October 21

Honors World Literature October 24-29

Honors World Literature                           

 

Planning Your Week: October 24-28

Sun. 10/23—Membean practice due.

 

Monday, October 24

LG: Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience.

  1. Opener—IAN: Add Unit 3 Table of Contents and SMELL graphic organizer for analyzing rhetoric to your IAN.
  2. Review (whole class) Marc Antony’s monologue from Act 3, Scene 2 of Shakespeare’s The Tragedy of Julius Caesar (lines 1-35 on the handout). Analyze the rhetorical impact of the speech by completing SMELL graphic organizer. (Springboard)
  3. Student-Led Work Session— Students choose between passage 2, 3, or 4 to complete SMELL analysis independently on a second monologue.
  4. Introduce Caesar choice board and guidelines for study of the play.
  5. Closer—IAN: Share examples of impactful language with the class. How do these diction choices affect tone?

 

Tuesday, October 25

LG: Debate thematic connections to Julius Caesar.   

  1. Opener—Listen to the soldier scenario; read it independently and begin to formulate opinions on the discussion questions.
  2. Collaborate with Roman Empire groups to debate the issues.
  3. View Shmoop Introduction to Caesar.
  4. Read/analyze opening scenes in Act I.
  5. Closer—choose from the Caesar choice board to begin focusing your study of the play.

*Homework:

 

Wednesday, October 26

LG: Review methods of characterization and analyze character in Julius Caesar.

  1. Opener—Review elements of characterization; compose a character sketch based on a painting, using STEAL method.
  2. Read/analyze Julius Caesar Act I; fill in character graphic organizers (STEAL).
  3. View PBS America: The Great Commanders
  4. Closer—review Caesar choice board and add to notes.

*Homework:

Thursday, October 27

LG: Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience.

  1. Opener—students will read the LA Times article on Brasil and Congress’ open letter the Secretary of State John Kerry to assess the rhetorical strategies employed
  1. Work session—students will compose a persuasive letter employing rhetorical techniques
    • Write a persuasive letter to a peer attempting to convince him to join your cause to overthrow the student council president or write a letter to the student council president warning her about a political scheme brewing to remove her from office
    • Consider the question: Are the conspirators justified in killing Caesar?
    • Divide the class into two groups. Individuals in each group will keep journals during the course of their reading.
      • Group one will look for evidence supporting the conspirators’ actions.
        • For example:
          1. Caesar’s physical limitations (I ii 95-131)
          2. Why should Caesar be king? (I.ii. 135-141)
          3. The fate of Marullus and Flavius (I.ii. 281-287)
          4. Brutus’s reasons for killing Caesar (I.i. 10-34)
  2. Group two will look for evidence refuting the conspirators’ actions.
    • For example:
      1. Caesar refuses the crown (I. ii. 220-246)
      2. Caesar’s will (III.ii. 240-244 and 249-254)
    • At the end of Caesar’s speech (III. i. 58-73), have students vote to decide if he should be assassinated. Have them defend their votes in a short response.
    • Begin reading act II of Julius Casear
  3. Closer—What are Caesar’s good/bad qualities according to the text thus far?

 

Friday, October 28

LG: Review methods of characterization and analyze character in Julius Caesar.

  1. Opener—IAN Ponder and Respond

Consider the following lines of the play:

“Men at some time are masters of their fates:

The fault, dear Brutus, is not in our stars,

But in ourselves, that we are underlings.”

React to the statement “if people do not like what is happening around them, they must speak up and do what is necessary to change things.”

  1. Work session: choral reading of Act II of Julius Caesar (with a twist)
    1. Divide Act II into sections
    2. Small groups/pairs of students will be responsible for performing each section of text.
    3. Each group will be given a “style/tone” card that indicates a specific manner in which to perform the lines (cowboy, astronaut, sassy teen, rapper, etc.)
    4. Groups will rehearse their lines and perform the scene: the audience will try to guess what style/tone card each group received.
  2. Closer—How does emotion and inflection positively or negatively impact an audience’s understanding of the play?


Posted October 21, 2016 by Rachael Sanford in category Honors World Literature

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