Objective:  I can explain how puns are used by Shakespeare in Act I, Scene 1 to illustrate the main conflict in the play.

Bell:  Use the 4-Step Process(text glossary):  press(n), gamesome(adj), cogitations(n), lamented(v), buffet(v).

Activities:

1.  Show the word!
2. Choral Reading:  Act 1, Scene 1.
3. Whole Class:  Close reading of Act I, Scene 1 while answering questions 1-5 of worksheet.
4. SSR:  Add a note per page in the back of your spiral.
5. Remember:  Pop Quiz!

Objective:  I can explain how puns are used by Shakespeare in Act I, Scene 1 to develop the main conflict in the play.

Bell:  DLW(2:3)

Activities:

1.  Play the telephone game.
2. Student as teacher corrects with standard usage.
3. Share Out:  Compare results of telephone game with Plutarch and oral history.
4. Review “Roman Republic” worksheet.
5. View the movie:  Predict what will happen to the tribunes in Act I, Scene 1.
6. Whole Class:  Listen-and-learn to answer worksheet questions.
7. Pop Quiz between today and next Tuesday(11/10).

Objective: I can determine the sides involved in the conflict of Julius Caesar.

Bell:  DLW(2:2)

Activities:

1.  Student as teacher explains standard usage.
2. Students will look up the word “pun” in the dictionary.
3. Share Out:  What is a pun?  What are some common examples?
4. Jeopardy Review:  Homework worksheets.
5. As students view the first scene, they will write down who is against whom.
6. Discuss the rivals in the scene.
7. Whole Class:  Students will listen to the JC tape of Act I, Scene 1 and answer questions together.
8. Pop Quiz between today and Tuesday!

Vacation Day for Students(Professional Development Day for Teachers)

Objective:  I can connect the term “anachronism” to the influence of the historian Plutarch on Shakespeare’s Julius Caesar.

BW:  Use the 4-Step Process for the term “anachronism.”

Activities:

1.  Share Out:  Does Beirut have chimneys?
2. 4-Step Process:  commoner(n), knave(n), awl(n), triumph(n), and tributaries(n).  Use pages 822-24 of blue textbook to find the definitions.
3. Show the Word!
4. Independent or Think Pair/Share:  Answer worksheet questions for pages 818-821.  Worksheet pages 818-821, page 818, page 819, page 820, and page 821.
5. Share Out:  How would Plutarch have gotten his information to write about the life of Julius Caesar?  How accurate could he have been as a source for the play?
6. If time allows, add notes to your SSR log.
7. HW due Wednesday:  Friday(10/30) and today’s (11/2) assignments.

Objective:  I can identify facts and terms to increase my prior knowledge for reading Julius Caesar.

Bell:  Independent Activity:  Use the 4-Step Process for the “Dictionary” words. Roman Republic Worksheet and Roman Republic

Activities:

1.  Think Pair/Share:  Use context clues and continue the 4-Step Process for the remaining vocabulary words atop the worksheet “The Roman Republic.”
2. Whole Class:  Answer the first five question on the worksheet.
3. SSR:  Add log notes in the back of your spiral notebook.
4. HW:  Complete the worksheet in your notebook at home.  Use the attachment on this blog.

Objective:  I can summarize about the new information I learned for writing argumentative essays.

Bellwork:  DLW(2:1)

Activities:

1.  Student as teacher makes corrections.
2. Whole Class:  Complete yesterday’s Guided Writing Response.
3. Share Out:  What makes a good argument?  How does Kristoff use his counterargument?  What is the value in understanding the pro and con.
4. Read aloud

Objective:  I can participate in a communal guided writing response that analyzes how a professional writer develops a claim with a counterargument.

Bell:  Independent Reading:  Turn the title “Lessons From Guns and a Goose” into a question and read to find the answer in the article.

Activities:

1.  Share Out:  What is the author’s claim?
2. Think Pair/Share:  Write the author’s claim at the top of the T-Chart.
3. Provide at least five samples of evidence from the article on each side of the T-Chart:      Evidence for Claim/Evidence for Counterargument.
4. Expand Think Pair/Share to groups of four.  Complete the “Guided Writing Response” with each person alternating for each line with a different color marker.
5. Exit Ticket:  Completed “Guided Writing Response” with black or blue pen editing.

Objective:  I can identify how influences from Shakespeare’s life and his research affected his writing of Julius Caesar.

Bellwork:  DLW(1:5)

Activities:

1.  Student as teacher explains corrections.
2. In groups of two, complete Chute summaries.
3. Share Out:  Review some answers.
4. Whole Class:  Read aloud pages 818-821 and answer questions.
5. Share Out:  Make inferences about Shakespeare’s upbringing and use of history.

Objective:  I can build prior knowledge to prepare for reading Julius Caesar.

Bellwork:  4-Step Vocabulary:  disperse(v), enormous(adj), tyrant(n), tradition(n), cautious(adj).

Activities:

1.  Show the word!
2. Think Pair/Share:  Read to answer worksheet questions for Chute summary.
3. Share Out:  Random selection of answers from the text.
4. If time allows, identify the gist of the conflict for Act I, Scene 1 of Julius Caesar.