Objective: By the end of class, students will analyze allegory in a poem in order to improve reading comprehensive skills.
DO NOW
Quiz and CRQ on Walrus and the Carpenter
When Finished:
Research to find answers - Symbolic Questions for Alice through the Looking Glass:
1. What does the rabbit hole symbolize?
2. What does the Looking Glass symbolize?
3. What does "size and growth" symbolize?
4. The garden?
5. The catapillar's mushroom?
Tuesday, March 27, 2018
Monday, March 19, 2018
Tuesday, March 20 - Walrus and the Carpenter
Objective: By the end of class, students will analyze allegory and satire in order to improve reading comprehensive skills.
DO NOW
Copy definition into notebooks:
Guided / Independent
read the Carpenter and the Walrus - by Lewis Carroll
View
1. Identify as many examples of you can of figurative language in Walrus and the Carpenter. Mark it directly on the poem. (similes, metaphors, alliteration, etc)
DO NOW
Copy definition into notebooks:
Anthropomorphism - Human characteristics and/or behaviors are applied to an animal
(You might be thinking that anthropomorphism sounds a lot like personification—and you're right. But here's the difference. With anthropomorphism, the object or animal is actually doing something human. With personification, the object or animal just seems like it's doing something human)
Guided / Independent
read the Carpenter and the Walrus - by Lewis Carroll
View
1. Identify as many examples of you can of figurative language in Walrus and the Carpenter. Mark it directly on the poem. (similes, metaphors, alliteration, etc)
______________________________________________
2. Answer the comprehensive questions on the handout provided.
. Where was Lewis Carrol born and raised?
2. What religion was he and what was his father's role in the church?
3. What was going on politically in the country at the time? Who was King or Queen? Was it a peaceful time or was there controversy?
3. In what year did he write Alice in Wonderland and then Alice Through the Looking Glass?
4. What characters told the story of the Walrus and the Carpenter to Alice in Through the Looking Glass?
5. Why did they tell her this story? What were they trying to warn her of?
6. Why is this poem considered a 'narrative'?
Tuesday, March 21 - Senior sample interview questions
Sample interview questions on the sites below:
career services sample interview questions
Live career sample questions
UTSA sample interview questions
Sunday, March 18, 2018
Monday, March 19 - Lewis Carroll - Walrus & the Carpenter
Objective: By the end of class, students will analyze characters in poetry to determine symbolism and satire in order to improve interpretive skills. Students will also distinguish
DO NOW - Write Definitions into notebooks:
1. SATIRE - the use of humor to make fun or or criticize people or specific beliefs.
2. ALLEGORY - a fictional story that represents (symbolizes) a real life event (similar to an extended metaphor but the allegory never mentions the real life event directly)
An allegory makes fun of something without coming right out and saying it. It usually is used to make fun of or criticize a government or religion to avoid a direct attack and possibly get in trouble for it.
Research the author / poet, Lewis Carroll and the poem, Walrus & the Carpenter (you will not find all of the answers from one website so you'll have to do a few searches). Answer the following questions in your notebooks:
1. Where was Lewis Carrol born and raised?
2. What religion was he and what was his father's role in the church?
3. What was going on politically in the country at the time? Who was King or Queen? Was it a peaceful time or was there controversy?
3. In what year did he write Alice in Wonderland and then Alice Through the Looking Glass?
4. What characters told the story of the Walrus and the Carpenter to Alice in Through the Looking Glass?
5. Why did they tell her this story? What were they trying to warn her of?
6. Why is this poem considered a 'narrative'?
The "Walrus and the Carpenter" is considered a satire on either organized religion or high politics. It uses silly characters to represent (symbolize) BIG, controversial ideas to send a message.
Religious InterpretationWalrus - Eastern religion
Carpenter = Western Religions
Oysters = common people (younger generation)
Political Interpretation
Walrus = England
Carpenter = United States
Oysters = Common people
Explanation of the symbolism behind "The Walrus and the Carpenter" from the movie - "DOGMA"
Guided / Independent
View
1. Identify as many examples of you can of figurative language in Walrus and the Carpenter. Mark it directly on the poem. (similes, metaphors, alliteration, etc)
DO NOW - Write Definitions into notebooks:
1. SATIRE - the use of humor to make fun or or criticize people or specific beliefs.
2. ALLEGORY - a fictional story that represents (symbolizes) a real life event (similar to an extended metaphor but the allegory never mentions the real life event directly)
An allegory makes fun of something without coming right out and saying it. It usually is used to make fun of or criticize a government or religion to avoid a direct attack and possibly get in trouble for it.
Research the author / poet, Lewis Carroll and the poem, Walrus & the Carpenter (you will not find all of the answers from one website so you'll have to do a few searches). Answer the following questions in your notebooks:
1. Where was Lewis Carrol born and raised?
2. What religion was he and what was his father's role in the church?
3. What was going on politically in the country at the time? Who was King or Queen? Was it a peaceful time or was there controversy?
