October 29

Brit Lit Week 13: October 31- November 4

lotf-peter-brooks-movie

LOTF Resources

LoTF Audiobook

SparkNotes

SparkNotes Video Summary (spoilers)

Crash Course with John Green (Spoilers)

Daily Bell Ringer Activities:

Writing Workshop-

  1. MUG (Mechanics, usage, grammar) #12
  2. Vocab for Success- enrichment exercises from book (proverbs)/ LOTF Vocab
  3. Journal quick writes- See individual days for topics

 

Monday:  

Intro to Lord of the Flies novel studies creating a synthesis of theme answering the essential questions

  • View The 100 Pilot episode part 2 View taking guided notes on themes, leadership roles, mob mentality etc.

Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel LOTF.

  • Journal: LOTF #1 “Our class Survival on an island”
  • Discuss creating character chart as we read and have students pick theme topics to concentrate on beside the alienation/brutality/isolation topics
  • Preview vocab-students draw picture next to word
  • Begin reading/analyzing LOTF chapters 1-3 filling in answering and discussing guided reading questions.

 

Tuesday:

Vocab enrichment- book page 206-207

Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel LOTF.

  • Continue reading/analyzing LOTF chapters 1-3 filling in answering and discussing guided reading questions.

 

 

Wednesday: 

Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel LOTF.

  • Journal LOTF #2 Leadership
  • Discuss setting and Vocab
  • Continue reading/analyzing LOTF chapters 1-3 filling in answering and discussing guided reading questions.

 

Thursday:

  • MUG 12A

Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel LOTF.

  • Finish reading/analyzing LOTF chapters 1-3 filling in answering and discussing guided reading questions.

 

Friday:  

  • MUG 12B

Brit Lit author/novel studies:

  • Complete last novel check; work on novel and film analysis questions using leading questions graphic organizer

Standard based learning objectives:

Lord of the Flies (novel study)

  • Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel LOTF. (RL1-6).
  • Analyze and compare universal themes characteristic of literature across time and genre (RL2)
  • Read and comprehend complex British literature, LOTF (RL10)

British Author/novel study

  • Analyze multiple interpretations of a story, evaluating how each version interprets the source text.(RL7)
  • Write informative/explanatory texts to examine and convey analysis of film and novel interpretations clearly and accurately through the effective selection, organization, and analysis of content (W2, 4)
  • Develop and strengthen expository essay as needed by planning, revising, editing, rewriting (W5)

 Journal: Write routinely over extended time frames for a range of tasks, purposes, and audiences. (W10)

MUG: Demonstrate command of the conventions of grammar and usage (L1, L2)

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

October 29

World Lit Week 13: October 31- November 4

night-book-cover

We begin  our study of Night by E. Wiesel

Night Resources:

Vocabulary Help by Oprah

Daily Bell Ringer Activities:

Writing Workshop-

  1. DGP (daily grammar practice) – DGP #5
  2. “Vocab for Success”- Night vocab
  3. Quick Journal-see individual days for topics

 

Monday: 

Intro Night Vocab

Introduce autobiographic narrative study Night

  • Intro to WWII video clip (5 minutes)
  • “Night Background 2” power point (441KB)

Demonstrate comprehension by identifying and analyzing mood, theme (RI1-6)

  • Begin reading/listening to Night pp 1-20 44 min. (mood & theme)

 

Tuesday:   Substitute

DGP #5 Day 2

Night:  Demonstrate comprehension by identifying and analyzing mood, theme (RI1-6)

  • Continuing reading/listening to Night pp 1-20 44 min. (theme: deception)
  • At the end of the section, review and discuss how the German’s were able to use deception to fool the Jewish people into submission using “A  Wolf in Sheep’s Clothing” handout

If time permits, Survivor story video clips (5-10 min) from DVD “I am Still Here”

 

Wednesday:   

Night:  Demonstrate comprehension by identifying and analyzing conflict (RI1-6)

  • Journal: Write about a time you were deceived by appearances
  • Continue to read/listen to Night pp 21-43 47 min. (conflict)

If time permits, Survivor story video clips (5-10 min) from DVD “I am Still Here”

 

Thursday:  

Night:  Demonstrate comprehension by identifying and analyzing conflict (RI1-6)

  • Journal: Compose a free verse poem using anaphora as modeled by Wiesel’s “Never shall I forget” pg.32

