January 26

9th Lit Week 4: January 27-31

Planning your week:

  • Unit 2 Vocab Quiz-Friday 2/7
  • MDG Mood Storyboard- Monday 2/4
  • **Additional handouts available in class or in our Office 365 Class notebook

 

Daily Opening Activities:

Writing Workshop-

  1. DGP- #2
  2. Vocab for Success-Unit 2 (quiz on Friday 2/7)

 

Monday:   

DGP #2 Day 1

Review and reflect Unit 1 quiz from Friday

Vocab Unit 2:  Intro Words 1-6 and complete corresponding activities page 17

LG:  Analyze how an author uses diction, figurative langue, imagery and conflict to create mood?

  1. Intro terms diction, mood, suspense, imagery, foreshadowing and conflict, with lit term PPT MDG section taking notes on Short Story Lit guide
  2. “Game” Anticipatory Questionnaire
  3. Pre-teach MDG Vocab (handout)
  4. Intro Mood Storyboard assignment

    https://www.youtube.com/watch?v=SQq7XZ_Im34&t=76s

  5. Begin reading the ‘Most Dangerous Game” looking for examples of imagery, mood, conflict, characterization, foreshadowing. Students will highlight text evidence/ quote pg. # for use with Mood Story board as we read.  PDF TEXT or old textbook

    https://www.youtube.com/watch?v=q5NqT78G3BI

 

Tuesday: 

DGP #2 Day 2

Vocab Unit 2:  Intro Words 7-12 and complete corresponding activities page 17

LG:  Analyze how an author uses diction, figurative langue, imagery and conflict to create mood?

MDG

Continue reading and analyzing “Game” looking for examples of imagery, mood, conflict, characterization, foreshadowing.  Students should jot down quote pg. # for use with Mood Story board as we read.

 

Wednesday: 

DGP #2 Day 3

Vocab Unit 2 draw the word sticky note image activity

MDG

Continue reading and analyzing “Game” looking for examples of imagery, mood, conflict, characterization, foreshadowing.  Students should jot down quote pg. # for use with Mood Story board as we read.

 

Thursday: 

DGP #2 Day 4 and write 2 simple but meaningful sentences with vocab words

Vocab Unit 2 bookwork

MDG

LG:  Analyze how an author uses diction, figurative langue, imagery and conflict to create mood?

Finish reading and analyzing “Game” looking for examples of imagery, mood, conflict, characterization, foreshadowing.  Students should jot down quote pg. # for use with Mood Story board as we read.

Post reading Activities:

  1. 4 question reading comprehension check
  2. Literary analysis Conflict handout/plot events finish conflict side for homework
  3. Mood Story Board with quotes
  4. Ticket Out the door: Lit element/Quote Match-up

 

 

Friday: 

Vocab Unit 2 bookwork

MDG Post Reading Activities:

  1. EOC Short Answer practice with MDG using PP, graphic organizers, prompt and highlighters
  2. Mood Story Board with quotes (. RL Standard)
  3. Analyze multiple interpretations of a story (RL7) by viewing film MDG  comparing and contrasting film to text
  4. Ticket Out the Door: 3 Differences, 2 similarities, 1 you liked best and why
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January 26

Brit Lit Week 4: January 27-31

 

Planning your Week:   !

  • Monday 1/27- Beowulf Resume
  • Thursday 1/30-Grendel Perspective narrative first draft due when you walk in the door; final by end of class
  • **Additional handouts available in class or in our Office 365 Class notebook

Daily Opening Activities:

Writing Workshop-

  1. MUG (Mechanics, usage, grammar) #4
  2. Vocab for Success- unit 17 (Quiz on 2/7)
  3. Journal quick writes

 

Monday:  

  • Vocab Unit 17 Intro words 1-6 with corresponding “Check for Understanding” questions pg.191
  • Submit resumes

LG:  Write narratives using effective technique, well-chosen details, and well-structured event sequences

  • Discuss showing not telling using narrative mentor text We Were Liars by Lockhart and pp 167-168 (“the death of Don/Bob”) from Grendel by Gardner
  • Students create a sticky note checklist of what they notice about the texts- add to survival guide
  • Introduce Grendel’s Perspective Narrative
  • Collaboratively complete graphic organizer analyzing the battle scene from both Beowulf and Grendel’s perspectives

