October 13

AP Lit Week 11 10/16 – 10/20

Week 11

Planning Your Week

Th 10/19–Othello Test; prepare list of animal imagery and word trace.

F 10/20–Group meetings for EPCOT projects/research novels in the learning commons. Leaders should provide detailed agendas for the group paper and the project requirements.

 

Monday, 10/16

Opener: Review plot structure (exposition, rising action, climax, denoument/falling action, resolution) based on the five act Shakespearean play structure.

Work Session:

  1. Read & analyze 3.4 (Lesson 18: “Ocular Proof”).
  2. Read Act IV, Scene 1; discuss “The Slap” & Othello’s fall Lesson 20 “Is This the Noble Moor?”
  3. Discuss the contrast between Act II Scene 3 and Act IV Scene 1, noting the parallels between Othello’s comments on “turning Turk” and the way he sends Desdemona to bed. Discuss the similarity to Shakespeare’s comedies with other/fantasy worlds where the characters endure complications before everything ends happily ever after. Discuss Iago’s status as “magician”/”puppeteer.”

Closer: Review Act III–IV; evaluate the director’s choices in the Fishburne adaptation; note the shift in the sequence of events between the play and the film.

Learning Goal(s): Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

 

Tuesday, 10/17

Opener: Analyze the politics of casting of Othello (Lesson 18: “The Moor Is Far More Fair than Black”) and the gender issues (Lesson 19 “There’s Magic in the Web”).

Work Session: 

  1. On Your Feet reading of Act IV, Scene 2; performance of Willow Scene (Act IV, Scene 3) Lesson 21 “O These Men, These Men!”
  2. Select two volunteers to read Act IV, Scene 3
  3. Write a short poem, using one of Shakespeare’s lines from Act IV, Scene 2 or 3.
  4. Create a green-eyed monster; analyze Iago’s & Emilia’s comments about jealousy and create an artistic rendition of the abstract concept.

Closer: Share green-eyed monsters. 

Learning Goal(s): Analyze character development, using textual evidence to support analysis, including uncertainties.

 

Wednesday, 10/18

Opener: Assign final casting call for Act V.Lesson 22 “Murder’s Out of Time.”

Work Session:

  1. Perform Act V.
  2. Final conclusions Lesson 25 “Here Is My Journey’s End”
  3. Review Othello Acts IV-V
  4. Review word search and Iago’s bestiary for Othello test; create infographic to illustrate your findings.

Closer: View film adaptation for Act IV- V and evaluate the director’s choices.

Learning Goal(s): Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

 

Thursday, 10/19

Opener: Quick review of Othello.

Work Session:

  1. Othello test.

Closer: Continue planning research; revise FRQ.

 

Friday, 10/20

Opener: Meet with novel groups; leaders review plan for the day.

Work Session:

  1. Research in the learning commons.

Closer: Regroup and summarize the day’s accomplishments and make a list of next steps.

October 13

Honors 9th Lit. Week 11 10/16 – 10/20

Honors 9th Lit. Week 11

Planning Your Week

M 10/16 – Complete EOC Benchmark on the USA Test Prep website.

W 10/18 – “I Remember You” typed, labeled poem and multimedia presentation due. Be sure it is in mp4 or mov format. Email the file, bring it on a flash drive, or drop it into your Google Drive or Office 365.

F 10/20 – Read through Part II of The Night Circus; use the Night Circus Study Guide Part II-III to prepare for the in class reading quiz.

M 10/23 – Complete Clauses & Combining Sentences on No Red Ink website.

Continue practicing grammar/EOC concepts and vocabulary through No Red Ink website, the SpringBoard website through Zinc, and USA Test Prep website. Use the ZINC, No Red Ink, USA Test Prep Checklist to keep up with due dates.

 

Monday, 10/16

Opener: Finish analysis and rehearsal of The Tempest 1.1 in small groups.

