Objective: By the end of class, students will analyze character and motive in order to improve reading interpretive skills and prepare for Keystone exam.
DO NOW
Explain how Brutus is the protagonist of the play. Cite two examples of things he says or does that now make him the protagonist.
Direct Instruction
Superstitious activity BAD OMENS in JC
Guided
Read Act 2 scenes 2 and 3.
View film through this scene.
Independent
Add to the RISING ACTION on your plot structure.
Then :
1. List three of the bad omens in Calphurnia's dreams and the page number(s) you found them on.
2. Does Caesar respect his wife and her superstitions? Explain and give an example from the text.
3. How does Decius change Caesar's mind? Be specific providng quotes from the text.
4. What is Caesar's tragic flaw?
5. The soothsayer tries to warn Caesar. What does his letter say?
Check or understanding
Individual student checks during independent work
Closure
Review plot structure to date
Exit Pass
Thursday, February 26, 2015
Wednesday, February 25, 2015
Thursday, February 26 - ACT 2 Scenes 1 (53-67)
Objective: By the end of class, students will analyze character traits and how they influence behavior in order to improve reading comprehension skills.
DO NOW
Finish Test from yesterday if not complete.
If complete, do the OTHER constructed response for extra credit (#7 or #8).
Direct Instruction
Read ACT 2 scene 1 through page 67. Analyze Brutus' character and the shifts in power.
Guided
Add events to plot structure (exposition = Act 1 / ACT 2 = rising action).
View through Act 2 scene 1.
Independent
Complete Character trait graphic organizer for Brutus.
Check for Understanding
Individual student checks during independent work and notebook checks.
Closure
Preview act 2 scene 2 and the role of Marc Antony.
Exit Pass
Why is Brutus considered the protagonist of this play?
DO NOW
Finish Test from yesterday if not complete.
If complete, do the OTHER constructed response for extra credit (#7 or #8).
Direct Instruction
Read ACT 2 scene 1 through page 67. Analyze Brutus' character and the shifts in power.
Guided
Add events to plot structure (exposition = Act 1 / ACT 2 = rising action).
View through Act 2 scene 1.
Independent
Complete Character trait graphic organizer for Brutus.
Check for Understanding
Individual student checks during independent work and notebook checks.
Closure
Preview act 2 scene 2 and the role of Marc Antony.
Exit Pass
Why is Brutus considered the protagonist of this play?
Tuesday, February 24, 2015
Wednesday, February 25 Act 1 Quiz
Objective: By the end of class, students will be assessed on ACT 1 in order to ensure comprehension of plot, characterization and the ability to analyze to prepare for Keystone exam
DO NOW
Check the back wall to ensure you have everything in your notes.
Direct Instruction
DO NOW
Check the back wall to ensure you have everything in your notes.
Direct Instruction
Use a NEO to answer the following questions. This quiz is
open book / open note. Be sure to answer
the analytical questions in proper format (restate, explain, quote, conclude).
Questions 1-6 are worth 10 points each. #7 and #8 are worth 20 points each.
1. Summarize the basic situation or exposition of The
Tragedy of Julius Caesar.
2. Identify three examples of superstitions. Be specific –
this means QUOTE it and provide the page number on which you found it.
3. Provide three character traits of JC and provide
evidence.
4. Provide three character traits of Cassius and provide
evidence.
5. In Act 1, scene 2, Brutus says he loves Caesar, but where
does his true loyalty rest?
6. Why does Cassius need Brutus if he is going to e
successful in overthrowing Caesar?
7. Analyze Caesar's opinion of Cassius (pages
23, 25) and how Caesar's tragic character flaw results in him putting his guard
down.
8. Analyze how Cassius convinces (manipulates) Brutus into joining the conspirators to plot against Caesar. (page 19, 21, 33).
8. Analyze how Cassius convinces (manipulates) Brutus into joining the conspirators to plot against Caesar. (page 19, 21, 33).
Independent / Guided
Read pages 49 and 50 - Brutus' soliloquy to find out how he feels about Caesar and the plan to murder him.
Read pages 49 and 50 - Brutus' soliloquy to find out how he feels about Caesar and the plan to murder him.
Complete a character trait graphic organizer for Brutus. Ensure that you use page numbers to provide evidence for your reasoning.
Closure
Review answers and preview ACT 2.