 

 

Tuesday:

  • MUG 4A
  • Vocab Unit 17 Intro words 7-12 with corresponding “Check for Understanding” questions pg.191

LG:  Write narratives using effective technique, well-chosen details, and well-structured event sequences

  • Draft Grendel’s Perspective Narrative

 

Wednesday:  202

LG:  Write narratives using effective technique, well-chosen details, and well-structured event sequences

  • Compose first draft on computers on Beowulf summative assessment– Grendel’s Perspective Narrative –due tomorrow when you walk in the door

 

Thursday:

  • MUG 4B
  • Vocab Unit 17-book work

LG:  Write narratives using effective technique, well-chosen details, and well-structured event sequences

  • Peer edit, revise and publish Grendel’s Perspective Narrative –due end of class

IF TIME PERMITS:

LG:  Analyze multiple interpretations of Beowulf evaluating how each version interprets the source text (W7)

  • Beowulf’s epic finale: View “Beowulf” from History Channel’s Clash of the Gods series and think, pair share commonalities and differences to the text.

 

Friday:  

LG: Acquire and use accurately general academic and domain-specific words

  • Vocab Unit 17 quick review
  • Lit Term Review #14 Connotation/Denotation

Brit Lit author/novel studies:

  • Reading Check #1
  • Individual reading of novel with reading check and chapter summaries
January 20

9th Lit Week 3: January 20-24

Writing our War theme CEI paragraphs this week.

Planning Your Week:

  • War Theme CEI Paragraph- Thursday 1/23
  • Vocab Unit 1 quiz- Friday 1/24
  • **Additional handouts available in class or in our Office 365 Class notebook

Daily Opening Activities:

Writing Workshop-

  1. DGP- #1 and Create interactive notebooks adding notes
  2. Vocab for Success-Unit 1 (quiz on Friday 1/24)

 

Monday:   School Holiday

 

Tuesday:

  • Media Center Orientation (45 minutes)
  • Vocab Unit 1 bookwork

LG:  Write war theme argument paragraph using textual evidence (W1)

  • Write argument paragraph using war theme as claim; gather evidence/quotes from stories using handout/chart
  • Continue use graphic organizer to structure CEI paragraph

HW:  Finish CEI graphic organizer

 

Wednesday:

  • Students add clause notes to interactive notebook using notes from board and colored pencils
  • DGP #1 Day 3
  • Vocab Unit 1 book work
  • Work on CEI War theme paragraph using Office 365

HW:  Finish typing CEI paragraph

 

Thursday:  OPEN HOUSE

  • Create square sentence type notes for SG notebook (orange paper squares)
  • DGP#1 Day 4
  • Review Vocab Unit 1 Kahoots

LG:  Analyze how an author uses irony to create theme; summarize a narrative in 6 sentences

  • Reivew irony (PPT)and notes from survival guide
  • View “Gift of the Magi” (Springboard text 2.5)

    https://www.youtube.com/watch?v=eEYKlV0vkIs

  • Complete irony graphic organizer, write theme statement, summarize the narrative in 6 sentences

 

Friday: 

  • Vocab Unit 1 M/C and sentence quiz (50 pts language standard)

LG: Determine a central idea in the literature (theme). How is mood created in The Most Dangerous Game”?  How is it shaped by specific details? 

  • After vocab quiz, complete “Game” Anticipatory Questionnaire
  • Preview MDG vocab with handout
  • If time permits, intro terms mood, imagery, diction, foreshadowing and conflict, with MDG PPT slides taking notes on Short Story Lit term in survival guide
Category: 9th Lit | LEAVE A COMMENT
January 20

Brit Lit Week 3: January 20-24

Planning your Week:

  • Vocab Unit 16 quiz- Friday 1/24 (make flashcards to help study and for bonus points)
  • Novels and proposals due Friday 1/24
  • Beowulf Resume -Monday 1/27

Daily Opening Activities: 

Writing Workshop-

  1. MUG (Mechanics, usage, grammar) #3
  2. Vocab for Success- unit 16 (Quiz on Friday)
  3. Journal quick writes

 

Monday:   MLK HOLIDAY

 

Tuesday:

  • MUG 3A
  • Vocab Unit 16 bookwork

LG:  Analyze how Beowulf fits the role of the epic hero.

