Objective: By the end of class, students will analyze newspaper article and compare elements of article to fictional story in order to tell the difference between what is real and what is fictional.
DO NOW
Comprehensive quiz on 'And of Clay we are Made..."
Direct Instruction
Read / analyze newspaper article - holt text - pages - 267-269.
Guided
As e read - make connections between fiction and reality.
Independent
Complete questions on quiz comparing elements of fiction to non-fiction.
Closure
review answers
Exit Pass
What is easier for you to interpret, fiction or non-fiction and why do you think?
Monday, March 31, 2014
Friday, March 28, 2014
Monday, March 31 - And of Clay we are created
Objective: By the end of class, students will analyze short fiction and make real life connections in order to distinguish between fiction and reality.
DO NOW
Now that we have finished reading the story, look at the title of "And Of Clay we are Created." How and why is it an appropriate title for the story?
Direct Instruction
Discuss potential themes of "And of Clay we are Created."
View video of Nevada del Ruiz volcano eruption
Guided / Independent
Complete constructed response questions from Friday.:
Evaluate the outcome of this story. Were u surprised? Evaluate the characters 'feelings - how does Rolf feel? How does the narrator feel? (provide evidence from text)
3. How does the author use elements of fiction and figurative language to help the reader understand how the narrator feels at the end. Be sure to cite examples from the text.
4. What might be a potential THEME of this story? In other words, what is the author's message in telling this story?
Write a sentence for six of the vocabulary words on page 256. Be sure to use context clues so I can decipher the meaning of the word by just reading your sentence.
Closure
Review themes
Exit Pass
What element of fiction might be most like reality and why? (plot, setting, character or point of view).
DO NOW
Now that we have finished reading the story, look at the title of "And Of Clay we are Created." How and why is it an appropriate title for the story?
Direct Instruction
Discuss potential themes of "And of Clay we are Created."
View video of Nevada del Ruiz volcano eruption
Guided / Independent
Complete constructed response questions from Friday.:
Evaluate the outcome of this story. Were u surprised? Evaluate the characters 'feelings - how does Rolf feel? How does the narrator feel? (provide evidence from text)
3. How does the author use elements of fiction and figurative language to help the reader understand how the narrator feels at the end. Be sure to cite examples from the text.
4. What might be a potential THEME of this story? In other words, what is the author's message in telling this story?
Write a sentence for six of the vocabulary words on page 256. Be sure to use context clues so I can decipher the meaning of the word by just reading your sentence.
Closure
Review themes
Exit Pass
What element of fiction might be most like reality and why? (plot, setting, character or point of view).
Thursday, March 27, 2014
Friday, MArch 29 -
Objective: By the end of class, students will analyze short fiction and evaluate how the elements affect interpretation in order to distinguish between what is real(non-fiction) and what is made-up (fiction).
DO NOW
Summerize the story, "And of Clay we are Made" so far. Make a prediction of what is going to happen next.
Direct Instruction
Read conclusion of story - pages 264-267.
Guided / Independent
1. Create a plot structure for this story: provide the basic situation, at least three rising action events, the climax, one falling action event and the resolution.
2. Evaluate the outcome of this story. Were u surprised? Evaluate the characters 'feelings - how does Rolf feel? How does the narrator feel? (provide evidence from text)
3. How does the author use elements of fiction and figurative language to help the reader understand how the narrator feels at the end. Be sure to cite examples from the text.
4. What might be a potential THEME of this story? In other words, what is the author's message in telling this story?
Closure
Review work of fiction and prelude to nonfiction noting potential similarities and differences.
Exit PAss
What element of fiction might be most similar in the non fiction piece? Setting, character, plot or point of view and why?
DO NOW
Summerize the story, "And of Clay we are Made" so far. Make a prediction of what is going to happen next.
Direct Instruction
Read conclusion of story - pages 264-267.
Guided / Independent
1. Create a plot structure for this story: provide the basic situation, at least three rising action events, the climax, one falling action event and the resolution.
2. Evaluate the outcome of this story. Were u surprised? Evaluate the characters 'feelings - how does Rolf feel? How does the narrator feel? (provide evidence from text)
3. How does the author use elements of fiction and figurative language to help the reader understand how the narrator feels at the end. Be sure to cite examples from the text.
