Objective: I can explain how figurative language in Julius Caesar illustrates the conflict.
Bell: 4-Step Process: (see attachment for pages 825-30)
Activities:
1. Show the word! Focus: “cogitations”
2. Listen-and-Learn: Answer questions in study guide to complete Act I, Scene 1 and (Act 1, Scene 2 on pages 825-30).
3. Share Out: Focus on “basest mettle”/pun and “growing feathers”/metaphor.
Objectives: I can identify the meaning of figurative language in Act I, Scene 1.
Bell: DLW(2:4)
Activities:
1. Student as teacher makes corrections. Focus: Colons and Hyphens
2. Choral Reading: In groups of 3 or 4, read aloud pages 822 and 823.
3. Whole Class Choral Reading: 4 students read aloud pages 822 to 824 while students answer questions for the worksheet. Complete questions 1-6. (Act I, Scene 1 on pages 822-24)
4. Independent Reading: Answer questions 7 and 8.
5. Share out.
Objective: I can identify the central conflict in Julius Caesar.
Bell: Use the 4-Step Process: idle(adj), apparel(n), conscience(n), mend(v), trophy(n)
Activities:
1. Show the word!
2. Think Pair/Share: Complete questions for Chute Summary.
3. View Movie: Focus–Central Conflict of Act 1, Scene 1.
4. Listen-and-Learn: Answer questions 1-5 for Act 1, Scene 1(822-824).doc20141028063718
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Objective: I can identify important facts from Marchette Chute’s summary of Julius Caesar.
Bell: Correct the given run-on sentences by using notes from 10/8 and 10/9. Use each of the four methods one time. (in-house)
Activities:
1. Play telephone.
2. IR: Answer questions 9 and 10 for “William Shakespeare” beginning on p. 818.
3. Share Out: Focus Discussion: How historically accurate could Plutarch have been about Julius Caesar?
4. Think Pair/Share: Read to answer 1-10 of the Marchette Chute summary. (in-house)
Objective: I can write a poem with figurative language.
Bell: On a separate paper with your heading, write a paragraph of at least 5 sentences that describes two of your favorite activities.
Activities:
1. Read this side of the worksheet: “Poems By You About You.”
2. Explain in your own words the difference between “imaginary” and “actual” sights and sounds. For this assignment, “imaginary” means something that cannot possibly happen. A “hundred mustangs” could actually stomp in the Arabian desert. It is not imaginary.
3. Read the back side of the worksheet with the dolphin image.
4. On your paper with the paragraph about favorite activities, write an “I Am” poem by using the formula given on the back side of the worksheet. It is not a free-write. The formula guides you into using poetic images like metaphors and personnifications.
5. Rewrite your poem on blank copy paper. Draw and color an image that illustrates the theme of your “I Am” poem. Ensure that this image is on the same side as the poem.
Objective: I can identify important facts about Shakespeare and a summary of his play Julius Caesar.
Bell: DLW(2:3)
Activities:
1. Focus Discussion: Appositives
2. IR: p. 818(see previous attachment)
3. Think Pair/Share: Marchette Chute Summary–Answer 1-5.
Objectives: I can identify important facts about the rivalry between Caesar and Pompey that lead to their civil war battle.
Bell: Use the 4-step Process for these words beginning on p. 824:
tributaries(n), replication(n)-echo, cull out(v)-select, intermit(v)-stop, vulgar(n),
pitch(n)-flight angle or direction
Activities:
1. Show the Word!
2. View the video about Caesar’s battle with Pompey and answer the given questions:
a. When and where is the battle between Pompey and Caesar’s forces?
b. Who are members of the triumvirate other than Caesar?
c. How many “tributaries” were captured by Caesar.
d. What leadership position was given to Pompey while Caesar was fighting in Gaul?
e. Why was the battle fought in northern Greece.
f. What did Caesar give to his retired soldiers?
3. Popcorn Reading: p. 818. William Shakespeare p.818
Objective: I can evaluate a peer’s ACT essay about a five-year plan for school.
Bell: Recall and write a strength and a weakness for one of the essays from the last gallery walk.
Acitivities:
1. Share Out: Two individuals will discuss their responses.
2. Gallery Walk: Use the “eyeball” test to compare and contrast the essay you are evaluating with the various ACT samples around the room. Use sticky notes with these sentence stems:
a. I think this essay is a #_____ because…
b. I think this essay is not a #_____ because…
3. Share Out: Check for understanding.
4. Review the Holistic Rubric for an ACT essay at the Promethean Board.
5. Independent Reading: Read the essay being evaluated.
6. Elbow Share: Students share with their neighbor strengths and weaknesses of the essay being evaluated.
7. Each student ranks the essay being evaluated and writes a five-sentence justification.
8. Share Out: Read several evaluations aloud and discuss as a whole class.
Objective: I can make connections with the Roman public’s fear of tyranny under Caesar.
Bell: DLW(2:2) (in-house)
Activities:
1. Focus Discussion: Using colons to introduce a series.
2. Think Pair/Share: Describe the three branches of government in the U.S.
3. View Hail Caesar video and answer the given questions on the worksheet.
(in-house)Hail Caesar Video
4. Focus Discussion: “Aristocratic” rule in Rome under Caesar.
5. Post It: Each person in a group lists one possible outcome if our government somehow became a monarchy.
6. Share out: Discuss several possible outcomes with random spokespersons.
Objective: I can write two fully-developed summary paragraphs for an ACT essay.
Bell: Use the 4-Step Procedure for these words(p. 822): mechanical(adj), cobbler(n), knave(n), awl(n), and triumph(n). Use the textbook definitions because meaning have changed.
Activities:
1. Show the word!
2. Student as teacher explains at the Promethean Board how to find these items in an ACT prompt: general topic, counterargument, thesis sentence, and first reason.
3. Students will continue writing the first three paragraphs, introduction and two fully-developed supporting paragraphs, for the given ACT prompt.(in-house)
4. SSR–Add notes to the log in the back of your spiral notebook.