September 25

AP Literature September 28–October 2

Please see Schoology for Weekly Agenda, handouts, discussions, and other resources. This is simply the plan for the week.

WEEK 8

Monday, September 28

  1. Warm-up: MCM Monday #4 Prose (Janie) 
  2.  Review Othello Act I & II

       3.      Compare/contrast film techniques with literary techniques; discuss eliminating Act I

       4.      Assign green-eyed monsters; analyze Iago’s & Emilia’s comments about jealousy and create an artistic rendition of the abstract concept.

       5.      Read and analyze 3.1-2; begin 3.3 and prepare for the “Temptation Scene Relay.”

*Homework:  Group meeting Fri.; green-eyed monsters due Tuesday.

 

Learning goal(s): Use the nonverbal, performance-related aspects of a script to influence the audience’s perception of theme.

 

Tuesday, September 29

1.      Warm-up: Creative Writing Tuesday

2.      Perform the “Temptation Scene” Lesson 16

*Homework:  Group meeting Fri.; green-eyed monsters due Tuesday.

 

Learning goal(s): Use the nonverbal, performance-related aspects of a script to influence the audience’s perception of theme.

 

Wednesday, September 30

1.      Warm-up: FRQ #3 “Henry VIII” 2009

2.      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”).

3.      Read & analyze 3.4 (Lesson 18: “Ocular Proof”).

*Homework: Group meeting Fri.; Green-eyed monsters due Tues.

Learning goal(s): Analyze a range of writing, noting strategies to apply to improve your own.

 

Thursday, October 1

1.      Warm-up: Pondering Poetry

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

3.      Read Act IV, Scene 1; discuss “The Slap” & Othello’s fall Lesson 20 “Is This the Noble Moor?”

4.      Select two volunteers to read Act IV, Scene 3

*Homework:  Group meeting Fri.; green-eyed monsters due Tues.

 

Learning goal(s): Draw conclusions about symbols and themes by analyzing textual evidence.

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Friday, October 2

1. Warm-up: Brain teaser Friday logic problems

2. Collaborate with research groups to clarify reading and plan museums.

3. 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

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

5. Final conclusions Lesson 25 “Here Is My Journey’s End”

6. Review Othello Acts IV-V

*Homework:  Green-eyed monsters due Tues.; Othello test Wed.; group meeting Fri.

 

               Learning goal(s): Draw conclusions about symbols and themes by analyzing textual evidence.

September 25

Honors 9th September 28–October 2

9th Lit Honors                                   

Planning Your Week: September 28-October 2

F 10/2—Vocab. Unit 4 quiz; USA TestPrep PSAT practice due

*Vocab. Study Plan: Complete exercises in your book. Play online games and complete interactive quiz at www.vocabularyworkshop.com and www.vocabtest.com .  Log in information is in the inside front cover and first page of your book.

 Monday, September 28

LG: Become acclimated to Shakespeare’s language by exploring words and phrases from the play and using them to represent an image. ELACC9-10RL9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

  1. Analyze unit 4 words
  2. Review PSAT Language Practice assignment on USA Test Prep (due Friday).
  3. View images Visual Texts and Shakespeare’s Language; Word/Phrase Bank; write poems/prose passages and share *DIFFERENTIATION: Students choose the visual text and the words with which they work based on interest and reading level (words). Products will vary as students create poems.
  4. Discuss themes that emerge from the images and writing and create a list for the unit study of The Tempest.

*Homework: Finish your poem; we will write a reflection tomorrow. Work on USA Test Prep due Friday. Vocab. Unit 4 quiz Friday.

Tuesday, September 29

LG: Define the elements of drama, explain the difference between comedies and tragedies, and understand how to analyze a play. ELACC9-10RL9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

  1. Review unit 4 & PSAT practice on USA Test Prep
  2. 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). *DIFFERENTIATION: Students are grouped based on reading level; products will vary as students rehearse and perform.
  3. Assign theme & character development trackers; review historical info on Shakespeare

*Homework: Work on USA Test Prep due Friday. Vocab. Unit 4 quiz Friday.

Wednesday, September 30

LG: Develop skills for analyzing the poetry of Shakespeare. ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC9-10RL4: 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.)

  1. Review vocab. unit 4 & PSAT practice on USA Test Prep.
  2. Prepare group scenes for Act I, Scene 2; focus on blocking, stage directions, physical gestures, and voice inflection; perform and  summarize the exposition *DIFFERENTIATION: Students are grouped by learning style (leaders & performers mixed with introverts). Products will vary as groups interpret the scene differently and make choices for performance.

