March 21

Brit Lit!!

Deadline/Due Dates:
Finish reading your research novels by Monday, 4/8
Research paper due on Friday, 4/12 after three lab days to write

Monday, 3/18: Ms. O is out today
Last reading day for novel for research
Compose an I Am poem in the voice of one of the characters in your novel

Tuesday – Friday, 3/19-3/22:
Continue reading/analyzing The Tragedy of Macbeth with completion of study guide
Gather textual evidence for Macbeth as tragic hero, archetypes, motifs and imagery as we read (quadrants)

Learning Goals: The Tragedy of Macbeth: Analyze the behaviors and values of the Elizabethan time period. Identify evidence of literary techniques and structures to interpret the literature. Evaluate the community of Elizabethan England and compare/contrast with the Anglo-Saxon and Medieval communities. Analyze the historical connection to King James. Recognize and identify archetypes and motifs. Provide textual evidence for Macbeth as a tragic hero. (ELAGSE12RL1; ELAGSE12RL2;ELAGSE12RL3; ELAGSE12RL4; ELAGSE12RL5; ELAGSE12RL6)

March 21

World Lit!!

Monday:

-Give out Acts of Julius Caesar, and start working on roles for project.

Tuesday:

-Media Center to Continue working on project.

Wednesday:

-Media Center to Continue working on project: Roles for project is due at end of class.

Thursday:

-Computer Lab to Continue working on project.

Friday:

-Computer Lab to Continue working on project.

March 11

World Lit!!

Planning your week:
*** ALL Antigone make-up work due by this Friday, 3/15
Wednesday, 3/13 – Antigone Analytical Essay due to Turnit.com by 11:59 p.m.
Thursday, 3/14 – Final Draft / Hard Copy of Antigone Analytical Essay due Thursday.

Upcoming Due Dates:
Friday, 3/22 – Unit 4 Vocabulary Quiz
Friday, 4/12 – IR #2 Presentation via Flipgrid due

Helpful Resources:
The Tragedy of Julius Caesar (digital copy)
No Fear Shakespeare: Julius Caesar (Struggling? Try this!)

Monday, March 11
Learning Goal(s): Demonstrate your knowledge of SAT vocabulary and language skills; Become familiar with Elizabethan culture, language, and texts; learn new SAT vocabulary and practice using unfamiliar words in context.
Targeted Standards: ELAGSE9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Agenda:
Demonstrate your knowledge of Unit 3 vocabulary words by taking the language quiz.
Complete the Magic Lens practice sentence – parts of speech and parts of the sentence
Class Discussion: When you hear “Shakespeare,” what is the first thing that comes to mind? What do you already know about Shakespeare?
Introduction to Shakespeare with guided notes! View accompanying videos.
Shakespeare’s background
The Globe Theatre
Plays and language

Homework:
Bring peer review of Antigone Literary Analysis essay to class tomorrow to make final edits!

Tuesday, March 12
Learning Goal(s): Revise and edit your literary analysis essay; Remember to embed quotations with strong and effective lead-ins.
Targeted Standards: ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain an appropriate style and objective tone. e. Provide a concluding statement or section that follows from and supports the argument presented.

Agenda:
If you complete your essay before the end of the period, continue reading your IR book or complete extra Magic Lens practice for quiz FRIDAY!

Homework:
Final Draft of Antigone Literary Analysis due by 11:59pm on Wednesday 3/13 to TurnItIn.com

Wednesday, March 13 – Early Release Day!
Today’s Bell Schedule:
1st – 8:20 – 9:03
2nd – 9:09 – 9:52
3rd – 9:58 – 10:41
4th – 10:47 – 11:30
Learning Goal(s): Continue to attain SAT vocabulary and language skills.
Targeted Standards: ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Agenda:
Complete the Magic Lens practice sentence – parts of speech and parts of the sentence
Introduce Unit 4 vocabulary and complete “Choosing the Right Word” activity
Enjoy your independent reading time!

