Objective: By the end of class, students will demonstrate comprehension of Keystone skills learned to date and examine literary devices of tone and mood and how they affect literary passages.
DO NOW
YOU HAVE 5 MINUTES TO LOOK AT THE KEYSTONE TERM WALL. IN YOUR NOTEBOOK, LIST ANYTHING YOU DON'T KNOW OR HAVE A QUESTION ABOUT.
Direct Instruction
Review Keystone elements to date. Review what students applied in writing persuasive essay.
Introduce TONE
and Mood via powerpoint.
Independent
TONE and MOOD practice worksheets.
Exit Pass
Thursday, October 31, 2013
Wednesday, October 30, 2013
Thursday, October 31 - THE Conclusion
Objective: By the end of class, students will demonstrate comprehension of the elements of persuasion and analyze the opposing argument using research technology.
DO NOW
Take out graphic organizer and rubric and notebook. Review rubric as this is how you will be graded.
Direct Instruction
The Conclusion
In the conclusion of a persuasive essay, it is beneficial to address the opposing argument. The best way t teach you this is by example. So, remember my thesis statement was:
school should start at a later time because grades would improve, students would be more enthusiastic and students are not getting the recommended hours of sleep necessary for their health.
For the conclusion of this essay, I am first going to address why school's maybe SHOULD start at 7:30. I do this because it weakens the "comeback." Example:
I understand that many people might think starting at 730 is a good idea so kids can get home earlier and have time for after school activities. However if students are not productive at 730, isn't it just a waste of everyone's time? Education is so important that we should adjust schedules for other activities to best educate our children and give them the best opportunity for a bright future.
Independent
Get a laptop and pick up where you left off! If you were absent yesterday, see yesterday's blog for directions on how to write a great introduction.
I will be around to help you!
When finished, be sure to check rubric again!!!
Exit Pass
What was your purpose in writing this essay (AUTHOR"S PURPOSE)? Did you achieve it?
DO NOW
Take out graphic organizer and rubric and notebook. Review rubric as this is how you will be graded.
Direct Instruction
The Conclusion
In the conclusion of a persuasive essay, it is beneficial to address the opposing argument. The best way t teach you this is by example. So, remember my thesis statement was:
school should start at a later time because grades would improve, students would be more enthusiastic and students are not getting the recommended hours of sleep necessary for their health.
For the conclusion of this essay, I am first going to address why school's maybe SHOULD start at 7:30. I do this because it weakens the "comeback." Example:
I understand that many people might think starting at 730 is a good idea so kids can get home earlier and have time for after school activities. However if students are not productive at 730, isn't it just a waste of everyone's time? Education is so important that we should adjust schedules for other activities to best educate our children and give them the best opportunity for a bright future.
Independent
Get a laptop and pick up where you left off! If you were absent yesterday, see yesterday's blog for directions on how to write a great introduction.
I will be around to help you!
When finished, be sure to check rubric again!!!
Exit Pass
What was your purpose in writing this essay (AUTHOR"S PURPOSE)? Did you achieve it?
Tuesday, October 29, 2013
Wednesday, October 30 Persuasive essays
Objective: By the end of class, students will comprehend the elements of a persuasive essay, distinguish between attention-getting devices and apply them and persuade by analyzing information using research technology.
DO NOW
Take out graphic organizer and rubric and notebook. Review rubric as this is how you will be graded.
Direct Instruction
The Introductory paragragh must include:
DO NOW
Take out graphic organizer and rubric and notebook. Review rubric as this is how you will be graded.
Direct Instruction
The Introductory paragragh must include:
- an attention-grabbing first sentence
- informative sentences that build to your thesis
- the thesis statement, which makes a claim or states a view that you will support or build upon
We already know how to write a thesis statement and that it must be in the opening paragraph. Now let' create the attention getter and connecting sentence.
- SO - If my thesis statement is:
school should start at a later time because grades would improve, students would be more enthusiastic and students are not getting the recommended hours of sleep necessary for their health.
My essay should start with an attention getter such as a question, an anecdote (a short, fun, persona story) or a quotation.
Examples:
Start with a Question
Why do we have to start class at 730am every day? It's dark and cold and although my body may be here, my brain is still sleeping! School should start at a later time because.....
Or Start with an anecdote (short, fun, personal story)
Recently, my alarm woke me up at 5:45 am and I was so tired! I did not want to go to school but I I dragged myself out of bed, got dressed quickly and headed out the door. When I got to school, I realized I had forgotten my homework and put my pants on inside out! My brain just wasn't working yet. I think school should start at a later time because.....
Or start with a famous quotation about your thesis
My essay should start with an attention getter such as a question, an anecdote (a short, fun, persona story) or a quotation.
Examples:
Start with a Question
Why do we have to start class at 730am every day? It's dark and cold and although my body may be here, my brain is still sleeping! School should start at a later time because.....
Or Start with an anecdote (short, fun, personal story)
Recently, my alarm woke me up at 5:45 am and I was so tired! I did not want to go to school but I I dragged myself out of bed, got dressed quickly and headed out the door. When I got to school, I realized I had forgotten my homework and put my pants on inside out! My brain just wasn't working yet. I think school should start at a later time because.....