  • Review purpose for reading: analyze Beowulf as an epic hero & analyze author’s craft for narrative writing
  • Continue reading/analyzing Beowulf Part 2– complete “HERO Resume” doodle notes & graphic organizer as we read

 

Wednesday: 

  • Brushstroke review- Review ASO by composing 2 sentences about Beowulf using ASO

https://www.youtube.com/watch?v=Qfu3mDdTz5o

  • Vocab Unit 16

LG:  Analyze how Beowulf fits the role of the epic hero.

  • Review previous reading with discussions of graphic organizer, hero notes and A/V clip “Character Review Part 2” (60 seconds)
  • Finish reading/analyzing Beowulf– complete “HERO Resume” doodle notes & graphic organizer as we read
  • If time permits, begin resume

 

Thursday:  

  • MUG 3B
  • Vocab Unit16 Kahoots Review with ipad  minis

LG:  Analyze how Beowulf fits the role of the epic hero.

  • Compose Resume for Beowulf as an epic hero using proper resume format and textual evidence for support. (Partners optional) (Summative reading standard)

 

Friday:   

LG:  Acquire and use accurately general academic and domain-specific words (L6)

  • Vocab Unit 16 assessment (multiple choice and sentence writing) (Language standard)
  • Lit Term Review #12 Simile/Metaphor

Brit Lit author/novel studies:

  • Submit Proposal if not completed already
  • Begin reading novel creating check points (record on bookmark)
January 12

9th Lit Week 2: January 13- 17

We continue our Short Story Unit 1

Planning Your Week:

Bring in ASAP:

  • Vocab book money
  • Supplies (binder with 5 dividers, two 100 page composition books, highlighters)
  • Vocab Unit 1 quiz- Friday 1/26

**Extra handouts available in the classroom file or in our Class notebook

Daily Opening Activities:

Writing Workshop-

  1. DGP- #1 and Create interactive notebooks adding notes
  2. Vocab for Success-Unit 1 (quiz on Friday 1/24)

 

Monday:

  • Organizer binders with dividers
  • Intro Vocab Words 1-6 Unit 1 using class made PPT completing sentence completion exercises

LG: Analyze elements of theme, language and style, point of view, irony and plot structure in “The Sniper” and  “Ambush” (RL1-6).

  • If needed, finish pre-reading activities for Sniper
  • Pre/-reading info PDF “The History of the Conflict”
  • Review Lit elements from PPT; add to green notes in survival guide: Setting, Characterization, Figurative language, and theme
  • Read and annotating “The Sniper”

 

Tuesday:

  • Parts of Speech- add definitions to composition notebook
  • Intro Vocab Words 7-12 Unit 1 using class made PPT completing sentence completion exercises

LG:  Analyze elements of theme, language and style, point of view, irony and plot structure in  “The Sniper” and  “Ambush” (RL1-6).

  • Finish reading reading “The Sniper” annotating as we read
  • Using Norman Rockwell PPT last slide, discuss theme and write theme of sniper on story copy
  • View student made re-enactment video clip (7 minutes)

 

 

Wednesday: 

  • DGP#1- Day 1 POS
  • Vocab Unit 1 quick review and bookwork

LG: Analyze elements of theme, language and style, point of view, irony and plot structure in “The Sniper” and  “Ambush” (RL1-6).

