MLK Day-No School

Meet at the beginning of class for attendance and attend Career Cruising in the media center with the teacher(s).

Objective: I can explain my reasons for choosing the answers in items #11 and  #12 of the PSAT 2 and identify important details that contrast the characters of Julius Caesar and Brutus along with the plot conspiracy against Caesar.

BW:  In your test packets, explain why you selected your choices for answers to items #11 and #12.

Activities:

1.  Share Out:  What was your approach? Did you look for specific evidence?  How does that evidence relate to the next question?
2. Movie Review for Acts II and III:  Answer worksheet questions.
3. Share Out:  Who is the better husband, Brutus or Caesar? Why? What picture of Caesar do the conspirators paint?
4. Reminder:  Today is the last day to make-up the summary from before the holiday break.  Come after school by 3:20 pm. Expect to take a 1/2 hour to write it.

Objective:  I can write a response to CCR Question #2 for Brutus’s soliloquy, and I can explain the reasoning for my answer choices to items #11 and #12 in the PSAT 2.

BW:  Students will read through the given sentence stems for the response of “How does the text say it?”.  After reviewing this prompt and your T-Chart notes, provide a response for these two items:  1. Restate the topic sentence in your own words.  2.  What are three persuasive tools and their matching pieces of evidence that I can use?

Activities:

1.  Promethean:  As a whole class, the first part of the paragraph will be written with the given sentence stems.
2. Share Out:  What is Brutus’s claim?  What is his counterargument?  What persuasive tool/evidence match can be used to rebut Brutus’s counterargument? Where is the reasoning applied?  Which sentence restates or summarizes the first point?  Where is the transition sentence?
3.  Write the response to “How does the text say it?” for Brutus’s soliloquy.  You may use the given sentence stems as a guide or write it on your own more independently.
4. If you finish early, add inferences to you SSR log in the back of your notebook.
5. Reminders:  Make-up summaries for Cassius’s appeal will be given after school today and tomorrow until 3 pm.  Plan on about a 1/2 hour to write it.  In addition, if you were unable to come after school yesterday to pick up the homework supplement for the summary, you may come today after school for it and write the summary tomorrow.

Objective:  I can use my definitions of tone, some poetic tools, and logos to explain “how the text says it” for Brutus’s soliloquy.

BW:  List these definitions: tone, metaphor, simile, personification, logos, and counterargument.

Activities:

1.  Promethean Board:  As a whole class, students will identify each of the three counterargument chunks in Brutus’s soliloquy along with its corresponding argumentative tool(logos, metaphor, tone, etc.)
2. Think Pair/Share:  Students will explain how Brutus suggests each counterargument in his/her own words in the right column.  In addition, they will explain the corresponding argumentative tool used to rebut each counterargument in the right column.
3. Independent Study:  Each student will write a response to Question #2(How does the text say it?) for Brutus’s soliloquy on pages 841 and 842.
4. Reminders:  Come after school for the worksheets for Cassius’s appeal and an explanation of the homework.  Make-ups for the summary paragraph are after school on Wed.(1/11) or Thurs.(1/12) until 3 pm.

Objective:  I can make inferences to understand “what the text means” for a PSAT reading selection and use footnotes to understand “what the text says” in Brutus’s soliloquy at the beginning of Act II in Julius Caesar.

BW:  Read to answer questions 11-15 of the PSAT 2 informational text.

Activities:

1.  Share Out:  Why is the word “rational” in quotes? Where might the word be emphasized in the following parts of the passage(right here)?  What can be inferred by the connection between two “reasonable decisions” and “later” consequences?
2. Paraphrase experts will lead groups of four to finalize paraphrases of Brutus’s soliloquy.  Experts will emphasize using the footnote definitions in the right columns of pages 841-2 in the textbook.
3. Share Out:  What is the literal meaning of “adder”?  Which character is being inferred  by this metaphor?
4. Reminders:  Make-up Work:  Come after school for explanations of the paraphrasing of Cassius’s appeal on Tuesday(1/10).  Make-ups for writing the summary are after school on Wed(1/11) and Thurs.(1/12) until 3 pm.

Objective:  I can annotate and paraphrase Brutus’s soliloquy on pages 841-2.

BW:  View and reread Cassius’s soliloquy on p. 833.  Answer this question: What is Cassius’s real motivation to plot against Caesar?

Activities:

1.  Share Out:  Random responses to the bellwork question.
2. Promethean Board:  Teacher models annotating Brutus’s soliloquy by boxing unknowns with footnote numbers, defining them, and asking two questions.
3. Think Pair/Share:  Students annotate Brutus’s soliloquy on p. 841-2 on their paraphrase worksheet.
4. SSR:  Students add inferences to log.
5. Reminder:  HW–Students will complete annotations and paraphrasing of Brutus’s soliloquy and answer the first three questions of the PSAT handout.

Objective:  I can identify evidence of the conflict between Caesar and Cassius.

BW:  Paraphrase the quote at the Promethean board.

Activities:

1.  Share Out:  Random responses.
2. Think Pair/Share:  Answer questions 1-5 on worksheet for pages 830-833.
3. View movie to answer the remaining 5 questions.
4. Share Out:  What is Cassius’s real reason for the conspiracy against Caesar?
5. Reminder:  HW–Complete annotating your Article of the Week by using the three-step process:  Questions, Unknowns, and Golden Lines.

Objective:  I can write a summary of Cassius’s appeal to Brutus in Act I, Scene 2.

BW:  Students will review their triple-column paraphrase sheet to find Cassius’s goal.  Think Pair/Share:  Students discuss the goal with an elbow partner and write it in notebook.

Activities:

1.  Share Out:  What is Cassius’s goal?
2. Think Aloud:  Teacher will model writing the first part of the summary by beginning with Cassius’s goal to write a topic sentence and shaping the first five summary statements into four sentences.
3. Independent Study:  Students will write their summary paragraph based on the model.
4. Reminder:  The three-step process for AOW is due on Friday.

Objective:  I can write a summary of Cassius’s appeal in Act I, Scene 2.

BW:  Copy the definition of a “summary” from the Promethean board.

Activities:

1.  Share Out:  How does a summary contrast with a paraphrase?
2. Review the steps of writing a summary.
3. Share Out:  Identify Cassius’s claim by interpreting the last thought progression.
4. Teacher(s) will lead students through each step of the summary based on the worksheet.
5. Reminder:  HW–Use the three-step process for today’s AOW.