Or start with a famous quotation about your thesis
Clint Eastwood once said, "In school, I could hear the leaves rustle and go on a journey." I feel like this in my first period class at 730 every day. My mind just doesn't focus at that time. I think school should start at a later time because.....
INDEPENDENT
Get a laptop and continue to research your topic. Be sure to find both logical and emotional appeals (persuasion and manipulation). You can write down quotes / notes that support your argument in your notebook. Each body paragraph should contain one quote from a reliable website that supports you point.
I will be around to help you!!
Exit pass
What are your strongest points of persuasion / manipulation that you have so far?
Monday, October 28, 2013
TUESDAY, October 29 - Persuasive essay writing
Objective: By the end of class, students will comprehend the elements of a persuasive essay, be able to distinguish between a topic and a thesis statement and persuade by analyzing information using research technology.
DO NOW
TOPIC: School should start later.
GUIDED
DO NOW
A topic is very GENERAL. A thesis statement narrows down the topic and is the sentence that clearly states what your whole essay will be about. Take your essay topic and turn it into a thesis statement by providing three reasons. Example:
TOPIC: School should start later.
THESIS:
School should start at a later time because
1. grades would improve
2. students would be more enthusiastic
3. students are not getting the recommended hours of sleep necessary for their health.
1. grades would improve
2. students would be more enthusiastic
3. students are not getting the recommended hours of sleep necessary for their health.
(notice i gave three reasons that can easily develop into my three body paragraphs)
Remember, you must then find EVIDENCE (logical, persuasive appeals/ and emotional, manipulative appeals) to support your thesis. A logical appeal MUST be present in each body paragraph.
Remember, you must then find EVIDENCE (logical, persuasive appeals/ and emotional, manipulative appeals) to support your thesis. A logical appeal MUST be present in each body paragraph.
GUIDED
Use graphic organizer to set up your essay. What information is going where? The thesis goes in the first paragraph, the first body paragraph is about first reason, 2nd paragraph = 2nd reason, 3rd paragraph = 3rd reason.
We will discuss the conclusion tomorrow
READ THE RUBRIC!! THIS IS HOW YOU WILL BE GRADED!
We will discuss the conclusion tomorrow
READ THE RUBRIC!! THIS IS HOW YOU WILL BE GRADED!
INDEPENDENT
3. Get a laptop and begin to research your topic. Be sure to find both logical and emotional appeals (persuasion and manipulation).
4. Begin your draft on google docs / to be shared with me (karenreina1@gmail.com)
Exit pass
What are your strongest points of persuasion / manipulation that you have so far?
Sunday, October 27, 2013
Monday, October 27 - Keystone terminology review and intro to persuasive essay
Objective: By the end of class, students will comprehend the elements of a persuasion and how to organize a persuasive essay revealing author's purpose, thesis statement and using figurative language.
DO NOW
Connotation practice. Don't remember what they are? Look at the Keystone wall or in your notebooks!!
Direct Instruction
Remember persuasive is a positive connotation / as opposed to manipulation which is negative. A persuasive argument requires:
click here for parts of a persuasive argument TAKE NOTES
Guided
Review the graphic organizer and rubric for persuasive ESSAY.
AUTHOR"S PURPOSE - REMEMBER THE PURPOSE OF THIS ESSAY IS TO PERSUADE (not to inform or entertain). Of what are you going to try to convince me? YOU ARE THE AUTHOR...WHAT IS YOUR PURPOSE?
Thesis statement - I believe that .......because....(three reasons).
Quick note - remember Marc Antony's speech - he used verbal irony and repetition (figurative language) to influence audience in addition to many facts/evidence to support his position. Repeating words or phrases can be very influential (also consider the JFK speech).Keep this in mind!
INDEPENDENT
PRACTICE AUTHOR'S PURPOSE WORKSHEET.
Practice persuasion worksheet.
CLOSURE
Handout homework assignment and review the persuasive techniques advertisers use.
EXIT PASS
A strong persuasive essay or speech includes several elements - what are they? (look back to the notes you took from powerpoint)
DO NOW
Connotation practice. Don't remember what they are? Look at the Keystone wall or in your notebooks!!
Direct Instruction
Remember persuasive is a positive connotation / as opposed to manipulation which is negative. A persuasive argument requires:
click here for parts of a persuasive argument TAKE NOTES
Guided
Review the graphic organizer and rubric for persuasive ESSAY.
AUTHOR"S PURPOSE - REMEMBER THE PURPOSE OF THIS ESSAY IS TO PERSUADE (not to inform or entertain). Of what are you going to try to convince me? YOU ARE THE AUTHOR...WHAT IS YOUR PURPOSE?
Thesis statement - I believe that .......because....(three reasons).
Quick note - remember Marc Antony's speech - he used verbal irony and repetition (figurative language) to influence audience in addition to many facts/evidence to support his position. Repeating words or phrases can be very influential (also consider the JFK speech).Keep this in mind!
INDEPENDENT
PRACTICE AUTHOR'S PURPOSE WORKSHEET.
Practice persuasion worksheet.
