October 30

Honors 9th Literature November 2-6

Intro to Media Literacy

9th Lit Honors                                   

 

Planning your Week: November 2-6

M 11/2—Vocab. Unit 8 quiz

W 11/4— TNC Part II quiz & literary analysis Part II due

Th 11/5—TNC Flyers due via email or Google docs

 

Upcoming Night Circus Reading Due Dates:

Wed. Nov. 4 Part II  pp. 117-293 Complete the literary analysis for Part II in class; Part II Quiz 
Wed. Nov. 11 Part III pp. 297-392  Turn in at beginning of class: Answer two of the questions below. Type answers. Part II-III reading quiz
M-T, Nov. 16-17   TNC tent presentation rehearsal computer lab 9309; Work on Part IV-V Essay
Friday, Nov 20 Part IV-V pp. 395-512  Turn in at beginning of class: Answer the last question. Typed. Essay format.  
T—Th: Dec. 8-10Night Circus Presentations/Final Project FINAL CIRCUS PROJECT GROUP PRESENTATIONS AND GROUP PAPERS 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, Nov. 2

LG: Make effective rhetorical choices and digital media strategies to advertise a product.

  1. Assess vocabulary unit 8 (quiz).
  2. Review EOC constructed response results (theme of joy and home); analyze teacher feedback and compare your response to the rubric; plan revision to fit the prompt.
  3. Working the Prompt: analyze several prompts for a variety of genres and develop a response to the extended response prompt.
  4. Review analysis of The Night Circus Part II to p. 191; continue reading through p. 216.

*Homework: Read Part II of The Night Circus and complete Literary Analysis Part II by Wed.

 

Tuesday, Nov. 3

LG: Make effective rhetorical choices and digital media strategies to advertise a product.

  1. EOC Prep – ARCH Method and Prompts, continued
    1. Analyze what each word means (think-pair-share); rotate through the verbs and noun with a sample prompt; How do the expectations of the prompt shift with different wording?
    2. Finish composing a response to the extended response prompt.
  2. Evaluate review passages in which Chandresh critiques the different attractions (opening night); analyze significance of advertising to get the customers’ attention.
  3. Introduce The Night Circus flyer assignment; groups create a flyer (8×10) advertising initial ideas for the tent.
    • Discuss the rhetorical triangle in advertising
    • Identify what to look for in effective ads/ how do advertisers draw a crowd
    • View real advertisements and critique them for overall aesthetics, argument, effectiveness; show three student examples: Write down effective words, phrases, colors, and claims. Analyze any numbers used. Are they “telling the truth”? Determine the most effective visual element of the ad. Why does it “work”?
  1. Brainstorm and prepare for lab time Wednesday. What are the “must have” elements of your flyer? Plan the basic design. Ringmasters should delegate tasks so everyone is ready to create it tomorrow.
  2. Read The Night Circus to prepare for tomorrow’s quiz.

*Homework: Read Part II of The Night Circus and complete Literary Analysis Part II by Wed.; Flyers due Thursday (via email or Google docs). I will print them in color and we will evaluate them on Friday.

 

Wednesday, November 4

LG: Make effective rhetorical choices and digital media strategies to advertise a product.

  1. Assess The Night Circus Part II (quiz) and literary analysis (compose paragraphs to demonstrate analysis of character, style, and theme.\
  2. Collaborate with groups to create the flyer (turn in via email or Google docs); competition with other groups tomorrow.

*Homework: Read Part II of The Night Circus by Fri.

 

Thursday, Nov. 5

LG: Make effective rhetorical choices and digital media strategies to advertise a product.

  1. Review EOC skills; understand how to identify author’s purpose in a short text, explaining how the author develops his claim.
  2. Read/analyze “Dragon Mythology: East vs. West” from the EOC guide p.23.
    1. Be aware of the time and stay focused. You must understand the main point as best as you can in one reading. Underline or highlight topic sentences.
    2. Answer the question in the prompt; how does the author develop his claim (use the ARCH method, identify what you need to know as well as textual evidence; write a thesis statement.
  3. Read The Night Circus Part III.

 

Friday, Nov. 6

LG: Make effective rhetorical choices and digital media strategies to advertise a product.