*Homework: Work on USA Test Prep due Friday. Vocab. Unit 4 quiz Friday.

Thursday, October 1

LG: Develop skills for analyzing the poetry of Shakespeare; understand the interconnectedness of texts by the same author and across time by different authors. ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC9-10RL4: 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.) ELACC9-10RL9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

  1. Review vocab. unit 4 & PSAT practice on USA Test Prep.
  2. Complete round robin reading of the Prologue from Romeo & Juliet; relate the techniques of enjambment, exposition, theme, and diction to The Tempest *DIFFERENTIATION: Kinesthetic students benefit from the use of movement to interpret the lines; auditory learners benefit from the rhythmic approach
  3. View Strachey video “Shakespeare’s Connection to Jamestown”; Read “William Strachey’s Account of the Storm” ; compare & contrast From History to Fiction (Venn Diagram) *DIFFERENTIATION: Visual learners benefit from the graphic organizer to summarize information

*Homework: Work on USA Test Prep due Friday. Vocab. Unit 4 quiz Friday.

Friday, October 2

LG: Develop and strengthen writing by planning, focusing on addressing what is most significant for a specific purpose and audience. ELACC9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)

  1. Assess vocab unit 4
  1. Compare/contrast film adaptation to Act I & II; analyze the director’s choices and the effects those choice have on the audience’s interpretation of theme.

*Homework:

September 17

AP Literature Sept. 14-18

WEEK 7

Monday, September 14

  1. Warm-up: MCM #3 (Prose)
  2. Continue reading 2.1; for the conversation between Roderigo & Iago, cast one person as Roderigo & three as Iago (read “Round-Robin”/each person reads one sentence). Explain how Iago’s mind moves at three times the speed of Roderigo’s.
  3. Cast two people to take turns reading alternating sentences for Iago’s soliloquy; compare/contrast this soliloquy with the one from the end of Act I (see d. below)
  4. Discuss the opening scene of Act II:
  5. a. Roderigo is first astonished when Iago tells him that Desdemona is in love with Cassio. How does Iago convince him?
  6. b. What does Iago mean when he says of Desdemona “Now, I do love her too”? Do you believe Iago when he says, “I fear Cassio with my nightcap too”?
  7. c. Do you notice particular lines that add to or change the impression give so far of any character’s personality?
  8. d. Compare Iago’s soliloquy from Act I with this one. Has his motive changed in any way?
  9. e. Coleridge referred to Iago’s “motiveless malignity.” Do you agree that his malignity is fundamentally without motive?
  10. Closer: Read Act II Scene 2 (the Herald’s short scene); Why does Shakespeare include this scene? What effect does it have on the audience.
  11. Poetry Speed-Dating: analyze multiple poems in short sessions at stations: image, structure, rhyme, other sound effects, etc.
  12. *Homework: Read research novels—group meeting Friday; post to Schoology.

Learning goal(s): Use the nonverbal, performance-related aspects of a script to influence the audience’s perception of theme. Standards Addressed: ELACC12RL1: Cite strong and thorough textual evidence to support analysis, including uncertainties. ELACC12RL2: Analyze the development of two or more themes over the course of the text. ELACC12RL3 & 5: 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. ELACC12SL1 (a.-d): Initiate and participate effectively in collaborative discussions.

Tuesday, September 15

1. Warm-up: Creative Writing Tuesday on Wednesday

2. Poetry Speed-Dating (continued): analyze multiple poems in short sessions at stations: image, structure, rhyme, other sound effects, etc.

3. Introduce blocking & stage directions; the way a director decides to block a scene conveys meaning that can either reinforce or contradict the spoken word; use four – ten volunteers (Cassio, Othello, Desdemona, Iago, & attendees) to be silent actors while four other actors read the scene to line 37. The remaining class will direct. Decide how the characters enter, how many attendants enter, where they stand, whether all or only some exit with Othello, where they stand in relation to each other, and so on.

4. Perform subtext scenarios, focusing on intonation of words and nonverbal cues that express meaning to an audience. (HOTs)

5. Assign three acting companies for the “Drinking Scene.” Collaborate to analyze Othello 2.3; design a performance with blocking, stage directions, and subtext, justifying the directorial choices. (HOTs) *DIFFERENTIATION: Students are heterogeneously grouped based on observation and test data and learning style to ensure performers, leaders, and thinkers are included in each group.

6. Ticket-out-the-door: Evaluate each group’s performance; identify strengths and highlight key points in the scene.

*Homework:  Read research novels—group meeting Friday; post to Schoology by midnight tonight.

