Objective:  I can continue annotating and paraphrasing a passage from Act I, Scene 2.

BW: DLW

Activities:

1.  Student as teacher corrects.
2. Review the exemplar for paraphrasing: Stanzas #1 and #2.
3. Promethean Board:  Complete first three stanzas of Side 2.
4. Think Pair/Share:  Students will complete the next two.
5. Promethean Board:  Review these two stanzas.
6. Reminder:  HW–Complete side 2 of Cassius/Brutus dialogue.

Objective:  I can annotate and paraphrase a passage from Act I, Scene 2 of JC.

BW:  Complete your annotation/paraphrase of Stanza 2 in Cassius’s speech.

Activities:

1. Think Pair/Share:  Evaluate your neighbor’s paraphrase.  Ask these questions on a separate paper:  Does the paraphrase reflect the use of your neighbor’s own words?  Does the paraphrase retell or restate all of the text in a condensed manner?
2. Share Out:  At the Promethean board, the whole class will annotate and paraphrase Stanza 2 for corrections.
3. Independent Study:  Students will complete annotations/paraphrases for side 1 of Cassius’s speech.
4. SSR:  Add more notes to your inferences log.  Be prepared to explain them.
5. Reminder:  HW:  Complete the annotations/paraphrases for each stanza of side 1.  Today is the last day for retaking The Help essay.  Mr. Opferman and Mr. Sapienza are available until 3:30 pm.

Objective:  I can paraphrase a passage from Act I, Scene 2 in JC.

BW: DLW

Activities:

1.  Student as teacher makes corrections.
2. Promethean Board:  Teacher models how to paraphrase stanza 1 in passage.
3. Independent Study:  Students use model to paraphrase stanza 2.
4. Peer Evaluation:  Students edit neighbor’s paraphrasing.
5. Share Out:  Review paraphrasing for stanza 2.
6. Independent:  Students paraphrase to complete passage in the chart.
7. Reminders:  Mr. Opferman and Mr. Sapienza are available today and tomorrow(December 16) for essay rewrites after school in B5 until 3:30 pm.

Objective:  I can summarize part of Act 1, Scene 2 in JC.

BW:  Read Student Sample A:  List two bits of evidence.  Read Student Sample B and list two bits of evidence and write the pivot or transition sentence.

Activities:

1.  Share Out:  What is the pivot sentence?
2. Think Pair/Share:  Complete the answers for 825-830.
3. Share Out:  Jeopardy Review.
4. Promethean Board:  Summarize first stanza of Cassius’s Speech.
5. Independent:  Summarize 2nd Stanza.
6. Think Pair/Share:  Peer evaluation.
7. Reminders:  Students with questions/challenges for your essay can meet after school with Mr. Sapienza today.  Mr. Opferman and Mr. Sapienza will be available after school for retakes of the essay on Thursday(12/15) and Friday(12/16) until 3:30 pm.

Objective:  I can get the gist of Cassius’s appeal to Brutus in Act 1, Scene 2 of JC.

BW:  Use the 4-Step process for today’s vocabulary(pages 830-833).

Activities:

1.  Show the word!
2. View Cassius’s appeal to Brutus:  What is Cassius try to persuade of Brutus?
3. Listen-and-Learn:  Answer worksheet as a whole class.
4. Reminders:  Review the score of your essay in parent connect.  Make plans for questions/challenges on Wed.(Dec. 14) after school and/or rewrites on Thurs.(Dec 15) and Fri.(Dec 16) after school until 3:30 pm.

Objective:  I can identify character traits of Julius Caesar in Act I, Scene 2.

BW:  DLW(3:1)

Activities:

1.  Student as teacher makes corrections.
2. View first part of Act I, Scene 2:  How does Caesar treat his wife?  How does Antony respond?
3. Listen-and-Learn:  Answer questions 1-4 on worksheet.
4. Independent Reading:  Complete summary questions.
5. SSR:  Add more inferences to your log.

Objective:  I can make inferences regarding Caesar’s style of leadership in Act I, Scene 2.

BW: Use the 4-Step Process for today’s vocabulary.

Activities:

1.  Show the word!
2. Independent Reading:  Complete summary of Acts I and II.
3. Jeopardy Review:  Summary and “Hail Caesar.”
4. Listen-and-Learn:  As a whole class, answer worksheet for Act I, Scene 2.

Objective:  I can infer the different meanings of puns used in Act I, Scene 1 of Julius Caesar.

BW: DLW

Activities:

1. Student as teacher makes corrections.
2. Independent Reading:  Chute summary of Acts I and II.
3. Define the term “pun” at the board.  Discuss real-life examples.
4. Listen-and-Learn:  Identify three puns in Act I, Scene 1.
5. Think Pair/Share:  Write the literal meaning and the inferred meaning for them.
6. Share Out:  What are the literal/inferred meanings of some words, such as, “cobbler,” “soles,” and “mend.”
7. Share Out:  Why is Shakespeare using puns?  How does their use develop the conflict?

Objective:  I can determine the conflict in Act 1, Scene 1 of Julius Caesar.

BW:  Use the 4-Step Process for today’s vocabulary.

Activities:

1.  Show the Word!
2. View Act I, Scene 1:  What is the conflict?
3. Think Pair/Share:  Answer questions for the summary of JC.
4. Share Out:  Jeopardy Review!

Objective:  I can write a conclusion for my argumentative essay.

BW:  Look at the claim sentence in the introduction of the exemplar.  Compare and contrast it with the first sentence in the conclusion paragraph.  Write down your observations.

Activities:

1.  Share Out:  How are these sentences similar?  How are they different?
2. Promethean Board:  Review the steps for writing a conclusion on the organizer.
3. Independent Activity:  Follow the steps to write a conclusion.
4. SSR:  Add more inferences to your log.