4. What might be a potential THEME of this story? In other words, what is the author's message in telling this story?
Closure
Review work of fiction and prelude to nonfiction noting potential similarities and differences.
Exit PAss
What element of fiction might be most similar in the non fiction piece? Setting, character, plot or point of view and why?
Wednesday, March 26, 2014
Wednesday, March 27,
Objective: By the end of class, students will analyze historical short fiction and compare elements to non fiction in order to understand how to interpret different types of text throughout life.
DO NOW
Evaluate the author's purpose in using similes in "And of Clay we are Created." (in other words, why do you think the author used so many similes in this historical fiction story?)
Direct Instruction
Complete reading 262-265
Guided / Independent
1. Characterization is a part of fiction. Rolf Carle becomes a round character. Evaluate him using what he says, does and from the memories of his childhood.
2. How does Rolf connect with Azucena?
3. Create a plot structure for this story: provide the basic situation, at least three rising action events, the climax, one falling action event and the resolution.
4. Evaluate the outcome of this story. Were u surprised? Evaluate the characters 'feelings - how does Rolf feel? How does the narrator feel? How does the author use elements of fiction and figurative language to help the reader understand the characters"feelings.
5. What might be a potential THEME of this story? In other words, what is the author's message in telling this story?
Closure
Review work of fiction and prelude to nonfiction noting potential similarities and differences.
Exit PAss
What element of fiction might be most similar in the non fiction piece? Setting, character, plot or point of view and why?
DO NOW
Evaluate the author's purpose in using similes in "And of Clay we are Created." (in other words, why do you think the author used so many similes in this historical fiction story?)
Direct Instruction
Complete reading 262-265
Guided / Independent
1. Characterization is a part of fiction. Rolf Carle becomes a round character. Evaluate him using what he says, does and from the memories of his childhood.
2. How does Rolf connect with Azucena?
3. Create a plot structure for this story: provide the basic situation, at least three rising action events, the climax, one falling action event and the resolution.
4. Evaluate the outcome of this story. Were u surprised? Evaluate the characters 'feelings - how does Rolf feel? How does the narrator feel? How does the author use elements of fiction and figurative language to help the reader understand the characters"feelings.
5. What might be a potential THEME of this story? In other words, what is the author's message in telling this story?
Closure
Review work of fiction and prelude to nonfiction noting potential similarities and differences.
Exit PAss
What element of fiction might be most similar in the non fiction piece? Setting, character, plot or point of view and why?
Tuesday, March 25, 2014
Objective: By the end of class, students will analyze theme across genres (non-fiction and fiction), noting the differences in order to comprehend author's purpose when reading different types of literature in life.
DO NOW
Do you agree or disagree with the two following statements and why?
People are helpless when a natural disaster hits.
I would risk my life to save someone that would probably die if i didn't help.
Direct Instruction
Read together page 255 - 256 themes across genres.
Look at the title page - 257 - Make predictions.
Read pages 258-261.
Guided (write the answers to these questions in your notebook)
1.Identify some of the elements of fiction so far.
2. Identify 3 similes. Why does the author use similes?
3. What narrative perspective is this written in? Who is the narrator?
4. Begin a plot structure for this story. How does the rising action build suspense?
5. What do you think is going to happen? Make a prediction.
Independent
Practice recognizing genres on handout
Pick 5 of the 10 vocabulary words on page 256 and write into notebook. Write a sentence for each and explain why you chose that word.
Closure
Review genre handout
Exit Pass
What other natural disasters do you know of? Do you know ofthem from non-fictional sources (the news, etc) or from fictional sources such as a movie or book based on the true story?
DO NOW
Do you agree or disagree with the two following statements and why?
People are helpless when a natural disaster hits.
I would risk my life to save someone that would probably die if i didn't help.
Direct Instruction
Look at the title page - 257 - Make predictions.
Read pages 258-261.
Guided (write the answers to these questions in your notebook)
1.Identify some of the elements of fiction so far.
2. Identify 3 similes. Why does the author use similes?
3. What narrative perspective is this written in? Who is the narrator?
4. Begin a plot structure for this story. How does the rising action build suspense?
5. What do you think is going to happen? Make a prediction.
Independent
Practice recognizing genres on handout
Pick 5 of the 10 vocabulary words on page 256 and write into notebook. Write a sentence for each and explain why you chose that word.