  • Finish Sniper activities from yesterday
  • Using guided notes from PPT discuss Plot structure
  • Identify & Analyze plot structure of “The Sniper” by creating a plot diagram including:

Exposition-Rising action-Climax-Falling action-Resolution-Conflict-Theme-Protagonist-Antagonist

 

 

Thursday: 

  • DGP- Glue Subject/Verb notes into composition notebook and review highlighting main ideas
  • DGP #1 Day 2
  • Vocab Unit 1 book work

LG:  Analyze elements of theme, language and style, character development, point of view, irony, symbolism, mood, and plot structure in narrative text

Sniper/Ambush:

  • Finish “Sniper” activities if needed
  • Preview “Ambush” Vocab
  • Read and annotate the short story looking at theme
  • Ticket out the door- Compare and contrast the two war short stories

 

Friday

  • DGP- Students add clause notes to interactive notebook using notes from board and colored pencils
  • Vocab Unit 1 book work quick review

Argument writing LG:  Write war theme argument paragraph using textual evidence

Write argument paragraph using war theme as claim; gather evidence/quotes from stories using handout/chart

  • Introduce CEI and add notes to Survival guide
  • Use graphic organizer to structure CEI paragraph
  • Type or hand write paragraphs (50 pts. W1)
Category: 9th Lit | LEAVE A COMMENT
January 12

Brit Lit Week 2: January 13- 17

 

Anglo-Saxons

Planning your Week:

Pick your independent novel by- Friday 1/17

**See Class Notebook or classroom bin for extra copies of  handouts

Daily Opening Activities:

Writing Workshop-

  1. MUG 2 (Mechanics, usage, grammar) #2
  2. Vocab for Success- unit 16 (Quiz Jan 24)
  3. Brushstrokes/Mentor Sentences- review
  4. Journal quick writes

 

Monday:

  • Intro Unit 16 Vocab words 1-6 and corresponding fill in the blank exercises

LG:  Examine the Anglo-Saxon community to gain a better understanding of Beowulf as the oldest surviving English national epic

  • 20 minutes to continue research Anglo-Saxon on computers – research an article on the Anglo-Saxons. Read it, annotate it and compose a 40 word summary in MLA format (due at the end of lab time – partners optional). Rubric
  • Work on Vocab when finished
  • Begin View “Worst Job in History – Anglo-Saxon Era”

 

Tuesday:

  • MUG 2A
  • Intro Unit 16 Vocab words 7-12 and corresponding fill in the blank exercises

LG:  Examine the Anglo-Saxon community to gain a better understanding of Beowulf as the oldest surviving English national epic

  • View “Worst Job in History – Anglo-Saxon Era”

LG:  Analyze how Beowulf fits the role of the epic hero.

  • Beowulf PPT with guided notes/graphic organizer (handout)

 

Wednesday: 

  • Brushstrokes Review –review pretest from last week; using laminated brushstrokes sentence starters, students will work in pairs to create sentences on posters
  • Vocab Unit 16 book work

LG:  Analyze how Beowulf fits the role of the epic hero.

  • Continue Beowulf PPT with guided notes/graphic organizer (handout)
  • Begin reading/analyzing Beowulf (handout) – complete doodle sheet “HERO” & graphic organizer as we read

 

 

Thursday:

  • MUG 2B

LG:  Analyze how Beowulf fits the role of the epic hero.

  • Continue reading/analyzing Beowulf (handout) – complete doodle sheet “HERO” & graphic organizer as we read

 

Friday:  

Lit Term 14 “Denotation & Connotation”

Brit Lit author/novel studies: Intro Proposal Assignment with teacher made PPT

  • Anticipatory activity: Funny Marriage Proposal A/V Clip
  • Discuss the who- what -why of proposals with PPT (print rubric last page)
  • View student sample
  • Students will create a proposal for novel/author/film study including:
  1. NOVEL- title, author, date written/first published, number of pages, synopsis, availability
  2. FILM- film title, release date, actors, length, availability
  3. RATIONAL-reason for your choice. Why is this novel and film a good choice for you?

 

 

January 5

9th Lit Week 1: January 6-10

Planning Your Week:

Bring in ASAP:

  • Signed syllabus, profile sheets
  • Vocab Book money
  • Supplies (binder with 5 dividers, two 100-page composition books, highlighters)

Friday 1/11—Mini-me due

 

Daily Opening Activities:

Writing Workshop-

  1. Vocab for Success- Purchase books for 10.00 ASAP; begin Unit 1 Monday 1/14/17
  2. Journal quick writes- see individual days for topics

 

Monday:  

  1. “Choices” intro activity: “How will our choices define who we are?” PPT and quick write (pre-write for Mini me)
  2. Check and mark TRSS forms while students write
  3. How to make the best decision in this class PPT with memes
  4. Discuss Syllabus  9th Lit Syllabus
  5. Sign up for Remind  invite to Remind 9th lit
  6. Fill out Profile Sheet
  7. Intro Mini-Me–due Friday

HW:  Work on mini-me and get Syllabus and profile sheet singed and bring money for vocab book; collect/purchase supplies for class (2 composition notebooks, binder with 5 dividers, highlighters, etc.)