3. In what year did he write Alice in Wonderland and then Alice Through the Looking Glass?
4. What characters told the story of the Walrus and the Carpenter to Alice in Through the Looking Glass?
5. Why did they tell her this story? What were they trying to warn her of?
6. Why is this poem considered a 'narrative'?
The "Walrus and the Carpenter" is considered a satire on either organized religion or high politics. It uses silly characters to represent (symbolize) BIG, controversial ideas to send a message.
Religious InterpretationWalrus - Eastern religion
Carpenter = Western Religions
Oysters = common people (younger generation)
Political Interpretation
Walrus = England
Carpenter = United States
Oysters = Common people
Explanation of the symbolism behind "The Walrus and the Carpenter" from the movie - "DOGMA"
Guided / Independent
View
1. Identify as many examples of you can of figurative language in Walrus and the Carpenter. Mark it directly on the poem. (similes, metaphors, alliteration, etc)
Tuesday, March 13, 2018
Wednesday, March 14 -
Objective: By the end of class, students will be assessed on characterization by analyzing drama in order to improve comprehensive skills.
DO NOW
JUST 2 FYIs before you start on the question below:
The definition of the word "DYNAMIC" means "TO CHANGE." Both Lady Macbeth and Macbeth are DYNAMIC characters which means they change over time.
"Evaluate" means to analyze and then you can add your opinion based on some facts and evidence from the text.. Therefore, you may say " I think this BECAUSE in the text it says....." but you may not randomly throw out a thought with no support.
CRQ (50 test points)
Trace the development of either Lady Macbeth or Macbeth's character throughout the play and evaluate HOW and WHY he/she changed over time. Be sure to provide textual evidence to support your answer.
DO NOW
JUST 2 FYIs before you start on the question below:
The definition of the word "DYNAMIC" means "TO CHANGE." Both Lady Macbeth and Macbeth are DYNAMIC characters which means they change over time.
"Evaluate" means to analyze and then you can add your opinion based on some facts and evidence from the text.. Therefore, you may say " I think this BECAUSE in the text it says....." but you may not randomly throw out a thought with no support.
CRQ (50 test points)
Trace the development of either Lady Macbeth or Macbeth's character throughout the play and evaluate HOW and WHY he/she changed over time. Be sure to provide textual evidence to support your answer.
Monday, March 12, 2018
Tuesday, March 13 -
Objective: By the end of class, students will analyze drama in order to improve reading comprehensives skills.
DO NOW
Take out Plot Structure for Macbeth. Complete with falling action and resolution. Turn in for a grade.
Direct Instruction
Just Answer THREE of the ACT 5 Reviewing the Text questions
F
G
H
study guide questions
HOMEWORK
Complete character trait sheet for Dynamic characters Macbeth and Lady Macbeth if you have not done so already. Turn in for a grade. You will have a constructed response tomorrow that relates to this information.
Guided / Independent
View Conclusion of film.
DO NOW
Take out Plot Structure for Macbeth. Complete with falling action and resolution. Turn in for a grade.
Direct Instruction
Just Answer THREE of the ACT 5 Reviewing the Text questions
F
G
H
study guide questions
HOMEWORK
Complete character trait sheet for Dynamic characters Macbeth and Lady Macbeth if you have not done so already. Turn in for a grade. You will have a constructed response tomorrow that relates to this information.
Guided / Independent
View Conclusion of film.
Monday, March 12 - Act 5
Objective: By then end of class, students will analyze drama in order to improve reading comprehensive skills.
DO NOW
Look in Act 5 - Scene 1 - Find three examples of Lady Macbeth's delusional behavior (things she is either doing or saying as she sleepwalks) that indicates that guilt is literally driving her crazy.
Diret Instruction
Read pages 197 - 219 - conclusion!
Characters
Malcolm
Menteith
Siward
Maduff
Macbeh
Seyton
Messenger
Ross
Guided / Independent
Study Guide Questions - reviewing the text - all
Study Guide Questions
View conclusion of film
DO NOW
Look in Act 5 - Scene 1 - Find three examples of Lady Macbeth's delusional behavior (things she is either doing or saying as she sleepwalks) that indicates that guilt is literally driving her crazy.
Diret Instruction
Read pages 197 - 219 - conclusion!
Characters
Malcolm
Menteith
Siward
Maduff
Macbeh
Seyton
Messenger
Ross
Guided / Independent
Study Guide Questions - reviewing the text - all
Study Guide Questions
View conclusion of film
Thursday, March 8, 2018
Wednesday, March 7 - Act 5
Objective: By the end of class, students will analyze drama in order to improve reading comprehensive skills.
DO NOW
take our your plot structure for Macbeth and add two pieces of FALLING ACTON (remember, the turning point was Banquo's murder and Fleance escaping).