Closure
Review genre handout
Exit Pass
What other natural disasters do you know of? Do you know ofthem from non-fictional sources (the news, etc) or from fictional sources such as a movie or book based on the true story?
Monday, March 24, 2014
Tuesday, March 25 Themes across Genres
Objective: By the end of class, students will analyze theme across genres (non-fiction and fiction), noting the differences in order to comprehend author's purpose when reading different types of literature in life.
DO NOW
Persuasive QUIZ
Direct Instruction
Differences Between Fiction and Non-Fiction
elements of fiction
elements of non-fiction
Read together page 255 - 256 themes across genres.
Guided
Practice recognizing genres on handout
Powerpoint on THEME
Independent
Practice recognizing themes on handout
Pick 5 of the 10 vocabulary words on page 256 and write into notebook. Write a sentence for each and explain why you chose that word.
Closure
Review theme handout
Exit Pass
Does non-fiction ever have a plot? What literary element should you be looking for in non-fiction?
DO NOW
Persuasive QUIZ
Direct Instruction
Differences Between Fiction and Non-Fiction
elements of fiction
elements of non-fiction
Read together page 255 - 256 themes across genres.
Guided
Practice recognizing genres on handout
Powerpoint on THEME
Independent
Practice recognizing themes on handout
Pick 5 of the 10 vocabulary words on page 256 and write into notebook. Write a sentence for each and explain why you chose that word.
Closure
Review theme handout
Exit Pass
Does non-fiction ever have a plot? What literary element should you be looking for in non-fiction?
Objective: By the end of class, students will be able to cite sources for research paper and analyze informational text in order to master skills necesssary in real life.
DO NOW
Get a laptop and OPEN UP FOUR SITES - YOUR ESSAY ON GOOGLE DOCS, MY BLOG, EASYBIB AND ONE OF YOUR SOURCES.
1.
easybib.comhttp://easybib.com/
1. Cut and paste web address OF ONE SOURCE and place in box ON EASYBIB.
2. Hit continue at bottom of page.
3.Then go to bottom of page again and hit "create citiation."
4. It will automatically put web address in MLA format. Copy the citation.
5. THEN PASTE THE CITATION CREATED BY EASYBIB On THE LAST PAGE OF YOUR ESSAY - YOU WILL TITLE THIS PAGE "References." Put citations in alphabetical order.
Direct Instruction / Guided / Independent
Get to work on your ESSAYS!!!
Opening paragraph / introduction:
Start with a little short personal story (anecdote). Example:
I never thought I would be a vegetarian. As a kid, I always loved meatballs and gravy. But as I got older meat appealed to me less and less.
Then add your thesis statement.
Now I think Everyone should be a vegetarian and not eat meat because it is wrong to kill animals for food, the animals raised for food are abused, and the food given to these animals are treated with chemicals and antibiotics that we end up ingesting.
The next paragraph should focus on the first point in my thesis and include at least one logical appeal (fact).
Example: I believe it is wrong to kill animals for food. Not only do I feel bad but studies show that 48% of animals killed for food end up never being eaten!!.......then write more
Next Paragraph:
The animals raised for food are abused. A recent study of chicken farms showed that 1000 chickens are contained in a 20ft by 20ft space...... write more....
Third body paragraph ( I used direct quote)
" Cows are fed antibiotics that make them develop fat which makes the meat more tender to eat. However, we ingest these antibiotics and other chemicals proven to cause cancer when eating the meat, and in turn, can gain weight and develop disease from them," (vegan.com). com
Conclusion (Use an opposing argument if there is one)
Example: I know people say eating meat is necessary for protein and iron, but the risks far outweigh the benefits and one can get protein from vegetables as well....write more
Closure
Individual checks with students
Exit Pass
DO NOW
Get a laptop and OPEN UP FOUR SITES - YOUR ESSAY ON GOOGLE DOCS, MY BLOG, EASYBIB AND ONE OF YOUR SOURCES.
1.
easybib.comhttp://easybib.com/
1. Cut and paste web address OF ONE SOURCE and place in box ON EASYBIB.
2. Hit continue at bottom of page.
3.Then go to bottom of page again and hit "create citiation."
4. It will automatically put web address in MLA format. Copy the citation.
5. THEN PASTE THE CITATION CREATED BY EASYBIB On THE LAST PAGE OF YOUR ESSAY - YOU WILL TITLE THIS PAGE "References." Put citations in alphabetical order.
