Standard:   ELAGSE9-10RI10: 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. By the end of grade 10, read and comprehend literary nonfiction in the grades 9-10 text complexity band independently and proficiently.
Learning Target(s):
Learning Target: Students will Students will continue reading Julius Caesar and use strategies to define vocabulary words in the text.
Opening Session
Warm Up: (Optional)			Activator: Review of Shakespeare https://www.youtube.com/watch?v=79_XlPinhPM
Remediation Activity – Translate funeral oration with class.
Work Session
Continue Julius Caesar with Act II Students will highlight and annotate text.
Closing Session
Ticket out the Door: What were you able to glean from the text.
Assessment Strategies
Data Collection – Assessment for Data Team – data from Metamorphosis Test. Observation of progress on translating.
Differentiation Plan
How will you differentiate today? Differentiation should reflect the following: extension, remediation, re-teaching, academic language development, acceleration, skill development, etc.
Types of Differentiation	X	Identify strategies used and modifications made. Must differentiate at least one area – content, process, or product) Be specific.
Content		Simplified. Use of extensive scaffolding. Highlighting. Explanation of vocabulary. Thinking maps – Bubble Map. Posters
Process		Flexible Grouping, slow down content, Assess responses. Move about room. Discuss responses.
Product		Rising Action Graph
Methods to Differentiation	X	Identify strategies used and modifications made. Must differentiate at least one way – interest, readiness, or learning style. ) Be specific.
Interest		Relevance – to history and contemporary events. Music.
Readiness		Go over reading materials; remediation, posters. Leveled materials.
Learning Style		Visual, Intra- and Interpersonal, use of visuals –video, Groups! Kinesthetic movement, highlighters
Specialized Instruction (SpEd Only)
To address the unique needs of the student that result from the student’s disability and To ensure access of the student to the general curriculum.
Methods to Specialization	X	Identify strategies used and modifications made. Must specialize in at least one way to correspond with your student’s needs – content, methodology, and/or delivery). Be specific.
Content		Visuals –pictures, Video, Group activity, Map, poster-sized materials. Material made for student individual needs. Pre-assessed weaknesses, Highlighted materials. Movie- Julius Caesar- 1953.
Methodology		Highlighters – color coded, kinesthetic and visuals, graphic organizers, flexible grouping activity, art activity, remediation of skills, focus on goals and objectives –kinesthetic, Higher order questioning, Summary of work, List of Character Names w/ description for major works
Delivery		Discussion, Opinion, Evidence and examples

Antony's Speech

Standard:   ELAGSE9-10RI10: 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. By the end of grade 10, read and comprehend literary nonfiction in the grades 9-10 text complexity band independently and proficiently.
Learning Target(s):
Learning Target: Students will understand the major conflicts in Julius Caesar.
Opening Session
Warm Up: (Optional)			Activator: Review of Shakespeare https://www.youtube.com/watch?v=79_XlPinhPM
Remediation Activity – Review Julius Caesar so far.
Work Session
Redemption Activity Follow in film to see how the funeral oration is used to make people angry with the conspirators. Translate Mark Antony’s Speech into contemporary English Continue Reading with highlighter and such.
Closing Session
Ticket out the Door: What were dome of the difficulties you experienced with translating the text in to English?
Assessment Strategies
Data Collection – Assessment for Data Team – data from Metamorphosis Test. Observation of progress on translating.
Differentiation Plan
How will you differentiate today? Differentiation should reflect the following: extension, remediation, re-teaching, academic language development, acceleration, skill development, etc.
Types of Differentiation	X	Identify strategies used and modifications made. Must differentiate at least one area – content, process, or product) Be specific.
Content		Simplified. Use of extensive scaffolding. Highlighting. Explanation of vocabulary. Thinking maps – Bubble Map. Posters
Process		Flexible Grouping, slow down content, Assess responses. Move about room. Discuss responses.
Product		Rising Action Graph
Methods to Differentiation	X	Identify strategies used and modifications made. Must differentiate at least one way – interest, readiness, or learning style. ) Be specific.
Interest		Relevance – to history and contemporary events. Music.
Readiness		Go over reading materials; remediation, posters. Leveled materials.
Learning Style		Visual, Intra- and Interpersonal, use of visuals –video, Groups! Kinesthetic movement, highlighters
Specialized Instruction (SpEd Only)
To address the unique needs of the student that result from the student’s disability and To ensure access of the student to the general curriculum.
Methods to Specialization	X	Identify strategies used and modifications made. Must specialize in at least one way to correspond with your student’s needs – content, methodology, and/or delivery). Be specific.
Content		Visuals –pictures, Video, Group activity, Map, poster-sized materials. Material made for student individual needs. Pre-assessed weaknesses, Highlighted materials. Movie- Julius Caesar- 1953.
Methodology		Highlighters – color coded, kinesthetic and visuals, graphic organizers, flexible grouping activity, art activity, remediation of skills, focus on goals and objectives –kinesthetic, Higher order questioning, Summary of work, List of Character Names w/ description for major works
Delivery		Discussion, Opinion, Evidence and examples