Direct Instruction
Read Act V scenes - 1,2 3
Doctor -
Gentlewoman -
Lady Macbeth -
Menteith-
Angus-
Caithness -
Lennox -
Macbeth -
Servant-
Seyton -
Guided / Independent
Add character traits to the END part on the DYNAMIC CHARACTER TRAIT graphic organizer to demonstrate how both Lady Macbeth and Macbeth are changing. Provide evidence from the text.
DO NOW
take our your plot structure for Macbeth and add two pieces of FALLING ACTON (remember, the turning point was Banquo's murder and Fleance escaping).
Direct Instruction
Read Act V scenes - 1,2 3
Doctor -
Gentlewoman -
Lady Macbeth -
Menteith-
Angus-
Caithness -
Lennox -
Macbeth -
Servant-
Seyton -
Guided / Independent
Add character traits to the END part on the DYNAMIC CHARACTER TRAIT graphic organizer to demonstrate how both Lady Macbeth and Macbeth are changing. Provide evidence from the text.
Monday, March 5, 2018
Tuesday, March 6 - ACT 4 CRQ TEST
Objective: By the end of class, students will analyze drama in order to improve reading comprehensive skills.
DO NOW
CRQ Choice ACT 4 TEST (50 points):
1. Analyze how the witches are successful in convincing Macbeth that he is "greater than fate" through the three apparitions. Use textual evidence to support your answer.
OR
2. Analyze how and why Malcolm "tests" Macduff's loyalty. What does this say about Malcolm's character? Use textual evidence to support your answer.
DO NOW
CRQ Choice ACT 4 TEST (50 points):
1. Analyze how the witches are successful in convincing Macbeth that he is "greater than fate" through the three apparitions. Use textual evidence to support your answer.
OR
2. Analyze how and why Malcolm "tests" Macduff's loyalty. What does this say about Malcolm's character? Use textual evidence to support your answer.
Monday, March 5 - Act V
Objective By the end of class, students will analyze drama in order to improve reading comprehensive skills
DO NOW
Describe Macbeth in Act 1 & 2 (up until he killed Duncan). Use three adjectives to describe his character.
Describe Lady Macbeth in Act 1 & 2 . Use three adjectives to describe her character.
Use the double sided graphic organizer to analyze the development of both Macbeth and Lady Macbeth's characters
FOR TODAY: Use single adjectives (descriptive words) to describe their personalities from the beginning of the play and provide evidence to support each character trait.
Remember, DYNAMIC means to change. Both Lady Macbeth and Macbeth change significantly over time.
Direct Instruction
Macbeth summary to date
Study Guide Questions for ACT IV
Reviewing the text questions - ALL
Shaping Interpretations # 5, 6 and 7.
Study Guide Questions
DO NOW
Describe Macbeth in Act 1 & 2 (up until he killed Duncan). Use three adjectives to describe his character.
Describe Lady Macbeth in Act 1 & 2 . Use three adjectives to describe her character.
Use the double sided graphic organizer to analyze the development of both Macbeth and Lady Macbeth's characters
FOR TODAY: Use single adjectives (descriptive words) to describe their personalities from the beginning of the play and provide evidence to support each character trait.
Remember, DYNAMIC means to change. Both Lady Macbeth and Macbeth change significantly over time.
Direct Instruction
Macbeth summary to date
Study Guide Questions for ACT IV
Reviewing the text questions - ALL
Shaping Interpretations # 5, 6 and 7.
Study Guide Questions
Friday, March 2, 2018
Friday, March 2 - Macbeth Act 4
Objective: By the end of class, students will analyze drama in order to improve reading comprehensive skills.
DO NOW
What effect did the brutal murders of Lady Macduff and her children have on you? How have your feelings changed about Macbeth due to this action?
Act 4 Summary
Guided / Independent
Study Guide Questions for ACT IV
Reviewing the text questions - ALL
Shaping Interpretations # 5, 6 and 7.
Then:
Use the double sided graphic organizer to analyze the development of both Macbeth and Lady Macbeth's characters
Remember, DYNAMIC means to change. Both Lady Macbeth and Macbeth change significantly over time.
Use single adjectives (descriptive words) to describe their personalities from the beginning of the play to now and provide evidence to support each character trait.
.
DO NOW
What effect did the brutal murders of Lady Macduff and her children have on you? How have your feelings changed about Macbeth due to this action?
Act 4 Summary
Guided / Independent
Study Guide Questions for ACT IV
Reviewing the text questions - ALL
Shaping Interpretations # 5, 6 and 7.
Then:
Use the double sided graphic organizer to analyze the development of both Macbeth and Lady Macbeth's characters
Remember, DYNAMIC means to change. Both Lady Macbeth and Macbeth change significantly over time.
Use single adjectives (descriptive words) to describe their personalities from the beginning of the play to now and provide evidence to support each character trait.
.
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