Direct Instruction / Guided / Independent
Get to work on your ESSAYS!!!
Opening paragraph / introduction:
Start with a little short personal story (anecdote). Example:
I never thought I would be a vegetarian. As a kid, I always loved meatballs and gravy. But as I got older meat appealed to me less and less.
Then add your thesis statement.
Now I think Everyone should be a vegetarian and not eat meat because it is wrong to kill animals for food, the animals raised for food are abused, and the food given to these animals are treated with chemicals and antibiotics that we end up ingesting.
The next paragraph should focus on the first point in my thesis and include at least one logical appeal (fact).
Example: I believe it is wrong to kill animals for food. Not only do I feel bad but studies show that 48% of animals killed for food end up never being eaten!!.......then write more
Next Paragraph:
The animals raised for food are abused. A recent study of chicken farms showed that 1000 chickens are contained in a 20ft by 20ft space...... write more....
Third body paragraph ( I used direct quote)
" Cows are fed antibiotics that make them develop fat which makes the meat more tender to eat. However, we ingest these antibiotics and other chemicals proven to cause cancer when eating the meat, and in turn, can gain weight and develop disease from them," (vegan.com). com
Conclusion (Use an opposing argument if there is one)
Example: I know people say eating meat is necessary for protein and iron, but the risks far outweigh the benefits and one can get protein from vegetables as well....write more
Closure
Individual checks with students
Exit Pass
Thursday, March 20, 2014
Friday, March 21 - Persuasive Essay
Objective: By the end of class, students will uses resources to write a persuasive essay in order to develop the communication skills and research ability necessary in college and for most occupations throughout life.
DO NOW
Bias / Statisitc handout
Direct Instruction / Guided / Independent
Get to work on your ESSAYS!!!
Opening paragraph / introduction:
Start with a little short personal story (anecdote). Example:
I never thought I would be a vegetarian. As a kid, I always loved meatballs and gravy. But as I got older meat appealed to me less and less.
Then add your thesis statement.
Now I think Everyone should be a vegetarian and not eat meat because it is wrong to kill animals for food, the animals raised for food are abused, and the food given to these animals are treated with chemicals and antibiotics that we end up ingesting.
The next paragraph should focus on the first point in my thesis and include at least one logical appeal (fact).
Example: I believe it is wrong to kill animals for food. Not only do I feel bad but studies show that 48% of animals killed for food end up never being eaten!!.......then write more
Next Paragraph:
The animals raised for food are abused. A recent study of chicken farms showed that 1000 chickens are contained in a 20ft by 20ft space...... write more....
Third body paragraph ( I used direct quote)
" Cows are fed antibiotics that make them develop fat which makes the meat more tender to eat. However, we ingest these antibiotics and other chemicals proven to cause cancer when eating the meat, and in turn, can gain weight and develop disease from them," (vegan.com). com
Conclusion (Use an opposing argument if there is one)
Example: I know people say eating meat is necessary for protein and iron, but the risks far outweigh the benefits and one can get protein from vegetables as well....write more
Closure
Individual checks with students
Exit Pass
DO NOW
Bias / Statisitc handout
Direct Instruction / Guided / Independent
Get to work on your ESSAYS!!!
Opening paragraph / introduction:
Start with a little short personal story (anecdote). Example:
I never thought I would be a vegetarian. As a kid, I always loved meatballs and gravy. But as I got older meat appealed to me less and less.
Then add your thesis statement.
Now I think Everyone should be a vegetarian and not eat meat because it is wrong to kill animals for food, the animals raised for food are abused, and the food given to these animals are treated with chemicals and antibiotics that we end up ingesting.
The next paragraph should focus on the first point in my thesis and include at least one logical appeal (fact).
Example: I believe it is wrong to kill animals for food. Not only do I feel bad but studies show that 48% of animals killed for food end up never being eaten!!.......then write more
Next Paragraph:
The animals raised for food are abused. A recent study of chicken farms showed that 1000 chickens are contained in a 20ft by 20ft space...... write more....
