March 24

Honors 9th Literature March 27–31

Honors 9th Lit                                   

 

Planning Your Week: March 27-31

S 3/26: Membean 45 minutes practice due

T 3/28: The Tempest pinwheel discussion (character tracker, theme tracker, and questions due)

W 3/29: Night Circus Part II & III Quiz

Th 3/30: Night Circus Part III questions due to Turnitin.com 11:59 p.m.

F 3/31: Portfolio check #2

 

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

Focus Standards: 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.

 

Monday, March 27

  1. Read/analyze The Tempest Act V; compare/contrast with film adaptation.
  2. Review elements of characterization and theme in The Tempest; compose questions and quotes for tomorrow’s discussion; synthesize understanding of the play focusing on Shakespeare’s purpose.
  3. Read/analyze The Night Circus Part III.

*Homework: Read The Night Circus Part III through p. 392; answer two of the Part III questions and prepare for quiz Wednesday, March 29.

 

Tuesday, March 28

  1. Analyze and debate thematic connections to The Tempest in pinwheel discussion.
  2. Ticket-out-the-door: summarize and extend your learning of The Tempest.

*Homework: Read The Night Circus Part III through p. 392; answer two of the Part III questions and prepare for quiz Wednesday, March 29.

 

Wednesday, March 29

  1. Assess The Night Circus Part II-III (quiz).
  2. Establish groups for The Night Circus project; review the project requirements and choose tents (choose one or two side attractions; identify key quotes that describe your attraction).
  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 III.

*Homework: Answer Part III questions for The Night Circus due tomorrow night.  

 

Thursday, March 30

  1. Compose responses for The Night Circus Part III questions.
  2. Organize portfolio pieces and reflections for tomorrow’s check.

*Homework: Answer Part III questions for The Night Circus due 11:59 p.m. to Turnitin.com; portfolio check tomorrow.

Friday, March 31

  1. Portfolio Check #2
  2. Collaborate with Night Circus group members to plan projects

SPRING BREAK!!

March 24

AP Literature March 27-31

WEEK 12

S 3/26—Membean45 min. practice due

M 3/27—Museum Presentations begin.

F 3/31—Film analysis montage presentations.

 

Monday, March 27

  1. 3rd period—Museum presentation #1
  2. 4th period—Finish reading Othello 1; discuss the 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?
  1. Prepare & rehearse scenes for 1.2; perform if time permits.
  2. Closer—Discuss performances:
  3. 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?
  4. 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?
  5. Do you notice basic differences in attitude between Cassio and Iago in their short conversation (1.2.60-65) following Othello’s exit?
  6. 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.

 

 

Tuesday, March 28—Thursday, March 30

  1. Present museum research projects.
  2. 3rd period Thursday—see Monday’s plan.

*Homework:

 

Learning Goal(s): Create an engaging, interactive presentation to present your findings to the class.

 

Friday, March 31

  1. Warm-up: Fun !
  2. View film montage projects, analyzing style among a variety of directors.
  3. View the prologue from the BBC and Fishburne versions of the movie; compare & contrast the directors’ choices.
  4. Assign dramaturgy research projects (Lesson 3 “I Am Not What I Am”)
  5. Read Act I Scene 3:
  6. 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)
  7. Read again, with a three-person group miming as the class reads.
  8. “Ring the Changes”—several volunteers should individually read Brabantio’s parting shot (1.3.333-34) focusing on different interpretations.
  9. Close read (handout) 1.3.343-447, analyzing Iago’s persuasive & rhetorical techniques, comparing/contrasting AP Language strategies with AP Literature strategies.

*Homework:  Spring Break!! Enjoy!!

 

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

March 17

Honors 9th Literature March 20-24

Honors 9th Lit Honors                                 

 

Planning Your Week: March 20-24

S 3/19: Membean 45 minutes practice due

T 3/20: Ferdinand & Miranda paragraph due

W 3/21: Finish reading The Night Circus Part II p. 117-239; Literary Analysis Part II due

 

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

Focus Standards: 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.

