Tag Archive for play

American Lit: The Crucible, Act I part I

Standard: ELAGSE11-12RL3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Learning Target: I can analyze a dramatic text to determine appropriate tone and inflection to convey meaning.

Opening Session: The Crucible movie trailer!

Work Session: Today our main focus will be reading the first half of act I of The Crucible, through Betty falling asleep on page 25 in the book. I will be reading as the narrator, and I need volunteers to read for each of the following parts:

  • Tituba
  • Parris
  • Abigail
  • Susanna
  • Mrs. Putnam
  • Putnam
  • Mercy
  • Mary
  • Betty
  • Proctor
  • The Narrator (Mrs. Bristow)

As we finish reading today, we will look into our textbooks, on page 124. I would like for you guys to start making notes about the various characters you met today on the note-taking chart. You should be able to fill out the notes and possibly motivations for each of the characters we met today, which is everyone on the chart except Francis and Rebecca Nurse, Reverend Hale, and Giles Corey (we will get to them tomorrow).

Closing Session: Vocab review – Crossword Puzzle!!

Assessment: Informal – class reading and discussion

Differentiation: Interest, Process (student choice in reading parts, varied reading lengths)

 

American Lit: Money and the American Dream

Standard: ELAGSE11-12RI2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Learning Target: I can analyze multiple texts to identify the development of a recurring idea or theme.

Opening Session: Kanye West – Gold Digger

Work Session: Today it’s all about the benjamins – MONEY. Let’s start out by reading the series of quotes about money on page 81 in your textbook. An of these you particularly agree or disagree with? Why or why not?

After we discuss the quotes, let’s look at this poem, “Money,” by Dana Gioia. What do you think of this poem? It’s almost entirely made of idioms, or figures of speech, about money. There are quite a few, as you can see!

Next up, we will read this scene from A Raisin In The Sun. I’ll take a volunteer to be Mama, one for Ruth, and one for Walter. What are these characters’ attitudes towards money?

Finally, we’re going to put all our readings together (synthesize) and do the argumentative writing prompt on page 86 in your text: “Express a personal attitude towards money, incorporating quotations from one of the quotes about money, a line from the powem, and a statement from the excerpt of A Raisin In The Sun as either support for your position or a counterclaim that you take issue with.”

You’ll have the remainder of class to write this!

Closing Session: VOCAB QUIZ!!!!!

Assessment: Formative – class discussions, Formal – vocab quiz

Differentiation: Process – scaffolding

A Doll’s House

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 will read the first half of act I of A Doll’s House, analyzing the characters of Nora and Helmer through class discussions, focusing on how those characters develop a theme in the story.

Activator: A Probably Inadequate Summary of A Doll’s House:

Work Session: Well, as you might have guessed from our video, today we’re going to start reading out anchor text for this unit, A Doll’s House by Henrik Ibsen. YES, I REALIZE THE IRONY OF USING A PLAY WRITTEN BY A MAN IN A UNIT ABOUT FEMINISM. But this is one of the first feminist texts that was ever written, so that’s why we’re going with it. Also, it’s in our textbook, which makes life easier.

If you’re reading from home and/or ISS, here’s the full text online, and if listening instead of reading is more your style, here’s the full audiobook.

But today in class we’re going to choose characters and read aloud. I need volunteers for the following characters:

  • Nora (LONG PART)
  • Helmer (LONG PART!)
  • Porter
  • Maid
  • Mrs. Linde (LONG, but not as long as Nora or Helmer)

Don’t worry; if you volunteer to read today, you won’t have to read tomorrow (unless you volunteer again).

Our entire work session today will be reading and discussing the play!

Closing Session: For a little bit of fun before you go today, let’s check out this cool list together – Ten Amazing Women Who Led Rebellions!

10 Amazing Women Who Led Rebellions

Assessment: Formative assessment during discussions.

Differentiation: Varied length reading parts, learning style (audiobook vs text vs acting it out)

Et Tu, Thursday?

Standard:

  • RL.9-10.4. 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).

Learning Target: Students will continue reading Julius Caesar and look for vocabulary words in the text.

Activator: 

Work Session:

Welcome to class, everyone! Today we are going to continue reading the play – here’s your Cast List!

We will be finishing Act II – Remember yesterday when we saw Brutus interact with his wife, Portia? Today we will see Caesar intact with his wife Calpurnia, which is a much different scene than we saw yesterday!

We will also read Act III Scene I – Sorry, Caesar. You kick the bucket today.

That’ll take most of class, as of course we will stop and discuss throughout the reading.

Closing Session:

Find 5 words that are new to you from the play, jot them down, and look up and write out their definitions.

Assessment: 

Vocab words will be graded for completion, reading is a participation grade.

Differentiation: 

Readers will have different length parts based on strength of readers and desire.

Two Households, Both Alike…no, wait…

Welcome to Tuesday! One day down, four to go, right?

Standard: ELA10RL3 The student deepens understanding of literary works by relating them to contemporary context or historical background, as well as to works from other time periods.

Learning Target: Students will understand the history behind Shakespeare’s Julius Caesar and begin reading the play.

Activator: Julius Caesar, the (highly) Condensed Version

So, yesterday you got some background on Julius Caesar, and today we’re going to review that very quickly and then move on to reading the actual play!!

Introduction to Julius Caesar

Anyway, after we learned a little about Roman history, we assigned our parts for reading the play – yep, that’s right, my little drama queens and kings, we get to read the whole play aloud! Here’s the cast list without names on it, and I’ll upload your individual block cast lists here:

First Block

Second Block

After we all have our parts, we’re going to start reading! I hope you guys are excited about your part because you keep it for the entire play! What what! Let’s dig us into SHAKESPEARE!!!