Third body paragraph ( I used direct quote)
" Cows are fed antibiotics that make them develop fat which makes the meat more tender to eat. However, we ingest these antibiotics and other chemicals proven to cause cancer when eating the meat, and in turn, can gain weight and develop disease from them," (vegan.com). com
Conclusion (Use an opposing argument if there is one)
Example: I know people say eating meat is necessary for protein and iron, but the risks far outweigh the benefits and one can get protein from vegetables as well....write more
Closure
Individual checks with students
Exit Pass
Wednesday, March 19, 2014
Thursday, MArch 20, Research
Objective: By the end of class, students will conduct research for a persuasive essay and learn how to find relevant information in order to develop this skill necessary for most jobs through life.
DO NOW
Write the definitions of each of the following into your notebooks.
DO NOW
Write the definitions of each of the following into your notebooks.
1. Bias - noun ( PART OF EMOTIONAL APPEALS)
- prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair.EX: The young referee was biased against our team because as a player two years ago, he got cut.
2. Statistics - noun ( PART OF LOGICAL APPEALS)
- the practice of collecting and analyzing numerical data in large quantities, especially for the purpose of determining a representative sample (i.e 88% of all students that took the test, agreed that annotating the stories helped them find the correct answers faster and easier).
Statistics can be represented by pie charts, graphs, percentages, etc.
Direct Instruction
Review instructions on how to research.
Guided
Choose a topic for your persuasive essay from the options provided. Begin to transform it into a thesis statement using the handout provided (it may be necessary to do a little research, before finding three strong reasons.)
Independent
Use laptop to research your topic and find three websites that provide credible information. Follow the guidelines provided to complete the graphic organizer provided.
Closure
Review graphic organizers with individual students.
Exit Pass
What is your strongest statistic (FACT) and strongest emotional appeal that you found in your research?
Review instructions on how to research.
Guided
Choose a topic for your persuasive essay from the options provided. Begin to transform it into a thesis statement using the handout provided (it may be necessary to do a little research, before finding three strong reasons.)
Independent
Use laptop to research your topic and find three websites that provide credible information. Follow the guidelines provided to complete the graphic organizer provided.
Closure
Review graphic organizers with individual students.
Exit Pass
What is your strongest statistic (FACT) and strongest emotional appeal that you found in your research?
Tuesday, March 18, 2014
Wednesday, MArch 19 - Compare / Contrast
Objective: By the end of class, students will analyze speeches and compare/contrast them to determine persuasive strength of each in order to understand the devices necessary to persuade and make real life connections.
DO NOW
What are the three types of Persuasive elements?
What are the six types of logical appeals that we addressed?
What are the six persuasive devices that we have discussed?
Direct Instruction / Guided / Independent
Take out your copy of Brutus' speech and Antony's (unless I have it in which case I will give it to you).
Get a neo and answer the following constructed response in 4 paragraphs:
Brutus and Antony both make compelling speeches at Caesar's funeral, using persuasive elements and devices and their best rhetoric. Analyze each of their speeches. Be sure to recognize the persuasive devices and elements used in each using examples from the text. Then, in your conclusion determine whose speech was more effective and why.
The first paragraph is your introduction, then two body paragraphs (one can be about Brutus' speech and the other about Antony's or you may address both of them throughout both paragraphs. Final paragraph is your conclusion where you will tell me which speaker was more persuasive and why.
Exit Pass
Print and hand in to me.
DO NOW
What are the three types of Persuasive elements?
What are the six types of logical appeals that we addressed?
What are the six persuasive devices that we have discussed?
Direct Instruction / Guided / Independent
Take out your copy of Brutus' speech and Antony's (unless I have it in which case I will give it to you).
Get a neo and answer the following constructed response in 4 paragraphs:
Brutus and Antony both make compelling speeches at Caesar's funeral, using persuasive elements and devices and their best rhetoric. Analyze each of their speeches. Be sure to recognize the persuasive devices and elements used in each using examples from the text. Then, in your conclusion determine whose speech was more effective and why.
The first paragraph is your introduction, then two body paragraphs (one can be about Brutus' speech and the other about Antony's or you may address both of them throughout both paragraphs. Final paragraph is your conclusion where you will tell me which speaker was more persuasive and why.
Exit Pass
Print and hand in to me.
Monday, March 17, 2014
Tuesday, March 18 - JC Speeches
Objective: By the end of class, students will analyze Marc Antony speech and elements of persuasion in order to make real life connections and learn how to "sell" themselves."
DO NOW
How is ETHOS and PATHOS used in Brutus' speech? Also give an example of a rhetorical question and a hyperbole. What DIDN'T Brutus do in his speech?
