November 20, 2015

Objective:  I can complete my translation of Brutus’s soliloquy in the left column of my T-Chart and identify claims, counterarguments, and poetic devices in the right column.

BW:  Use the glossary of literary terms in the “R” section of your textbook to find the definitions of these words:  metaphor, simile, and personification.

Activities:

  1.  Share Out:  Think of real-life examples for these terms.
  2. Think Pair/Share:  Complete the left column by providing an “exact translation” of Brutus’s soliloquy.
  3. Use the hints at the board to find the claim points, counterarguments, and poetic devices that Shakespeare uses for Brutus’s argument.

November 19, 2015

Objective:  I can restate exactly the lines in Brutus’s soliloquy in which he justifies the assassination of Caesar.

BW:  Use the 4-Step Process:  spurn(v), wary(adj), attain(v), scorn(v)

Activities:

  1.  Show the word!
  2. View the video of Julius Caesar(p. 833):  Write a summary statement of Cassius’s soliloquy.  It can begin:  Cassius confesses that…
  3. Teacher models paraphrasing the first line of Brutus’s soliloquy. (p. 841).
  4. Think Pair/Share:  Student complete the left column of the T-Chart by paraphrasing the remainder of Brutus’s soliloquy.

November 18, 2015

Objective:  I can identify the details of Cassius’s appeal to Brutus about joining the conspiracy in Act I, Scene 2.

BW:  Independent Reading:  Answer questions 1-3 from your worksheets quietly(pages 826-830).  Act I, Scene 2(826-30) and Act I, Scene 2(826-30). cont. and these text pages:  p. 826p. 827p. 828, and p. 829.

Activities:

  1.  As a whole class, we will determine the answers for the two worksheets above by viewing the video and discussing the ideas in Cassius’s appeal to Brutus in the scene.
  2. HW:  All 20 answers are due tomorrow(11/19) at the beginning of class.

November 17, 2015

Objective:  I can write a summary paragraph of Act I, Scene 1.

BW:  Continue from yesterday’s notes to complete your summary statements for Act I, Scene 1.

Activities:

  1. Use the definition of a summary, explanation of the steps for writing a summary, and your notes to write a summary paragraph of Act I, Scene 1.
  2.  Write notes on the worksheet for pages 825-830.
  3. Share out:  Listen to class discussion for notes.
  4. Reminder:  Make-up for Friday’s DLW Review is after school today at 2:15 pm.

November 16, 2015

Objective:  I can write summary sentences(7-10) that are key points for Act I, Scene 1.

Bellwork:  On page 822 of your text, write a statement that summarizes the first “key point” introduced by Flavius in Act 1, Scene 1.

Activities:

  1. Review the definition of a summary:  key words like “thorough,” “objective,” and “key points,” etc.
  2. Preview five steps to summarize.
  3. Independent Study:  Find one golden line for lines 5-21 on pages 822-823.  Rewrite it in your own words.
  4.  Using your notes for Act I, Scene 1, students will write a summary statement for each new “key point” or “thought progression.”
  5. View the video of Julius Caesar:  Answer questions 1-5 in Act I, Scene 2(825-830).
  6. Reminder:  Make-ups for the DLW Review taken on this past Friday are on Tuesday(11/16) after school in B-5.

November 13, 2015

Objective:  I can identify “thought progressions” or changes in ideas in Act I, Scene 1 to construct a summary.

BW:  DLW

Activities:

  1.  Review or complete questions 10-15 on the worksheet for Act I, Scene1(822-24).
  2. Promethean Board:  Teacher models how to determine “thought progressions” or idea changes in the scene(two or three examples).
  3. Think Pair/Share:  Find the next five thought progressions in the scene.
  4. SSR log:  Add one new note for each page.

November 12, 2015

Objective:  I can identify details to help me compose a summary of Act I, Scene1.

BW: DLW(2:5)

Activities:

  1.  Student as teacher corrects with standard usage.
  2. Dramatic reading:  Answer questions 7-15 on worksheet for Act I, Scene 1.
  3. Promethean Board:  Teacher models how to find the first three important events or occurrences in the scene as a whole class activity.
  4. Think Pair/Share:  In your notebooks, list seven more important events or occurrences in the scene.
  5. Share Out:  Random calling for students to share their lists.
  6. Reminder:  Retakes for the JOH essay are today and tomorrow(Thursday and Friday) after school.

November 11, 2015

Objective:  I can identify details that illustrate the underlying conflict in Act 1, Scene 1.

BW:  Use the 4-Step Process(text glossary):  Pompey(n), Tiber(n), cull out(v), replication(n), intermit(v)

Activities:

  1.  Show the word!
  2. Think Pair/Share:  Answer questions 1-6 in your notebook.
  3. Whole Class:  Read aloud and answer 7-15.
  4. Reminder:  After school today:  Students with a 3- or above can come to retake the JOH essay and/or make-up or retake Monday’s quiz.  Students below a 3- on the JOH essay will retake it tomorrow(Thursay) and Friday after school.

November 10, 2015

Objective:  I can self-evaluate my JOH essay with the given exemplar and my essay pre-test.

BW:  DLW(2:4)

Activities:

  1.  Students as teacher makes standard usage corrections.
  2. Students will compare and contrast their JOH essay, exemplar for the “hero” archetype portion of the essay, and the pre-test essay.
  3. On a separate paper, students will write a paragraph(7+ sentences) about accomplishments and future improvements.  Underline one piece of evidence for each one.
  4. Think Pair/Share:  Complete the worksheet for Act I, Scene1.
  5. Reminders:  After school today:  challenges and definitions.  Wednesday after school: rewrites for 40+(JOH essay).  Thursday and Friday after school:  rewrites for 39-(JOH essay).  Make-up(Retakes) for Monday’s quiz:  after school on Wednesday.

November 9, 2015

Objective:  I can compare and contrast a part of my JOH essay with the exemplar.

BW:  TBA

Activities:

  1.  Think Pair/Share:  With your neighbor’s help, complete your T-Chart in your notebook to identify each match of a definition with evidence from the exemplar of the Hero archetype.
  2. SSR:  Add a note for each page of your log.
  3. Promethean Board:  Review Kristoff’s counterargument from Oct. 29.
  4. On a separate paper, compare and contrast your description of the Hero archetype in your JOH essay with the exemplar in a paragraph of seven sentences or more.  Underline two specific examples(similarities and/or differences).