February 17

Honors 9th Literature Feb. 18–March 3

Honors 9th Lit                          February 27-March 3, 2017    

 

Planning Your Week:

S 2/19 and S 2/26: Membean 45 min. practice will count as extra credit!

Th 3/2: Nonfiction compare/contrast essay due to Turnitin.com

S 3/5: Membean 45 min. practice

M 3/6: Obtain a copy of The Night Circus by Erin Morgenstern

 

Monday, February 27

LG: Become acclimated to Shakespeare’s language by exploring words and phrases from the play and using them to represent an image. 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). ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.

  1. Explore Shakespeare’s world: Elizabethan language, the Globe Theatre, culture, history, and overview of The Tempest.
  2. 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: Read Act I, Scene 1 of The Tempest http://www.folgerdigitaltexts.org/PDF/Tmp.pdf Don’t worry if you don’t understand.

 

Tuesday, February 28

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 claim statements, lead-ins, and commentary for nonfiction compare/contrast essay.
  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).
  3. Compare/contrast student performances with professional adaptations of the play.

*Homework:

 

Wednesday, March 1

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. Assign theme & character development trackers; review historical info on Shakespeare (NearPod).
  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

 

Thursday, March 2

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. Review “The Betrayed Duke Prospero” PBS video.
  3. Review elements of exposition Art & Reading ppt; summarize the exposition of The Tempest.
  4. Compose an exposition Art & Reading ppt.

 

Friday, March 3

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 a response to the Theme: Revenge and Mercy prompt.
  2. Read Act II Scenes 1-2; analyze the scenes with Socratic seminar questions, character and theme trackers, and reader response questions.

*Homework:


Posted February 17, 2017 by Rachael Sanford in category Honors 9th Literature

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