Anyone got a little brother or sister, maybe a niece or nephew, who loves trains? It’s like a law that kids love trains. Thanks to my daughter’s train obsession, I can’t talk about stations without thinking of trains now…
- 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.
- 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.
- 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.
- ELAGSE9-10RL4 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: I will review various aspects of the play Julius Caesar based on the four main standards we covered this unit.
Opening Session: Just a review and maybe some more historical perspective about the death of Julius Caesar. Since we’re reviewing today, this should activate your brains to think about Caesar’s story.
Work Session: Ok! So since today is Monday, I thought it would be helpful to go over the plan for the week… you know me, I like plans!
- Today we will review the major standards we covered this unit
- Tomorrow I’m out at an all-day meeting. Y’all will work on a packet with the substitute. Yes, I will grade it.
- Wednesday is our performance of Caesar:60. PAY ME PAY ME PAY ME!!!!!!!
- Thursday is your Julius Caesar Unit Test!
- Friday we will be doing CardinalCon again!
Sounds like a busy week, right? Let’s get started!
Today you will be doing stations for Julius Caesar review. You’ll be divided into 8 teams of 4 – pull a marker from my bag, and the marker color is your team! Everyone get with your team now…
We’ve got 4 stations, so that’s 2 teams per station. The WINNING TEAM will be the team with the most contributions across all stations! The stations are:
- RL1: Cite textual evidence to support analysis of inferences drawn from the text – Was Brutus a good or a bad person? What quotes from the play tell you that? WHY? Write those quotes and explanations on the poster!
- RL2: Provide an objective summary of the text – Write down things that happened in each act of the play in the appropriate places on the poster.
- RL3: Analyze how complex characters interact with other characters – Chalk Talk – you may write your own answer to the question OR respond to someone else’s answer! How did Cassius convince Brutus to kill Caesar? Why was it an effective way to persuade him?
- RL4: Determine the meaning of words of phrases as they are used in the text – Find as many vocab words and definitions as you can…..GO!!!
You will have 12 minutes at each station. Remember, you’re sharing the station with another group, so you’re in head to head competition against one another team the entire time, as well as your overall competition with the whole group.
After everyone has hit up each station, we’ll head back to our own desks to reflect a little on what we’ve done today.
Closing Session: Ticket out the Door! Rank the 4 standards we did today (I’ll put them on the board) 1-4, with 1 being the standard you feel you’ve mastered the most, and 4 being the standard you need the most work on.
Assessment: Formative (TOTD, posters visually assessed by color)
Differentiation: Process (students given aids such as dictionaries or annotated texts); Learning style (visual, kinesthetic).
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