This is the End!

Standard: ELAGSE9-10RL2: Determine a theme and/or central idea of 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.
Learning Target(s):
Learning Target: Students will finish analyze character in a given text and present findings.
Opening Session
Warm Up: (Optional)			https://youtu.be/wgPymD-NBQU
Remediation Activity – Review character traits and motivations.
Work Session
Continue reading Julius Caesar Act V Students will look at the theme and outcome of war in Julius Caesar. Students will read in the Senior Court. Students will watch the end of the movie and write a five to seven sentence summary of ACT IV and V
Closing Session
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. Template – student choice.
Readiness		Go over reading materials; remediation, posters. Leveled materials. Flexible grouping
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, Template Remind students of personal objectives.
Delivery		Discussion, Opinion, Evidence and examples. Written and oral. Student pairs.

Reading in the Senior Court

Standard: ELAGSE9-10RL2: Determine a theme and/or central idea of 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.
Learning Target(s):
Learning Target: Students will finish analyze character in a given text and present findings.
Opening Session
Warm Up: (Optional)			Conflicts in Shakespeare https://www.youtube.com/watch?v=Q1DOb3x7ei8 Conflict
Remediation Activity – Review character traits and motivations.
Work Session
Continue reading Julius Caesar Act III Students will look at the theme and outcome of war in Julius Caesar. Students will read in the Senior Court
Closing Session
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. Template – student choice.
Readiness		Go over reading materials; remediation, posters. Leveled materials. Flexible grouping
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, Template Remind students of personal objectives.
Delivery		Discussion, Opinion, Evidence and examples. Written and oral. Student pairs.

It's All Downhill from Here!

Standard: ELAGSE9-10RL2: Determine a theme and/or central idea of 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.
Learning Target(s):
Learning Target: Students will finish analyze character in a given text and present findings.
Opening Session
Warm Up: (Optional)			Activator: https://www.youtube.com/watch?v=sgSAq-8HZsQ&feature=youtu.be Why do people go to war?
Remediation Activity – Review character traits and motivations.
Work Session
Continue reading Julius Caesar Act III Students will look at the theme and outcome of war in Julius Caesar
Closing Session
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. Template – student choice.
Readiness		Go over reading materials; remediation, posters. Leveled materials. Flexible grouping
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, Template Remind students of personal objectives.
Delivery		Discussion, Opinion, Evidence and examples. Written and oral. Student pairs.

Back to Character

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. 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.
Learning Target(s):
Learning Target: Students will finish analyze character in a given text and present findings..
Opening Session
Warm Up: (Optional)			Activator: Character Traits and Motivations Video
Remediation Activity – Review character traits and motivations.
Work Session
Continue reading Julius Caesar Act III Students will identify character traits. Enrichment activity for those who finish early.
Closing Session
Ticket out the Door: What did you find hard about the assignment? What did you find easy about the assignment.
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. Template – student choice.
Readiness		Go over reading materials; remediation, posters. Leveled materials. Flexible grouping
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, Template Remind students of personal objectives.
Delivery		Discussion, Opinion, Evidence and examples. Written and oral. Student pairs.