  1. Evaluate flyers and judge the competition. Summarize findings about what works and what needs improvement.
  2. Night Circus Group Work
    • Complete Norm Forms
    • Make sure everyone is on track
    • Discuss each aspect of your project
    • Talk about weekend goals

*Homework: Read Part III of The Night Circus by Wednesday, Nov. 11

October 30

AP Literature Nov. 2-6

WEEK 13

Monday, November 2

  1. Warm-up: MCM Monday #8 prose passage
  2. Read/analyze Death of a Salesman Act I; complete guided reading questions and notes for image trace.

*Homework:  Group meeting Friday.

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

 

Tuesday, November 3

  1. Warm-up: Creative Writing Tuesday
  2. Read/analyze Death of a Salesman Act I; complete guided reading questions and notes for image trace.

*Homework:  Group meeting Friday.

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

 

Wednesday, November 4

  1. Warm-up: FRQ Wednesday Open Question
  2. View Death of a Salesman Act I; compare/contrast film adaptation and original script.

*Homework:  Group meeting Friday.

Learning goal(s): Apply writing feedback to new topics

 

Thursday, November 5

  1. Warm-up: Theme Thursday RAFT for Death of a Salesman: imagine yourself as a psychologist treating one of the family members, and in the format of your physician’s note, analyze your character’s emotional issues, citing evidence, and create a treatment plan.
  2. Read/analyze Act II; complete guided reading questions and notes for image trace.

*Homework:  Group meeting Friday.

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

 

Friday, November 6

  1. Warm-up: Fun Friday (Poetry/Puzzle comparison); in a group students will race to complete a 100 piece puzzle without the assistance of a picture; groups will debrief the experience, comparing and contrasting the frustrations and strategies used to solve the puzzle with those used to comprehend a poem on chart paper.
  2. Analyze poems in your puzzle groups; complete a TPFASST chart to summarize your interpretation, citing evidence to support analysis. Create five multiple choice questions for your poem (these will be used next week for MCM assessment).
  3. Collaborate with research groups to clarify reading and plan View sample presentations on the ipads and explore apps that could enhance your presentation.

*Homework:  DOAS Test Wednesday; Museum presentations begin Monday, Nov. 16.

Learning goal(s): Develop collaboration with peers to deepen analysis and extension of a text; create an engaging, interactive presentation to present your findings to the class.

October 24

AP Literature October 26-30

WEEK 12

 

Monday, October 26

  1. Warm-up: MCM Monday Poetry
  2. Review museum roles (materials handler needs to clean up folder and Schoology; recorders need to assist materials handler in cleaning up folder and Schoology and begin work on annotated bibliography; directors need to be checking in, maintaining momentum & community, heading off any problems now, and helping where you’re needed; reading coaches should shift to quote finders—theoretically, you’re the expert on the text, so located thematic connections, style passages, and author quotes; display designers need to look at all the ideas and plan a big picture display with cohesive thematic elements; multimedia designers need to get started building a webpage, ppt, Prezi, etc. or acquiring apps and digital components); collaborate with groups to solidify this plan
  3. Read/analyze Death of a Salesman Act I, focusing on guided reading questions and image trace.

*Homework:  Research paper due Wednesday.  

Learning Goal(s): Understand characteristics of modern theatre, including aburdism and existentialism; analyze character and theme.

 

Tuesday, October 27

  1. Compose and revise research papers, due tomorrow (Lab 113).

*Homework:  Research paper due Wednesday.

Learning goal(s): Synthesize your reading of a novel and your research of the literary criticism into your own interpretation and commentary on the novel.

 

Wednesday, October 28

  1. Warm-up: FRQ Open
  2. Continue analyzing Death of a Salesman Act I

*Homework:

Learning goal(s): Apply writing feedback to new topics

 

Thursday, October 29

  1. Warm-up: Theme Thursday (group therapy; connect parent-child relationships and future plans with those in DOAS; consider pre-reading questions)
  2. Continue analyzing Death of a Salesman Act I

*Homework:

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

 

Friday, October 30

  1. Warm-up: Fun Friday (Poetry/Puzzle comparison); in a group students will race to complete a 100 piece puzzle without the assistance of a picture; groups will debrief the experience, comparing and contrasting the frustrations and strategies used to solve the puzzle with those used to comprehend a poem on chart paper.
  2. Analyze poems in your puzzle groups; complete a TPFASST chart to summarize your interpretation, citing evidence to support analysis. Create five multiple choice questions for your poem (these will be used next week for MCM assessment).
  3. Collaborate with research groups to clarify reading and plan View sample presentations on the ipads and explore apps that could enhance your presentation.