Work Session:

  1. Perform Act I Scene 1 (pantomime, self-reflection, group discussion; add dialogue): Full Text

Closer: Compare/contrast student performances with professional adaptations of the play.

Homework: Finish EOC Benchmark on USA Test Prep website; “I Remember You” final typed, labeled poem due Wednesday with final video presentation.

 

Tuesday, 10/17

Opener: Review opening scene and characters in The Tempest.

Work Session:

  1. Prepare group scenes for Act I, Scene 2; focus on blocking, stage directions, physical gestures, and voice inflection: annotate the scene, write the actions that your groups need to complete, prepare props and timing, perform the scene.
  2. Learning Commons: polish “I Remember You” poem presentation.

Closer: Prepare a plan for finishing “I Remember You” poem presentation.

Homework: “I Remember You” final typed, labeled poem due tomorrow with final video presentation.

 

Wednesday, 10/18

Opener: Finish rehearsal for 1.2 of The Tempest.

Work Session:

  1. Perform 1.2 scenes from The Tempest.
  2. Analyze characters and themes introduced in Act I (using the character & theme tracker graphic organizers).
  3. Review elements of exposition Art & Reading ppt; summarize the exposition of The Tempest.
  4. Compose an exposition (Art & Reading ppt); EOC narrative review of STEAL elements and narrative structure; revisit punctuating dialogue correctly.

 

Closer: Share narrative expositions, reviewing STEAL elements, narrative structure, and punctuating dialogue; Review “The Betrayed Duke Prospero” PBS video.

Homework: Read The Night Circus Part II.

 

Thursday, 10/19

Opener: Wrap up discussion of exposition.

Work Session:

  1. Present “I Remember You” poems.

Closer: Discuss The Night Circus Part II.

Homework: Read The Night Circus Part II.

 

Friday, 10/20

Opener: Compose leveled questions for group discussion.

Work Session:

  1. Analyze rising action (Part II) of The Night Circus in small group discussions..
  2. Compose a response to Lit. Analysis Part II EOC prompt.

Closer: Read The Night Circus Part III.

Homework: Complete Clauses & Combining Sentences on No Red Ink websiteread The Night Circus Part III.

October 6

Honors 9th Lit. Week 10 10/9 – 10/13

Honors 9th Lit. Week 10

Planning Your Week

M 10/9 – Read through Part I of The Night Circus; use the Night Circus Study Guide Part I to prepare for the in class reading quiz; finish SAT Reading & Writing Domain Tests on USA Test Prep. You need to score only 70% or above on each of the five tests. It will say it is incomplete, but don’t worry about it. 

W 10/11 – All 9th graders take the PSAT.

Continue practicing grammar/EOC/PSAT concepts and vocabulary through No Red Ink website, the SpringBoard website through Zinc, and USA Test Prep website. Use the ZINC, No Red Ink, USA Test Prep Checklist to keep up with due dates.

 

Monday, 10/9

Opener: The Night Circus Reading Quiz Part I

Work Session:

  1. Analyze Bailey’s upbringing in thematic terms of parent/child relationships and self-identity.

Closer: Continue reading The Night Circus Part II; focus on the parallel plots in Part II

Homework: Read Act I, Scene 1 of The Tempest http://www.folgerdigitaltexts.org/PDF/Tmp.pdf Don’t worry if you don’t understand. Just get into the language and try to figure out characters and conflict.

 

Tuesday, 10/10

Opener: Set up Nearpod.

Work Session:

  1. Explore Shakespeare’s world: Elizabethan language, the Globe Theatre, culture, history, and overview of The Tempest with Nearpod.
  2. Analyze, rehearse, and perform Act I Scene 1 https://folgereducation.wordpress.com/2015/02/03/5-great-ways-to-start-a-shakespeare-unit/ (pantomime, self-reflection, group discussion; add dialogue).

Closer: Compare/contrast student performances with professional adaptations of the play.