 

Monday, March 20

 

  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. Read/analyze The Tempest Act III, 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: Continue reading The Night Circus Part II.

 

Tuesday, March 21

  1. Read The Night Circus Part II.
  2. Analyze parallel plots with TNC Part II.

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

 

Wednesday, March 22

  1. Review The Night Circus readings and literary analysis assignment.
  2. View “The Betrayed Duke Prospero,” “Prospero and Miranda,” “Parenting and Gender Roles in The Tempest,” and “Miranda’s Disobedience” (PBS)
  3. Respond to the following:
  4. How do you think having a woman play Prospera impacts the relationship between the main character and Miranda?
  5. 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: Read Part III of The Night Circus. Review The Tempest and complete theme/character trackers and quotes/questions to prepare for pinwheel discussion Tuesday.

 

Thursday, March 23

  1. Review elements of characterization Art & Reading ppt; compose a character sketch using STEAL method.
  1. Read/analyze Act IV of The Tempest and review characterization and thematic concepts for pinwheel discussion (next Tuesday)

*Homework: Review The Tempest and complete theme/character trackers to prepare for pinwheel discussion Tuesday. Read Part III of The Night Circus; quiz Wednesday.

 

Friday, March 24

  1. Read/analyze The Tempest Act V; compare/contrast with film adaptation.
  2. Review elements of characterization and theme in The Tempest; compose questions and quotes for tomorrow’s discussion; synthesize understanding of the play focusing on Shakespeare’s purpose.
  3. Establish groups for The Night Circus project; review the project requirements and choose tents (choose one or two side attractions; identify key quotes that describe your attraction).
  4. 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)
  5. Read/analyze The Night Circus Part III.

*Homework: Review The Tempest and complete theme/character trackers to prepare for pinwheel discussion Tuesday. Read Part III of The Night Circus; quiz Wednesday.

March 17

AP Literature March 20-24

WEEK 11

Bring your research novel to class every day.  

S 3/19—Membean 45 min. practice due.

M 3/20—Research paper final draft due to Turnitin.com 11:59 p.m.

S 3/26—Membean45 min. practice due

M 3/27—Museum Presentations begin.

F 3/31—Film analysis montage presentations.

 

Monday, March 20

  1. Warm-up: Multiple Choice Monday
  2. Collaborate with museum groups to plan presentations for next week.
  3. Othello introductory scenarios (write, rehearse, & perform a skit to flesh out the given scenario connecting modern situations to themes/events in the play)
  4. Anticipation guide strategy: Assess the given statements, asserting your opinion and persuading others to take your position. (Kahoots! Game and discussion)
  5. Review play map.

*Homework: Research paper due to Turnitin.com at 11:59 p.m.

 

Learning goal(s): Understand a range of themes that will be addressed in Othello.

 

 

Tuesday, March 21

  1. Creative Writing Tuesday
  2. Finish writing and perform introductory scenarios
  3. Read Act I Scene 1 slightly cut script and discuss the action:
  • who are Roderigo & Iago? What kind of people are they? What does each seem to want from the other? Who’s in control? What has just happened? Who is Brabantio? What sort of person do you think the Moor is? What about Brabantio’s daughter—how do you picture her? Why is it that neither Othello nor Desdemona is mentioned by name in this scene?
  • What sort of language does Iago use to tell Brabantio of his daughter’s elopement? On what sort of fears and prejudices is Iago playing?
  1. Divide the scene into three sections; cast a different set of actors for each section & have students read in succession. Discuss the differences between the readings & instruct them to try to imagine the voices as they continue reading.
  2. Act the scene—cast characters; the rest of the class will serve as directors to suggest movement, inflection, & interpretation.
  3. Finish reading 1.1; discuss the 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?

*Homework: Museum projects due Monday.

 

Learning goal(s): Understand a range of themes that will be addressed in Othello.

 

Wednesday, March 22

  1. FRQ Wednesday—prose
  2. Review Othello 1; complete discussion from Tuesday.

*Homework:  Museum projects due Monday.