*Homework:

Learning goal(s): Develop collaboration with peers to deepen analysis and extension of a text; create an engaging, interactive presentation to present your findings to the class.

October 24

Honors 9th Literature

9th Lit Honors                                   

Planning Your Week: October 26-30

Th 10/29—Character and theme trackers due; pinwheel discussion for final assessment of The Tempest

F 10/30—Vocab. Quiz Unit 8

W 11/4–The Night Circus Part II quiz and literary analysis due

Th 11/19–Portfolio Check #3

 

*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.

*The EOC Milestone exam will be administered Dec. 1, 2, & 3. This guide will help you understand how the test is structured, and we will practice for the next four weeks.

Monday, October 26

LG: Compare film adaptations to an original script, analyzing directors’ choices and the effects they have on an audience’s interpretation of theme.

  1. Introduce vocab unit 8
  2. Review for EOC Milestone (Questions of the Day)
  3. View Act IV of The Tempest and review characterization and thematic concepts for pinwheel discussion (Wednesday)
  4. Revisit Prospero’s character (PBS video) “Prospero’s Power”; trace the development of the character over the course of the play & connect to theme

*Homework: Review The Tempest and complete theme/character trackers to prepare for pinwheel discussion Wed. Read Part II of The Night Circus and work on literary analysis Part II due Wed., Nov. 4.

 

Tuesday, October 27

LG: Recognize parallels between The Tempest and The Night Circus and make predictions about plot, character, and theme.

  1. Review vocab unit 8
  2. Review for EOC Milestone (Questions of the Day)
  3. Review elements of characterization Reading Art CCS presentation; compose a character sketch using STEAL method.
  4. Read/analyze The Tempest Act V; compare/contrast with film adaptation.

*Homework: Review The Tempest and complete theme/character trackers to prepare for pinwheel discussion Wed. Read Part II of The Night Circus and work on literary analysis Part II due Wed., Nov. 4.

 

Wednesday, October 28

LG: Synthesize understanding of The Tempest, especially character, theme, and author’s purpose.

  1. Review vocab unit 8
  2. Review for EOC Milestone (Questions of the Day)
  3. Review elements of characterization and theme in The Tempest; compose sample questions and answers for tomorrow’s discussion; synthesize understanding of the play focusing on Shakespeare’s purpose.

*Homework: Review The Tempest and complete theme/character trackers to prepare for pinwheel discussion Thurs. Read Part II of The Night Circus and work on literary analysis Part II due Wed., Nov. 4.

 

Thursday, October 29

LG: Enhance and propel collaborative discussion with relevant questioning, thoughtful responses, and appropriate preparation.

  1. Analyze and debate thematic connections to The Tempest in pinwheel discussion.

*Homework: Read Part II of The Night Circus and work on literary analysis Part II due Wed., Nov. 4.

 

Friday, October 30

LG: Recognize and use parallels between The Tempest and The Night Circus to make predictions about plot and theme.

  1. Assess vocabulary unit 8.
  2. Review for EOC Milestone (Questions of the Day)
  3. Collaborate with circus groups to establish roles and communication: select an attraction and plan the project; find key quotes that describe your attraction; establish roles and communication, reflection on your work style (leader, worker bee, slacker, procrastinator, hard worker with drama/extra-curricular activities, organized, disorganized, pet peeves)
  4. Read/analyze The Night Circus Part II.

*Homework: Read Part II of The Night Circus and work on literary analysis Part II due Wed., Nov. 4.

October 17

Honors 9th Lit October 19-23

Planning Your Week: October 19-23

M 10/19—Read through The Tempest Act III synopsis (use No Fear if you wish); read/annotate through page 54 in The Night Circus.