 

Wednesday, 10/11–PSAT during 1st & 2nd periods

Opener: Reminders about literary elements/devices.

Work Session:

  1. Compose “I Remember You” poem, and begin adding visuals, audio, and voiceovers.

Closer: Compare/contrast student performances with professional adaptations of the play.

Homework: Read The Night Circus Part II; “I Remember You” final poem rough draft due Friday; final video presentation due Oct. 18.

 

Thursday, 10/12

Opener: Quick review of The Night Circus Part II study guide.

Work Session:

  1. Prepare group scenes for Act I, Scene 2; focus on blocking, stage directions, physical gestures, and voice inflection.
    • Annotate the scene
    • Write the actions that your groups need to complete
    • Prepare props and timing
  2. 2. Perform the scene

Closer: Summarize the exposition of the play.

Homework: Read The Night Circus Part II; “I Remember You” final poem rough draft due Friday; final video presentation due Oct. 18.

 

Friday, 10/13

Opener: Peer review of “I Remember You” poems, using checklist to analyze literary elements; review “The Betrayed Duke Prospero” PBS video.

Work Session:

  1. Analyze characters and themes introduced in Act I (using the character & theme tracker graphic organizers).
  2. Review elements of exposition Art & Reading ppt; summarize the exposition of The Tempest.
  3. Compose an exposition Art & Reading ppt..EOC narrative review of STEAL elements and narrative structure; revisit punctuating dialogue correctly.

Closer: Share narrative expositions, reviewing STEAL elements, narrative structure, and punctuating dialogue.

Homework:

October 6

AP Lit Week 10 10/9 – 10/13

Week 10

Planning Your Week

M 10/9–Bring props/materials for Othello 2.3 performances.

F 10/6–Group meetings for EPCOT projects/research novels. Leaders should provide agendas; reading coaches should provide reading questions. All group members should be finished reading the novel.

 

Monday, 10/9

Opener: Quick rehearsal for drinking scene performances.

Work Session:

  1. Perform 2.3 Drinking Scenes
  2. View film adaptation, comparing/contrasting.

Closer:

  1. Evaluate each group’s performance; identify strengths and highlight key points in the scene.
  2. Share agendas/reading questions for tomorrow’s meetings; begin thinking about potential research topics

*Homework: Read EPCOT/research novels and prepare for group meetings Friday.

Learning Goal(s): Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

 

Tuesday, 10/10

Opener: Review plot structure (exposition, rising action, climax, denoument/falling action, resolution).

Work Session: 

  1. Read/analyze 3.1, 3.2; begin 3.3 and perform the “Temptation Scene” Lesson 16.
  2. Read & analyze 3.4 (Lesson 18: “Ocular Proof”).

Closer: Review Act III; evaluate the director’s choices in the Fishburne adaptation. 

Learning Goal(s): Analyze character development, using textual evidence to support analysis, including uncertainties.

 

Wednesday, 10/11–Senior Summit; only 3rd and 4th periods will meet.

Opener: Review research requirements for EPCOT projects.

Work Session:

  1. Research for novel projects.

Closer: Solidify research topics.

Learning Goal(s): Research to enhance understanding of literary texts.

 

Thursday, 10/12

Opener: Analyze the politics of casting of Othello (Lesson 18: “The Moor Is Far More Fair than Black”) and the gender issues (Lesson 19 “There’s Magic in the Web”).

Work Session:

  1. Read Act IV, Scene 1; discuss “The Slap” & Othello’s fall Lesson 20 “Is This the Noble Moor?”
  2. On Your Feet reading of Act IV, Scene 2; performance of Willow Scene (Act IV, Scene 3) Lesson 21 “O These Men, These Men!”; write a short poem, using one of Shakespeare’s lines from Act IV, Scene 2 or 3  
  3. Select two volunteers to read Act IV, Scene 3.