Movie Time Et Tu Brute

Standard:   ELAGSE9-10RI10: 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. By the end of grade 10, read and comprehend literary nonfiction in the grades 9-10 text complexity band independently and proficiently.
Learning Target(s):
Learning Target: Students will understand the major conflicts in Julius Caesar.
Opening Session
Warm Up: (Optional)			Activator: Describe a situation where you had to persuade somebody to do something.
Remediation Activity – Review Julius Caesar so far.
Work Session
Redemption Activity Follow in film to see how the funeral oration is used to make people angry with the conspirators.
Closing Session
Ticket out the Door: What did you learn today?
Assessment Strategies
Data Collection – Assessment for Data Team – data from Metamorphosis Test.
Differentiation Plan
How will you differentiate today? Differentiation should reflect the following: extension, remediation, re-teaching, academic language development, acceleration, skill development, etc.
Types of Differentiation	X	Identify strategies used and modifications made. Must differentiate at least one area – content, process, or product) Be specific.
Content		Simplified. Use of extensive scaffolding. Highlighting. Explanation of vocabulary. Thinking maps – Bubble Map. Posters
Process		Flexible Grouping, slow down content, Assess responses. Move about room. Discuss responses.
Product		Rising Action Graph
Methods to Differentiation	X	Identify strategies used and modifications made. Must differentiate at least one way – interest, readiness, or learning style. ) Be specific.
Interest		Relevance – to history and contemporary events. Music.
Readiness		Go over reading materials; remediation, posters. Leveled materials.
Learning Style		Visual, Intra- and Interpersonal, use of visuals –video, Groups! Kinesthetic movement, highlighters
Specialized Instruction (SpEd Only)
To address the unique needs of the student that result from the student’s disability and To ensure access of the student to the general curriculum.
Methods to Specialization	X	Identify strategies used and modifications made. Must specialize in at least one way to correspond with your student’s needs – content, methodology, and/or delivery). Be specific.
Content		Visuals –pictures, Video, Group activity, Map, poster-sized materials. Material made for student individual needs. Pre-assessed weaknesses, Highlighted materials. Movie- Julius Caesar- 1953.
Methodology		Highlighters – color coded, kinesthetic and visuals, graphic organizers, flexible grouping activity, art activity, remediation of skills, focus on goals and objectives –kinesthetic, Higher order questioning, Summary of work, List of Character Names w/ description for major works
Delivery		Discussion, Opinion, Evidence and examples

Persuasion

Standard:   ELAGSE9-10RI10: 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. By the end of grade 10, read and comprehend literary nonfiction in the grades 9-10 text complexity band independently and proficiently.
Learning Target(s):
Learning Target: Students will understand the major conflicts in Julius Caesar.
Opening Session
Warm Up: (Optional)			Activator: Describe a situation where you had to persuade somebody to do something.
Remediation Activity – Review Julius Caesar so far.
Work Session
Redemption Activity Follow in film to see how the funeral oration is used to make people angry with the conspirators.
Closing Session
Ticket out the Door: What did you learn today?
Assessment Strategies
Data Collection – Assessment for Data Team – data from Metamorphosis Test.
Differentiation Plan
How will you differentiate today? Differentiation should reflect the following: extension, remediation, re-teaching, academic language development, acceleration, skill development, etc.
Types of Differentiation	X	Identify strategies used and modifications made. Must differentiate at least one area – content, process, or product) Be specific.
Content		Simplified. Use of extensive scaffolding. Highlighting. Explanation of vocabulary. Thinking maps – Bubble Map. Posters
Process		Flexible Grouping, slow down content, Assess responses. Move about room. Discuss responses.
Product		Rising Action Graph
Methods to Differentiation	X	Identify strategies used and modifications made. Must differentiate at least one way – interest, readiness, or learning style. ) Be specific.
Interest		Relevance – to history and contemporary events. Music.
Readiness		Go over reading materials; remediation, posters. Leveled materials.
Learning Style		Visual, Intra- and Interpersonal, use of visuals –video, Groups! Kinesthetic movement, highlighters
Specialized Instruction (SpEd Only)
To address the unique needs of the student that result from the student’s disability and To ensure access of the student to the general curriculum.
Methods to Specialization	X	Identify strategies used and modifications made. Must specialize in at least one way to correspond with your student’s needs – content, methodology, and/or delivery). Be specific.
Content		Visuals –pictures, Video, Group activity, Map, poster-sized materials. Material made for student individual needs. Pre-assessed weaknesses, Highlighted materials. Movie- Julius Caesar- 1953.
Methodology		Highlighters – color coded, kinesthetic and visuals, graphic organizers, flexible grouping activity, art activity, remediation of skills, focus on goals and objectives –kinesthetic, Higher order questioning, Summary of work, List of Character Names w/ description for major works
Delivery		Discussion, Opinion, Evidence and examples