Homework:
Final Draft of Antigone Literary Analysis due by 11:59pm TONIGHT to TurnItIn.com

Thursday, March 14
Learning Goal(s): Consider tone and director/actor decisions when reading lines from a play.
Targeted Standards: ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)

Agenda:
Complete the Magic Lens practice sentence – parts of speech and parts of the sentence- QUIZ TOMORROW!
Continue our introduction to Shakespeare with guided notes.
Listen to the History of the English Language podcast Episode 1 (starting at 8:37 ending 16)
Review Shakespeare’s language with OP video; What Shakespeare Sounded Like video
Participate in tone activity as a class.
Take notes on Julius Caesar background presentation.
Begin reading selected passages from the introductory section in the Folger Shakespeare book.

Friday, March 15
Learning Goal(s): Debate themes related to Julius Caesar; learn new SAT vocabulary and practice using unfamiliar words in context.
Targeted Standards: ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ELAGSE9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Agenda:
Complete the Magic Lens Levels 1 and 2 quiz
Complete introduction to Shakespeare as needed.
Watch Tony Robinson’s “Julius Caesar” with doodle notes.
Introduce the research presentation and annotated bibliography project. Assign topics.
Opener for Julius Caesar reading – Listen to the soldier scenario; ponder and respond/class discussion
View Shmoop Introduction to Caesar (here)
View history of the historical Julius Caesar (here)

March 11

Brit Lit!!

Deadlines/Due Dates:
Vocabulary Journals due on Tuesday, 3/12
Research: Works Cited due on Thursday, 3/14
Research: Lead ins/outs due on Friday, 3/15

Monday, 3/11:
Vocabulary unit 6 + completing the sentence
Continue reading/anlayzing The Tragedy of Macbeth
Complete study guide and tracking motifs/archetypes as we read

Learning Goals: The Tragedy of Macbeth: Analyze the behaviors and values of the Elizabethan time period. Identify evidence of literary techniques and structures to interpret the literature. Evaluate the community of Elizabethan England and compare/contrast with the Anglo-Saxon and Medieval communities. Analyze the historical connection to King James. Recognize and identify archetypes and motifs. Provide textual evidence for Macbeth as a tragic hero. (ELAGSE12RL1; ELAGSE12RL2;ELAGSE12RL3; ELAGSE12RL4; ELAGSE12RL5; ELAGSE12RL6)

Tuesday, 3/12:
Vocab journals due today
Continue reading/analyzing The Tragedy of Macbeth
Complete study guide and tracking motifs/archetypes as we read

Wednesday, 3/13 (Early Release Day):
Continue reading/analyzing The Tragedy of Macbeth

Thursday, 3/14: Ms. O is out today
Meet in lab 113 – compose research works cited

Friday, 3/15: Ms. O is out today
Meet in lab 113 – compose research lead ins/outs
Learning Goals and Standards: Compose an annotated bib based on research. ELAGSE11-12RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. ELAGSE11-12RI2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. ELAGSE11-12RI3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

March 4

Brit Lit!!

Deadlines/Due Dates:
Tuesday, March 5th – Secondary research quote cards (six 4×6) and three bib cards (3×5)

Monday – Tuesday, March 4th-5th:
In the Media Center/Learning Commons for secondary research for argumentative analysis essay

Wednesday, March 6th:
Intro vocabulary unit 6 + choosing the right word
Intro Elizabethan England and background to The Tragedy of Macbeth
Discuss in class reading points and extra credit reading points
Begin reading/analyzing the play
Learning Goals: The Tragedy of Macbeth: Analyze the behaviors and values of the Elizabethan time period. Identify evidence of literary techniques and structures to interpret the literature. Evaluate the community of Elizabethan England and compare/contrast with the Anglo-Saxon and Medieval communities. Analyze the historical connection to King James. Recognize and identify archetypes and motifs. Provide textual evidence for Macbeth as a tragic hero. (ELAGSE12RL1; ELAGSE12RL2;ELAGSE12RL3; ELAGSE12RL4; ELAGSE12RL5; ELAGSE12RL6)

Thursday, March 7th:
Continue with vocabulary unit 6 – Synonyms and Antonyms
Continue reading/analyzing The Tragedy of Macbeth
Complete study guide and tracking motifs/archetypes as we read

Friday, March 8th:
Independent reading day novel for research

February 25

World Lit!!