Closer: View film adaptation for Act IV and evaluate the director’s choices.

 

Friday, 10/6

Opener: Review research requirements.

Work Session:

  1. EPCOT novel group meeting (45 minutes) discuss questions established by the reading coach cast member, set action items for next week’s meeting.
  2. Complete FRQ Open Question for research novels.

Closer: Submit tentative plan for EPCOT display.

September 29

Honors 9th Literature Week 9 10/2 – 10/6

Honors 9th Lit. Week 9

Planning Your Week

T 10/3 – Turn in TPFASST for BOTH Poetry Out Loud poems; include a copy of each poem with annotations. Recite ONE of your poems in class.

Th 10/5 – Finish No Red Ink quiz for verbals, parallelism, embedded quotations, and active/passive voice.

F 10/6 – Read through Part I of The Night Circus; use the Night Circus Study Guide Part I to prepare for the in class reading quiz; finish ZINC for this quarter.

M 10/9 – Complete SAT Reading & Writing Domain Tests on USA Test Prep.

W 10/11 – All 9th graders take the PSAT.

Continue practicing grammar/EOC/PSAT concepts and vocabulary through No Red Ink website, the SpringBoard website through Zinc, and USA Test Prep website. Use the ZINC, No Red Ink, USA Test Prep Checklist to keep up with due dates.

 

Monday, 10/2

Opener: Review exposition of The Night Circus; examine study guide and remind students of the reading quiz for Part I on Friday.

Work Session:

  1. Introduce The Tempest: View images Visual Texts and Shakespeare’s Language; Word/Phrase Bank and write poems/prose passages to share.
  • View the images, selecting one that inspires you.
  • Study the picture and construct a hypothetical narrative based on the elements you see.
  • Using a list of Shakespearean terms and phrases, choose lines that relate to the picture and your hypothetical narrative.
  • Without adding ANY words (articles, prepositions, etc.) students must juxtapose phrases and words to tell the story of their painting.

 

2. Discuss themes that emerge from the images and poems and create a list for the unit study of The Tempest.

Closer: Rehearse Poetry Out Loud performances in small groups.

Homework: Finish TPFASST and annotations for BOTH Poetry Out Loud poems; prepare to recite ONE poem in class.

 

Tuesday, 10/3

Opener: Quick rehearsal for POL; turn in TPCASST and annotations for both poems.

Work Session:

  1. Recite POL poems.
  2. Read The Night Circus.

Closer: Review study guide for The Night Circus Part I.

Homework: Read The Night Circus Part I, using the study guide to prepare for the reading quiz.

 

Wednesday, 10/4

Opener: IAN- Identify a pastime you are passionate about and brainstorm sensory details and comparisons.

Work Session: Set up Nearpod.

  1. Explore Shakespeare’s world: Elizabethan language, the Globe Theatre, culture, history, and overview of The Tempest with Nearpod.
  2. Analyze, rehearse, and perform Act I Scene 1 https://folgereducation.wordpress.com/2015/02/03/5-great-ways-to-start-a-shakespeare-unit/ (pantomime, self-reflection, group discussion; add dialogue).

Closer: Compare/contrast student performances with professional adaptations of the play.

Homework: Read The Night Circus Part I, using the study guide to prepare for the reading quiz.

 

Thursday, 10/5

Opener: Quick review of The Night Circus Part I study guide.

Work Session:

  1. Complete Q2 touchstone and SRI.
  2. Complete No Red Ink quiz.
  3. Work on USA Test Prep for PSAT and ZINC for Q2 snapshot.

Closer: Continue reading The Night Circus.

Homework: Read The Night Circus Part I, using the study guide to prepare for the reading quiz; finish No Red Ink quiz.

 

Friday, 10/6

Opener: The Night Circus Part I reading quiz.

Work Session:

  1. Review Part I (characters, setting, sequence of events, conflicts–exposition elements).
  2. Analyze Chandresh, Tsukiko, and Bailey (Lit. Analysis Part I).