CLOSURE
Handout homework assignment and review the persuasive techniques advertisers use.
EXIT PASS
A strong persuasive essay or speech includes several elements - what are they? (look back to the notes you took from powerpoint)
Thursday, October 24, 2013
Friday, October 25, The Conclusion of Julius Caesar
Objective: By the end of class, students will analyze the conclusion of Shakespeares's Julius Caesar.
DO NOW
Make predictions on handout provided.
Direct Instruction
Summarize ACT 4 and review predictions.
View film through conclusion.
Independent
Complete active reading handout and the analytical questions for ACT 4 and 5.
Video Quiz
View JFK SPEECH for verbal analysis and discussion. Compare to Antony.
Exit Pass
Do you think Brutus really did love Caesar and felt guilty for murdering him? Support your answer with evidence.
DO NOW
Make predictions on handout provided.
Direct Instruction
Summarize ACT 4 and review predictions.
View film through conclusion.
Independent
Complete active reading handout and the analytical questions for ACT 4 and 5.
Video Quiz
View JFK SPEECH for verbal analysis and discussion. Compare to Antony.
Exit Pass
Do you think Brutus really did love Caesar and felt guilty for murdering him? Support your answer with evidence.
Wednesday, October 23, 2013
Thursday, October 24 - ACT 3 test / Summarize / Analyze Act 4
Objective: By the end of class, students will be assessed on comprehensive and analytical skills pertaining to ACT 3 of JC and summarize / view ACT 4 in order to continue to develop character traits and analyze newly introduced themes.
DO NOW
Quick review for test. Organize materials you will use - notebook, text, speech handouts, etc.
Direct Instruction
ACT 3 assessment
#10 - Explain how Marc Antony uses repetition (after every fact) and verbal irony to persuade the people of Rome realize the conspirators were really traitors.
Guided / Independent
Summerize ACT 4 through short video in JC DVD. Address the theme of suicide.
click here
View through ACT 4.
EXIT PASS
Make predictions - What is the outcome of the battle?
DO NOW
Quick review for test. Organize materials you will use - notebook, text, speech handouts, etc.
Direct Instruction
ACT 3 assessment
#10 - Explain how Marc Antony uses repetition (after every fact) and verbal irony to persuade the people of Rome realize the conspirators were really traitors.
Guided / Independent
Summerize ACT 4 through short video in JC DVD. Address the theme of suicide.
click here
View through ACT 4.
EXIT PASS
Make predictions - What is the outcome of the battle?
Wednesday, October 23 Keystone Evaluation and Act 3 review
Objective: By the end of class, students will complete a Keystone evaluation and review for the test on ACT 3 - Julius Caesar.
DO NOW
Complete Keystone Evaluation.
Direct Instruction - Review for TEST - USE POWERPOINT.
Independent
JC - MOVIE
HW - study for test - work on essay redo.
DO NOW
Complete Keystone Evaluation.
Direct Instruction - Review for TEST - USE POWERPOINT.
Independent
JC - MOVIE
HW - study for test - work on essay redo.
Tuesday, October 22, 2013
Tuesday, October 22 - Speeches, review of ACT 3
Objective: By the end of class, students will learn denotation / connotation, review ACT 3 for test on Wednesday, and analyze the persuasive techniques in Marc Antony's speech.
DO NOW
DENOTATION - LITERAL MEANING OF A WORD
CONNOTATION - IMPLIED MEANING
Positive connotation Denotation Negative Connotation
Persuasion convince someone of something Manipulation
Handout
Direct Instruction
Th Difference between MANIPULATION AND PERSUASION - HANDOUT - READ TOGETHER. Complete "I need a new electronic device" worksheet on backside.
CLICK HERE TO VIEW TOP TEN PERSUASIVE/ MANIPULATIVE ADVERTISEMENTS
Guided
So who was more persuasive and who was more manipulative, Antony or Brutus?
click here for act 3 review
Independent
1. What does Brutus say in his speech that is very manipulative? Why is it manipulative?
2. What are three things that Antony says that are clearly persuasive?
3. Does Antony use ANY manipulation at all? If so, how? What does he say / do?
4. What does Shakespeare think of thwe common folk? Seeing how he portrays them (they are so easily swayed and can't seem to think for themselves), do you think Shakesspeare would prefer a monarchy or democracy in England? Explain.
Exit Pass
DO NOW
DENOTATION - LITERAL MEANING OF A WORD
CONNOTATION - IMPLIED MEANING
Positive connotation Denotation Negative Connotation
Persuasion convince someone of something Manipulation
Handout
Direct Instruction
Th Difference between MANIPULATION AND PERSUASION - HANDOUT - READ TOGETHER. Complete "I need a new electronic device" worksheet on backside.
CLICK HERE TO VIEW TOP TEN PERSUASIVE/ MANIPULATIVE ADVERTISEMENTS
Guided
So who was more persuasive and who was more manipulative, Antony or Brutus?
click here for act 3 review
Independent
1. What does Brutus say in his speech that is very manipulative? Why is it manipulative?
2. What are three things that Antony says that are clearly persuasive?
3. Does Antony use ANY manipulation at all? If so, how? What does he say / do?
4. What does Shakespeare think of thwe common folk? Seeing how he portrays them (they are so easily swayed and can't seem to think for themselves), do you think Shakesspeare would prefer a monarchy or democracy in England? Explain.