  • Finish reading/analyzing Night pp 21-43 47 min. (Conflict & theme)
  • Mini lesson Conflict (Students write down definition on green lit term notes)
  • Group discussion Conflict handout: -on notes write examples of conflict found in Night
  • Survivor story video clip from DVD “I am Still Here”

 

Friday:  

Night:  Demonstrate comprehension by analyze author diction and use of figurative language to enhance the mood, imagery and theme of night/darkness (RI4))

  • Finish conflict analysis if needed
  • Pre-reading Activity: Danger Web PPT and brainstorming and discussion (reactions & consequences)
  • Journal: Describe a time you felt in danger or afraid. Describe the situation and your response using imagery, vivid verbs.
Students create Theme Wall adding themes as we read
  • Begin reading/listening/analyzing Night pp 45-62 36 min. (Circle language related to darkness, night death, & decay used to covey the horrors- imagery & theme)
  • Survivor story video clip from DVD “I am Still Here”
October 22

Brit Lit Week 12: October 24-28

macbeth-dagger-and-blood

Macbeth Unit Assessment- Wednesday  Oct. 26th

Daily Bell Ringer Activities:

Writing Workshop-

  1. MUG (Mechanics, usage, grammar) #12

 

Monday:

EXTRA CREDIT DUE

Analyze elements of Macbeth including character development, theme, language, and symbolism using textual evidence

  • Review using Nearpod app and teacher made review activities Technology needed phone /computer/ iPads
  • View clips of film version of Macbeth

 

Tuesday:

Analyze elements of Macbeth including character development, theme, language, and symbolism using textual evidence

  • Kahoot on-line review game (teacher made) Technology needed phone /computer/ iPads
  • Answer the unit question “How is Macbeth a tragic hero?” (PPT slide handout w/traits/ rubric) 50 points to writing standard
  • View clips of film version of Macbeth

Additional Macbeth resources:

Macbeth Sparknotes Link

Bitesize Macbeth

Macbeth Webquest

Wednesday: 

  • MUG 12A

Analyze elements of Macbeth including character development, theme, language, and symbolism using textual evidence

  • Macbeth Assessment (100 pts. reading standard) (M/C & constructed response)

After assessment, Brit Lit author/novel studies:

  • Students will independently read, annotate and summarize Brit Lit novel of choice

 

Thursday: LAB 204

Brit Lit author/novel studies:

  • Complete Author study NF article research/annotation/ summary (handout)
  • Students will independently read, annotate and summarize Brit Lit novel of choice

 

Friday:  

  • MUG 12B

Brit Lit author/novel studies:

  • Students will independently read, annotate and summarize Brit Lit novel of choice
  • Complete novel notes graphic organizer (handout)

Intro to Lord of the Flies novel studies creating a synthesis of theme answering the essential questions

  • View The 100 Pilot episode part 1 taking guided notes on themes, leadership roles, mob mentality etc.

the-100

October 22

Wowrld Lit Week 12: October 24-28

keep-calm-and-write-the-essay-4

Iliad Argument Essay due Wednesday

Daily Bell Ringer Activities:

Writing Workshop-

  1. Daily Grammar Practice Week #4 (CD with semicolon)

semicolon

 

 

 

 

 

 

 

  1. Vocabulary- Concentrate on Night Vocab
  2. Quick Journal- see individual days for topics

Monday: 

  • DGP Day 1

Continue composing Hero Argument essay (W1)

  • Finish formulating CEI body paragraphs
  • Compose Intro and concluding paragraphs together as a class

 

Tuesday: Lab 204

  • DGP Day 2

Continue composing Hero Argument essay (W1)

  • Self-edit essay using checklist/10 Commandments
  • Peer edit essay using checklist

 

 Wednesday:  Lab 204

  • DGP Day 3

Develop and strength writing by using the writing process (W5)

  • Submit essay for grading (100 pts. writing standard)
  • When finished, work on Visual Vocab for Night
  • If time permits, view clips from holocaust film Boy in the Stripped Pajamas or I’m Still Here to gain background knowledge
Night Resources:

Vocab Help from Oprah!

