Tag Archive for read aloud

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.

Act I, Scene Thursday!


  • 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 how Brutus feels conflicted about his role in Caesar’s assassination; I understand how Brutus’s motivations help advance the plot of the play.

Opening Session: A kind of weird but funny Caesar animation, just to get your laughing and activate your brains to reading!

Work Session: Today we need to spend most of class reading Julius Caesar. We have to finish act I, which doesn’t sound like a lot, but in reality act I has some of the most crucial parts of the play. As we read, we will pause frequently to discuss, but I want you to always keep these things in mind:

  • Why does Cassius want to kill Caesar?
  • Why does he need Brutus’s help?
  • How do the people feel about Caesar?
  • How does Brutus feel about Caesar – and why does that conflict with his feelings about Rome?

I want to focus in on some very specific lines and talk a bit about rhetoric as well today. In Cassius’s long speech in act I scene ii, he uses several tactics to convince Brutus that Caesar is not only ambitious, but that he’s unfit to rule anyway. After we read that, let’s go back and read it again, but this time, I’m going to get my bell out and ring it every time Cassius uses a rhetorical technique to try and convince Brutus.

Spoiler alert, he actually does win Brutus over to the cause, so I guess you can say it worked out well for him!

We will also read act I scene iii today, which is really there to set the mood more than anything.

Closing session: Ticket out the door: What is your impression of the characters in the play so far? I told you yesterday who the bad guys are, but what about Caesar? Does he sound like a super awesome person? What about Brutus? Does he sound like a good guy or a bad guy? Give me a short paragraph discussing what you think about the characters so far!

Assessment: TOTD can be assessed summatively, participation grades for readers and in-class discussions.

Differentiation: Process, Interest, Readiness (varied length reading parts chosen by students); kinesthetic learning style (a student could ring the bell).

Impromptu Exit


  • 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 analyze Nora’s decision at the end of A Doll’s House and how her character develops the theme of the play regarding women’s changing roles in society.

Activator: A scene from Gilmore Girls when Christopher’s wife Sherry goes to Paris and leaves Chris and Gigi behind – Season 5, episode 6, starting at 22 minutes.

Work Session: Today we finish the play!!!!! YAY! I need readers for:


As we finish up reading and consider the ending of the play, I want to focus specifically on this quote:

Helmer. It’s shocking. This is how you would neglect your most sacred duties.

Nora. What do you consider my most sacred duties?

Helmer. Do I need to tell you that? Are they not your duties to your husband and your children?

Nora. I have other duties just as sacred.

Helmer. That you have not. What duties could those be?

Nora. Duties to myself.

Helmer. Before all else, you are a wife and a mother.

Nora. I don’t believe that any longer. I believe that before all else I am a reasonable human being, just as you are–or, at all events, that I must try and become one. I know quite well, Torvald, that most people would think you right, and that views of that kind are to be found in books; but I can no longer content myself with what most people say, or with what is found in books. I must think over things for myself and get to understand them.

And now I want to ask you what you think.

Nora made an incredible decision to leave her husband and her children. This is something that simply wasn’t done in her time period, and even today it’s rare that a mother will leave her kids behind. When it does happen, it’s generally frowned upon. Write a short impromptu essay of about 3-5 paragraphs: Why did Nora decide to leave/abandon her husband and children? Do you think she made the right decision?

This essay will be due at the end of class!

Closing Session: Share Out! First with a partner, then with the class – what’s your opinion on the ending of the play?

Differentiation: Process (Varied length reading parts); product (essay length modification)

Assessment: Impromptu essays may be graded.


The Problem…


  • ELAGSE9-10RI2 Determine a central idea of a text and 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: Students will examine an article about the prevalence of female protagonists in literature, determining the author’s central idea of the text.

Activator: Metroid Prime Gameplay Trailer – did you know it’s a woman inside that suit?

Work Session: Today we’re going to begin by reading the first half of Act II of A Doll’s House. I’ll need readers for the following characters:

Mrs. Linde

After we read today’s section of the play, let’s do a little exercise. Grab a sheet of paper and make a list of all the stories you can remember reading EVER – be it kids’ books, picture books, books you’ve read in school, ANY book you’ve EVER read – who have a FEMALE protagonist (remember, a protagonist is the person you root for – the main character of the story).

You have five minutes.

How many were you able to list?

I’ve got this article I want everyone to look at, entitled “The Problem with Female Protagonists“. Read and annotate this article, and then we’ll go through it together as a class.

Closing Session: How do you feel about what this author has to say about female protagonists? Do you agree with her assessment? Write a short paragraph of 5-7 sentences explaining how you feel as our TOTD.

Assessment: TOTDs will be graded, formative checks while reading.

Differentiation: Process (various length reading parts)


Feminism In The Media!


  • ELAGSE9-10RI8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Learning Target: I will evaluate the specific claims in an article I find online, determining whether there is a bias towards or against women in the article I found.

Activator: Olympic coverage criticized for sexism

Work Session: Welcome back to class, everyone! I hope everyone had a good weekend 🙂

Today we’re going to continue reading A Doll’s House, act I part 2 – through the end of the act (that’s pages 955-971 in our textbook if you wondered). I’ll need readers for the following parts:

Mrs. Linde
The Children (3 people)

After we finish reading and discussing the play for today, we’re going to check out this article: The 14 Most Sexist Moments in the Olympics (So Far). As you know, last year the 2016 Olympics were in Rio, and they got a lot of coverage on the news for how the female athletes were treated. You might even have heard about it. But it’s not just limited to the Olympic coverage – sexism in the media is EVERYWHERE. So after we go through this list together, I want you to pull our your phone or jump on a computer in the classroom and find another example of sexism in the media. You might find sexist news coverage, in the way a criminal is sentenced, or in the words of a celebrity on social media.

Closing Session: For your TOTD, write down the address of your sexist thing you found online and turn it in. We will also bounce around the class and share what we found!

Assessment: TOTDs can be graded, formative checks during read alouds.

Differentiation: Process (varied length reading parts), Interest (students find their own examples online)