 

Tuesday: 

DGP- Sticky note parts of speech formative assessment (students place sticky notes on board under POS. Add definitions and give them a chance to collaborate and change answers

Collect syllabi and profile sheets & Vocab $

Vocab diagnostic Pretest

LG:  Provide textual evidence to analyze and interpret writers’ choices that create voice, engage readers, and suggest meanings (RL1&3)

  • Introduce STEAL with The Pirates of the Caribbean intro of Jack Sparrow and completed STEAL GO

https://www.youtube.com/watch?v=CsHPsOR-se8

  • Springboard: Read the excerpt from Speak on pp. 9-11. How does the author use elements of STEAL characterization to bring the narrator to life? 
  • Complete STEAL graphic organizer after annotating text

HW:  Work on mini me and get Syllabus and profile sheet singed and bring money for vocab book; collect/purchase supplies for class (2 composition notebooks, binder with 5 dividers)

 

Wednesday:

Collect syllabi and profile sheets

Lit term baseline pretest

LG:  Provide textual evidence to analyze and interpret writers’ choices that create voice, engage readers, and suggest meanings (RL1&3)

  • Imitate Laurie Halse Anderson’s style to create a STEAL characterization of a little monster
  • View clip from Monster’s University to activate creative thoughts 

     https://www.youtube.com/watch?v=vAgUHEkOCQM

  • Prewrite: Choose “incident” of first day, complete STEAL graphic organizer for your narrative

HW:  Finish STEAL graphic organizer for narrative, work on mini-me and bring in supplies

 

 

Thursday  

SRI assessment (directions handout)

NoRedInk.com diagnostic  https://www.noredink.com/join/every-pear-56

Work on STEAL graphic organizer and Mini-me

If time permits, compose class “first day of school” narrative using individual prewrite

HW:  Work on Mini-me and bring in two 100 page compositions books, 3 ring binder with 5 dividers.  We will get organized!

 

Friday 

Create Survival Guide and Interactive notebooks (MUST have two 100 page compositions books)

Organize 3 ring binders

Present mini-me (SL grade)

Compose class “first day of school” narrative using individual prewrites

Create QHT of Narrative Choices Unit vocab 

LG: Analyze elements of theme, language and style, point of view, irony and plot structure in “The Sniper” and “Ambush” (RL1-6).

  • Introduce irony: “Reading Art” PPT slides 5-8 filling in Lit Short Story Lit Term Unit Notes
  • Norman Rockwell paintings of soldiers as Sniper pre-reading discussion:
  • Sniper Pre/post-reading info PDF “The History of the Conflict”
  • If time permits, begin reading and annotating text
Category: 9th Lit | LEAVE A COMMENT
January 5

Brit Lit Week 1: January 6-10

 

  1. Welcome to Brit Lit, Seniors!

Planning your Week:

  • Freshmen letter due- Thursday 1/9
  • Pick your independent novel by- Friday 1/17

 

Daily Opening Activities:

Writing Workshop-

  1. Vocab for Success-none this week (start unit 16 next week)
  2. MUG 2 (Mechanics, usage, grammar) #1
  3. Journal quick writes

 

Monday

  • Sign up for Remind 101 on overhead

Introduction Activities

  • Question: One thing I want to learn this semester
  • TRS forms
  • Brit Lit “What can you expect” PPT
  • Review syllabus/requirements/materials and fill out profile sheet
  • Journal 1: 10 year/ 5 year/ 1 year/ 6-month goal card
  • Intro Brit Lit movie (7 min) (Moulton)
  • Organize binders left in classroom

LG:  Read and comprehend informational texts independently and proficiently:

  • Read and respond to NF article “The 10 Skills Employers Most Want In 20-Something Employees” (handout) close reading, marking the text (Alternate NF article hard copy only “Writing Skills Significant”)

 

Tuesday

  • MUG 1A
  • Collect signed syllabus/profile sheet/vocab book money
  • Brushstrokes Review formative assessment (handout) (includes ASO, PP, Appositives. (Plus action verbs but students should be able to identify these)

LG:  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (W4)

  • Journal 2: “Things I wish I knew as a underclassman”- think, pair share
  • Compose advice letter to underclassman (writing standards) Due Thursday
  • Before typing letter, research proper letter format on-line & confirm with Mrs. H.