Exit Pass
Monday, October 21, 2013
Monday, The Speeches
Objective: By the end of class, Students will analyze speeches by Brutus and Antony and analyze power of rhetoric and persuasion.
DO NOW
Write down definition of rhetoric in notebooks:
click here for review of act 3 scene two
Independent
Reread Brutus' speech.
1. What evidence does he provide for Caesar's "ambition"?
2. Is it important to be patriotic according to Brutus?
3. Brutus gives the citizens two scenerios - Let Caesar live and be slaves, or kill him and live as free men - is this really and logical (based on fact?)?
Reread Marc Antony's speech.
1. Circle words and phrases that he repeats many times (figurative language).
2. Circle rhetorical questions (figurative language).
3. Identify verbal irony (sarcasm).
4. Identify three examples of how Caesar was NOT ambitious according to Antony.
5. What would you identify as logical appeals (facts)? Emotional (pull on heart strings)?
Closure
Review speech worksheets.
Exit Pass
What is the difference between persuasion and manpiulation?
DO NOW
Write down definition of rhetoric in notebooks:
rhet·o·ric
ˈretərik/
noun
- 1.the art of effective or persuasive speaking or writing, esp. the use of figures of speech and other compositional techniques.Direct InstructionWhat is the difference between manipulation and persuasion??Read Brutus' speech.Read Marc Antony's speech.
View through Antony's speech....
Independent
Reread Brutus' speech.
1. What evidence does he provide for Caesar's "ambition"?
2. Is it important to be patriotic according to Brutus?
3. Brutus gives the citizens two scenerios - Let Caesar live and be slaves, or kill him and live as free men - is this really and logical (based on fact?)?
Reread Marc Antony's speech.
1. Circle words and phrases that he repeats many times (figurative language).
2. Circle rhetorical questions (figurative language).
3. Identify verbal irony (sarcasm).
4. Identify three examples of how Caesar was NOT ambitious according to Antony.
5. What would you identify as logical appeals (facts)? Emotional (pull on heart strings)?
Closure
Review speech worksheets.
Exit Pass
What is the difference between persuasion and manpiulation?
Thursday, October 17, 2013
Friday, October 18, JC ACT 3
Objective: By the end of class, Students will complete ACT 3 scene 1, analyze and use active reading strategies to complete handout.
DO NOW
Now that Caesar is dead, what do you predict will happen?
Direct Instruction
Read / ACT ACT 3 pages 111-125.
Guided
POwerpoint review of ACT 3 scene 1 - take notes
View until Brutus's speech.
Independent
Begin Cause / effect handout with comprehensive questions.
Closure
Review
Exit PAss
Do you think Brutus made the right decision in allowing MArc Antony to speak at Caesar's funeral? What might happen?
DO NOW
Now that Caesar is dead, what do you predict will happen?
Direct Instruction
Read / ACT ACT 3 pages 111-125.
Guided
POwerpoint review of ACT 3 scene 1 - take notes
View until Brutus's speech.
Independent
Begin Cause / effect handout with comprehensive questions.
Closure
Review
Exit PAss
Do you think Brutus made the right decision in allowing MArc Antony to speak at Caesar's funeral? What might happen?
Wednesday, October 16, 2013
Thursday, October 17, Complete Essays /
Objective: By the end of class, students will complete compare / contrast essay and continue to read/ analyze ACT 3 of Julius Caesar.
DO NOW
Immediately get a NEO and complete your compare/contrast essay. If you hand wrote it, type final copy on NEO, spell check and print.
Here are the guidelines again....
Guidelines for Compare / Contrast Essay
1. Use the character webs you created last week.
2. You will write a 4 paragraph essay comparing and contrasting their characters.
First paragraph = introduction In this paragraph you state your topic.
Example: In Shakespeare's Julius Caesar, two characters, Brutus and Cassius, both plan to kill Caesar, however, they have very different personalities.
2nd Paragraph = Compare likenesses.Use at least one quote or example from the text. You should use the information you have on your character webs.
3rd Paragraph = Compare differences. Use at least one quote or example from the text. You should use the information you have on your character webs.
Conclusion - Restate topic using slightly different wording and make a final evaluation of the two characters. Perhaps suggest why they behaved as they did. You do not need examples or quotes in the conclusion.
Example: Although Brutus and Cassius both are killers, Brutus seems to be more genuine and kind than Cassius .....
Guided / independent
Read / ACT ACT 3 pages 111-125.
View until Brutus's speech
Exit Pass
What do you predict will happen? What will Brutus tell the people? What will Mark Antony tell the people? What will the people believe??
DO NOW
Immediately get a NEO and complete your compare/contrast essay. If you hand wrote it, type final copy on NEO, spell check and print.
Here are the guidelines again....
Guidelines for Compare / Contrast Essay
1. Use the character webs you created last week.
2. You will write a 4 paragraph essay comparing and contrasting their characters.
First paragraph = introduction In this paragraph you state your topic.
