Tag Archive for thinking map

Act IV: We’re in the Home Stretch!


  • 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.


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


Bubble maps will be graded



  • ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target: I will read and understand the first half of The Epic of Gilgamesh selection from our text, and make a bubble map to cite evidence explaining who the main character is..

Activator: Star Trek: The Next Generation – Jean Luc Picard discusses Gilgamesh.


Work Session: So, after watching our snazzy video today, we’re going to dive into reading Gilgamesh! Are you excited? YOU SHOULD BE!

Just in case any of you guys are reading from home or ISS or something, here is a link to the full text of Gilgamesh. We’re reading excerpts from this text in our book – you want to search in the PDF for The Battle with Humbaba, The Death of Enkidu, The Story of the Flood, and The Return.

Epic of Gilgamesh, Translated by N.K. Sandars

And today we’re going to read the first two of those sections, plus the prologue. Afterward, we’re going to talk about the things that make Gilgamesh into an archetypal hero. What’s that? Archetype?


  1. A very typical example of a certain person or thing.
  2. An original that has been imitated.

Anyway, to discuss who and what Gilgamesh is, let’s make…dundunDUN!!! A BUBBLE MAP!!!!

I would like each of you to make a bubble map to explain who Gilgamesh is. That means you put Gilgamesh’s name in the center of the bubble map and write adjectives in the bubbles around it. All these adjectives should describe Gilgamesh. I want you to have at least five. For those of you that are new to this whole thinking map thing, here’s what a bubble map looks like:

Who doesn’t love ice cream?

Now, here’s the catch. For each of your adjectives, I want you to prove to me how you know this. And you’ll do so with evidence in the form of quotes from the story. That means you have to look in the book and find five quotes that tell you who Gilgamesh is as a character. You’ll have the rest of class to work on this, and then at the very end we’ll partner up and share 🙂

Closing Session: Ticket out the door: Think-pair-share your bubble map with a partner and then with the class.

Assessment: Bubble maps can be formatively checked for understanding.

Differentiation: Process (printed maps provided)

Then Fall, Thursday!


  • RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
  • RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Learning Target: Students will understand the dramatic element of unity of time, place and action, and how this element adds to Shakespeare’s Julius Caesar.

Activator: Our daily video!
Mark Antony’s Speech – 1953 Julius Caesar Movie

So, to completely understand our big ol’ concept for the day, we need to look what what the Classical Unities are. Thus far, our play has taken place on February 15th (At the feast of Lupercal) in Rome, on March 15th (The Ides of March) in Rome, and now in act 4, we move to a different place and a different time!

Why do you think Shakespeare chose to violate these classical unities in his play? What does it change about the play?

After we finished reading Act IV, we revisited those Bubble Maps we’ve been working on. Tomorrow is an art project day – we get to spend the whole day working on them YAY!!!! And possibly some of Monday, too 🙂 I hope you guys enjoy!

Bubble Map Tuesday

TUESDAY!!! And twin day, too! Welcome to another lovely day in World Lit!

Standard: RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target: Students will complete their bubble map art project.

Activator: Revolution by The Beatles

Today we’re going to turn the bubble maps we did last week into our AWESOME ART PROJECT!!!! Here are some examples from last year when we did the same project for Julius Caesar:


(You can click those to embiggen them)

So, that’s your goal today!Woohoo for art projects!!!

Compare Your Monday to the Weekend

Welcome back, everyone! Happy Monday! Awesome job at the football game on Friday, too!! GO CARDINALS!!

Standard: W.9-10.5. 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.

Learning Target: Students will brainstorm for their compare and contrast essay and begin drafting an outline.

Activator: Whirling Dervishes

Good morning everyone! I hope you guys had an awesome and restful weekend! I definitely slept in really late on Saturday 🙂 But hey, that’s what weekends are for, right?


  • Your Hero’s Journey Unit Test is Thursday!
  • Your Rough Draft of the writing assignment for this unit is due Wednesday!!
  • Also Wednesday, come to the New Gym after school to watch our JV Volleyball team kick some Pebblebrook and South Cobb butt!
  • Our Big Writing Assignment for this unit is due Friday!

Anyway, today we’re going to be going over the nuts and bolts of our first really really big essay. Second essay…first REALLY BIG essay. This is an assignment that will ask you to take all the knowledge you’ve gained throughout the unit, and compile it into one big shiny writing assignment. Here’s the skinny:

Writing Prompt:

Expository / Informational: Gilgamesh is a hero on quest for eternal life. Think of a modern-day hero from the movies, television, fiction, or real-life who also journeys in search of a goal. Write an essay comparing and contrasting Gilgamesh to this modern-day hero. Consider such factors as the nature of the goal; the difficulties that must be overcome; the help, if any, that the hero receives; and the hero’s ultimate success or failure. When you revise your essay, make sure you have organized it logically so readers can follow your comparison and contrast.

  • Your essay should be 500 words or more.
  • You should write in MLA format, including the proper header, font, margins, etc.
  • You will need to turn in your branstorming and prewriting, your first draft, and a revised and polished final draft.

You will be graded according to the informational essay rubric that we will use all semester. Our grammatical focus for this unit is punctuation, so I will be looking for it! If you need to see a copy of the rubric, it can be accessed online at our class blog.

What’s that, you ask? The rubric? Why, it’s right here! We will go over this rubric together in class 🙂 Let’s start, though, with some ideas…

Together, on the board, let’s make a list of some of the modern-day heroes you can remember. And at the same time, let’s review that hero’s journey circle so that we can make sure these modern heroes really fit the requirements. Once we have a decent list of heroes, I want you guys to make another double bubble map, similar to what we did for Gilgamesh and Rama, to compare and contrast Gilgamesh and the hero you want to write about. After that, we’ll talk about outlining your essay together, making sure we include the following:

  • A hook
  • A strongthesis statement
  • Topic sentences that refer back to your thesis statement
  • Supporting details that refer back to your topic sentences

If you happen to be a rockstar outliner and get this done really quickly, I would like you to start drafting your introduction and conclusion. You’ll need to bring at least the outline to me to be checked off before you can start your rough draft. And, of course, we’ll end the day with a bit of The House of the Scorpion!