Exit Pass
From what you know so far, do you think (evaluate) Casaer would have become an arrogant tyrant? Or would he have been a good ruler?
Closure
Review answers and preview ACT 2.
Exit Pass
From what you know so far, do you think (evaluate) Casaer would have become an arrogant tyrant? Or would he have been a good ruler?
Monday, February 23, 2015
Tuesday, February 24 - Characterization AND ACT 1 SCENE 3
Objective: By the end of class, students will analyze character by examining direct and indirect characterization in order to determine motive and improve reading comprehension skills.
DO NOW
Write into notes:
Direct Instruction
slideshare of characterization
Guided
Read Act 1scene 3 and view through ACT 1.
Independent
Review ACT one and use graphic organizers to determine FIVE character traits for each Caesar and Cassius. Remember traits can be determined by what one:
1. Looks Like (appearance)
2. Is thinking (as in a soliloquoy)
3. How other character feel about them
4. What they do (behavior)
5, What they actually SAY
Find examples of each of the above to determine each of the five traits.
Then answer the following constructed responses below in proper format (restate, explain, quote, conclude):
1. Analyze Caesar's opinion of Cassius (pages 23, 25) and how Caesar's character flaw results in him putting his guard down.
2. Analyze how Cassius convinces (manipulates) Brutus into joining the conspirators to plot against Caesar. (page 15, 19, 21, 33).
Check for Understanding
Individual Student Checks
Closure
Summarize Act 1
Exit Pass
Casca and Cassius have different superstitious interpretations of the storm. What does Casca think it means? What does Cassius think it means?
DO NOW
Write into notes:
Direct Instruction
slideshare of characterization
Guided
Read Act 1scene 3 and view through ACT 1.
Independent
Review ACT one and use graphic organizers to determine FIVE character traits for each Caesar and Cassius. Remember traits can be determined by what one:
1. Looks Like (appearance)
2. Is thinking (as in a soliloquoy)
3. How other character feel about them
4. What they do (behavior)
5, What they actually SAY
Find examples of each of the above to determine each of the five traits.
Then answer the following constructed responses below in proper format (restate, explain, quote, conclude):
1. Analyze Caesar's opinion of Cassius (pages 23, 25) and how Caesar's character flaw results in him putting his guard down.
2. Analyze how Cassius convinces (manipulates) Brutus into joining the conspirators to plot against Caesar. (page 15, 19, 21, 33).
Check for Understanding
Individual Student Checks
Closure
Summarize Act 1
Exit Pass
Casca and Cassius have different superstitious interpretations of the storm. What does Casca think it means? What does Cassius think it means?
Monday, February 23 - Julius Caesar - Act 1 scenes 1 &2
Objective: By the end of class students will analyze parts of the drama, Tragedy of Julius Caesar, and develop plot structure in order to improve reading comprehension and analytical skills.
DO NOW
A superstition or omen is a widely held but unjustified belief in the supernatural. (examples: a black crow is bad luck, finding a heads up penny is good luck, etc)
Most cultures have superstitions of some sort. Are you superstitious? Do you believe in omens?
If you have not completed the QUIZ from friday - DO THAT FIRST.
Direct Instruction
Roman superstitions video
Plot structure of JC.
Discuss Shakespeare humor.
Guided
Read Act 1 scenes 1 & 2.
Independent
DO NOW
A superstition or omen is a widely held but unjustified belief in the supernatural. (examples: a black crow is bad luck, finding a heads up penny is good luck, etc)
Most cultures have superstitions of some sort. Are you superstitious? Do you believe in omens?
If you have not completed the QUIZ from friday - DO THAT FIRST.
Direct Instruction
Roman superstitions video
Plot structure of JC.
Discuss Shakespeare humor.
Guided
Read Act 1 scenes 1 & 2.
Independent
1. In
Scene I, what do Flavius and Marcellus want the commoners to do (page 7)?
2. What
is the Soothsayer's advice to Caesar (page 11).
3. Caesar
clearly gives his thoughts about Cassius. What does he say (page 25)?
4. At
the end of Scene II in lines 312 - 326, Cassius makes plans. What plans does he make? Why? (page 33)
5. Why does Cassius want Brutus to join the
conspiracy (page 33)?
Thursday, February 19, 2015
Friday, February 20 - JC
Objective: By the end of class, students will be assessed on their background knowledge of JC, develop plot structure and continue research for base knowledge in order to interpret JC effectively next week and be able to analyze and evaluate events of the drama.