T 10/20—Be able to distinguish between prepositional, appositive, and participial phrases (ppts on last week’s blog).

Th 10/22—PORTFOLIO CHECK #2; read through page 116 in The Night Circus. We will complete a literary analysis in class. (Art Inspirations–Sound (2) in case you need it for portfolio.)

F 10/23—Vocab. writing assignment

*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, October 19

LG: Recognize parallels between The Tempest and The Night Circus and make predictions about plot and theme.

  1. Introduce Vocabulary Unit 7
  2. Discuss the exposition of The Night Circus (through p. 54); analyze parallels between the novel and The Tempest.
  3. Read/analyze The Tempest, focusing on Miranda and Ferdinand’s exchange of private vows.
  • Review their first encounter (Act I Scene 2 Lines 490-613).
  • Consider how Ferdinand and Miranda’s love has or has not evolved from Act I to Act III
  • Write a claim statement (topic sentence) that makes a claim about the growth (or lack thereof) of their love/relationship.
  • Compose the rest of the paragraph using at least four quotes (two from Act I and two from Act III), which support your claim; incorporate at least three vocabulary words from unit 7.

*Homework: Compile portfolio requirements for Thursday’s check; write reflections; read and annotate The Night Circus through p. 116.

 

Tuesday, October 20

LG: Develop and strengthen writing by planning, focusing on addressing what is most significant for a specific purpose and audience. 

  1. Assess prepositional, appositive, and participial phrases (quiz)
  2. Computer Lab: Compile portfolio requirements for Thursday’s check; write reflections.

*Homework: Compile portfolio requirements for Thursday’s check; write reflections; read and annotate The Night Circus through p. 116.

 

Wednesday, October 21

LG: Recognize parallels between The Tempest and The Night Circus and focus on character relationships.

  1. Mini-lesson on gerund phrases; tiered practice based on previous grammar assessments
  2. Read Act III, complete discussion questions & fill in theme/character tracker
  3. Respond to Reader Response quote 1 & 2
  4. View “The Betrayed Duke Prospero,” “Prospero and Miranda,” “Parenting and Gender Roles in The Tempest,” and “Miranda’s Disobedience” (PBS)
  5. Respond to the following:
  • How do you think having a woman play Prospera impacts the relationship between the main character and Miranda?
  • In “Miranda’s Disobedience” Professor Marjorie Garber says, “If Miranda didn’t have her moment of disobedience, I would feel much less enthusiastic about her.” Why do you think Garber says that? Do you share Garber’s view? Why or why not?

*Homework: Compile portfolio requirements for Thursday’s check; write reflections; read and annotate The Night Circus through p. 116.

 

Thursday, October 22

LG: Compare film adaptations to an original script, analyzing directors’ choices and the effects they have on an audience’s interpretation of theme.

  1. Mini-lesson on infinitve phrases; tiered practice based on previous grammar assessments
  2. Assess reading/analysis of The Night Circus through p.116 (Part I Quiz and Literary Analysis).
  3. Establish groups for The Night Circus project; review the project requirements and choose tents.
  4. Check portfolio to make sure all requirements have been met for Check #2
  5. View Act III—IV, filling in elements of character and theme trackers; compare/contrast film adaptation to original script & analyze the director’s choices and the effects those choices have on the audience’s interpretation of theme.

*Homework: Review The Tempest & prepare for Pinwheel discussion Tuesday.

 

Friday, October 23

LG: Recognize and use parallels between The Tempest and The Night Circus to make predictions about plot and theme.

  1. Assess vocab unit 7 (writing assignment).
  2. Read/analyze The Night Circus Part II; complete Literary Analysis paragraph responses.

*Homework:

October 17

AP Literature October 19-23

WEEK 11–As always, see Schoology for documents.

 Monday, October 19

  1. Warm-up: MCM #6 (Prose)
  2. Finish composing, rehearse, and begin performing absurd plays.

*Homework:  Prepare for group meeting Friday; complete Schoology post by Monday at 11:59 p.m.

Learning Goal(s): Understand essential elements of theatre of the absurd and apply them to your own social commentary.