 

Learning goal(s): Demonstrate mastery of standards on timed writing assessment.

 

Thursday, March 23

  1. Collaborate with research groups (Media Center) to finalize plans for museum projects.
  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:  Museum projects start Monday.

 

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

 

Friday, March 24

  1. Warm-up: Fun !
  2. View the prologue from the BBC and Fishburne versions of the movie; compare & contrast the directors’ choices.
  3. Assign dramaturgy research projects (Lesson 3 “I Am Not What I Am”)
  4. Read Act I Scene 3:
  5. 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)
  6. Read again, with a three-person group miming as the class reads.
  7. “Ring the Changes”—several volunteers should individually read Brabantio’s parting shot (1.3.333-34) focusing on different interpretations.
  8. Close read (handout) 1.3.343-447, analyzing Iago’s persuasive & rhetorical techniques, comparing/contrasting AP Language strategies with AP Literature strategies.

*Homework:  Museum projects begin Monday.

 

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

March 10

Honors 9th Literature March 13-17

Honors 9th Lit                                   

 

Planning Your Week: March 13-17

S 3/12: Membean 45 minutes practice.

M 3/13: Finish reading Part I of The Night Circus (through p. 1-116 in the soft cover; through p. 90 in the hardcover).

T 3/14: Quiz on The Night Circus Part I in class; The Night Circus Literary Analysis Part I due to Turnitin.com by 11:59 p.m.

T 3/21: Quiz on The Night Circus Part II in class

 

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, March 13

  1. SRI Assessment—Lab 113
  2. Review The Night Circus Part I, completing the study guide.
  3. Analyze characterization of Chandresh and Tsukiko.

*Homework: Review The Night Circus Part I and the study guide.

 

Tuesday, March 14

  1. Assess reading/analysis of The Night Circus through p.116 (Part I Quiz).
  2. Compose a literary analysis for Part I.
  3. Read/analyze Part II of The Night Circus.

*Homework: Continue reading The Night Circus.

 

Wednesday, March 15

  1. Quarter 2 Touchstone Assessment—Lab 113
  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.
  1. Revise your 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: Continue reading The Night Circus.

 

Thursday, March 16

  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. Read/analyze The Tempest Act III, 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: Continue reading The Night Circus Part II.

 

Friday, March 17

  1. Read The Night Circus Part III.
  2. Analyze parallel plots with TNC Part II.

*Homework: Read The Night Circus through Part II (quiz Tuesday); complete literary analysis Part II prompt.

March 10

AP Literature March 13-17

WEEK 10

 

Bring your research novel to class every day.  

S 3/6—Membean 45 min. practice due.

M 3/13—Research paper rough draft due at the end of class.

Th 3/16—Museum group meeting

F 3/17—DOAS Unit Test

M 3/20—Research paper final draft due.

M 3/27—Museum Presentations begin.

F 3/31—Film analysis montage presentations.

 

Monday, March 13

  1. Library: Revise drafts of the research paper
  2. Research stylistic techniques for your film director; begin compiling clips and analysis for your montage.
  3. View the Production 101 videos; submit a list of the three films you plan to watch for your film director.

*Homework: Compose research paper; continue researching your director’s films.

 

Learning Goals: Compose a final draft of your research paper.

 

 

Tuesday, March 14

  1. Read/analyze Death of a Salesman Act II, focusing on image trace and reading guide questions.
  2. Summarize Aristotle’s view of the tragic hero; compare/contrast with Miller’s “Tragedy and the Common Man.”

*Homework: Compose research paper; continue researching your director’s films.

 

Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a play, including uncertainties; understand that texts may illustrate multiple themes with many implications.

 

 

Wednesday, March 15

  1. Analyze artistic representations on playbills for productions of
  2. Create artwork for a playbill for your research novel.
  3. Finish comparison/contrast of Aristotle’s and Miller’s definitions of the tragic hero; analyze Willy as a tragic hero in

*Homework: Compose research paper; continue researching your director’s films.

