Tag Archive for bad animation

Act IV: We’re in the Home Stretch!

Standard:

  • ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target: I can understand act IV of Julius Caesar and analyze the motives of one of the main characters in a story by using a bubble map to describe him.

Opening Session: Daily video! This will preview Act IV and Act V of Julius Caesar, and provide a humorous and simple perspective on the various characters in the play.

Work Session:

Today we are continuing with our reading of Julius Caesar by reading act IV. No lie, the book is kind of downhill after act III. I mean, they fight a war and all, but aside from that nothing happens. In other words, the climax of the story was definitely Caesar’s death and funeral last act. I also want to point out to you today that Shakespeare violates the bajeezes out of something called the classical unities – that is, the play should take place in one general spot (unity of place), it shouldn’t span more than a day or so (unity of time), and there should be very few if any subplots (unity of action). Shakespeare basically throws those out the window.

Anyway, get ready to read your parts again today!!!

As we finish reading act IV today, I’d like you guys to pick a character and work on describing them. Make a bubble map – I’ll make an example on the board for you – write your character’s name in the center and five adjectives that describe your character in the bubbles around it.

You may choose from Caesar, Brutus, Cassius, Casca, or Antony.

Closing Session:

Think-pair-share with a partner who used a DIFFERENT character than you did – then share with the group the adjectives your partner chose to describe his or her character.

Differentiation:

Process, interest, readiness (different length reading parts based on readiness and interest); Interest, product (choice of character for bubble map.)

Assessment:

Bubble maps will be graded

Act IV: We’re in the Home Stretch!

Standard:

  • RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target: 

Students will read act IV of Julius Caesar and then create a descriptive bubble map for one of the characters, using evidence from the story to examine a character’s motivations.

Opening Session: Daily video! This will preview Act IV and Act V of Julius Caesar, and provide a humorous and simple perspective on the various characters in the play.

Work Session:

We’ll start out today by working for a few minutes on the modern speech translations we began yesterday but didn’t have time to finish.

After that, we are continuing with our reading of Julius Caesar by reading act IV. No lie, the book is kind of downhill after act III. I mean, they fight a war and all, but aside from that nothing happens. How does someone make fighting a civil war boring? Well, it takes a special skill that you’ll see demonstrated today… We can use this as an opportunity to talk about how you focus your writing, because you can totally make boring things interesting and interesting things boring just by changing the focus of your writing.

Anyway, get ready to read your parts again today!!!

Closing Session:

As we finish reading act IV today, I’d like you guys to pick a character and work on describing them. Make a bubble map – I’ll make an example on the board for you – write your character’s name in the center and five adjectives that describe your character in the bubbles around it.

You may choose from Caesar, Brutus, Cassius, Casca, Portia, Calpurnia, or Antony.

Differentiation:

Different length reading parts based on readiness and interest; choice of character for bubble map.

Assessment:

Bubble maps will be graded