Objective:  I can contrast the motivations of Cassius and Brutus for the plot against Caesar.

Bell:  Find the golden line for Brutus’s speech on pages 829-30.  Translate its meaning.

Activities:

1.  Share Out:  What important information has Brutus revealed?

2.  Use the 4-Step Process for these words on pages 829-832:  aim(n), ferret(n), spare(adj), coronets(n), rabblement(n), chopt(adj), swounded(v), falling sickness(n)

3. Listen-and-Learn:  Answer quetsion #1 for p. 830.

4.  SSR+:  List golden lines for each new page as you read.

Objective:  I can write adept or adequate responses to Questions #1 and #2 for the Close and Critical Reading assessment of Cassius’s appeal to Brutus.

Activities:

1.  Preview the big picture of the assignment at Promethean Board.  The front  page of the district Common Assessment.  (Questions #1 and #2).

2.  Read through the handout “Close and Critical Reading Clues” for specifics.

3.  Focus Discussion:  Reading Rubric for Close and Critical Reading

4.  Write your responses to Questions #1 and #2 with the help of your double-entry journal notes, the textbook, and the dictionary.  No outside references are allowed.  Red Zone.

Objective:  I can summarize the main points and explain how figurative language is used in Cassius’s argument against Caesar’s gaining power.

Bell:  Why do we use the close and critical reading approach? (5 sent.)

Activities:

1.  Share Out:  Other Applications?

2.  Whole Class:  Find golden lines for Stanzas 7, 8, 11 and 15.  What is the allusion in Stanza #10?  Describe the comparison and its function in Cassius’s argument.

3.  IR:  Complete the rest your double-entry journal. (in-house)

Objective:  I can identify and list golden lines or main ideas and poetic devices in the appropriate column of my double-entry journal for Cassius’s appeal.

Bell:  TBA(in-house)

Activities:

1.  Students will write one-sentence definitions for “alliteration” and “rhyme” found in the literary terms handbook in the back of our text.

2.  Students will make notes in the right column for examples of alliteration, internal rhyme, allusion, and anecdote in their double entry journals as demonstrated at the Promethean board. (in-house)

3.  Think Pair/Share:  Students will complete both columns of their double-entry journal on the front side and half of the back side. (in-house)

4.  Share Out:  Students will be asked on a random basis to share details for either column that have been listed today.

Objective: I can identify examples of figurative language in Cassius’s appeal to Brutus.

Bell:  Use the literary terms handbook in the back of our text, and define these words: persuasion, figurative language, metaphor, personification, simile, hyperbole, allusion, and anecdote. (in-house)

Activities:

1.  Teacher models several examples of identifying figurative language in the text.

2.  Think Pair/Share:  With your elbow partner, find more examples and write them in the right column of your double-entry journal. (in-house)

3.  Share Out:  Check for understanding with some students sharing their examples.

Objective:  I can summarize each chunk of Cassius’s persuading Brutus to assassinate Caesar.

Activities:

1.  Complete the double entry journal for pages 827, 828, and 829 by using the annotation method and the model for stanza 1.

2.  SSR+:  Use your SSR book from outside of the classroom and write a golden line for each new page as you read in your SSR log in the back of your notebook.

Objective:  I can use an annotative method to translate Cassius’s persuasion of Brutus.

Bell:  DLW(2:5)  Focus–Appositives

Activities:

1.  Student as teacher explains corrections.  Focus:  Appositives(10/23)

2.  Review Annotation Method:  Box unknown words; circle questions; draw golden lines for important ones.  Then write your one or two-sentence summary in the left column.

3.  Think Pair/Share:  In groups of two, students will follow this model to interpret Cassius’s lines in his scene with Brutus. (in-house)

Objective:  I can use a talk-to-the-text method to translate the first two stanza’s of Cassius’s speech on page 828.

Bell:  Use the 4-Step Procedure for these words found on page 828:

awe(n)  great respect or adoration, sinews(n), Aeneas(n): Trojan founder of Rome from the Aeneid, bend(n), palm(n), Colossus(n) gigantic staute of Apollo, dishonorable(adj), stars(n), underlings(n), and conjure(v)

Activities:

1.  Show the word!

2.  Teacher models annotation strategy to translate verse 1 of Cassius’s speech.  Box unknown words; write question marks and notes for information that is uncertain; draw a golden line for an important line or main idea.  Then translate your golden line into the left column next to the verse.

3.  Think Pair/Share:  With your elbow partner, write the gist or summary of the next stanza or verse by using the annotation method above.

4.  Student as teacher explains his/her approach for that stanza.

Objective:  I can compare and contrast  my essay about uniforms with other student samples.

Bell:  Read the student sample paragraph for the ACT prompt about mandatory uniforms.

Think/Pair Share:  Identify one positive characteristic of the paragraph, some constructive criticism, and three details.

Activities:

1.  Write each item that you decided upon during your pair share in your notebook.

2.  Share Out:  Focus:  What are the details in the student sample?

3.  Read aloud Brutus’s speech at the top of page 828.  Then write down the golden line.

4.  Share Out:  What is your interpretation of the golden line that you chose?  Focus: What would Brutus choose for the public good?

5.  Find the golden line for the first verse of Cassius’s speech to Brutus on page 828.

6.  Share Out:  Under what conditions would Cassius rather not live?

7.  If time allows, identify the specific details from the Sample #5 essay about mandatory uniforms.

Objective:  I can explain how Shakespeare uses figurative language to illustrate Cassius’s argument.

Bell:  Read lines 35-47 on pages 826-7.  Find the golden line and rewrite it in your own words.  A golden line is one that stands out in some way.  It looks important or suggests the main idea of a passage.  Possibly, a golden line is simply a beautifully written one.

Activites:“

1.  Share Out:  Discuss Brutus reason for being aloof with Cassius based on the golden line.

2.  Listen-and-Learn:  Answer questions 5-7 for Act I, Scene 2. (see Oct. 30th attachments)

3.  SSR+:  Write one golden line per page of your story.

4.  Using the golden lines of your story, write a short summary of your SSR reading today.