 

 

Wednesday: 

  • Collect signed syllabus/profile sheet/vocab book money

Vocab “Password” Review Units 11-15

  • Students review past vocab words with Password activity (Password PPT game 1& 2)

LG:  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (W4)

  • Compose advice letter to underclassman (writing standards) Due Thursday
  • Last 10 minutes of class, Intro Anglo –Saxons with 10 min A/V clip “Mr. Osborne’s Intro

 

Thursday: 

  • MUG 2A
  • Turn in advice letter to underclassman (writing standards)
  • Discuss Beowulf assessments (Resume, Narrative). Examine the Anglo-Saxon community to gain a better understanding of Beowulf as the oldest surviving English national epic

LG:  Examine the Anglo-Saxon community to gain a better understanding of Beowulf as the oldest surviving English national epic

  • Introduction to Anglo-Saxons Period– 16 min A/V clip
  • View United Streaming video of an Anglo-Saxon community – Stowa (4 mins)
  • If time permits, work on computers – research an article on the Anglo-Saxons. Read it, annotate it and compose a 40-word summary in MLA format (due at the end of lab time – partners optional). Rubric

 

 

Friday:

LG:  Initial research into Brit Lit author/novel studies:

  • Discuss project components (Author FAQ, novel/film analysis or choice)
  • Intro possible novels using PPT “You Might like this book if…” and handout “Possible topics”
  • Using Ipads and computers, students will search novel/author of interest for project

 

December 8

American Lit Weeks 17 & 18: December 9-20

Talking about our suspense unit, not waiting for EOC scores!

Planning your Week:

  • Tissue Box Extra Credit- Wednesday 12/11
  • Hot Chocolate Extravaganza- Wed 12/11
  • Suspense Clip for partner share- Monday 12/16
  • Final Exam Presentation– Friday 12/20

Daily Opening Activities:

Writing Workshop

  1. MUG (Mechanics, usage, grammar) #14
  2. Journal-see in individual days for topics
  3. Vocab- In context “Black Cat”

 

Monday: 

Intro extra credit Tissue Box assignment -due next Wednesday 12/11

Finish “Black Cat”

If time permits, “Contents of the Dead Man’s Pockets”:

  • Anticipatory Set video clip for “Contents”
  • Read and analyze “Contents of the Dead Man’s Pockets”
  • Using Suspense Chart Handout identify 3 suspenseful moments and which techniques J. Finney used to created them

 

Tuesday:

MUG 14A

 “Contents of the Dead Man’s Pockets”:

  • Anticipatory Set video clip for “Contents”
  • Read and analyze “Contents of the Dead Man’s Pockets” Audiobook     https://www.youtube.com/watch?v=U6VJCeY9D0o  
  • Using Suspense Chart Handout identify 3 suspenseful moments and which techniques J. Finney used to created them

 

Wednesday:  Hot Chocolate Extravaganza

Submit extra credit Tissue Box assignment

MUG 14B

“The Sound of Thunder”:

  • Intro PPT
  • Read and analyze short story  Audiobook:  https://www.youtube.com/watch?v=hdmEBLbyTjM
  • Using Suspense Chart Handout identify 3 suspenseful moments and which techniques the author used to created them
  • Ray Bradbury Theater present Sound of Thunder 24 min.