Monday:

Agenda:
-Collect Extra Credit Assignment (assignment here)
-Label the practice sentence for both level 1 (parts of speech) and level 2 (parts of sentence)
-Introduce Unit 3 Vocabulary Words – quiz Friday, March 8
-Review ending of Antigone
-Assemble into groups of 4; using the chart on pg. 381, create a visual on butcher paper highlighting Creon’s characteristics as the tragic hero and textual evidence illustrating these traits.
-In your SpringBoard book, read and consider the bullet points listed under “Planning and Prewriting: Take time to make a plan for your essay” on page 383. Jot down notes beside bullet points that help you to generate ideas.
-If time permits, craft a claim statement. Share claim statements aloud to the class. Use sample claim statements to revise and edit; share aloud.

Homework:
Still Life Independent Reading project due Friday 3/1 (assignment here)
Prepare your Antigone essay for peer review on Tuesday, 3/5 (packet here)

Tuesday:

Agenda:
-Label the practice sentence for both level 1 (parts of speech) and level 2 (parts of sentence)
-Complete the “Choosing the Right Word” activity for Unit 3 Vocabulary
-Continue planning and begin outlining your Embedded Assessment for Antigone (packet here). We’ll be in the Thursday to type your drafts!

Homework:
Still Life Independent Reading project due Friday 3/1 (assignment here)
Prepare your Antigone essay for peer review on Tuesday, 3/5 (packet here)

Wednesday:

Agenda:
-Label the practice sentence for both level 1 (parts of speech) and level 2 (parts of sentence)
-Continue planning, outlining, and drafting your essay (packet here).

Homework:
Still Life Independent Reading project due Friday 3/1 (assignment here)
Prepare your Antigone essay for peer review on Tuesday, 3/5 (packet here)

Thursday:

Agenda:
-Meet in the computer lab (Riley: 9234)
-Log in to NoRedInk.com; begin assigned practice on “Embedding Quotations.” (Spend no more than 30 minutes on this.) —Your practice and quiz will be due Monday, 2/4.
-Continue planning, outlining, and drafting your essay (packet here).

Homework:
Still Life Independent Reading project due TOMORROW (assignment here)
Prepare your Antigone essay for peer review on Tuesday, 3/5 (packet here)

Friday:

Agenda:
-Move in groups to present your reading still life and view your peers’ projects!
-Take notes on interesting books to plan your next independent novel, which is due in class one week from today (Friday, March 8th).

Homework:
Prepare your Antigone essay for peer review on Tuesday, 3/5 (packet here)

February 14

World Lit!!

Monday:

Vocabulary Unit 3 (terms 1-10)
Review and revise CEI paragraph in regards to Creon being a static or dynamic character.
As you read the next scene of Antigone, mark the text for evidence of each character’s motivations and beliefs.
SB 4:12: Answer text-dependent questions 5-14.
SB (pg. 345) Working from the Text: Complete the chart while compiling textual evidence and analyzing what motivates the character.

Homework:
Antigone Quiz Thursday
Continue to read your independent novel to prepare for your still life (assignment here) – due Friday, 3/1.

Tuesday:

Unit 3 Vocabulary (terms 11-20)
SB 4:13: Review the literary term, “foil.” Consider the three characters who have interacted with Creon so far. How was each one different from Creon? Jot down your responses. Which character do you think has served as the strongest foil for Creon? How did this foil help develop and highlight Creon’s character? Respond in the “My Notes” column.
Complete the reading. As you read, highlight in one color evidence of Haemon’s character as it is revealed by thoughts, words, and actions. Use another color to highlight Creon’s character traits that are revealed or emphasized through his interactions with Haemon.
Answer the text-dependent questions (3-7).
Craft a thesis statement on how Haemon acts as a character foil for Creon; share thesis statements with the class. Revise your statements.
Fill out the outline of an essay analyzing character interaction.

Homework:
Antigone Quiz Thursday
Continue to read your independent novel to prepare for your still life (assignment here) – due Friday, 3/1.

Wednesday:

Label the practice sentence for both level 1 (parts of speech) and level 2 (parts of sentence)
Revisit yesterday’s reading; participate in class discussion on how Haemon serves as a character foil to Creon.
Quiz on Antigone lines 1-893 Thursday
Go over the Antigone outline provided: complete preliminary steps by highlighting and breaking down the prompt. Summarize the assignment in your own words.
Familiarize yourself with the outline structure; on the handout provided, fill in relevant textual evidence for Creon and your chosen character foil. Keep the prompt in mind as you are finding appropriate evidence.

