Objective:  I can contrast who is the better husband, Brutus or Caesar.

BW:  Use the 4-Step Process(849):  wafter(n), physical(adj), humors(n), commended(adj)

1.  Show the word!
2. Think Pair/Share:  As we start and stop the video of JC, add entries or clues for who is the better husband in your T-Chart.
3. In groups of four:  Find a claim, three pieces of evidence, and a counterargument.
4. Reminder:  Retakes for the Close and Critical Reading assesment will be on Tues.(Dec. 15) after school.

Career Cruising Day

Objective:  I can identify details to analyze Brutus’s character in Act II.

BW:  Use the 4-Step Process(p. 843):  conspiracy(n), entreat(v), resolution(n), contriver(n), annoy(v)

Activities:

1.  Show the word!
2. Answer questions on the worksheet(p. 843-855) as you view the video. JC Film(843-855)
3. Share Out:  Contrast Brutus’s relationship with Portia to Caesar and Calpurnia.
4. Reminder:  Today is the last day to make up your Close and Critical Reading Assessment.  Ask me for details.

Objective:  I can justify whether or not Caesar should be removed from power at this point in the play.

BW:  DLW(3:2)

Activities:

1.  Student as teacher corrects with standard usage.
2. Continue review of pages 823-846 with video. p. 823 1-10 and p. 830 11-20.
3. Students write a short reflection of whether or not the conspirators are justified in their perception that Caesar should be removed from power.  See the board for details.
4. In groups of 4, choose the favorite reflection piece.
5. Share Out:  The favorites will be read aloud.  Does the evidence support the claim?
6. Reminder:  Today is the last time to make up the Close and Critical Reading Assessment for those who were absent on Tuesday before the Thanksgiving break.  Ask me about the details.
7. If time allows, add notes to your SSR log.

Objective:  I can review important events in Julius Caesar from pages 823-846.

BW:  Use the 4-Step Process for the words at the top of today’s worksheet.

Activities:

1.  As you view the video of Julius Caesar, answer the questions on the worksheet.
2. On a separate loose leaf paper, write a one-page reflection about whether or not a case has been made to assassinate Caesar.  Use three reasons/examples of evidence to support your position.  Skip lines!
3. Reminder:  Tomorrow is the last day to make up your Close and Critical Reading Assessment for Brutus’s Soliloquy.  See me for details.

Objective:  I can translate Cassius’s soliloquy on p. 833.

BW:  DLW(2:5)

Activities:

1.  Student as teacher corrects with standard usage.
2. Promethean Board Demonstration:  Student(s) will teach the translation of Cassius’s soliloquy line-by-line.
3. View the video of pages 841-843.
4. Share Out:  What are the key points of Brutus’s thoughts before he meets the conspirators?
5. Reminder:  Make up the Close and Critical Reading Assessment for Brutus’s Soliloquy after school today.

After completing your reading tests, ensure that yesterday’s homework assignment for Cassius’s soliloquy on p. 833 has been translated.  In addition, if you were absent on Tuesday before Thanksgiving break, the make-up work for the Close and Critical Reading assessment is given after school on Wednesday at 2:15 pm.  This assignment cannot be taken home.

Objective:  I can translate Cassius’s Soliloquy on p. 833.

BW:  Use the 4-Step Process for these words(833):  wrought(v), humor(v), glanced(v).

Activities:

1.  Show the word!
2. View the video of Cassius’s Soliloquy:  What is the gist or main idea?  What is Cassius’s plan?
3. Think Pair/Share:  Translate the soliloquy. Cassius’s Soliloquy(p. 833) and p. 833.
4. Share Out:  Review difficult parts at the Promethean Board.
5. Homework:  Complete this assignment for our next meeting.
6. Reminder:  The make-up work for the Close and Critical Reading assessment will be given after school on Wednesday(Dec. 3).  This assignment cannot be taken home.

Objective:  I can complete my Close and Critical Reading Assessment for Brutus’s soliloquy.

BW:  Share Out:  What is the tone or author’s attitude in the Wizard of Oz?

Activities:

1.  Whole Class:  Read aloud and explain the Close and Critical Reading Clues to preview the assessment responses.
2. Students may use their  T-Chart, notebook, text, and a dictionary/thesaurus to complete the four questions.
3. Submit your assessment and T-Charts for the exit ticket.

Objective:  I can identify the claim, counterarguments, and poetic devices in Brutus’s soliloquy on pages 841 and 842.

Bell:  Complete the left column(precise translation) of your T-Chart.

Activities:

1.  Whole Class:  Demonstration at Promethean Board to identify claim, first counterargument, and first metaphor to place in right column.
2. Think Pair/Share:  Identify other counterarguments and poetic devices.
3. If time allows, self-evaluate your own summary of Act 1, Scene by contrasting with exemplar.