 

Thursday:

Finish “The Sound of Thunder”

Techniques of suspense in film with PPT and student notes

Intro Final Exam using directions/rubric, graphic organizer and excerpts from The Hobbit (your scene selection due Monday 12/16)

Final exam guided practice

  • View Jurassic Park analyzing techniques used to create suspense add to Suspense chart 

 

 

Friday:

MUG 158

Final exam guided practice

  • Continue Final exam guided practice by viewing scenes from Jurassic Park analyzing techniques used to create suspense and add to Suspense chart 

 

Monday: 

Final exam guided practice

  • Pair share final film scene selection
  • Review final expectations

Final exam guided practice

 

Tuesday:

Suspense Grammar Challenge-students may work with partner

Final exam guided practice

 

Wednesday:   Have a wonderful Christmas Break!

Final exam guided practice-

  • Finish typing written analysis
  • If time permits, view scenes from Vertical Limit analyzing director’s use of suspense techniques.

 

Thursday no class

 

Friday-

Finals:  Film Analysis Presentations with peer review (50 pts. Writing & 50 pts. Listening/speaking standards)

Course Evaluation

 

December 8

World Lit Weeks 17 & 18: December 9-20

Julius Caesar Unit

Planning your final weeks:

  • JC RAFT -Tuesday 12/10
  • Tissue box EC – Wed. 12/11
  • JC reading guide- when finished reading
  • JC Journals- when finished reading
  • Final- Thursday 12/19

Daily Opening Activities:

Writing Workshop-

  1. Writing Workshop- Summative JC Vocab/RAFT Students can use any word we have covered in vocab book
  2. Journal quick writes

 

Monday: 

Vocab RAFT:

LG:  Identifies, analyzes, and applies knowledge of the themes, structures, characters and elements of dramatic literature and provides evidence from the text to support understanding

  • Continue reading/viewing Julius Caesar (use No Fear Shakespeare: Julius Caesar and viewing /study guide
  • After each act, review with meme

 

Tuesday:  

Submit Vocab RAFT

LG:  Identifies, analyzes, and applies knowledge of the themes, structures, characters and elements of dramatic literature and provides evidence from the text to support understanding

  • Continue reading/viewing Julius Caesar (use No Fear Shakespeare: Julius Caesar and viewing /study guide
  • After each act, review with meme

 

 

Wednesday: 

Submit Tissue box extra credit

LG:  Identifies, analyzes, and applies knowledge of the themes, structures, characters and elements of dramatic literature and provides evidence from the text to support understanding

  • Analyze ethos, logos and pathos appeals in Brutus and Anthony’ speeches
  • Continue reading/viewing Julius Caesar (use No Fear Shakespeare: Julius Caesar and viewing /study guide
  • After each act, review with meme

 

Thursday:   

LG:  Identifies, analyzes, and applies knowledge of the themes, structures, characters and elements of dramatic literature and provides evidence from the text to support understanding

  • Continue reading/viewing Julius Caesar (use No Fear Shakespeare: Julius Caesar and viewing /study guide
  • After each act, review with meme

 

Friday:  

LG:  Identifies, analyzes, and applies knowledge of the themes, structures, characters and elements of dramatic literature and provides evidence from the text to support understanding

  • Finish reading/viewing Julius Caesar (use No Fear Shakespeare: Julius Caesar and viewing /study guide – submit for grade (50 pts. to LS standard/50 reading standards)
  • Work on completing study guide
  • Submit journals for grading

 

 Monday:  Ipads

  • Journal JC3: Who is the tragic hero of the drama? (PPT) Brainstorm ideas & turn in journal for grade (writing)
  • Review JC with Kahoots
  • Discuss Tragic Hero with PPT for Wednesday writing assignment
  • With a partner answer questions on study guide for final
  • If time permits, view Julius Caesar background film

 

Tuesday:  

  • On computers and laptops, research tragic heroes literary or real-life, and complete the Tragic Hero Research graphic organizer.
  • With a partner answer questions on study guide for final
  • If time permits, view Julius Caesar background film

 

Wednesday: 

LG:  Identifies, analyzes, and applies knowledge of the themes, structures, characters and elements of dramatic literature and provides evidence from the text to support understanding

  • Final Part 1: Timed writing Who is the tragic hero of the drama?
  • If time permits, view Julius Caesar background film

 

Thursday:

  • Turn in study guide for extra credit
  • Final exam (comprehensive summative: heroes, Iliad, Night, JC, literary terms)

 

Friday:  Have a wonderful Christmas break!

No Class