 Sparknotes for Night

 

Thursday:  

  • DGP Day 4 and add Conjunction notes to composition books (staple sideways)

Introduce autobiographic narrative study Night

  • Anticipatory activity Listen/read to “I Believe” essay Wiesel at Wiesel I believe…
  • Journal PPT Night #1: respond to  the statement “This I believe”
  • Pre-assess background vocab of Holocaust and WW 2 with teacher made Kahoots
  • White Board Round Table Discussion
  • Intro to WWII video clip (5 minutes)
  • Ticket out the door: On a sticky note tell me something you learned today (new vocab, new fact, etc.)
  • If time permits, view clips from holocaust film Boy in the Stripped Pajamas or I’m Still Here to gain background knowledge

 

Friday: 

  • DGP: Compound sentence practice: Using ebeam students will correct sentence errors making CD sentences
  • View clips from holocaust film Boy in the Stripped Pajamas or I’m Still Here to gain background knowledge
October 14

Brit Lit Week 11: October 17-21

Additional Macbeth resources:

Macbeth Sparknotes Link

Bitesize Macbeth

Macbeth Webquest

Daily Bell Ringer Activities:

Writing Workshop-

  1. MUG (Mechanics, usage, grammar) #11
  2. Vocab for Success- no new vocab
  3. Journal quick writes- see individual days for topics

 

Monday:  

Analyze elements of Macbeth including character development, theme, language, and symbolism using textual evidence

  • Finish Act 3 Scene 6 (final scene)
  • Review Acts 1-3 with PPT “Not Family Entertainment” slides 1-9
  • Continue reading and analyzing Macbeth Act 4 with study guide and graphic organizers

 

Tuesday:

  • MUG 11A

Analyze elements of Macbeth including character development, theme, language, and symbolism using textual evidence

  • Continue reading and analyzing Macbeth with study guide and graphic organizers

 

Wednesday:  PSAT/Senior Seminar Schedule

 

Thursday:

  • MUG 11B

Analyze elements of Macbeth including character development, theme, language, and symbolism using textual evidence

  • Journal #5-“Something Wicked this Way Comes” PPT
  • Before Act 5,review Acts 4 with PPT “Not Family Entertainment” slides 10-11
  • Continue reading and analyzing Macbeth with study guide and graphic organizers

 

Friday:  

  • Journal Macbeth #6 Guiltiness PPT- students glue in Bob Marley’s song lyrics to “Guiltiness” in journal and make text to text connections in journal (Turn in journal for  writing grading)
  • Guiltiness Lyrics

Brit Lit author/novel studies:

  • Students will independently read, annotate and summarize Brit Lit novel of choice

 

Standard based learning objectives:

The Tragedy of Macbeth by Shakespeare

Identify evidence of literary techniques and structures to interpret Shakespearean drama (RL5).

Provide textual evidence for Macbeth as a tragic hero. (RL1)

Determine two or more themes in Macbeth and analyze their development over the course of the text(RL2)

Analyze multiple interpretations of a Macbeth evaluating how each version interprets the source text. (RL7)

Read and comprehend complex literature, Macbeth (RL10)

British Author/novel study

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.(RL1)

Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. (RL2)

Journal: Write routinely over extended time frames for a range of tasks, purposes, and audiences. (W10)

MUG: Demonstrate command of the conventions of grammar and usage (L1, L2)

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

October 14

World Lit Week 11: October 17-21

Planning your Week:

  • Extra Credit- due Monday
  • PSAT on Wednesday-bring you calculator and #2 pencils
  • Iliad summative assessment- on Thursday  Iliad Sparknotes Help Link

 

Daily Bell Ringer Activities:

Writing Workshop-

  1. DGP (daily grammar practice) –Continue composing CD and CX sentences in context of essay
  2. Vocabulary “Vocab for Success”- No new vocab this week
  3. Quick Journal- none this week

 

Monday: 

Collect Extra Credit

PSAT practice

Cite textual evidence to support analysis of epic hero from the Iliad (RL1)

  • Complete Archetypal hero Graphic Organizer citing evidence from Iliad/Black Ships Before Troy (handout) as review for summative assessments (Test and Argument essay)
  • If time permits, work on study guide (handout)

 

Tuesday:

PSAT practice

Review analysis of theme, plot development, characters, epic conventions and heroic traits of The Iliad for summative assessments (Part 1 Selection Response, Part 2 Argument Essay) using learning stations and large group review. (Standards RL1-3)

Learning Stations:

  1. Reading Art– students will analyze visual art representations of key plot events arranging the images in chronological order.
  1. Epic Hero Evidence– Students will complete Epic hero Graphic Organizer (back on handout from yesterday) using evidence from text
  1. Characters in Action– Students will analyze character development using “verb clues” to solve “who is who”

 

 

Wednesday:  PSAT SCHEDULE

Review analysis of theme, plot development, characters, epic conventions and heroic traits of The Iliad for summative assessments

  • Complete and review study guide
  • Large Group Review: Jeopardy Game PPT reviewing epic elements, plot events, heroic traits, themes and characters.

