February 26

Honors 9th Literature February 29-March 1

9th Lit Honors                                   

 

Planning Your Week: February 29-March 1

M 2/29: Quiz on The Night Circus Part I p. 1-116.

W 3/2: Due: reading of The Tempest Act II Scenes 1-2 with character tracker & theme tracker. No Fear Tempest

Th 3/3: Registration (bring your documents to class)

F 3/4: Vocab. Unit 5 Quiz; Khan Academy extra credit due (PSAT practice)

 

Learning Goal: Draw connections between the characters and themes of The Tempest and those of The Night Circus; develop literary analysis skills.

Focus Standards:  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.

 

Monday, February 29

  1. Introduce vocabulary unit 5 (reading passage and word slide show).
  1. Assess reading/analysis of The Night Circus through p.116 (Part I Quiz).
  2. Compose a literary analysis for Part I.

*Homework: Review The Tempest Act I.

 

Tuesday, March 1

  1. Finish performing group scenes for Act I Scene 2.
  2. Read/analyze The Tempest Act II, using the study guide. Consider the characters who open Act II: Gonzalo, Adrian, Antonio, Sebastian, Alonso—add characterization and supporting quotes from the text to your character tracker.

*Homework: Finish reading Act II Scenes 1-2; fill in character tracker and complete the Socratic seminar questions.

 

Wednesday, March 2

  1. Review sections of Act II of The Tempest, comparing/contrasting the film adaption with the original text; analyze the director’s choices and the effects those choices have on the audience’s interpretation of theme. Preview Act III.
  2. Compose a response to the Theme: Utopia prompt; review Gonzalo’s description of a utopia in Act II Scene 1 Lines 152-172 and compare/contrast with your description of a utopia.
  3. View registration video.

*Homework: Bring registration materials to class tomorrow.

 

Thursday, March 3

  1. Register for next year’s classes.
  2. 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: Study for vocab quiz unit 5.

 

Friday, March 4

  1. Assess unit 5.
  2. Read Act III, complete discussion questions & fill in theme/character tracker
  3. Respond to Reader Response quote 1 & 2

*Homework: Read The Night Circus through Part II (quiz Wednesday).

February 26

AP Literature February 29-March 1

WEEK 8

Monday, February 29

  1. Warm-up: Review subtext and analysis requirements for the Act II Scene 3 assessment.
  2. Analyze & rehearse Act II Scene 3 “The Drinking Scene”

*Homework:  Read research novelsgroup meeting Friday.

Learning goal(s): Create an engaging, interactive presentation to present your findings to the class and apply a range of themes found in Othello.

 

Tuesday, March 1

  1. Warm-up: Rehearse and make final adjustments to Act II Scene 3.
  2. Rehearse and perform Act II Scene 3 “The Drinking Scene”
  3. 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.

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

 

Wednesday, March 2

  1. Warm-up: Review highlights from last week’s FRQ (strong intros, smooth lead-ins and transitions, apt and specific evidence).
  2. Analyze your writing, comparing to released sample essays and the published rubric.
  3. Revise your essay to push up at least one level on the rubric.
  4. Review Othello Acts I & II

*Homework:  Read research novels—group meeting Friday.

Learning goal(s): Analyze your timed writing and plan revisions to strengthen it.

 

Thursday, March 3

  1. Continue reviewing Othello Acts I & II
  2. Compare/contrast film techniques with literary techniques; discuss eliminating Act I.
  3. Assign green-eyed monsters; analyze Iago’s & Emilia’s comments about jealousy and create an artistic rendition of the abstract concept.
  4. Read and analyze 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.

 

Friday, March 4

  1. Warm-up: Fun Friday—Sudoku puzzles
  2. Collaborate with research groups to clarify reading and plan museums.
  3. Perform the “Temptation Scene” Lesson 16

*Homework: Read research novels; green-eyed monsters due Tuesday. 

Learning goal(s): Develop collaboration with peers to deepen analysis and extension of a text.

February 19

Honors 9th Literature February 22-26

Planning Your Week: February 22-26
F 2/26: Finish PSAT Language Practice assignment on USA Test Prep; Vocab. Unit 4 quiz.
M 2/29: Quiz on The Night Circus Part I p. 1-116.

Monday, February 22
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. Analyze unit 4 words
  2. Introduce PSAT Language Practice assignment on USA Test Prep (due Friday).
  3. Introduce The Night Circus and reading schedule.
  4. Assign theme & character development trackers.

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

Tuesday, February 23—PSAT Review Day
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 PSAT score reports; identify target areas for improvement.
  2. Sign Up for USA test prep; complete one domain test based on your score report area of needed improvement.
  3. Review “The Betrayed Duke Prospero” PBS video.
  4. Prepare group scenes for Act I, Scene 2; focus on blocking, stage directions, physical gestures, and voice inflection.
  5. Annotate the scene
  6. Write the actions that your groups need to complete
  7. Prepare props and timing
  8. Perform the scene
  9. Summarize the exposition

*Homework: Work on USA Test Prep due Friday. Vocab. Unit 4 quiz Friday.
 