Closer: Read The Night Circus Part II, focusing on parallel plots.

Homework: Finish ZINC for Q2; work on USA Test Prep assignments due Oct. 9; read The Night Circus Part II, focusing on parallel plots.

September 29

AP Literature Week 9 Oct. 2-6

Week 9

Planning Your Week

Th 10/5–Bring props/materials for Othello 2.3 performances.

F 10/6–Group meetings for EPCOT projects/research novels. Leaders should provide agendas; reading coaches should provide reading questions.

 

Monday, 10/2

Opener: Review Othello 1.1, 1.2, 1.3 (film adaptation and/or scene summaries).

Work Session:

  1. Analyze Iago’s rhetoric 1.3: complete questions on handout and identify literary and rhetorical strategies (metaphor, motif, ethos, logos, pathos); pay attention to Iago’s soliloquy at the end of the scene.
  2. Discuss character objectives, superobjectives, and beat changes. Review Iago’s and Roderigo’s changing motivations.
  3. View the scene, comparing & contrasting script to film.

Closer: Read 2.1, focusing on the setting change and Iago’s asides.

*Homework: Read EPCOT/research novels and prepare for group meetings Friday.

Learning Goal(s): Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

 

Tuesday, 10/3

Opener: Finish reading 2.1 and 2.2 (Herald’s scene); review setting change from Venice to Cyprus.

Work Session: 

  1. Perform subtext scenarios (Fred); discuss importance of adding cues for subtext (blocking, movement on stage, physical gestures,voice inflection, emphasis, props).
  2. Read 2.3.1-40; use stage directions promptbook to model adding cues for subtext.
  3. Assign 2.3 Drinking Scene to three groups; annotate scripts to add cues for subtext; plan props, costumes, stage scenery/backdrops for classroom productions.

Closer: Continue working on 2.3 analysis.

Learning Goal(s): Analyze character development, using textual evidence to support analysis, including uncertainties.

 

Wednesday, 10/4

Opener: Continue working on 2.3 analysis.

Work Session:

  1. Rehearse drinking scene to prepare for tomorrow’s production.

Closer: List items needed for tomorrow’s production.

*Homework: Bring props/materials for tomorrow’s production of Othello 2.3. Read EPCOT/research novels and prepare for group meetings Friday.

Learning Goal(s): Cite strong and thorough textual evidence to support analysis, including uncertainties; analyze the impact of the author’s choices regarding how to develop and relate elements of a story and how to structure specific parts of a text.

 

Thursday, 10/5

Opener: Quick rehearsal for Othello 2.3.

Work Session:

  1. Perform 2.3 Drinking Scenes
  2. View film adaptation, comparing/contrasting.

Closer: Share agendas/reading questions for tomorrow’s meetings; begin thinking about potential research topics.

 

Friday, 10/6

Opener: List potential research topics on a notecard; prepare to discuss with groups.

Work Session:

  1. 5th EPCOT novel group meeting (45 minutes) discuss questions established by the reading coach cast member, set action items for next week’s meeting.
  2. Submit potential research topics (notecard)
  3. Prepare TWIST and multiple choice questions for passages from research novels.

Closer: Submit tentative plan for EPCOT display.

September 23

AP Literature Fall Break

Please enjoy your time off with family and friends!

If you have the time and means, you should continue reading your EPCOT project novel and communicate with your group members to plan and complete the required elements of the project. Remember your purpose and audience: develop an engaging, interactive experience that brings a social, scientific, or cultural issue to life for an international audience of families who might visit EPCOT.

You will also have an individual research component, so begin thinking about thematic topics the author of your novel addresses. How do those topics tie in to current social issues, ethical concerns, or cultural beliefs?