Homework:
Continue to read your independent novel to prepare for your still life (assignment here) – due Friday, 3/1.
​Antigone Quiz tomorrow – antigone_quiz_1_study_guide.docx

Thursday:

Make flashcards for unit 3 vocabulary
SB pg. 359: Review the Introduction to Greek Drama notes in 4.7. List the various purposes of choral odes.
Review terms: diction, allusions, figurative language. In the next section of the play, the power of love (Eros) is juxtaposed against Antigone’s impending death. As you read, mark the text for the literary elements previously discussed.
Complete the reading–SB 4:14 “Odes to Love and Death” (lines 894-1097). Answer text-dependent questions 3-9.

Homework:
Continue to read your independent novel to prepare for your still life (assignment here) – due Friday, 3/1.

Friday:

Independently read your chosen novel.
Label the practice sentence for both level 1 (parts of speech) and level 2 (parts of sentence).
Homework:
Complete extra credit assignment (assignment here) – due MONDAY 2/25 (no late work accepted)

February 4

World Lit!

Monday:

1. -Introduce Level 2 Magic Lens – Parts of the Sentence
2. -SB pg. 310: Read sections “Greek Theater” and “Sophocles”; highlight key information. Participate in a class discussion on important background knowledge before beginning the reading of Antigone.
3. -SB pg. 311: Analyze character motivations by reading brief descriptions and filling out the chart with an elbow partner; class discussion on characters’ feelings and responses to situations.
4. -As a class, read sections entitled “Tragedy and the Tragic Hero” and “Antigone and Her Family Background.”
5. -Go over pronunciation guide for the play.
6. -Begin reading opening scene between Antigone and Ismene. Discussion Question: Do you feel as if Ismene is responding appropriately to her sister’s plan? Why or why not?

 

Tuesday:

– Label the Magic Lens sentence for parts of speech (level 1), and parts of the sentence (level 2).
– Introduce Unit 2 vocabulary
– SB pg. 320: Answer text-dependent questions #1, 2, & 4 on yesterday’s reading.
– Review indirect and direct characterization; analyze characterization of opening scene.
– As you read the next excerpt of the play, annotate the text (Underline words that show a comparison or a contrast, star lines that show the conflict between the two sisters, draw an arrow between issues the sisters have different opinions about, and circle unknown words and phrases.)
– Complete reading as a class.
– In small groups, discuss the four following questions. Jot down responses in your SB books.
– View video on the purpose of the Chorus in Greek Drama; in small groups, read the following section featuring the chorus. If time permits, answer text-dependent questions.

Wednesday:

Label the Magic Lens sentence for parts of speech (level 1), and parts of the sentence (level 2).
Learn Unit 2 Vocabulary words 11-20; then complete the “Completing the Sentence” activity, #’s 2-4,8, 10-11, 14-15, 17-18
If not completed yesterday, answer the text-dependent questions on yesterday’s reading.
SB pg. 326: Read section, “Enter the King”. As you continue reading Antigone, mark the text by highlighting evidence of Creon’s attitude or emotions, especially as they change throughout the scene.
In groups, answer text-dependent questions 1-10. Participate in class discussion on figurative language, characterization, and plot development in the text.

Thursday:

Label the Magic Lens sentence for parts of speech (level 1), and parts of the sentence (level 2).
SB pp. 333-334: Brief review of characterization; reviewing the reading from yesterday’s lesson, complete chart on Creon’s character.
Complete CEI Response: Compare and contrast the development of Creon’s character from the beginning to the end of this scene. Explain whether he is a dynamic or a static character, and why you think so. Explain whether there is a static character. Be sure to:
Begin with a clear thesis that states your position.
Include textual evidence and commentary in a well-organized manner.
Use comparison/contrast transitions to link ideas and details.

Friday:

Label the Magic Lens sentence for parts of speech (level 1), and parts of the sentence (level 2).
Complete the “Choosing the Right Word” activity with all 20 of the Unit 2 vocabulary words.
SB pg. 335: Review Antigone’s and Creon’s underlying motivations. Complete chart and text-dependent questions 2-4.
As you read the next scene of Antigone, mark the text for evidence of each character’s motivations and beliefs.
Independently read your chosen novel.