 

Thursday:

Iliad summative assessment Part 1(Selection Response-M/C and matching-100 pts to Reading Standards)

After test:  Create mind map of chosen hero and his heroic traits.

 

Friday:

Introduce argument essay Iliad summative assessment Part 2

  • Use PPT “Planning your Essay” to intro Argument essay
  • Prewriting:  Claim, Evidence, Order graphic organizer handout
  • Create claim & topic sentences
  • If time permits, develop intro together

 

Standard based learning objectives:

Iliad/Hero Summative Assessment Part 1

  • Analyze how complex characters in the Iliad develop over the course of a text, interact with other characters, and advance the plot or develop the theme. (RL3)
  • Cite textual evidence to support analysis of epic poetry including heroes from the Iliad (RL1)
  • Determine a theme or central idea of epic narratives and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details (RL2)

Hero Argument Essay Summative Assessment Part 2

  • Cite evidence to support analysis of a character (RL1)
  • Formulate a concise claim and select and develop textual evidence to support claim (W1)
  • Develop and strength writing by using the writing process (W5)

Journal: Write routinely over extended time frames for a range of tasks, purposes, and audiences. (W10)

DGP: Demonstrate command of the conventions of grammar and usage (L1, L2)

October 7

Brit Lit Week 10: October 10-14

Additional Macbeth resources:

Macbeth Sparknotes Link

Bitesize Macbeth

Macbeth Webquest

Daily Bell Ringer Activities:

Writing Workshop-

  1. MUG (Mechanics, usage, grammar) #10
  2. Brushstrokes- Continue Review & Absolute Phrases
  3. Vocab for Success- Unit 19 (quiz on Friday 10/14)
  4. Journal quick writes- see individual days for topics

 

Monday:  

  1. Brushstrokes- Absolute Phrases-glue blue notes into composition books

Analyze elements of Macbeth including character development, theme, language, and symbolism using textual evidence

  • Finish reading Act 1
  • Journal: Explain & illustrate  (theme) “Look like the innocent flower/But be the serpent under’t” (22)
  • Reading Check formative assessment Act 1 (30 pts.)

Analyze multiple interpretations of a Macbeth evaluating how each version interprets the source text. (RL7)

  • After reading and analyzing Act 1, view multiple film adaptations clips of Act 1 to aid with comprehension and compare/contrast film and text
  • If time permits, begin reading/analyzing Act 2.

 

 

Tuesday:

  • MUG 10A

Analyze elements of Macbeth including character development, theme, language, and symbolism using textual evidence

  • Continue reading and analyzing Macbeth with study guide and graphic organizers
  • After Act 2 scene 3 (Duncan’ murder), complete Great Chain of Being Activity
    • Pass out cards w/categories of the great chain of being
    • Student will arrange their own cards on board tray in “divine order” without talking and they cannot touch other’s cards
    • Follow up discussion on the divine right of kings/Duncan’s murder violating order universe/consequences (people/weather/natural order).

Analyze multiple interpretations of a Macbeth evaluating how each version interprets the source text. (RL7)

  • After reading and analyzing Act 2, view film adaptation clips of Act 2 to aid with comprehension and compare/contrast film and text

 

Wednesday: 

Brushstrokes- continue review sheet from Friday

Analyze elements of Macbeth including character development, theme, language, and symbolism using textual evidence

  • Continue reading and analyzing Macbeth with study guide and graphic organizers

After Act 3

  • Create “sociogram” of character relationships (directions/rubric) PPT Example

Analyze multiple interpretations of a Macbeth evaluating how each version interprets the source text. (RL7)

  • If time permits, after reading and analyzing Act 3, view film adaptation clips of Act 3 to aid with comprehension and compare/contrast film and text

 

Thursday:

  • MUG 10B
  • Journal: How has the Macbeths’ relationship changed?

Analyze elements of Macbeth including character development, theme, language, and symbolism using textual evidence

  • Continue creating Sociograms of character relationships (directions/rubric)
  • Continue reading and analyzing Macbeth with study guide and graphic organizers

Analyze multiple interpretations of a Macbeth evaluating how each version interprets the source text. (RL7)

  • After reading and analyzing Act 3, view film adaptation clips of Act 3 to aid with comprehension and compare/contrast film and text

 

Friday:  HOMECOMING PEP RALLY SCHEDULE

Vocab Unit 19 assessment M/C and sentence writing (50 pts. Language standards)

Brit Lit author/novel studies:

  • Students will independently read, annotate and summarize Brit Lit novel of choice
October 7

World Lit Week 10: October 10-14

achilles

SparkNotes Help Link!