Direct Instruction
Mark Antony speech on flocabulary.
Guided
Read and analyze Marc Antony Speech. Annotate for persuasive elements and devices.
Independent
Complete all questions on back of Marc Antony speech handout.
Closure
Review the components of Antony's speech that makes it so powerful.
Exit Pass
Do you think if Brutus spoke after Antony, that things would have been different? Why or why not?
DO NOW
How is ETHOS and PATHOS used in Brutus' speech? Also give an example of a rhetorical question and a hyperbole. What DIDN'T Brutus do in his speech?
Direct Instruction
Mark Antony speech on flocabulary.
Guided
Read and analyze Marc Antony Speech. Annotate for persuasive elements and devices.
Independent
Complete all questions on back of Marc Antony speech handout.
Closure
Review the components of Antony's speech that makes it so powerful.
Exit Pass
Do you think if Brutus spoke after Antony, that things would have been different? Why or why not?
Sunday, March 16, 2014
Monday, March 17, JC ACT 3
Objective: By the end of class, you will learn the elements of persuasion and analyze Brutus speech i order to make real life connections and use persuasive tactics yourselves to get what they want.
DO NOW
CHECK THE WALL and add anything you may be missing.
(I forgot to do a notebook check friday so I will do it this WED and THURS to get your complete updated grades in by Friday).
DIRECT INSTRUCTIONS
elements of persuasion
GUIDED
View Brutus Speech. Hand out copy of speech. Read together. Annotate for persuasive elements.
Independent
Answer speech analysis questions provided.
Closure
Review the strengths and weaknesses of Brutus' speech and define them.
Exit Pass
What, if anything, would have strengthened Brutus' speech? What does the crowd's reaction to his speech say about the common people of Rome?
DO NOW
CHECK THE WALL and add anything you may be missing.
(I forgot to do a notebook check friday so I will do it this WED and THURS to get your complete updated grades in by Friday).
DIRECT INSTRUCTIONS
elements of persuasion
GUIDED
View Brutus Speech. Hand out copy of speech. Read together. Annotate for persuasive elements.
Independent
Answer speech analysis questions provided.
Closure
Review the strengths and weaknesses of Brutus' speech and define them.
Exit Pass
What, if anything, would have strengthened Brutus' speech? What does the crowd's reaction to his speech say about the common people of Rome?
Thursday, March 13, 2014
Friday, March 14, JC ACT 3
Objective: By the end of class, students will ACT out ACT 3 scene 1 of Julius Caesar and analyze character traits in order to determine behaviors and make real life connections.
DO NOW
How does Decius manipulate Caesar into going to the Senate the morning of March 15?
Direct Instruction
FUN FACTS:
Tomorrow is the 2058th anniversary of Julius Caesar's death!
Shakespeare wrote the play in 1599 - 415 years ago!
Act scene 1 act 3 - The murder of JC.
Guided
View Film through murder.
Independent
Begin Act 3 comprehension questions.
Theme questions to be completed in groups of 2-4.
Closure
Review plot structure.
Exit Pass
Do you think they should have killed Caesar? Consider his behavior right before and just at the time of his death at the senate.
DO NOW
How does Decius manipulate Caesar into going to the Senate the morning of March 15?
Direct Instruction
FUN FACTS:
Tomorrow is the 2058th anniversary of Julius Caesar's death!
Shakespeare wrote the play in 1599 - 415 years ago!
Act scene 1 act 3 - The murder of JC.
Guided
View Film through murder.
Independent
Begin Act 3 comprehension questions.
Theme questions to be completed in groups of 2-4.
Closure
Review plot structure.
Exit Pass
Do you think they should have killed Caesar? Consider his behavior right before and just at the time of his death at the senate.
Wednesday, March 12, 2014
Thursday, MArch 13 JC - Act 2
Objective: By the end of class, students will analyze text in order to improve reading comprehension and examine themes in order to make real life connections.
DO NOW
Who is the protagonist in JC now? How do you know? Cite an example from the text.
Direct Instruction
Analyze themes of JC on handout.
Read / Act pages - 79-91 - act 2 scenes 2&3.
View film through these scenes.
Independent
1. Complete ACT 2 questions.
2. ANswer all questions on the THEME handout.
. Complete vocabulary / character trait handout from Tuesday's "do now". Assign a character from JC to each trait.