Example: In Shakespeare's Julius Caesar, two characters, Brutus and Cassius, both plan to kill Caesar, however, they have very different personalities.
2nd Paragraph = Compare likenesses.Use at least one quote or example from the text. You should use the information you have on your character webs.
3rd Paragraph = Compare differences. Use at least one quote or example from the text. You should use the information you have on your character webs.
Conclusion - Restate topic using slightly different wording and make a final evaluation of the two characters. Perhaps suggest why they behaved as they did. You do not need examples or quotes in the conclusion.
Example: Although Brutus and Cassius both are killers, Brutus seems to be more genuine and kind than Cassius .....
Read / ACT ACT 3 pages 111-125.
View until Brutus's speech
Exit Pass
What do you predict will happen? What will Brutus tell the people? What will Mark Antony tell the people? What will the people believe??
Tuesday, October 15, 2013
objective: By the end of class, students will use their character webs to write a compare/contrast essay following the guideleines below.
DO NOW
Do you think Brutus feels guilty for killing Caesar? Do you think Cassius feels guilty? Why or why not? Support your answer with how they reacted after stabbing him!
Direct Instruction
You will have the whole class to complete a compare/ contrast essay using your character webs and following guidelines below. Use a NEO.
Guidelines for Compare / Contrast Essay
1. Use the character webs you created last week.
2. You will write a 4 paragraph essay comparing and contrasting their characters.
First paragraph = introduction In this paragraph you state your topic.
Example: In Shakespeare's Julius Caesar, two characters, Brutus and Cassius, both plan to kill Caesar, however, they have very different personalities.
2nd Paragraph = Compare likenesses.Use at least one quote or example from the text. You should use the information you have on your character webs.
3rd Paragraph = Compare differences. Use at least one quote or example from the text. You should use the information you have on your character webs.
Conclusion - Restate topic using slightly different wording and make a final evaluation of the two characters. Perhaps suggest why they behaved as they did. You do not need examples or quotes in the conclusion.
Example: Although Brutus and Cassius both are killers, Brutus seems to be more idealistic. .....
Closure
Review with individual students and check progress throughout class.
Exit Pass
Print essay, turn in and return NEO to proper place.
DO NOW
Do you think Brutus feels guilty for killing Caesar? Do you think Cassius feels guilty? Why or why not? Support your answer with how they reacted after stabbing him!
Direct Instruction
You will have the whole class to complete a compare/ contrast essay using your character webs and following guidelines below. Use a NEO.
Guidelines for Compare / Contrast Essay
1. Use the character webs you created last week.
2. You will write a 4 paragraph essay comparing and contrasting their characters.
First paragraph = introduction In this paragraph you state your topic.
Example: In Shakespeare's Julius Caesar, two characters, Brutus and Cassius, both plan to kill Caesar, however, they have very different personalities.
2nd Paragraph = Compare likenesses.Use at least one quote or example from the text. You should use the information you have on your character webs.
3rd Paragraph = Compare differences. Use at least one quote or example from the text. You should use the information you have on your character webs.
Conclusion - Restate topic using slightly different wording and make a final evaluation of the two characters. Perhaps suggest why they behaved as they did. You do not need examples or quotes in the conclusion.
Example: Although Brutus and Cassius both are killers, Brutus seems to be more idealistic. .....
Closure
Review with individual students and check progress throughout class.
Exit Pass
Print essay, turn in and return NEO to proper place.
Thursday, October 10, 2013
Monday, October 14 - ACT 3 SCENE 3
OBJECTIVE: BY THE END OF CLASS, STUDENTS WILL tally Keystone diagnostic, read / act ACT 3 scene 1, view it and analyze and compare characters.
DO NOW
If Caesar was not so ambitious, do you think he could have avoided his own murder? Why or why not and how?
Direct Instruction
Review the Keystone diagnostic and complete diagnostic sheets.
Read / Act Scene 3 act 1. View through the murder scene.
Guided Instruction
Ensure two complete character webs to use for essay.
Guidelines for Compare / Contrast Essay
1. Use the character webs you created last week.
2. You will write a 4 paragraph essay comparing and contrasting their characters.
First paragraph = introduction In this paragraph you state your topic.
Example: In Shakespeare's Julius Caesar, two characters, Brutus and Cassius, both plan to kill Caesar, however, they have very different personalities.
2nd Paragraph = Compare likenesses.Use at least one quote or example from the text. You should use the information you have on your character webs.
3rd Paragraph = Compare differences. Use at least one quote or example from the text. You should use the information you have on your character webs.
Conclusion - Restate topic using slightly different wording and make a final evaluation of the two characters. Perhaps suggest why they behaved as they did. You do not need examples or quotes in the conclusion.
Example: Although Brutus and Cassius both are killers, Brutus seems to be more idealistic. .....
Closure / check for understanding
Individual checks
Exit Pass
What is the most difficult part of essay writing for you?
DO NOW
If Caesar was not so ambitious, do you think he could have avoided his own murder? Why or why not and how?
Direct Instruction
Review the Keystone diagnostic and complete diagnostic sheets.