Daily Bell Ringer Activities:

Writing Workshop-

  1. Caught Ya Grammar (handout)
  2. Vocabulary “Vocab for Success”- Unit 9 (quiz on Friday)

 

Monday: 

  • Discuss extra credit extension activity Shield or epithet (handout)-due next Monday

Annotate text and identify elements of the epic and archetypal hero; respond to Bloom’s leveled focus question regarding the Iliad;

  • “Dipstick” PPT-formative reading check of comprehension of first half of book 22
  • Finish reading and analyzing “ Vengeance for Patroclus (Black Ships before Troy) /Iliad Book 22 (textbook) annotating text and discussing
  • Answer Bloom’s analysis questions using pair share (handout)

Analyze various accounts of the Iliad told in different mediums determining which details are emphasized in each account.(RI7)

  • If time permits after Book 22, view Troy as scenes correlate to text analyzing differences between text and film adaption (from the HHS Media Center, an edited, educational, age appropriate version)

 

Tuesday:

Annotate text and identify elements of the epic and archetypal hero; respond to Bloom’s leveled focus question regarding the Iliad;

  • If needed finish reading and analyzing “ Vengeance for Patroclus (Black Ships before Troy) /Iliad Book 22 (textbook) annotating text and discussing and viewing correlating scenes from Troy film to aid in comprehension
  • Finish Bloom’s analysis questions using pair share (handout)

Analyze various accounts of the Iliad told in different mediums determining which details are emphasized in each account.(RI7)

  • View Troy as scenes correlate to text analyzing differences between text and film adaption (from the HHS Media Center, an edited, educational, age appropriate version)

If times allows- Demonstrate understanding of figurative language

  • Students will illustrate Homeric/epic simile and explain author’s purpose for usage (graphic organizer)

 

Wednesday:

Annotate text and identify elements of the epic and archetypal hero; respond to Bloom’s leveled focus question regarding the Iliad;

  • Read and analyze “Ransom for Hector” (Black Ships before Troy) /Iliad Book 24 (textbook) annotating text and discussing
  • Answer Bloom analysis questions (handout)

Analyze various accounts of the Iliad told in different mediums determining which details are emphasized in each account.(RI7)

  • View Troy as scenes correlate to text analyzing differences between text and film adaption (from the HHS Media Center, an edited, educational, age appropriate version)

 

Thursday:

Annotate text and identify elements of the epic and archetypal hero; respond to Bloom’s leveled focus question regarding the Iliad;

  • Finish reading and analyzing “Ransom for Hector” (Black Ships before Troy) /Iliad Book 24 (textbook) annotating text and discussing
  • Answer Bloom analysis questions (handout)

If time permits: Analyze various accounts of the Iliad told in different mediums determining which details are emphasized in each account.(RI7)

  • View Troy as scenes correlate to text analyzing differences between text and film adaption (from the HHS Media Center, an edited, educational, age appropriate version)

 

Friday: HOMECOMING PEP RALLY SCHEDULE

Vocab Unit 9 assessment:  M/C and sentence writing

After assessments, student will work on:

  • Iliad crossword puzzle WS Review
  • Study Guide
  • Extra Credit epithet or shield

Analyze various accounts of the Iliad told in different mediums determining which details are emphasized in each account.(RI7)

  • View Troy as scenes correlate to text analyzing differences between text and film adaption (from the HHS Media Center, an edited, educational, age appropriate version
October 1

World Lit Week 9: October 3-7

achilles-vs-hector

SparkNotes Help Link!