Closure
Review study guide answers to ensure comprehension of the plot.
Exit Pass
Omens play an important role throughout the play. Explain how Cassius and Decius reinterpret omens to get Casca and Caesar to do what they want.
DO NOW
Who is the protagonist in JC now? How do you know? Cite an example from the text.
Direct Instruction
Analyze themes of JC on handout.
Read / Act pages - 79-91 - act 2 scenes 2&3.
View film through these scenes.
Independent
1. Complete ACT 2 questions.
2. ANswer all questions on the THEME handout.
. Complete vocabulary / character trait handout from Tuesday's "do now". Assign a character from JC to each trait.
Closure
Review study guide answers to ensure comprehension of the plot.
Exit Pass
Omens play an important role throughout the play. Explain how Cassius and Decius reinterpret omens to get Casca and Caesar to do what they want.
Monday, March 10, 2014
Tuesday, March 11, ACT 1 TEST and ACT 2
Objective: By the end of class, students will analyze character behavior in order to understand motive.
DO NOW
Check the WALL
Direct Instruction
ACT 1 test PLUS answer the following constructed response:
Cassius uses superstitions to manipulate Casca into supporting him in his plan to murder Caesar. First, identify the superstitious occurrences during the storm (pages 35,37). Then analyze how Casca interprets what they mean (page 39) compared to Cassius' interpretation (39,41). What do their interpretations say about their personalities (use at least 3 adjectives to describe each).
When finished, work on study guide / Act 2 and/or vocabulary for character trait handout.
View film through act 2 scene 2.
Exit Pass
DO NOW
Check the WALL
Direct Instruction
ACT 1 test PLUS answer the following constructed response:
Cassius uses superstitions to manipulate Casca into supporting him in his plan to murder Caesar. First, identify the superstitious occurrences during the storm (pages 35,37). Then analyze how Casca interprets what they mean (page 39) compared to Cassius' interpretation (39,41). What do their interpretations say about their personalities (use at least 3 adjectives to describe each).
When finished, work on study guide / Act 2 and/or vocabulary for character trait handout.
View film through act 2 scene 2.
Exit Pass
Monday, March 10, JC Act 2 and Review for ACT 1 quiz
Objective: By the end of class, students will review and read / act Julius Caesar - Act 2 in order to make historical connections and explore the themes of power and ambition that affect societal leadership throughout time.
DO NOW
Character Trait handout
Direct Instruction
Review using DVD.
Guided
ACT 2 scene 1.
View through Act 2 scene 1.
Independent
Complete ACT 2 study guide questions.
Closure
Review
Exit Pass
Decius proves he can be as manipulative as Cassius. Explain how he manipulated Caesar to go to the Senate.
DO NOW
Character Trait handout
Direct Instruction
Review using DVD.
Guided
ACT 2 scene 1.
View through Act 2 scene 1.
Independent
Complete ACT 2 study guide questions.
Closure
Review
Exit Pass
Decius proves he can be as manipulative as Cassius. Explain how he manipulated Caesar to go to the Senate.
Thursday, March 6, 2014
Friday, March 7, JC - Manipulation and Bsd Omens
Objective: By the end of class, students will analyze manipulative tactics in order to determine character and analyze the omens presented in order to understand human nature.
DO NOW
USe the evidence you found yesterday to write a paragraph to answer the following question:
Analyze how Cassius convinces Brutus to consider joining the conspirators. Be sure to identify at least two of his tactics, siting quotes that you wrote yesterday from pages 17,19 and 21. . Is Cassius effective in his task? What does this interaction between Cassius and Brutus say about each of their personalities.
Direct / guided Instruction
click here for historical perspective.
Complete study guide questions for ACT 1.
click here for animated version
Independent
Choose only ONE of the THREE questions from the literature and writing section.
Closure
review
Exit Pass
What do you think Brutus should do and why?
DO NOW
USe the evidence you found yesterday to write a paragraph to answer the following question:
Analyze how Cassius convinces Brutus to consider joining the conspirators. Be sure to identify at least two of his tactics, siting quotes that you wrote yesterday from pages 17,19 and 21. . Is Cassius effective in his task? What does this interaction between Cassius and Brutus say about each of their personalities.
Direct / guided Instruction
click here for historical perspective.
Complete study guide questions for ACT 1.
Independent
Choose only ONE of the THREE questions from the literature and writing section.