Wednesday, February 24
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. 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 character & theme tracker graphic organizers)
  2. Compose a response to the Theme: Revenge and Mercy prompt.

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

Thursday, February 25
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. Read Act II Scenes 1-2; analyze the scenes with Socratic seminar questions, character and theme trackers, and reader response questions.

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

Friday, February 26
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. Assess Vocab. Unit 4.
  2. Review Act II; compare/contrast film adaptation with original text.
  3. Compose a response to the Theme: Utopia prompt; 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: Read The Night Circus Part I p. 1-116 by Monday.

February 19

AP Literature February 22-26

WEEK 7

Monday, February 22

1.      Warm-up: MCM #4 Poetry

2.      Review closeread (handout) 1.3.343-447, analyzing Iago’s persuasive & rhetorical techniques, comparing/contrasting AP Language strategies with AP Literature strategies.

3.      Introduce character objectives—Act II, Scene 1; assign parts & read through 2.1.204; discuss character objectives (what he/she wants for that scene; a goal—after each attempt to achieve it, a “beat change” occurs where he/she shifts gears to try to achieve it a different way (one also occurs when the goal is achieved, and the character creates a new goal); the “superobjective” is what he/she means to have by the end of the play.

4.      Choose five students to read 2.1.161-204 on their feet (one is Emilia, who has no lines, but is in the scene); direct

5.      Paraphrase Iago’s first aside 2.1.161-170; “Ring the Changes” for Iago’s second aside 2.1.190-92

6.      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.

7.      Cast two people to take turns reading alternating sentences for Iago’s soliloquy.

8.      Discuss the opening scene of Act II:

a. Roderigo is first astonished when Iago tells him that Desdemona is in love with Cassio. How does Iago convince him?

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”?

c. Do you notice particular lines that add to or change the impression give so far of any character’s personality?

d. Compare Iago’s soliloquy from Act I with this one. Has his motive changed in any way?

e. Coleridge referred to Iago’s “motiveless malignity.” Do you agree that his malignity is fundamentally without motive?

9.      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.

*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.

 

Tuesday, February 23

1.      Warm-up: Creative Writing Tuesday

2.      Review Act I and Act II Scenes 1-2

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.

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.

*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.

 

Wednesday, February 24

1. Warm-up: FRQ Wednesday; review “Birthday Party” w/Captain Obvious; examine scored samples

2. Analyze & rehearse “The Drinking Scene”

*Homework:  Read research novelsgroup meeting Friday.

 

Learning goal(s): Create an engaging, interactive presentation to present your findings to the class and apply a range of themes found in Othello.

 

Thursday, February 25

1. Warm-up: Pondering Poetry

2. Rehearse and perform “The Drinking Scene”

3. 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.

 

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

Friday, February 26 

1. Warm-up: Fun Friday—Sudoku puzzles

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

3. Perform the “Temptation Scene” Lesson 16

*Homework: Read research novels.

 

Learning goal(s): Develop collaboration with peers to deepen analysis and extension of a text.

February 5

Honors 9th Literature February 8-12

9th Lit Honors                                   

 

Planning Your Week: February 8-12

M 2/8: Annotate Rescuing Malcolm X From His Calculated MythsBring a copy of one of your famous pieces for your portfolio (excerpt from your nonfiction book, Poetry Out Loud poem, or another passage/poem you choose); bring a printed article for comparison to your nonfiction book (consult Cobb Digital Library databases to find an article; MAS Ultra or any of the history databases are good places to start).

W 2/10: Bring a rough draft of your nonfiction book assignment (3 paragraphs); read Act I.i of The Tempest

Th 2/11: Portfolio Check #1

F 2/12: Nonfiction book assignment due

After the break, we will begin reading The Night Circus by Erin Morgenstern; please obtain a copy soon!

Monday, February 8

  1. Review units 1-3 p. 42-44
  2. Write a reflection for one of your famous pieces.
  3. Review Rescuing Malcolm X From His Calculated Myths and plan comparison/contrast paragraph for this article and “Learning to Read”; review lead-ins, transitions, and citations to enhance your writing style.

*Homework: Nonfiction book assignment rough draft (3 paragraphs) due Wednesday; Nonfiction final draft due in Google Drive or bring a hard copy  (printed) by Friday 8:20 a.m.

Learning Goal: Become acclimated to Shakespeare’s language by exploring words and phrases from the play and using them to represent an image.  

 

Tuesday, February 9

  1. Review units 1-3 p. 47-8
  2. Explore Shakespeare’s world: Elizabethan language, the Globe Theatre, culture, history, and overview of The Tempest.
  3. 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.
  1. Discuss themes that emerge from the images and poems and create a list for the unit study of The Tempest.
  2. Write a reflection for your Shakespearean poem.

*Homework: Bring a rough draft of each paragraph of your nonfiction book assignment (3 total paragraphs) tomorrow; Read Act I, Scene 1 of The Tempest http://www.folgerdigitaltexts.org/PDF/Tmp.pdf Don’t worry if you don’t understand. Nonfiction book assignment due in Google Drive or in hard copy (printed) by Friday 8:20 a.m.