DO NOW
Short, open book quiz! 7 questions - 7 points each. Use text book (pages 750-751 and 754-755 and/or your notes.
Direct Instruction
Roman Superstitions video
Guided
Review Plot Structure in relation to Shakespeare plays.
Complete "EXPOSITION" for JC.
Independent
Get Chrome books and continue work from yesterday. GO to yesterday's blog for the questions.
Check for understanding
Review answers to questions
Closure
Introduce next week and expectations.
Exit Pass
Return chrome books in correct slots, plug in with paired plug and have a good weekend.
DO NOW
Short, open book quiz! 7 questions - 7 points each. Use text book (pages 750-751 and 754-755 and/or your notes.
Direct Instruction
Roman Superstitions video
Guided
Review Plot Structure in relation to Shakespeare plays.
Complete "EXPOSITION" for JC.
Independent
Get Chrome books and continue work from yesterday. GO to yesterday's blog for the questions.
Check for understanding
Review answers to questions
Closure
Introduce next week and expectations.
Exit Pass
Return chrome books in correct slots, plug in with paired plug and have a good weekend.
Wednesday, February 18, 2015
Thursday, February 19, Introduction to Shakespeare's Tragedy of Julius Caesar
Objective: By the en of class, students will continue introduction to JC in order to repare to read Shakespeare's Tragedy of Julius Caesar to improve reading comprehension and research skills.
DO NOW
Do you think that the more success and power you have, the more people dislike you? Example?
Direct Instruction
Why Shakespeare wrote the Tragedy of Julius Caesar - holt text pages 753-754.
Powerpoint / Caesar and Rome / Shakespeare tragedies (desktop)
Quick Review plus 5 components of a "Tragedy"
Guided
Use a chrome book to answer the following questions that you can put into your notebook:
1. Name 10 modern day countries that were part of the Roman Empire in 44. b.c.
2. List 5 facts about Julius Caesar.
3. What is the setting (where and when) of The Tragedy of Julius Caesar? (google Act 1, scene 1 of Julius Caesar).
4. Why are people celebrating in the street in Act one scene 1 of the play (this helps establish the exposition)?
5. Who are the conspirators that are planning to kill Caesar? List all of their names.
6. List 5 Roman superstitions of the ancient Romans in 44 b.c.
7. Read about Julius Caesar, Brutus, Cassius and Marc Antony and list three character traits for each of them. You can also use the No Fear books for this.
8. Google "themes of Julius Caesar" and choose one to discuss and explain in your own words in a short paragraph.
Check for Understanding
Independent student checks
Closure
Review the main characters of JC and discuss how character traits influence behavior.
Exit Pass
How do you know who you can trust? What are signs that someone might be acting disloyally to you?
DO NOW
Do you think that the more success and power you have, the more people dislike you? Example?
Direct Instruction
Why Shakespeare wrote the Tragedy of Julius Caesar - holt text pages 753-754.
Powerpoint / Caesar and Rome / Shakespeare tragedies (desktop)
Quick Review plus 5 components of a "Tragedy"
Guided
Use a chrome book to answer the following questions that you can put into your notebook:
1. Name 10 modern day countries that were part of the Roman Empire in 44. b.c.
2. List 5 facts about Julius Caesar.
3. What is the setting (where and when) of The Tragedy of Julius Caesar? (google Act 1, scene 1 of Julius Caesar).
4. Why are people celebrating in the street in Act one scene 1 of the play (this helps establish the exposition)?
5. Who are the conspirators that are planning to kill Caesar? List all of their names.
6. List 5 Roman superstitions of the ancient Romans in 44 b.c.
7. Read about Julius Caesar, Brutus, Cassius and Marc Antony and list three character traits for each of them. You can also use the No Fear books for this.
8. Google "themes of Julius Caesar" and choose one to discuss and explain in your own words in a short paragraph.
Check for Understanding
Independent student checks
Closure
Review the main characters of JC and discuss how character traits influence behavior.
Exit Pass
How do you know who you can trust? What are signs that someone might be acting disloyally to you?
Monday, February 16, 2015
Tuesday, February 17 - Introduction to History of Roman Empire
Objective: By the end of class, students will be introduced to the history of the Roman Empire in order to prepare to read Shakespeare's The Tragedy of Julius Caesar to improve rading comprehension skills.