 

Tuesday, October 20

  1. Warm–up: FRQ Wednesday on Tuesday (Open)
  2. Finish performing Absurd plays.
  3. Read/analyze Death of a Salesman Act One, focusing on image trace and guided reading questions.

*Homework:  Prepare for group meeting Friday.

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

 

Wednesday, October 21

  1. Warm-up: Creative Writing Tuesday on Wednesday (AP scoring rubric)
  2. Read/analyze Death of a Salesman Act One, focusing on image trace and guided reading questions.

*Homework: AP scoring guide due Friday; prepare for group meeting to plan museum projects. You will revise lead-ins/lead-outs and turn in a complete body paragraph.

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

 

Thursday, October 22

  1. Warm-up: Ponder Peers’ Papers; Share AP scoring rubric
  2. Continue analyzing Death of a Salesman Act I

*Homework:  AP scoring guide due Friday; prepare for group meeting to plan museum projects. You will revise lead-ins/lead-outs and turn in a complete body paragraph.

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

 

Friday, October 23

  1. Warm –up: Fun Friday
  2. Review lead-ins/lead-outs and revise a body paragraph from your research paper.
  3. Collaborate with research groups to clarify research focus and plan museums.
  4. Compare/contrast film adaptation of Death of a Salesman with the original script.

*Homework:  Research papers due Wednesday, October 28.

Learning goal(s): Develop collaboration with peers to deepen analysis and extension of a text; create an engaging, interactive presentation to present your findings to the class.

October 11

AP Literature October 12-16

Week 10

Monday, October 12

  1. Assess  Othello.

*Homework:  Group meeting Fri.

Learning goal(s): Analyze a range of writing, noting strategies to apply to improve your own; demonstrate mastery of standards addressed in Othello unit.

Tuesday, October 13

  1. Introduce research paper requirements.
  2. Death of a Salesman; alpha-box for American Dream; perform The Sandbox. 
  3. Review Theatre of the Absurd; view and analyze clips from Absurd plays; brainstorm absurd aspects of current society.
  4. Assign absurd plays; create and rehearse absurd plays to perform 

*Homework:  Absurd plays due Friday; research initial thesis and three secondary articles due Thursday at the end of the period.             

Learning Goal(s): Understand essential elements of theatre of the absurd and apply them to your own social commentary.

Wednesday, October 14—PSAT (2nd period will not meet.)

  1. Compose/rehearse absurd plays.
  2. Research secondary articles for research paper.

*Homework:  Absurd plays due Friday; research initial thesis and three secondary articles due Thursday at the end of the period.

Learning Goal(s): Understand essential elements of theatre of the absurd and apply them to your own social commentary. 

Thursday, October 15

  1. Media Center: Review secondary sources for your research novel; select relevant articles and create notecards with evidence for your thesis.
  2. Rehearse absurd plays.

*Homework:  Absurd plays due Friday. 

Learning goal(s): Synthesize available articles for your research paper.

Friday, October 16

  1. Collaborate with research groups to clarify reading and plan
  2. Perform absurd plays.

*Homework:

Learning goal(s): Develop collaboration with peers to deepen analysis and extension of a text; understand essential elements of theatre of the absurd and apply them to your own social commentary.

 

October 11

Honors 9th Literature October 12-16

9th Lit Honors                                   

Planning Your Week: October 12-16

T 10/13—Read/analyze The Tempest Act II (use No Fear; the goal is to pre-read before we answer TheTempest-SocraticSeminarQuestions in class tomorrow)

F 10/16—Vocab. Unit 6; be able to write appositive and participial phrases

M 10/19—Read through The Tempest Act IV synopsis; read/annotate through page 54 in The Night Circus

Th 10/22—Read through page 116 in The Night Circus. We will complete a literary analysis in class.

*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, October 12

LG: Develop skills for writing more creative, professional prose. Develop skills for analyzing the poetry of Shakespeare; compare/contrast film adaptations to an original script, analyzing directors’ choices and the effects they have on an audience’s interpretation of theme.

