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CO: Students will demonstrate analysis of complex characters and author’s choices by examining specific scenes from The Tragedy of Julius Caesar.
LO: Students will read and write information from a selected text using a group sheet.

1. SSR + graph number of pages

2. Groups present from The Tragedy of Julius Caesar Act IV:
Group 1: Pages 156-159
Group 2: Pages 160-163
Group 3: Pages 164-167
Group 4: Pages 168-171
Group 5: Pages 172-175
Group 6: Pages 176-179
Group 7: Pages 180-183
Group 8: Pages 184-187

3. Directions/handout for Thursday and Friday

4. Anonymous survey

REMINDERS:
Week 11 vocabulary due on Friday in the blue box or via email (you know who you are).

CO: Students will demonstrate analysis of complex characters and author’s choices by examining specific scenes from The Tragedy of Julius Caesar.
LO: Students will read and write information from a selected text using a group sheet.

1. SSR + graph number of pages
2. Book talks
3. The Tragedy of Julius Caesar Act IV:
A. Students will read and annotate the selected text.
B. Students will find group members.
C. Members decide who will: write summary of text selection, record golden line from text, examine character analysis, present to class, examine external or internal conflict, and keep time.
D. Groups will share information in order.

Group 1: Pages 156-159
Group 2: Pages 160-163
Group 3: Pages 164-167
Group 4: Pages 168-171
Group 5: Pages 172-175
Group 6: Pages 176-179
Group 7: Pages 180-183
Group 8: Pages 184-187
________________________________________________________________________________________________________
REMINDERS:
Week 11 vocabulary due Friday Nov.20th

Students sign up to give a book talk ONCE a semester. Students choose what day they will present. This is a semester grade that will appear in the gradebook the last week of the semester.

It is worth 20 summative points.
Shows the book 2
Tells title, author, setting, character(s), conflict, genre, etc. 8
Read a short passage to get audience hooked 8
Can tell student is prepared 2

CO: Students will demonstrate analysis of rhetorical appeals by examining a speech.
LO: Students will read and write information to introduce claims from the dialogue and establish clear relationships among claims, evidence, and reasoning.

1. SSR + graph number of pages

2. Bell work: There are two types of conflict in drama.
An ___________ conflict is between two characters, groups, or forces.
An ___________ conflict involves a character’s struggle to decide between two opposing ideas or values.

3. Housekeeping:
Good news.
1st & 5th Hours= hand in annotations on Malala’s speech.
Plans this week.

4. The Tragedy of Julius Caesar Act IV:
Reading pages 884-897 with annotations
Discussion

5. Ongoing conferences with Ms. Martin
-Examine strengths and weaknesses in writing.

REMINDERS:
Week 11 vocabulary due Friday Nov.20th

CO: Students will demonstrate understanding of vocabulary words by completing a quiz.
LO: Students will read and write responses to the quiz.

1. Book talks

2. Bell work check! Please have binder open to October 19th.

3. Possible review game (depends on sub information).

4. Weeks 9-10 vocabulary quiz.

5. Article of the week:
Read directions carefully.
Annotations are due Monday first thing. The assignment is 25 formative points.

REMINDERS:
Week 11 vocabulary due Friday Nov.20th

10th Honors LA and LA:

Absolution-forgiveness; pardon; release
Blatant-obvious
Creditable-praiseworthy
Ensconce-establish firmly in a position
Hasten-hurry; accelerate; rush
Laceration-a cut
Obdurate-stubborn
Plausible-can be believed; reasonable
Reprieve-a respite; postponement of a sentence
Tawdry-of little value; gaudy

CO: Students will demonstrate analysis of rhetorical appeals by examining the funeral speech of Antony.
LO: Students will read and write information to introduce claims from the dialogue and establish clear relationships among claims, evidence, and reasoning.

1. SSR + graph number of pages

2. Bell work: Complete the following sentences.
A. A speaker uses logos to _______________________ audience.
B. A speaker uses ethos to _______________________ audience.
C. A speaker uses pathos to _______________________ audience.

3. Viewing Antony’s funeral speech:
You should add annotations to the portion of his speech you have.
Fill in the graphic organizer for Antony’s and Brutus’s rhetorical strategies.

4. Prompt for writing:
One major element of Julius Caesar is rhetoric – the skill of persuading others with words. In Act III, Shakespeare pits Mark Antony’s famous “Friends, Romans, Countrymen” speech against Brutus’s “Romans, Countrymen, and Lovers” earlier in the scene. Read both carefully. Most find Antony’s speech more effective rhetorically (surely the crowd did!). Why is that? Does Shakespeare agree? Or disagree? Be able to argue from careful attention to the text, not just your general impressions.

REMINDERS:
Week 10 vocabulary due Friday Nov.13th
Weeks 9-10 vocabulary QUIZ on Friday Nov.13th

CO: Students will demonstrate analysis of rhetorical appeals by examining the funeral speech of Brutus.
LO: Students will read, listen, and record information to introduce claims from the dialogue and establish clear relationships among claims, evidence, and reasoning.

1. SSR + graph number of pages
2. Bell work: In your portfolio, draw the following chart on the inside cover.

3. Return graded work.

4. As a class, complete the analysis paragraph from Brutus’s soliloquy & discuss choices.

5. As a class, discuss responses to analysis questions from Brutus’s funeral speech.

REMINDERS:
Week 10 vocabulary due Friday Nov.13th
Weeks 9-10 vocabulary QUIZ on Friday Nov.13th

CO: Students will demonstrate analysis of rhetorical appeals by examining the funeral speech of Brutus.
LO: Students will read, listen, and record information to introduce claims from the dialogue and establish clear relationships among claims, evidence, and reasoning.

1. SSR + graph number of pages

2. Bell work:
Draw a circle around Aristotle’s Rhetorical Triangle. This circle reminds us of the context/aim/purpose that underlies many of the writer’s decisions. Why do you think we should include this circle?

3. Analysis questions for Brutus’s funeral speech due at the end of the hour.

4. Ongoing grade updates/conferences:
Students will meet with Ms. Martin today and tomorrow to discuss strengths & weaknesses in language arts using their portfolios.

6th Hour ONLY:
5. Impromptu writing:
Students look at 2 words on the screen and choose 1 to write about for a minute’s time. We will repeat this 3 times.
Then, students will write a response to the unit question (who or what influences one’s perception of loyalty?).

REMINDERS:
Week 10 vocabulary due Friday Nov.13th

CO: Students will demonstrate analysis of rhetorical appeals by examining the funeral speech of Brutus.
LO: Students will read, listen, and record information to introduce claims from the dialogue and establish clear relationships among claims, evidence, and reasoning.

1. SSR + graph number of pages

2. Book talks

3. Class whip around:
Students share thoughtful comments, questions, and offer feedback on Brutus’s funeral speech. We are considering ethos, pathos, and logos in our comments. Everyone participates.

4. Ongoing grade updates/conferences:
Students will meet with Ms. Martin today and tomorrow to discuss strengths & weaknesses in language arts using their portfolios.

5. Impromptu writing:
Students look at 2 words on the screen and choose 1 to write about for a minute’s time. We will repeat this 3 times.
Then, students will write a response to the unit question (who or what influences one’s perception of loyalty?).

REMINDERS:
Week 10 vocabulary due Friday Nov.13th