 

Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a play, including uncertainties; understand that texts may illustrate multiple themes with many implications.

 

Thursday, March 16

  1. Review DOAS for tomorrow’s test.
  2. Collaborate with museum groups to plan interactive presentations.

*Homework: Compose research paper; continue researching your director’s films.

 

Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a play, including uncertainties; understand that texts may illustrate multiple themes with many implications.

 

Friday, March 17

  1. Assess Death of a Salesman.
  2. Collaborate with peers to review

*Homework: Compose research paper; continue researching your director’s films.

 

Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a play, including uncertainties; understand that texts may illustrate multiple themes with many implications.

March 3

Honors 9th Literature March 6-10

Honors 9th Lit                                     

 

Planning Your Week: March 6-10

S 3/5: Membean 45 min. practice due.

M 3/6: BRING REGISTRATION MATERIALS (Obtain parent signatures if needed and choose your electives and alternates.)

W 3/8: Bring your copy of The Night Circus.

M 3/13: Quiz on The Night Circus Part I.

 

Monday, March 6—Registration in the Lab

LG: Develop skills for analyzing the poetry of Shakespeare.  

  1. Analyze, rehearse, and perform 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: Obtain a copy of The Night Circus.

 

Tuesday, March 7

LG: Develop skills for analyzing the poetry of Shakespeare.  

  1. Finish performances for group scenes.
  2. View “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.

*Homework: Obtain a copy of The Night Circus.

 

Wednesday, March 8

LG: Develop skills for analyzing the poetry of Shakespeare.  

  1. Introduce The Night Circus and reading schedule.
  2. Read Act II Scenes 1-2; analyze the scenes with Socratic seminar questions, character and theme trackers, and reader response questions.

*Homework: Read The Night Circus Part I, p.1-116.

 

Thursday, March 9

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

  1. Review Act II; compare/contrast film adaptation with original text.
  2. Review Theme: Utopia prompt and 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.

 

Friday, March 10

LG: Develop skills for analyzing the poetry of Shakespeare.

  1. 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.

2. Read/analyze The Night Circus.

*Homework: Finish reading The Night Circus Part I p. 1-116 by Monday.

March 3

AP Literature March 6-10

WEEK 9

Bring your research novel to class every day.  

S 3/5—Membean 45 min. practice due.

T 3/14—Research paper final draft due.

Th 3/16—Film Director style montage due in class.

 

Monday, March 6

  1. MCM Poetry analysis
  2. View A Streetcar Named Desire, comparing and contrasting themes with Death of a Salesman.

*Homework: Compose research paper; continue researching your director’s films.

 

Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a play, including uncertainties; understand that texts may illustrate multiple themes with many implications; understand film as text.

 

Tuesday, March 7

  1. Creative Writing Tuesday:
  2. Finish A Streetcar Named Desire

*Homework: Compose research paper; continue researching your director’s films.

 

Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a play, including uncertainties; understand that texts may illustrate multiple themes with many implications; understand film as text.

 

Wednesday, March 8

  1. Preview poems for analysis.
  2. FRQ Wednesday: Poetry Analysis

*Homework: Compose research paper; continue researching your director’s films.

 

Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a play or novel, including uncertainties; understand that texts may illustrate multiple themes with many implications.

 

 

Thursday, March 9

  1. Theme Thursday: Web themes for DOAS and compose theme statements.
  2. Read/analyze Death of a Salesman Act II, focusing on image trace and reading guide questions.

*Homework: Compose research paper; continue researching your director’s films.

 

Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a play, including uncertainties; understand that texts may illustrate multiple themes with many implications.

 

Friday, March 10

  1. Library: Revise drafts of the research paper
  2. Fun Friday: Rebus puzzles
  3. Research stylistic techniques for your film director; begin compiling clips and analysis for your montage.
  4. View the Production 101 videos; submit a list of the three films you plan to watch for your film director.
  5. Group Meeting to discuss research novels and plans for museum presentations.

*Homework: Compose research paper; continue researching your director’s films.

 

Learning Goals: Compose a final draft of your research paper.