Closure
review
Exit Pass
What do you think Brutus should do and why?
Wednesday, March 5, 2014
Thursday, March 6 - JC Characters / Quiz / ACT 1
Objective: By the end of class, students will make connections in order to understand the importance of learning history, analyze character and determine basic situation in order to improve comprehension necessary foe life skills.
DO NOW
Check the WALL - I added INFER / PROTAGONIST / ANTAGONIST and CONNOTATIONS.
Direct Instruction
Read act 1 / scene 3
Identify the superstitious occurrences.
What does Casca think they mean?
What does Cassius tell him they mean?
Guided
Analyze Cassius' ability to persuade or rather MANIPULATE Brutus into considering to join him in conspiring against Caesar. Look at pages 17,19,21 and list the things he says that manipulate Brutus.
How does Cassius ULTIMATELY SEAL THE DEAL WITH BRUTUS? What is his final manipulative move? Page 45.
Independent
Study guide questions for Act 1.
Closure
Review answers.
Exit Pass
What is it that Cassius ultimately appeals to that convinces Brutus to consider his offer?
DO NOW
Check the WALL - I added INFER / PROTAGONIST / ANTAGONIST and CONNOTATIONS.
Direct Instruction
Read act 1 / scene 3
Identify the superstitious occurrences.
What does Casca think they mean?
What does Cassius tell him they mean?
Guided
Analyze Cassius' ability to persuade or rather MANIPULATE Brutus into considering to join him in conspiring against Caesar. Look at pages 17,19,21 and list the things he says that manipulate Brutus.
How does Cassius ULTIMATELY SEAL THE DEAL WITH BRUTUS? What is his final manipulative move? Page 45.
Independent
Study guide questions for Act 1.
Closure
Review answers.
Exit Pass
What is it that Cassius ultimately appeals to that convinces Brutus to consider his offer?
Tuesday, March 4, 2014
Wednesday, Julius Caesar / Shakesspeare
Objective: By the end of class, students analyze and compare governments inn order to make connections between historical events and analyze character in order to determine MOTIVE.
DO NOW
List five qualities that a good leader should possess and three that they definitely should not possess.
Direct Instruction
QUIZ
Finish reading ACT 1.
Guided
View through the end of ACT 1
Independent
Complete study guide questions for ACT 1
Closure
Begin the plot structure for Julius Caesar. What is the basic situation?
Exit Pass
Shakespeare loved to play with words. What is so funny about the conversation between Murellus and the cobbler (maker of shoes) in the begining of ACT 1 scene 1?
DO NOW
List five qualities that a good leader should possess and three that they definitely should not possess.
Direct Instruction
QUIZ
Finish reading ACT 1.
Guided
View through the end of ACT 1
Independent
Complete study guide questions for ACT 1
Closure
Begin the plot structure for Julius Caesar. What is the basic situation?
Exit Pass
Shakespeare loved to play with words. What is so funny about the conversation between Murellus and the cobbler (maker of shoes) in the begining of ACT 1 scene 1?
Sunday, March 2, 2014
Monday, March 3, Shakesspeare / Intro to Julius Caesar
Objective: By the end of class, students will analyze the affects of power and money on leaders in order to understand history and make real life connections.
DO NOW
Anticipation guide
Direct Instruction
Read 754-755 holt text
Take notes regarding the parallels between ROMAN EMPIRE and ELIZABETHAN ENGLAND and why Shakespeare wrote Julius Caesar.
Review Plot structure of Shakespeare plays - page 755.
Guided
introduction to Julilus Caesar powerpoint
Independent
Study guides
Closure
Review the characters and the conspirators vs Caesar. Put list on THE WALL.
Exit PAss
Is having no government at all better than a tyrrany? Explain.
Independent
Closure
Exit Pass
DO NOW
Anticipation guide
Direct Instruction
Read 754-755 holt text
Take notes regarding the parallels between ROMAN EMPIRE and ELIZABETHAN ENGLAND and why Shakespeare wrote Julius Caesar.
Review Plot structure of Shakespeare plays - page 755.
Guided
introduction to Julilus Caesar powerpoint
Independent
Study guides
Closure
Review the characters and the conspirators vs Caesar. Put list on THE WALL.
Exit PAss
Is having no government at all better than a tyrrany? Explain.
Independent
Closure
Exit Pass
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