  1. Introduce vocab unit 6 words; analyze word origins and nuances in meaning and usage.
  2. Sentence Combining Using Appositive Phrases; expand and write your own sentences using appositives Killgallon 1rev.AppositivePhrases
  3. Finish composing an exposition from the painting prompt (see last week’s blog); review the exposition of The Tempest.
  4. Introduce The Night Circus (format of the book, point-of-view strategies, effective annotation for literary analysis, paralells to The Tempest); compare/contrast the exposition with the previous two discussed today.

*Homework: Read The Tempest online with No Fear (the goal is to pre-read before we tackle the Shakespearean language in class tomorrow); Vocab Unit 4 quiz and writing appositive & participial phrases Friday; read/annotate The Night Circus.

Tuesday, October 13

LG: Compare film adaptations to an original script, analyzing directors’ choices and the effects they have on an audience’s interpretation of theme.

    1. Practice completing the sentence, synonyms & antonyms with vocab. unit 6.
    2. Read/analyze The Tempest Act II, using TheTempest-SocraticSeminarQuestions. Consider the characters who open Act II: Gonzalo, Adrian, Antonio, Sebastian, Alonso—add characterization and supporting quotes from the text to your character tracker.
    3. Review sections of Act II of The Tempest, comparing/contrasting the film adaptation with the original text; analyze the director’s choices and the effects those choices have on the audience’s interpretation of theme.
    4. Compose a response to ExploringTheme-Utopias; review Gonzalo’s description of a utopia in Act II Scene 1 Lines 152-172 and compare/contrast with your description of a utopia.

*Homework: Vocab Unit 4 quiz and writing appositive & participial phrases Friday; read/annotate The Night Circus.

Wednesday, October 14—PSAT (We will not have this class.)

Thursday, October 15

LG: Develop skills for analyzing the poetry of Shakespeare.

  1. Review appositives; introduce participial phrases Killgallon participial phrases
  2. Review poetic structure of the play (sonnet forms, iambic pentameter).
  3. Read/analyze The Tempest, focusing on Miranda and Ferdinand’s exchange of private vows.
  • Review their first encounter (Act I Scene 2 Lines 490-613).
  • Consider how Ferdinand and Miranda’s love has or has not evolved from Act I to Act III
  • Write a claim statement (topic sentences) that makes a claim about the growth (or lack thereof) of their love/relationship.
  • Compose the rest of the paragraph using at least four quotes (two from Act I and two from Act III), which support your claim; incorporate at least three vocabulary words from unit 6.

*Homework: Vocab Unit 4 quiz and writing appositive & participial phrases Friday; read/annotate The Night Circus.

Friday, October 16

LG: Develop skills for analyzing the poetry of Shakespeare.

  1. Assess vocabulary unit 6.
  2. Assess appositive and participial phrases—compose at least two original sentences that contain an appositive phrase and at least two original sentences that contain a participial phrase (four total); these sentences should summarize (in order) the plot events of The Tempest Act III Scene 2.
  3. Read/analyze Act III Scene 3; review with character and theme trackers.

*Homework: Read The Tempest Act IV synopsis to prepare for Monday’s activity; read/annotate through page 54 in The Night Circus.

October 3

AP Literature October 5-9

WEEK 9

Monday, October 5

  1. Warm-up: MCM Monday #5 Poetry (Like as the Waves)
  2. Perform the “Temptation Scene” Lesson 16
  3. Review research skills for print sources; select a nonfiction book to connect with your choice novel (media center).

*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, October 6

1.  Warm-up: Creative Writing Tuesday: write a short poem, using one of Shakespeare’s lines from Act IV, Scene 2 or 3.

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

3. Review Othello 3.3 “The Temptation Scene” with your partner(s) using the “Chaos is Come Again” handout

*Homework:  Group meeting Fri.; Schoology post due Thursday.

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

 Wednesday, October 7

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.; Schoology post due Thurs.

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

Thursday, October 8

1. Warm-up: Theme Thursday (green-eyed monsters & Schoology this week)

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

3. Review the plot order from Act III & IV; compare & contrast with film adaptation, focusing on the major reordering of events and analyzing these choices the director made.

4. On Your Feet reading of Act IV, Scene 2; performance of Willow Scene (Act IV, Scene 3) Lesson 21 “O These Men, These Men!”