September 15

Honors 9th Literature Week 8 9/18-9/22

Honors 9th Lit. Week 8

Planning Your Week

EXTRA CREDIT OPPORTUNITY:

For your required ode in the poetry anthology, you may write a formal Pindaric or Horatian ode and earn up to 10 points. Follow the examples and instructions at Ode At a Glance; make sure you click on the “Related Pages” at the top (Background, Examples, and Make Your Own) in order to understand the required forms more thoroughly.

M 9/18 – Obtain a copy of The Night Circus; bring to class Thurs.

T 9/19 – Bring rough drafts of poetry anthology (poems, annotations & reflections, dear reader letter, visuals, table of contents)

4.0 Reflections and Dear Reader Tips-1ybu8bb

Th 9/21 – Poetry anthology due.

T 10/3 – Poetry Out Loud annotations & TPFASST due for both poems; recitation due for one poem.

Continue practicing grammar/EOC/PSAT concepts through No Red Ink website.  Assignment due Thurs., Sept. 21, 11:59 p.m.

Continue practicing vocabulary on the SpringBoard website through Zinc. The next due date is Friday, 10/6. 

 

Monday, 9/18

Opener: Create a list of your favorite people, places, and things. View examples of figurative language in modern popular music video.

Work Session: 

  1. Activity 4.8: Read “Ode to My Socks” and “Abuelito Who”; examine the form (from Poets.org).
  2. Compose an ode; use repetition or a refrain for effect; use images, figurative language (recall examples from the video), and vivid verbs to create an emotion; carefully choose line breaks.

Closer: Write a reflection for your ode.

 

Tuesday, 9/19

Opener: Peer review poetry anthology (students should have at least 6 poems with reflections by now), offering feedback and suggestions.

Work Session:

1. Compile poetry anthology; include the following:

  • “Dear Reader” Introduction: Preface to help your reader better understand your writing process and poetry.
  • Table of Contents: Present list of 7-8 poems that reflect your best writing in a logically organized manner.
  • Reflections/Annotations: Thoroughly reflect to highlight your deliberate and purposeful use of poetic forms and elements. Address all of the bullet points on the reflections tips sheet; use the feedback from the reflection you turned in; annotate your poems to emphasize your purposeful use of poetic elements.
  • Visuals: Enhance the anthology with appropriate visuals to increase appeal and emphasize theme and tone.

Closer: Create a “to do” list of items you need to complete for your poetry anthology.

 

Wednesday, 9/20

Opener: Wrap up poetry anthologies.

Work Session:

  1. Activity 4.11: Read “In Response to Executive Order 9066: All Americans of Japanese Descent Must Report to Relocation Centers.”
  2. Compose EOC Style Analysis in timed conditions; submit to Turnin.com.
  3. Revise poems and reflections/annotations; make sure dear reader letter, visuals, and table of contents are in place.

Closer: Work on ZINC and No Red Ink.

 

Thursday, 9/21

Opener: Turn in poetry anthologies.

Work Session:

  1. Revisit Poetry Out Loud choices; continue annotating and completing TPFASST charts.
  2. Practice reading POL poem with a partner; mark words to emphasis, places to pause, etc. to prepare to memorize and recite.
  3. Introduce The Night Circus reading schedule. Read article about 19th century circuses.

Closer: Read the opening chapter of The Night Circus and analyze the exposition (setting, characters, conflict) and structure of the novel.

 

Friday, 9/22

Opener: Gallery walk pictures for inspiration and choose one.

Work Session:

  1. View images Visual Texts and Shakespeare’s Language; Word/Phrase Bank and write poems/prose passages to share: View the images, selecting one that inspires you; Study the picture and construct a hypothetical narrative based on the elements you see; Using a list of Shakespearean terms and phrases, choose lines that relate to the picture and your hypothetical narrative; Without adding ANY words (articles, prepositions, etc.) students must juxtapose phrases and words to tell the story of their painting.
  2. Discuss themes that emerge from the images and poems and create a list for the unit study of The Tempest.