Read / Act Scene 3 act 1. View through the murder scene.
Guided Instruction
Ensure two complete character webs to use for essay.
Guidelines for Compare / Contrast Essay
1. Use the character webs you created last week.
2. You will write a 4 paragraph essay comparing and contrasting their characters.
First paragraph = introduction In this paragraph you state your topic.
Example: In Shakespeare's Julius Caesar, two characters, Brutus and Cassius, both plan to kill Caesar, however, they have very different personalities.
2nd Paragraph = Compare likenesses.Use at least one quote or example from the text. You should use the information you have on your character webs.
3rd Paragraph = Compare differences. Use at least one quote or example from the text. You should use the information you have on your character webs.
Conclusion - Restate topic using slightly different wording and make a final evaluation of the two characters. Perhaps suggest why they behaved as they did. You do not need examples or quotes in the conclusion.
Example: Although Brutus and Cassius both are killers, Brutus seems to be more idealistic. .....
Closure / check for understanding
Individual checks
Exit Pass
What is the most difficult part of essay writing for you?
Wednesday, October 9, 2013
Thursday, October 10 -
Objective: By the end of class students will complete Keystone Diagnostic, read ACT 2 scene 2of JC and complete character analysis.
DO NOW
Do you think (evaluate), at this point in the play, that the conspirators are justified in planning to murder Caesar? Why or Why not? Provide 2 pieces of evidence frm the text to support your answer.
Direct Instruction
Read / Act Act 2 scenes 2 & 3. View for better understanding.
Guided
Complete character analysis sheets - everyone should have TWO sheets completed by the end of tomorrow so you will have analyzed TWO characters that you are going to use for a compare / contrast short essay next week.
Independent
Complete last story in Keystone Diagnostic - remember to read multiple choice questions first, read title, annotate, and use multiple choice strategies!!!
Closure
Review
Exit Pass
What finally influenced (manipulated) Caesar into going to the Senate? Now what do we know for sure about when he "pushed the crown away three times?" Did he really not want it? We know this know because....
DO NOW
Do you think (evaluate), at this point in the play, that the conspirators are justified in planning to murder Caesar? Why or Why not? Provide 2 pieces of evidence frm the text to support your answer.
Direct Instruction
Read / Act Act 2 scenes 2 & 3. View for better understanding.
Guided
Complete character analysis sheets - everyone should have TWO sheets completed by the end of tomorrow so you will have analyzed TWO characters that you are going to use for a compare / contrast short essay next week.
Independent
Complete last story in Keystone Diagnostic - remember to read multiple choice questions first, read title, annotate, and use multiple choice strategies!!!
Closure
Review
Exit Pass
What finally influenced (manipulated) Caesar into going to the Senate? Now what do we know for sure about when he "pushed the crown away three times?" Did he really not want it? We know this know because....
Tuesday, October 8, 2013
Wednesday, October 9, ACT 1 QUIZ ...Read ACT 2 scene 1 , IMAGERY
Objective: By the end of class, students will be assessed on ACT 1, read and demonstrate reading comprehension of ACT 2 scene 1 and evaluate IMAGERY in Shakespeare's language.
DO NOW
QUIZ
1. What is the basic situation (exposition) of the play? In other words, where does it take place and what is going on?
2. List four ways that Cassius manipulates / persuades Brutus to join the conspirators.
3. Assign at least three character traits to either Cassius or Caesar and provide evidence for each.
Direct Instruction
Read / ACT scene 1 of ACT 2.
Take notes.
View part of film through scene 1 act 2.
GUided / Independent
Reread excerpt on handout regarding imagery. This is BRUTUS telling CASSIUS that they cannot also kill Marc Antony. Why NOT??? What does this say about Brutus' character?
Complete imagery handout and #1, 2, 3 on reading response side.
If you have not completed your Character analysis from yesterday, do so now. You will have another to do for tomorrow.
If you missed the Roman Empire Quiz or did not complete reading response questions from ACT 1, now is th time to do so!!
Closure
Review the plot of JC to date and make predictions.
Exit Pass
Reread why Decius tells Cassius not to worry about Caesar going to the Capitol on March 15 - (bottom of page 65/top of 67). What does this suggest about Caesar's character?
DO NOW
QUIZ
1. What is the basic situation (exposition) of the play? In other words, where does it take place and what is going on?
2. List four ways that Cassius manipulates / persuades Brutus to join the conspirators.
3. Assign at least three character traits to either Cassius or Caesar and provide evidence for each.
Direct Instruction
Read / ACT scene 1 of ACT 2.
Take notes.
View part of film through scene 1 act 2.
GUided / Independent
Reread excerpt on handout regarding imagery. This is BRUTUS telling CASSIUS that they cannot also kill Marc Antony. Why NOT??? What does this say about Brutus' character?
Complete imagery handout and #1, 2, 3 on reading response side.
If you have not completed your Character analysis from yesterday, do so now. You will have another to do for tomorrow.
If you missed the Roman Empire Quiz or did not complete reading response questions from ACT 1, now is th time to do so!!
Closure
Review the plot of JC to date and make predictions.