DO NOW
Anticipation Guide to Shakespeare's The Tragedy of Julius Caesar
Direct Instruction
Background information - Holt Text pages - 750 -751
Roman Empire
roman empire clip
caesar
Guided / Independent
Use google chrome book to research and answer the following. YOu may work in pairs, split up the research and share answers:
1. What countries made up The Roman Empire in 44 b.c?
2. What types of superstitions did the Romans believe in in 44 b.c? Name at least 5.
3. List ten facts about Julius Caesar.
4. What did they eat in 44 b.c in Rome?
5. What did they do for entertainment?
Check for understanding / Closure
Review answers
Exit Pass
Do you agree that the more success and power you have, the more people dislike you? Example?
DO NOW
Anticipation Guide to Shakespeare's The Tragedy of Julius Caesar
Direct Instruction
Background information - Holt Text pages - 750 -751
Roman Empire
roman empire clip
caesar
Guided / Independent
Use google chrome book to research and answer the following. YOu may work in pairs, split up the research and share answers:
1. What countries made up The Roman Empire in 44 b.c?
2. What types of superstitions did the Romans believe in in 44 b.c? Name at least 5.
3. List ten facts about Julius Caesar.
4. What did they eat in 44 b.c in Rome?
5. What did they do for entertainment?
Check for understanding / Closure
Review answers
Exit Pass
Do you agree that the more success and power you have, the more people dislike you? Example?
Thursday, February 12, 2015
Friday, February 13, Test and introduction to Shakespere's Julius Caesar
Objective: By the end of class, student will be assessed on their ability to identify TOPIC and MAIN IDEA as well as summarize, analyze and evaluate in order to improve reading comprehension and writing skills.
DO NOW
Take out the passage from yesterday about African Heritage in Chicago. We reviewed and answered together almost all of the questions below. Do your best.
Direct Instruction
Use a NEO to to answer the following questions.
1. What is the TOPIC of the passage?
2. What is the GENRE of the PASSAGE?
3. Summarize the passage.
4. What is the MAIN IDEA of the passage?
5. List five examples from the passage that support the main idea.
6. Analyze the two cultural strengths of the main character. (be sure to put in proper format - restate, explain, quote, conclude).
7. Explain his motivation for establishing a Nigerian support group.
8. Analyze the importance of maintaining culture while integrating into American society. (Be sure to format like # 6).
9. Explain the method that Fidelis Umeh plans to use in his support group to ensure everlasting culture while blending with American society and then evaluate it. ( remember what evaluate means).
Guided / Independent
When complete, you may get google chrome book and begin to research the history of Elizabethan England and the Roman Empire in 44b.c in order to prepare to read excerpts of Shakespeare's Julius Caesar.
Here are some links to video clips (use headphones).
roman empire clips
elizabethan england
DO NOW
Take out the passage from yesterday about African Heritage in Chicago. We reviewed and answered together almost all of the questions below. Do your best.
Direct Instruction
Use a NEO to to answer the following questions.
1. What is the TOPIC of the passage?
2. What is the GENRE of the PASSAGE?
3. Summarize the passage.
4. What is the MAIN IDEA of the passage?
5. List five examples from the passage that support the main idea.
6. Analyze the two cultural strengths of the main character. (be sure to put in proper format - restate, explain, quote, conclude).
7. Explain his motivation for establishing a Nigerian support group.
8. Analyze the importance of maintaining culture while integrating into American society. (Be sure to format like # 6).
9. Explain the method that Fidelis Umeh plans to use in his support group to ensure everlasting culture while blending with American society and then evaluate it. ( remember what evaluate means).
Guided / Independent
When complete, you may get google chrome book and begin to research the history of Elizabethan England and the Roman Empire in 44b.c in order to prepare to read excerpts of Shakespeare's Julius Caesar.
Here are some links to video clips (use headphones).
roman empire clips
elizabethan england
Wednesday, February 11, 2015
Thursday, February 12, Review for test
Objective: By the end of class, we will review "topic, main idea, summarize, analyze and evaluate" in order to ensure that all students have the tools to answer CRQ questions effectively for the rest of the semester. Understanding the questions will improve overall reading comprehension and written expression.
DO NOW
Find the Main Idea handout
Direct Instruction
slideshare / main ideas
Guided /Independent
Read together "An African Heritage in Chicago" for review purposes.