January 30

Brit Lit!!

Monday, 1/28:
In the Media Center to do research on novels
Formulate thesis/claim statement due on Wednesday

Tuesday, 1/29: SNOW DAY
Continue reading your novels

Wednesday, 1/30:
In the Media Center to do research on novels
Thesis/claim due by the end of class

Thursday, 1/31:
After a quick review, finish reading/analyzing Beowulf

Friday, 2/1:
Reading day for research novel

January 30

World Lit!!

Monday:

Magic Lens notes for Sentence Parts (level 2).
Vocabulary Unit 2 – terms (1-10)
Introduce the Book Talk assignment for your independent reading book (assignment here). You’ll complete this handout BEFORE Friday, then you will use your notes on the handout to tell classmates in a small group setting about your book! Be prepared to turn in your completed handout to your teacher after your book talk.
Introduce Greek Theatre
Fill in guided notes on Antigone background PPT
View TED video on Greek tragedies and John Green video on Oedipus
Teacher draws Oedipus family tree on board; students copy down in IANs
Ponder and Respond: Describe a time you had to stand up for someone or something when it wasn’t necessarily the easiest choice. Explain the situation and how you handled it.
Begin crafting your Greek Theatre masks with purposeful “decoration” that reflects your character archetype.

Tuesday:

Label the Magic Lens sentence for sentence Parts (level 2).
Introduce book talk literary terms
Read the assignment for Embedded Assessment 2: Writing a Literary Analysis Essay on Characterization and Theme. In your IAN, summarize what you will need to know to complete this assessment successfully. In small groups, create a graphic organizer to represent the skills and knowledge you will need to complete the tasks identified in the Embedded Assessment.
SB pg. 310: Read sections “Greek Theater” and “Sophocles”; highlight key information. Participate in a class discussion on important background knowledge before beginning the reading of Antigone.
SB pg. 311: Analyze character motivations by reading brief descriptions and filling out the chart with an elbow partner; class discussion on characters’ feelings and responses to situations.
As a class, read sections entitled “Tragedy and the Tragic Hero” and “Antigone and Her Family Background.”
Students close their SB books; teacher conducts a “Memory Trivia” game on background information of Antigone. Winners get candy!
Go over pronunciation guide for the play.
Begin reading opening scene between Antigone and Ismene. Discussion Question: Do you feel as if Ismene is responding appropriately to her sister’s plan? Why or why not?
Homework:
Continue writing and revising Knapsack Cultural Narrative (assignment here) – due Thursday 1/31 by 11:59 to TurnItIn.com
Prepare for your book talk by completing the handout (assignment here) – Fri, 2/1

Wednesday:

Label the Magic Lens sentence (level 2).
Complete the “Completing the Sentence” activity in the vocabulary books.
Meet in the Computer Lab for Technology Systems setup!
Complete the Instructions for Technological Information Acknowledgement Assignment, and initial on your Acknowledgement form after you follow each set of instructions.
Once you finish your systems setup (including taking the NoRedInk diagnostic assessment) please begin typing on your Knapsack Cultural Narrative (assignment here).
Homework:
Continue writing and revising Knapsack Cultural Narrative (assignment here) – due Thursday 1/31 by 11:59 to TurnItIn.com
Prepare for your book talk by completing the handout (assignment here) – Fri, 2/1

Thursday:

Magic Lens Level 1 practice sentence
Create flashcards for the Unit 2 vocabulary words
Complete typing Knapsack Narrative today in the lab!
When you finish typing, turn it in to TurnItIn.com.
Take time to review your words in preparation for the quiz!
Homework:
Continue writing and revising Knapsack Cultural Narrative (assignment here) – due TONIGHT by 11:59 to TurnItIn.com
Study for Vocabulary Unit 1 and Magic Lens assessment – Fri, 2/1
Prepare for your book talk by completing the handout (assignment here) – Fri, 2/1

Friday:

Label the Magic Lens sentence for (level 2).
Complete the Book Talk activity in small groups. Keeping your handout in front of you, verbally share insight about your book that you included on your handout. These talks should last about THREE MINUTES per group member. Remember to listen attentively and respectfully while your classmates are speaking.
Independent reading time!
Homework:
Continue to read your independent novel to prepare for your one-pager (assignment here) – due Friday, 2/15.