Daily Bell Ringer Activities:

Writing Workshop-

  1. DGP (daily grammar practice) –Week3 Simple with Gerund   Gerund Help @ Grammar Bytes
  2. Vocabulary “Vocab for Success”- Unit 9 (quiz on Friday 10/14)

 

Monday:  (substitute)

DGP Day 1

Vocab Intro words 1-6 and complete corresponding “Check for Understanding” questions

  • Read “A Letter from Athens” NF article together orally (handout)
  • Give students a chance to answer close reading questions independently or with a partner, and then review together as a class.
  • If time permits, students can work on extra credit assignment (Epithet or shield)

 

Tuesday:

DGP Days 2

Vocab Intro words 7-14 and complete corresponding “Check for Understanding” questions

Identify and evaluate the use of appeals in a speech

  • Mini Lesson on Logos, ethos, pathos appeals ppt
  • Student will find examples of appeals in advertisement (magazines from Media Center)

 

Wednesday:

DGP Days 3

Unit 9 vocab words- Complete page 94 in vocab book

Identify and evaluate the use of appeals in a speech

  • Read text page 374 italic intro The Iliad Book 6 and orally explain using document camera and teacher annotated text
  • Analyze Andromache’s Speech for use of appeals handout and document camera

 

Thursday:

Annotate text and identify elements of the epic and archetypal hero; respond to Bloom’s leveled focus question regarding the Iliad;

  • Read and analyze “Vengeance for Patroclus (Black Ships before Troy) /Iliad Book 22 (textbook) annotating text and discussing
  • Answering Bloom analysis questions (handout)

 

Friday:

Annotate text and identify elements of the epic and archetypal hero; respond to Bloom’s leveled focus question regarding the Iliad;

  • Continue reading and analyzing “ Vengeance for Patroclus (Black Ships before Troy) /Iliad Book 22 (textbook) annotating text and discussing
  • Answer Bloom’s analysis questions using pair share (handout)

Analyze various accounts of the Iliad told in different mediums determining which details are emphasized in each account.(RI7)

  • View Troy as scenes correlate to text analyzing differences between text and film adaption (from the HHS Media Center, an edited, educational, age appropriate version)
October 1

Brit Lit Week 9: October 3-9

How about a little Macbeth?

Sparknotes Macbeth Help Link

Daily Bell Ringer Activities:

Writing Workshop-

  1. MUG (Mechanics, usage, grammar) #9
  2. Brushstroke review
  3. Vocab for Success- Unit 19 (quiz on Friday 10/14)
  4. Journal quick writes- see individual days for topics

 

Monday:  (substitute)

  • Vocab Intro words 1-12 and complete corresponding “Check for Understanding” questions

Introduce and gain background knowledge for understanding Shakespeare’s drama, The Tragedy of Macbeth

  • Anticipatory activity- Anticipation Questionnaire discuss
  • Journal: Macbeth #1 on PPT:  Respond to one of the anticipation guide questions in a paragraph of at least 8 sentences.
  • If time permits, students should read their independent novel. If they don’t have it, they are to make flash cards for vocab words (They can cut notebook paper up into cards)

 

Tuesday:

  • MUG 9A

Introduce and gain background knowledge for understanding Shakespeare’s drama, The Tragedy of Macbeth

  • Standard Deviants Intro to Macbeth Modules 9 Pre-reading w/guided questions (25 mins.) (Language sections starts at 9.14 min. mark if students want to skip plot overview to avoid spoilers)
  • Students will take “Doodle” notes for Macbeth intro PPT (skeleton note-GO)
  • If time permits, complete “Macbeth in 32 seconds” play acting activity (script)

 

Wednesday:  

  • Brushstroke review- “Write Like a Pro” prezi

Analyze elements of Macbeth including character development, theme, language, and symbolism using textual evidence

  • If needed, complete “Macbeth in 32 seconds” play acting activity (script)
  • View Webquest http://edtech2.boisestate.edu/matthewkantor/502/webquest/play.html plot overview clip
  • Begin reading and analyzing Macbeth with study guide and graphic organizers.
  • After reading thru scene 3, view film clips from Web quest and PPT of Macbeth witches
  • Journal: If you were directing the witch scene, what choices would you make with regard to such things as the setting, props, lighting, sound effects, costumes, and acting?  Why?   (Illustrations welcome)
  • Continue analyzing Act 1

 

Thursday:

  • MUG 9B
  • Journal: Explain & illustrate  (theme) “Look like the innocent flower/But be the serpent under’t” (22)

Analyze elements of Macbeth including character development, theme, language, and symbolism using textual evidence

  • Continue reading and analyzing Macbeth with study guide and graphic organizers

Analyze multiple interpretations of a Macbeth evaluating how each version interprets the source text. (RL7)

  • After reading and analyzing Act 1, view multiple film adaptations clips of Act 1 to aid with comprehension and compare/contrast film and text

 

Friday:  

  • Brushstroke review- “Write Like a Pro” review assignment (handout)

Brit Lit author/novel studies:

  • Students will independently read, annotate and summarize Brit Lit novel of choice