlighter, graphic organizer RP.) scaffolding, chunking, copy of notes, highlighter, graphic organizer ES.) chunking, copy of notes, highlighter, graphic organizer BSS.) chunking, copy of notes, scaffolding, highlighter, graphic organizer JS.) chunking, copy of notes, highlighter, graphic organizer WL.) chunking, copy of notes, , graphic organizer

Friends, Romans, Countrymen and Vocabulary

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

http://www.youtube.com/watch?v=7X9C55TkUP8

Learning Target

Scholars will translate Mark Antony’s speech and vocabulary.

Work Session

We are going to finish up our speech and then we will add five words to our vocabulary. Do your best and follow the template! Do all parts

Closing Session

Would anyone like to share their translated speech?

Assessment

Final student translation

Differentiation

Varied levels of reading difficulty, student choice, flexible grouping and oral/visual. 

Friends, Romans and Countrymen

Funeral Oration

Activator

http://www.youtube.com/watch?v=7X9C55TkUP8

Learning Target

Scholars will translate Mark Antony’s speech.

Work Session

So, you might recall we read act III on Monday, and now I have an activity for you: translate Marc Antony’s famous “Friends, Romans, countrymen, lend me your ears” speech from Caesar’s funeral. This translation can be to modern, academic English (“Friends and fellow Romans, please listen to what I have to say”) or it can be to a modern English like you would speak (“Hey y’all, listen up!”). Either way, you need to line by line translate the speech to a modern version. We will take about twenty minutes or so to finish that today.

Afterwards, we’re going to continue reading act IV. At this point in the play, the action will shift from Caesar’s death and the conspiracy to kill him onto the civil war that started after he died. Act IV and V go really quickly, and with luck we will have both acts finished within a couple days :) After that, the play is done and we can get started on our big writing assignment! YAY!

Closing Session

Would anyone like to share their translated speech?

Assessment

Final student translation

Differentiation

Varied levels of reading difficulty, student choice, flexible grouping and oral/visual. 

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)