Learning goal(s): Create an engaging, interactive presentation to present your findings to the class and apply a range of themes found in Othello. Standards Addressed: ELACC12SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

 Wednesday, September 16

    1. Warm-up: FRQ Wednesday
    2. Rehearse and perform “The Drinking Scene”

 

*Homework: Read research novels—group meeting Friday; post to Schoology.

 Learning goal(s): Create an engaging, interactive presentation to present your findings to the class and apply a range of themes found in Othello. Standards Addressed: ELACC12SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

  1. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
  2. Work with peers to set rules for collegial discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
  3. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
  4. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Thursday, September 17

1. Rehearse and perform “The Drinking Scene”

 

*Homework: Read research novels—group meeting Friday; post to Schoology.

 Learning goal(s): Create an engaging, interactive presentation to present your findings to the class and apply a range of themes found in Othello. Standards Addressed: ELACC12SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

  1. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
  2. Work with peers to set rules for collegial discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
  3. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
  4. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Friday, September 18

  1. Warm-up: Fun Friday
  2. Collaborate with research groups to analyze the first reading section.
  3. Finish performances; compare & contrast with BBC and Fishburne film adaptations
  4. Ticket-out-the-door: Recap Othello Act I & II; highlight the strongest aspect of your group’s performance

 Learning goal(s): Understand a range of themes that will be addressed in Othello. Standards Addressed: ELACC12RL7: 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. (Include at least one play by Shakespeare as well as one play by an American dramatist.)

 **SEPTEMBER BREAK** September 21-25

September 17

Honors 9th Sept. 14-18

9th Lit Honors                                 

Planning Your Week: September 14-18

M 9/14—Artifact day (bring in the physical object and the archival label you created); be prepared to give a brief 1-2 minute presentation on what you’ve discovered about the artifact’s history and connection to your family.

W 9/16—Family Artifact article due (extended due date)

Th 9/17—Portfolio Check #1

F 9/18—Nonfiction Book Assignment due;

*No vocabulary this week.

*PSAT Language Practice through USATestPrep this week.

Monday, September 14

LG: Develop presentation skills. ELACC9-10SL1: 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.

  1. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas
  2. **Due to the Pep Rally, we did not finish presenting artifacts, so please bring yours for presentation.** Artifact Day—share artifacts and the archival information you’ve discovered from family interviews and last week’s research.
  3. Revise and edit your family artifact article DIFFERENTIATION: Students choose artifacts based on interest and research skill. Individual instruction provided in the lab via Google Docs to develop writing skills.

Tuesday, September 15

LG: Develop and strengthen writing by planning, focusing on addressing what is most significant for a specific purpose and audience. ELACC9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)

  1. Practice writing a reflection for the portfolio with your Where I’m From poem, Malcolm X article, or family artifact article
  2. Continue revision of family artifact article due tomorrow DIFFERENTIATION: Students choose artifacts based on interest and research skill. Individual instruction provided in the lab via Google Docs to develop writing skills.
  3. HOMEWORK: Family artifact article due tomorrow.

Wednesday, September 16

LG: Develop and strengthen writing by planning, focusing on addressing what is most significant for a specific purpose and audience. ELACC9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)

  1. Compose reflections for the portfolio pieces (all 5 originals and 2 famous works) and compile materials, including cover sheet. (See document in Google Drive for reflection tips.)
  2. Continue revision of nonfiction book assignment due Friday. DIFFERENTIATION: Students choose books based on interest and research skill. Individual instruction provided in the lab via Google Docs to develop writing skills.
  3. HOMEWORK: Portfolio Check #1 DUE TOMORROW. 

Thursday, September 17

LG: Develop and strengthen writing by planning, focusing on addressing what is most significant for a specific purpose and audience. ELACC9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)

  1. Continue revision of nonfiction book assignment due Friday. DIFFERENTIATION: Students choose books based on interest and research skill. Individual instruction provided in the lab via Google Docs to develop writing skills.
  2. HOMEWORK: Nonfiction Book Assignment DUE TOMORROW. 

Friday, September 18

LG: Become acclimated to Shakespeare’s language by exploring words and phrases from the play and using them to represent an image.ELACC9-10RL9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

  1. View images Visual Texts and Shakespeare’s Language; Word/Phrase Bank; write poems/prose passages and share
  2. Discuss themes that emerge from the images and writing and create a list for the unit study of The Tempest.

**September Break—Sept. 21-25** We will start the novel The Night Circus by Erin Morgenstern soon after you return from break. If you would like to obtain a copy and read ahead, feel free. Consider some form of annotation (either write in the book or use Post-it Notes). Here is a sample method for annotation.