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CO: Students will demonstrate analysis of rhetorical appeals by examining the funeral speeches of Brutus and Antony.
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

*no bell work today

2. SSR LOG:This should be written in your writer’s note book in your portfolio.
What have you done that is similar to what a character experiences in your novel? Respond in 5-7 complete sentences.

3. Grade updates/conferences
-Students will meet with Ms. Martin today and tomorrow to discuss strengths & weaknesses in language arts using their portfolios.

4. Independently:
Actively view and read along with funeral speeches. You must identify examples of logos, pathos, and ethos in the speeches.

REMINDERS:
Week 9 vocabulary due Friday Nov.6th
Book talks tomorrow

CO: Students will demonstrate analysis of how complex characters develop over the course of a text by examining the soliloquy by Brutus.
LO: Students will speak 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: How do the rhetorical appeals (ethos, pathos, & logos) fit into Aristotle’s triangle? Explain.

3. Grade updates/conferences
-Students will meet with Ms. Martin today and tomorrow to discuss strengths & weaknesses in language arts using their portfolios.

4. Independently:
Revisit Brutus’s and Cassius’s dialogue from Act I Scene ii. You must find 2 examples of logos, pathos, and ethos in the dialogue. Record specific lines and provide commentary. Turn in your handout in the blue box today.

5. Independently OR with a partner:
Revisit Brutus’s soliloquy. A soliloquy is an act of speaking one’s thoughts aloud when by oneself or regardless of any hearers, especially by a character in a play.
Review annotations and make improvements/changes where needed. Carefully choose words to complete the analysis paragraph.
Hand in the blue box today.

REMINDERS:
Week 9 vocabulary due Friday Nov.6th

Welcome to WEEK 9!
CO: Students will demonstrate analysis of how complex characters develop over the course of a text by examining the dialogue between Cassius and Brutus in Act I Scene ii.
LO: Students will speak 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: Look at Aristotle’s rhetorical triangle. Draw it on your bell work paper. Write a sentence or two explaining how the speaker, subject, and audience are all connected in rhetoric.
3. Thinking map to show rhetorical appeals & rhetorical devices:
Guiding question
Frame of reference
Clear explanation of rhetorical appeals and rhetorical devices (how are they connected/related & what is the function of each)
4. Independently: Revisit Brutus’s and Cassius’s dialogue from Act I Scene ii. You must find 2 examples of logos, pathos, and ethos in the dialogue. Record specific lines and provide commentary.
5. Homework: Reading and annotating Brutus’s soliloquy. A soliloquy is an act of speaking one’s thoughts aloud when by oneself or regardless of any hearers, especially by a character in a play.

REMINDERS:
Week 9 vocabulary due Friday Nov.6th

CO: Students will demonstrate analysis of how complex characters develop over the course of a text by examining the dialogue between Cassius and Brutus in Act I Scene ii.
LO: Students will speak 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: Based on the information I reviewed yesterday, rhetoric is____________________________________________.
**TURN IN VOCABULARY WEEK 8 HOMEWORK**
3. Book talk

4. Vocabulary review game

5. Vocabulary weeks 7-8 quiz (20 summative points).

6.Thinking map to show rhetorical appeals & rhetorical devices:
Guiding question
Frame of reference
Clear explanation of rhetorical appeals and rhetorical devices (how are they connected/related & what is the function of each)

REMINDERS:
Week 9 vocabulary due Friday Nov.30th

CO: Students will demonstrate analysis of how complex characters develop over the course of a text by examining the dialogue between Cassius and Brutus in Act I Scene ii.
LO: Students will speak and record information to introduce claims from the dialogue and establish clear relationships among claims, evidence, and reasoning.

1. SSR + graph number of pages
**TURN Act I Scene ii annotations in the blue box.
2. Bell work: None today!

3.Thinking map to show rhetorical appeals & rhetorical devices:
-Examine and evaluate information in folder
-Work with your partner to decide what map to use
-Create a guiding question and frame of reference
-Use blue or black ink
-Decide how to convey information (appeals & devices)
-Write ALL names on the back of the paper and HOUR

4. Vocabulary review game:
-class splits into 2 teams
-play bluffing game

REMINDERS:
Week 8 vocabulary homework due tomorrow
Weeks 7-8 vocabulary quiz tomorrow
Book talks tomorrow

CO: Students will demonstrate analysis of how complex characters develop over the course of a text by examining the dialogue between Cassius and Brutus in Act I Scene ii.
LO: Students will speak 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: Look at the following lines and make any corrections necessary.
-“Men at some time are master’s of their fates: The fault, dear Brutus, is not in our stars, but in ourselves, that we are underlings.”

3. Class discussion of Act I scene ii: Cassius and Brutus dialogue
-review guidelines for circle
-socratic circle 8 min.(inner circle speaks, outer circle listens)
-switch inner to outer, new inner circle speaks
-debrief/reflect

4. Thinking map to show rhetorical appeals & rhetorical devices
-work with your partner to decide what map to use
-create a guiding question and frame of reference
-use blue or black ink
-decide how to convey information (appeals V. devices)
-write ALL names on the back of the paper and HOUR

REMINDERS:
Week 8 vocabulary homework due Friday
Weeks 7-8 vocabulary quiz on Friday
Book talks on Friday

*COLON (:) QUESTIONS: https://www.quickanddirtytips.com/education/grammar/colons

https://www.its-not-its.info/

CO: Students will demonstrate analysis of characters in a tragedy by examining diction and actions.
LO: Students will listen to and record evidence from the text to support their inferences using a double entry journal.
1. SSR + graph number of pages
**Please have your homework on your desk for me to check.
2. Bell work: Explain in 1-2 sentences the difference between its and it’s. Create 2 sentences using both correctly.
3. Viewing “The Tragedy of Julius Caesar”
-Record evidence to support inferences about characters’ values and loyalties in the play
-Partner–table–class discussion
4. Act I Scene ii dialogue annotations:
-Discussion

Monday
*Turn in HOMEWORK! Exercises 3, 4, and 5 must be in the blue box at the beginning of class.

1. SSR + graph number of pages

2. Bell Work:
Originally a (A) protest on (B) conventional painting, the Pre-Raphaelite movement (C) exerted great influence on the art (D) of its time. (E) No error

3. Viewing “The Tragedy of Julius Caesar.” Set up loose leaf paper for character analysis. Create two columns: the left side explaining values of that character and the right side for recording lines or actions as evidence. You will record information for the following characters: Julius Caesar, Brutus, Mark Antony, Cassius, Calpurnia, and Portia.

4. Act I Scene ii close reading due tomorrow. Follow directions on handout carefully. Julius Caesar Act I Scene ii Handout