Tag Archive for thugnotes

World Lit: Things Fall Apart, Day 6

Standard: ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Learning Target: I can analyze a theme in Things Fall Apart.

Opening Session: THUGNOTES!

Work Session: Today we will continue with Things Fall Apart (I know, you’re shocked!) reading chapters 17-19. Since we are in the last couple days of reading, I’m going to ask you to just read this section on your own, and then as you finish, I want  you to write a paragraph for me:

In Part II of the book, Okonkwo has been away from his clan for 7 years in exile. Do you feel that Okonkwo has changed or “learned his lesson” (if you believe he had a lesson to learn) while he was away? What do you think has happened in Umuofia while he was gone? How do you think Okonkwo will react when he returns, and how do you think his village will react to him?

Once you finish your paragraph, turn it in to the basket please!

Closing Session: Vocab review!

Assessment: Informal (paragraph check)

Differentiation: Process (scaffolding)

American Lit: Pivotal Scene 1, take 2

Standard: ELAGSE11-12RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Learning Target: I can interpret a dramatic scene in multiple ways.

Opening Session: THUGNOTES!


Work Session: After our independent reading, I would like everyone to grab their books! Yesterday I read the first half of Act I of The Crucible with you guys, and today you will work on activity 2.5 on page 127 of your books.

We will re-read the pivotal scene together, then I want you guys to work on this

Closing Session: NEW VOCAB WORDS!

  1. Conjureverb engage in plotting or enter into a conspiracy, swear together; ask for or request earnestly; summon into action or bring into existence, often as if by magic
  2. Contentionnoun a point asserted as part of an argument; the act of competing as for profit or a prize; a contentious speech act; a dispute where there is strong disagreement
  3. Subservientadj. compliant and obedient to authority; abjectly submissive; characteristic of a slave or servant; serving or acting as a means or aid
  4. Partisanadj. devoted to a cause or party; adhering or confined to a particular sect or denomination or party; noun a pike with a long tapering double-edged blade with lateral projections; 16th and 17th centuries; a fervent and even militant proponent of something; an ardent and enthusiastic supporter of some person or activity
  5. Calumnynoun an abusive attack on a person’s character or good name; a false accusation of an offense or a malicious misrepresentation of someone’s words or actions
  6. Iniquitynoun absence of moral or spiritual values; an unjust act; morally objectionable behavior
  7. Solemnlyadv. in a grave and sedate manner
  8. Ascertainverb learn or discover with certainty; be careful or certain to do something; make certain of something; establish after a calculation, investigation, experiment, survey, or study; find out, learn, or determine with certainty, usually by making an inquiry or other effort

Differentiation: Process (kids make work in groups)

Assessment: Informal – book check



  • 9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

Learning Target: I will learn about circle 3, then I will analyze design choices of an artist’s interpretation of the 9 circles of Hell as characters, understanding what the artist chose to emphasize in their treatment of Dante’s work.

Opening Session: Daily video! You know I can’t let you get away without watching ThugNotes! 

Work Session: Welcome to Circle 3: GLUTTONY!

Today we are going to read a Sparknotes Summary of circle 3, canto VI. This particular circle isn’t in our book, so we’re turning to some outside sources for it. After we finish the discussion of the circle, you’ll do your collaborative poster project activity for the day, and then…. dundunDUN! We have a VIDEO!

This is an episode of the TV show Face Off, which is on Syfy, and it’s all about movie makeups. In this challenge, the contestants had to make characters inspired by Dante’s Inferno, which I think you will appreciate


After we watch the video, we will end class with this prompt: The guy that went home on Face Off. What did he do wrong? If you had his assignment in the challenge, how would you interpret it and what would you create? Be creative, feel free to draw a picture!

Closing Session: Ticket out the door: Poster project activity (see Monday’s post…or the sheet I gave you… you know, the one you kept in your binder, right? yeah that one…)

Assessment: Prompt responses will be graded; TOTDs will be graded at the end of the unit.

Differentiation: Process (student choice in poster activity); Product (various media of responses to prompt).


Act V: The Grand Finale


  • ELAGSE9-10RL6 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: I can finish reading Julius Caesar and understand why the characters died in the way that they did; I can discuss my feelings about the play with my classmates.

Opening Session: THUGNOTES! This will recap the entire play and give you some analysis on it as well.

Work Session: Today we’re finishing up reading Julius Caesar by reading Act V! Yay! After this we’ve read the entire play! Which, personally, I think is pretty cool

As we read Act V, I want you to take note of how everyone starts to die – not just the fact that everyone is dying, but HOW they do it. You’ll notice that each character chooses his own time and means of death, and there’s lots of discussion of honor and who is more honorable and taking the honor and…what’s all this about honor?

We will pause in the reading after each major death and discuss these things.

Closing Session:

When we finish reading the play and it’s all said and done, I want you guys to write a little paragraph for me:

Ticket out the door: Why did the Romans consider suicide to be more honorable than dying in battle? How is that different than what we think today? Why do you think it is so different?


Process, readiness, interest (different length reading parts).


TOTDs will be summatively assessed, formative checks for understanding during class discussion.

All Animals Are Equal….


  • ELAGSE9-10RL6 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: I will continue reading Animal Farm, analyzing the cultural experience of people who have lived in communist countries around the world and how it relates to the experiences of the animals on Animal Farm.

Opening Session: THUG NOTES! Animal Farm: 

Work Session: GOOOD morning everyone! Welcome back!

We’re going to start off today with a little real world example of communism (like what they have on Animal Farm) in action. This is a documentary on Netflix called Under the Sun, which is about a little girl named Zin-mi and her family, living a year in the life of a typical North Korean family. This particular scene shows Zin-mi in school. I want you to watch how her school day goes, and reflect on how that’s similar or different to your own school experiences. Do you think this might be similar to how the pigs and puppies are educated on Animal Farm?

Next, we will continue to read Animal Farm. I liked the reading strategy we used last week, where I read a paragraph and then you read one and then I read one and then you and so on. We’ll do that again today. We need to get through chapter 9 to completely catch up from getting a bit behind, but we won’t get there for sure, so we just need to continue reading as long as we can. We’ll stop about ten minutes before class is over and do a little ticket out the door.

Closing Session: Ticket out the door – when ***SPOILER*** died in chapter 9, how did you feel? Were you sad? Cynical? Resigned? Disappointed? Angry? Surprised? Choose a word and explain why. Honors: Write a full paragraph explaining yourself, considering why you feel that way. Are you sad he died, but did you kinda see it coming? Are you shocked, and angry? Why? What clues in the story did or didn’t show you what was going to happen? In retrospect, should you have seen it coming?

Assessment: Formative observations and discussions while reading, ticket out the door.

Differentiation: Process: High level readers will read independently, highlighters provided as needed.