Exit Pass
Reread why Decius tells Cassius not to worry about Caesar going to the Capitol on March 15 - (bottom of page 65/top of 67). What does this suggest about Caesar's character?
Monday, October 7, 2013
Tuesday, October 8, JC Characterization and THEME OF POLITICAL TURMOIL
Objective: By the end of class, students will analyze character and the theme of Political Turmoil and review ACT 1.
DO NOW
Turn in homework.
WE established that Cassius is convincing Brutus to join the conspirators by feeding his ego, by suggesting Caesar is just a weak man, and by making him realize he would not want the Roman Republic to become a tyranny. What is the final thing that Cassius does to convince Brutus in ACT 1 scene 3? What more does this say about Cassius' character?
Direct Instruction
We already established that POLITICAL TURMOIL is a major theme of Julius Caesar. Connect with Queen Elizabeth of 16th century and current affairs in USA. Read quote from "theme" handout.
CLICK HERE
Read Government shutdown handout and how it relates to the government during Julius Caesar in 44 bc. Read similarities and differences. Is House of Representatives like the conspirators??
GUIDED
Quick Review of ACT 1 using VIDEO QUIZ.
INDEPENDENT
Characterization
Use the NO FEAR book to identify 5 superstitious occurrences in act 1 scene 3. We will address how Casca and Cassius interpret them differently and what that says about their character.
Analyze either Cassius, Brutus, Caesar or Casca by using character graphic organizers and providing EVIDENCE from the text to support your ideas.
Closure / Check for understanding
Review Act 1 and test questions
Exit Pass
How can a government avoid turmoil? Or can it?
HW
Write a single paragraph comparing and contrasting the political turmoil in Rome in 44 b.c to our current government shutdown. What similarities and differences do you see? Is political turmiol inevitable in your opinion? Why or why not?
DO NOW
Turn in homework.
WE established that Cassius is convincing Brutus to join the conspirators by feeding his ego, by suggesting Caesar is just a weak man, and by making him realize he would not want the Roman Republic to become a tyranny. What is the final thing that Cassius does to convince Brutus in ACT 1 scene 3? What more does this say about Cassius' character?
Direct Instruction
We already established that POLITICAL TURMOIL is a major theme of Julius Caesar. Connect with Queen Elizabeth of 16th century and current affairs in USA. Read quote from "theme" handout.
CLICK HERE
Read Government shutdown handout and how it relates to the government during Julius Caesar in 44 bc. Read similarities and differences. Is House of Representatives like the conspirators??
GUIDED
Quick Review of ACT 1 using VIDEO QUIZ.
INDEPENDENT
Characterization
Use the NO FEAR book to identify 5 superstitious occurrences in act 1 scene 3. We will address how Casca and Cassius interpret them differently and what that says about their character.
Analyze either Cassius, Brutus, Caesar or Casca by using character graphic organizers and providing EVIDENCE from the text to support your ideas.
Closure / Check for understanding
Review Act 1 and test questions
Exit Pass
How can a government avoid turmoil? Or can it?
HW
Write a single paragraph comparing and contrasting the political turmoil in Rome in 44 b.c to our current government shutdown. What similarities and differences do you see? Is political turmiol inevitable in your opinion? Why or why not?
Monday, October 8 JC - CHARACTER and POLITICAL CORRUPTION
Objective: By the end of class, students will examine character to determine motive and political corruption.
DO NOW
USE NO FEAR SHAKESPEARE to write down three character traits of each CAESAR, CASSIUS and BRUTUS.
Direct Instruction
Review / Reread Cassius’ pitch to Brutus – pages 17-19,21, 33. Analyze his persuasive techniques. List his three strongest arguments / appeals.
Finish ACT 1 scene three. Identify the SUPERSTITIONS and the MOOD they create.
GUIDED / INDEPENDENT
Reading RESPONSE handout - Complete 1-7. And EVALUATING CHARacter.
Check for understanding
Review answers to ACT 1 questions.
Closure
Discuss political turmoil and how it is not unique to ancient Rome.
Exit PASS
Do you see any similarities with the politics of ancient Rome and today in US?
DO NOW
USE NO FEAR SHAKESPEARE to write down three character traits of each CAESAR, CASSIUS and BRUTUS.
Direct Instruction
Review / Reread Cassius’ pitch to Brutus – pages 17-19,21, 33. Analyze his persuasive techniques. List his three strongest arguments / appeals.
Finish ACT 1 scene three. Identify the SUPERSTITIONS and the MOOD they create.
GUIDED / INDEPENDENT
Reading RESPONSE handout - Complete 1-7. And EVALUATING CHARacter.
Check for understanding
Review answers to ACT 1 questions.
Closure
Discuss political turmoil and how it is not unique to ancient Rome.
Exit PASS
Do you see any similarities with the politics of ancient Rome and today in US?
Thursday, October 3, 2013
Friday, October 4, JULIUS CAESAR
Objective: By the end of class, students will read and interpret ACT 1 of Julius Caesar, answer comprehensive questions and
DO NOW
Think of any good leader that you know? What are some of their character traits? List at least 5 traits.
Direct instruction
Quick QUIZ - 7 questions - 7 points each. Open book.