Closer: Continue reading Part I of The Night Circus.

September 15

AP Literature Week 8 9/18-9/22

Week 8

Planning Your Week

F 9/21–Group meetings for EPCOT projects/research novels. Leaders should provide agendas; reading coaches should provide reading questions.

 

Monday, 9/18

Opener: Post theme statements on posters to create webs of texts we have studied.

Work Session:

  1. Complete TWIST graphic for Othello 1.1, opening conversation between Roderigo and Iago.
  2. Finish reading 1.1; discuss the following questions:
    • Why do Iago, Roderigo, and Brabantio hate the man they are discussing?
    • What reasons does Iago give for continuing to follow his master?
    • What kind of person do you expect the man they discuss to be? How do you imagine him? Count the number of times the word Moor is used in 1.1. Can you draw any conclusions?

Closer: Compare/contrast film adaptations of the opening scene of Othello.

*Homework: Read EPCOT/research novels and prepare for group meetings Friday.

Learning Goal(s): Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

 

Tuesday, 9/19

Opener: Creative Writing–examine the painting McSorley’s Bar (or Nighthawks) and compose a short scene using STEAL to build a character.

Work Session: 

  1. Rehearse and perform group scenes 1.2. Discuss the following: We saw Othello for the first time in this scene—is he what you thought he would be? Is he respected by his associates? How do you know? What contrasts are there between the way Iago, Roderigo, and Brabantio have described Othello and the way he looks and behaves when he actually appears? Do you notice basic differences in attitude between Cassio and Iago in their short conversation (1.2.60-65) following Othello’s exit? Why is Brabantio convinced that Othello must have used witchcraft on his daughter? Why does he have difficulty believing his daughter could run to Othello’s “sooty bosom’?
  2. Read 1.3 antiphonally; compare/contrast Iago’s characterization of Othello in 1.1 with Othello’s representation of himself and the council’s reactions to him in 1.3 (complete STEAL with textual evidence for both scenes).
  3. Ring the changes–1.3 Brabantio’s parting shot

Closer: View 1.2 – 1.3.

Learning Goal(s): Analyze character development, using textual evidence to support analysis, including uncertainties.

 

Wednesday, 9/20

Opener: Review elements of rhetorical triangle, ethos, logos, and pathos.

Work Session:

  1. Analyze Iago’s rhetoric 1.3
  2. View 1.3 from various film adaptations.
  3. Discuss character objectives and beat changes in dramatic productions.
  4. Read 2.1, 2.2 (Herald’s scene); paraphrase to ensure comprehension.
  5. Complete a Somebody Wanted But So for what we have read of Othello: What are Iago’s motivations? What are Roderigo’s desires? What are Othello’s desires? How does each man react/adapt in order to achieve his objective?

Closer: Locate a passage for a TWIST style analysis of your research novel.

*Homework: Read EPCOT/research novels and prepare for group meetings Friday.

Learning Goal(s): Cite strong and thorough textual evidence to support analysis, including uncertainties; analyze the impact of the author’s choices regarding how to develop and relate elements of a story and how to structure specific parts of a text.

 

Thursday, 9/21

Opener: Review FRQ tips for 9s: worldly observation to start, strong claims, circular intros/conclusions, working chronologically through a piece of text to analyze, strong verbs & few modifiers.

Work Session:

  1. FRQ: compose an essay to answer an AP free response question.
  2. Complete MCM on a Thursday.

Closer: In small groups (2-3) write Attack the Question This Way strategies for the MC questions.

 

Friday, 9/22

Opener: Complete a TWIST with your selected passage from your research novel.

Work Session:

  1. 4th EPCOT novel group meeting (45 minutes) discuss questions established by the reading coach cast member, set action items for next week’s meeting.
  2. Present dramaturgy research results.

Closer: Make plans for continued work over the break or a plan to handle group needs with people who may be traveling/unavailable.