1. Identify the TOPIC
2. Identify the Main Idea
3. Summarize
3. Discuss the reasons the main character was successful in the US.
4. Discuss the importance of maintaining ties to the homeland for not only the Nigerian community, but for America as well.
Exit Pass
Explain the difference between Analyze, evaluate and summarize.
DO NOW
Find the Main Idea handout
Direct Instruction
slideshare / main ideas
Guided /Independent
Read together "An African Heritage in Chicago" for review purposes.
1. Identify the TOPIC
2. Identify the Main Idea
3. Summarize
3. Discuss the reasons the main character was successful in the US.
4. Discuss the importance of maintaining ties to the homeland for not only the Nigerian community, but for America as well.
Exit Pass
Explain the difference between Analyze, evaluate and summarize.
Tuesday, February 10, 2015
Wednesday, February 11, Evaluate Non-Fiction
Objective: By the end of class, students will differentiate between SUMMARY, ANALYZE AND EVALUATE and apply to non-fiction in order to improve reading comprehension skills and written expression.
DO NOW
Write this into your notebooks:
DO NOW
Write this into your notebooks:
An Evaluation is AN
ANALYSIS PLUS YOUR OPINION. You should say “ I THINK” and/or “I BELIEVE” when
writing an evaluation but you must also include evidence from the text that
supports what you believe.
Direct Instruction
Independent / Guided
Read "Learn about South Africa." Answer questions on back. Then answer the following in constructed response format:
1. Analyze the conflict in South Africa between 1913 and 1990. Then, evaluate (what do you think of) Nelson Mandela's actions / decisions during that time. Would you have done the same? Why or why not?
Check for Understanding
Individual Student checks during independent work.
Exit Pass
Explain the difference between analyze, evaluate and summarize.
Tuesday, February 10 - MAin Idea and Constructed Responses
Objective: By the end of class, you will be assessed on your ability to identify the main idea of a passage and then learn to analyze the supporting details in order to improve reading comprehension.
DO NOW
Write this in your notebooks:
How to Write an Analytical Constructed Response
1. RESTATE the question or statement.
2. EXPLAIN your point.
3. Provide evidence from the text (a quote, an example) that supports your point.
4. Concluding sentence that sums up your paragraph.
Direct Instruction / Guided
Review HW and how to write constructed response.
Then Read- My First Baseball Game
Guided
Answer questions on back of handout.
Independent
Then using NEO's, answer the following in paragraph form:
1. What is the MAIN IDEA or MESSAGE of this passage?
2. Make a personal connection to this story.
3. Summarize this story telling who, what, when, where and why in paragraph form. A summary DOES NOT include quotes from the text.
4. Analyze how the author uses a baseball team to symbolize (represent) life and family. Provide examples from the text to support your answer. (Be sure to follow the format provided in the constructed response graphic organizer provided to you yesterday.) Also, be sure to include direct quotes but have more of your own words than quotations in the paragraph.
5. What lesson might one learn from reading this story (what is the moral of the story)?
Check for understanding
Individual student checks during independent work
Closure
Handout Quizlet terms and review and highlight what we have covered to date.
Exit Pass
Explain how summarizing differs from analyzing.
sources
DO NOW
Write this in your notebooks:
How to Write an Analytical Constructed Response
1. RESTATE the question or statement.
2. EXPLAIN your point.
3. Provide evidence from the text (a quote, an example) that supports your point.
4. Concluding sentence that sums up your paragraph.
Review HW and how to write constructed response.
Then Read- My First Baseball Game
Guided
Answer questions on back of handout.
Independent
Then using NEO's, answer the following in paragraph form:
1. What is the MAIN IDEA or MESSAGE of this passage?
2. Make a personal connection to this story.
3. Summarize this story telling who, what, when, where and why in paragraph form. A summary DOES NOT include quotes from the text.
4. Analyze how the author uses a baseball team to symbolize (represent) life and family. Provide examples from the text to support your answer. (Be sure to follow the format provided in the constructed response graphic organizer provided to you yesterday.) Also, be sure to include direct quotes but have more of your own words than quotations in the paragraph.
5. What lesson might one learn from reading this story (what is the moral of the story)?
Check for understanding
Individual student checks during independent work
Closure
Handout Quizlet terms and review and highlight what we have covered to date.
Exit Pass
Explain how summarizing differs from analyzing.
sources
Subscribe to:
Posts (Atom)