Review the characters and the basic situation for Julius Caesar.
Read / Act ACT 1.
Independent
Answer Comprehensive Questions on handout provided.
Check for Understanding
Review answers
Closure
Summerize ACT 1
Exit Pass
CONSIDER CHARACTER MOTIVATION
Is it AMBITION that finally convinces Brutus to go in on the plan to assassinate Caesar, or is it really for the 'GOOD OF ROME' like he said? What do you think and why do you think that
DO NOW
Think of any good leader that you know? What are some of their character traits? List at least 5 traits.
Direct instruction
Quick QUIZ - 7 questions - 7 points each. Open book.
Review the characters and the basic situation for Julius Caesar.
Read / Act ACT 1.
Independent
Answer Comprehensive Questions on handout provided.
Check for Understanding
Review answers
Closure
Summerize ACT 1
Exit Pass
CONSIDER CHARACTER MOTIVATION
Is it AMBITION that finally convinces Brutus to go in on the plan to assassinate Caesar, or is it really for the 'GOOD OF ROME' like he said? What do you think and why do you think that
Wednesday, October 2, 2013
Thursay, October 3, Intro t oJulius Caesar and Keystone Diagnostic
Objective: By the end of class, students will complete introduction to Shakespeare's Julius Caesar, learn text structure and practice skills on Keystone Diagnostic.
DO NOW
Write into notes:
FIGURATIVE LANGUAGE = similes, metaphors, hyperboles, personification, etc.
TEXT STRUCTURE = how the narrative is written such as compare/ contrast, chronological order, problem / solution...etc.
DIRECT INSTRUCTION
The difference between common folk and the upper class / politicians in Julius Caesar. OUTLOOK AND LITERARY DIFFERENCE.
Read MAKE the connection on page 754 and EVALUATE the five statements to be collected. That means think about them carefully and decide if you agree or disagree. Tell me why you think what you think. Do you think any of them are disturbing? Why or why not?
Independent
Read next story in Keystone Diagnostic.
Read title and questions first.
Annotate as you read.
Answer multiple choice questions using multiple choice strategies.
Check for Understanding
When done, complete Caesar t-chart handout and use page 757 to do so. If you do not finish in class, finish for homework.
Exit Pass
If Shakespeare's plays are written in five acts, and follow standard PLOT STRUCTURE format, so ACT 1 is the exposition and ACT 5 i the resolution, what ACT does the climax of the story take place in?
DO NOW
Write into notes:
FIGURATIVE LANGUAGE = similes, metaphors, hyperboles, personification, etc.
TEXT STRUCTURE = how the narrative is written such as compare/ contrast, chronological order, problem / solution...etc.
DIRECT INSTRUCTION
The difference between common folk and the upper class / politicians in Julius Caesar. OUTLOOK AND LITERARY DIFFERENCE.
Read MAKE the connection on page 754 and EVALUATE the five statements to be collected. That means think about them carefully and decide if you agree or disagree. Tell me why you think what you think. Do you think any of them are disturbing? Why or why not?
Independent
Read next story in Keystone Diagnostic.
Read title and questions first.
Annotate as you read.
Answer multiple choice questions using multiple choice strategies.
Check for Understanding
When done, complete Caesar t-chart handout and use page 757 to do so. If you do not finish in class, finish for homework.
Exit Pass
If Shakespeare's plays are written in five acts, and follow standard PLOT STRUCTURE format, so ACT 1 is the exposition and ACT 5 i the resolution, what ACT does the climax of the story take place in?
Tuesday, October 1, 2013
Wednesday, October 3 History of Roman Empire / Keystone Diagnostic
Objective: By the end of class students will learn some history of the Roman Empire as it pertains to Julius Caesar and complete next story on Keystone Diagnostic.
DO NOW
To have ambition is often considered a good thing, but can ambition get out of control? Has any person you know or leader of a country ever shown too much ambition? What happened?
Direct Instruction
Read together 750-751 - History of Roman Empire and how Caesar came to have absolute power in 44 BC. Take notes as we read.
Themes of Shakespeare - handout
Guided
Review the RED WILLOW and introduce next story on Keystone Diagnostic. You must do this yourself! Remember to:
1. Read title and questions first!
2. ANNOTATE - definitely mark where you find answers!
3. use multiple choice strategies
Independent
Next story and 10 questions in packet
Exit Pass
If too much power is given to one individual, is it human nature to abuse that power? Why or why not? Give an example to support your answer.
DO NOW
To have ambition is often considered a good thing, but can ambition get out of control? Has any person you know or leader of a country ever shown too much ambition? What happened?
Direct Instruction
Read together 750-751 - History of Roman Empire and how Caesar came to have absolute power in 44 BC. Take notes as we read.
Themes of Shakespeare - handout
Guided
Review the RED WILLOW and introduce next story on Keystone Diagnostic. You must do this yourself! Remember to:
1. Read title and questions first!
2. ANNOTATE - definitely mark where you find answers!
3. use multiple choice strategies
Independent
Next story and 10 questions in packet
Exit Pass
If too much power is given to one individual, is it human nature to abuse that power? Why or why not? Give an example to support your answer.
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