Learning Goal: Define the elements of drama, explain the difference between comedies and tragedies, and understand how to analyze a play.

 

Wednesday, February 10

  1. Analyze rough drafts; revise lead-ins, evidence, and analysis
  2. Analyze, rehearse, and perform Act I Scene 1 (pantomime, self-reflection, group discussion; add dialogue).
    • Annotate the scene
    • Write the actions that your groups need to complete
    • Prepare props and timing
    • Perform the scene
  3. Compare/contrast student performances with professional adaptations of the play.

*Homework: Nonfiction book assignment due in Google Drive or in hard copy (printed) by Friday 8:20 a.m.

Learning Goal: Develop skills for analyzing the poetry of Shakespeare.

 

Thursday, February 11

  1. Complete Portfolio Check #1:
  • Cover sheet and binder
  • 5 original pieces
  • 5 reflections on original pieces
  • 2 famous authors’ works (a poem or a passage from a book)
  • 2 reflections on famous authors’ works

2. 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
  • Summarize the exposition

*Homework: Nonfiction book assignment due in Google Drive or in hard copy (printed) by Friday 8:20 a.m.

Learning Goal: Develop skills for analyzing the poetry of Shakespeare.

 

Friday, February 12

  1. Submit nonfiction book assignment.
  2. Perform group scenes for Act I, Scene 2; focus on blocking, stage directions, physical gestures, and voice inflection; perform and  summarize the exposition

*Homework: Enjoy your break!

Learning Goal: Collaborate with peers to analyze a scene and develop a performance.

February 4

AP Literature Feb. 8-12

WEEK 6

Monday, February 8

  1. Warm-up: MCM #3 Prose
  2. Review Othello 1.1; discussthe following questions: Why do Iago, Roderigo, & 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?
  3. Introduce museum research projects and select novels.

*Homework:  Complete the “Top 3 Novel Choices” survey in Schoology after researching the options for the museum project.

 

Learning goal(s): Develop collaboration with peers to deepen analysis and extension of a text.

 

Tuesday, February 9

  1. Warm-up: Creative Writing Tuesday Birthday Party
  2. Prepare & rehearse scenes for 1.2; perform if time permits.
  3. Closer—Discuss performances: 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’?

*Homework:

 

Learning Goal(s): Create an engaging, interactive presentation to present your findings to the class and apply a range of themes found in Othello.

 

 

Wednesday, February 10

  1. Warm-up: FRQ #3 Prose
  2. Read Act I Scene 3 Lines 1-295; compare/contrast with film adaptation, analyzing Desdemona’s character (Lesson 7: “Discussing the Senate Scene).
  3. Review Act I for word search and Iago’s bestiary
  4. Ticket-out-the-door: Review Act I; discuss how eliminating Act I might affect audience reactions to the play.

*Homework:  .

 

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


Thursday, February 11

  1. Warm-up: Pondering Poetry Memento comparison
  2. Review Act I Scene 3:
  3. Divide into two groups; facing each other, read antiphonally Othello’s speech beginning “Her father loved me . . . “ (1.3.149-96) to end-stops (period, colon, or semicolon)
  4. Read again, with a three-person group miming as the class reads.
  5. “Ring the Changes”—several volunteers should individually read Brabantio’s parting shot (1.3.333-34) focusing on different interpretations.
  6. Close read (handout) 1.3.343-447, analyzing Iago’s persuasive & rhetorical techniques, comparing/contrasting AP Language strategies with AP Literature strategies.

*Homework:  .

 

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

 

 

Friday, February 12

  1. Warm-up: “Fun” Friday; collaborate with research novel groups to select roles, exchange contact into, and plan a reading schedule.
  2. Introduce character objectives—Act II, Scene 1; assign parts & read through 2.1.204; discuss character objectives (what he/she wants for that scene; a goal—after each attempt to achieve it, a “beat change” occurs where he/she shifts gears to try to achieve it a different way (one also occurs when the goal is achieved, and the character creates a new goal); the “superobjective” is what he/she means to have by the end of the play.
  3. Choose five students to read 2.1.161-204 on their feet (one is Emilia, who has no lines, but is in the scene); direct
  4. ParaphraseIago’s first aside 2.1.161-170; “Ring the Changes” for Iago’s second aside 2.1.190-92
  5. 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.
  6. Cast two people to take turns reading alternating sentences for Iago’s soliloquy.
  7. Discuss the opening scene of Act II: Roderigo is first astonished when Iago tells him that Desdemona is in love with Cassio. How does Iago convince him? 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”? Do you notice particular lines that add to or change the impression give so far of any character’s personality? Compare Iago’s soliloquy from Act I with this one. Has his motive changed in any way? Coleridge referred to Iago’s “motiveless malignity.” Do you agree that his malignity is fundamentally without motive?
  8. 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?

*Homework:  Read research novels.

 

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

 

Winter Break!! February 15-19