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

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

*Homework:  Group meeting Fri.; Schoology post due tonight.

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

Friday, October 9

1. Warm-up: Brain teaser Friday logic problems

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

3. Synthesize final conclusions Lesson 25 “Here Is My Journey’s End”

4. Review Othello Acts IV-V; compare/contrast with film adaptation.

*Homework:  Othello test Mon.; group meeting Fri.

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

October 3

Honors 9th Literature October 5-9

9th Lit Honors                                   

Planning Your Week: October 5-9

F 10/9—Vocab. Quiz Unit 5; obtain a copy of Erin Morgenstern’s The Night Circus or see Mrs. Sanford if you need assistance.

*The PSAT will be administered October 14. Use this guide to study.

*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.  Quizlet also has ready made flashcards and quizzes.

Monday, October 5

LG: Develop skills for analyzing the poetry of Shakespeare.

  1. Introduce Vocab. Unit 4.
  2. Review PSAT language skills (PSAT will be administered Oct. 14); chunk mentor sentences with language practice. Chunking to Imitate–grammar of the greats intro lesson 1 and Chunk to Imitate
  3. Perform group scenes for Act I, Scene 2; focus on blocking, stage directions, physical gestures, and voice inflection; analyze characters and themes introduced in Act I (using the TheTempestCharacterDevelopmentTracker  and TheTempestThemesTracker graphic organizers).
  4. Review “The Betrayed Duke Prospero” PBS video 
  5. Review elements of exposition Reading Art CCS presentation; summarize the exposition of The Tempest.
  6. Compose an exposition Reading Art CCS presentation.

*Homework: Vocab. Unit 5 quiz Friday.

Tuesday, October 6

LG: Develop skills for analyzing the poetry of Shakespeare; understand the interconnectedness of texts by the same author and across time by different authors.

  1. Review Vocab. Unit 5 and PSAT language skills (PSAT will be administered Oct. 14); imitate mentor sentences with language practice. Unscrambling to Imitate – grammar of the greats intro lesson 2 and Unscrambling to Imitate
  2. Complete round robin reading of the Act I Prologue Choral Reading from Romeo & Juliet; relate the techniques of enjambment, exposition, theme, and diction to The Tempest and compare/contrast genres and methods of exposition.
  3. View Strachey video “Shakespeare’s Connection to Jamestown”; Read William Strachey’s Account of the Storm ; compare & contrast FromHistorytoFiction (Venn Diagram)

*Homework: Vocab. Unit 5 quiz Friday.

Wednesday, October 7

LG: Develop and strengthen writing by planning, focusing on addressing what is most significant for a specific purpose and audience. 

  1. Review Vocab. Unit 5 and PSAT language skills (PSAT will be administered Oct. 14); combine parts of mentor sentences with language practice. Combining to imitate- grammar of the greats intro lesson 3 and Combining to Imitate.
  2. Compose a response to the Theme: Revenge and Mercy prompt. ExploringTheme-RevengeandMercy
  3. Read Act II Scenes 1-2; analyze the scenes with TheTempest-SocraticSeminarQuestions, character and theme trackers, and TheTempest-ReaderResponseQuotes.

*Homework: Vocab. Unit 5 quiz Friday.

 Thursday, October 8

LG: Develop skills for analyzing the poetry of Shakespeare.

  1. Review Vocab. Unit 5 and PSAT language skills (PSAT will be administered Oct. 14); imitate mentor sentences with language practice. Imitating Alone- grammar of the greats intro lesson 4 and Imitating Alone
  2. Review Act II; compare/contrast film adaptation with original text.
  3. Compose a response to ExploringTheme-Utopias; review Gonzalo’s description of a utopia in Act II Scene 1 Lines 152-172 and compare/contrast with your description of a utopia.

*Homework: Vocab. Unit 5 quiz Friday.

Friday, October 9

LG: Develop skills for analyzing the poetry of Shakespeare.

  1. Assess Vocab. Unit 5 and PSAT language skills (PSAT will be administered Oct. 14).
  2. Analyze Act III with Socratic seminar questions, character and theme trackers, and reader response questions.

*Homework: Vocab. Unit 5 quiz Friday.