Tag Archive for Rebellion!

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 today, first things first, we are choosing 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:

Second Block

Fourth 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!!!

After we finish reading for the day, I have a question for you…

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!

Welcome to Caesar!

Standards

RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Activator

Learning Target

Scholars will learn historical context for Julius Caesar, and participate in a value line to determine how they feel about different moral issues.

Work Session

Welcome to Monday! We’re going to start out today with a little PowerPoint introduction to the story we’re about to read, The Tragedy of Julius Caesar:

Introduction to Julius Caesar

After that, we’re going to do a little value line activity. This is the one where we have “Agree” and “Disagree” on the walls, and you go stand where your opinion lies. Here are the statements we will be working with today:

  • It is never OK to kill another human being.
  • Sometimes, the good of many outweighs the good of one.
  • People always want more power for themselves.
  • The worst thing someone can do is to betray a friend.
  • You should listen to your gut instinct instead of the advice of others.
  • Arrogance will be the downfall of the greatest leaders.
  • The best leaders are loved by the general public.
  • A small group of powerful men should be able to decide the fate of a nation.
  • Sometimes you have to go to extremes to make your point.
  • Doing something wrong and admitting it is an honorable thing to do.

Closing Session

Write a paragraph – did you ever feel like you should change sides during our discussion and if so, why? If not, why not?

Assessment

Paragraphs will be graded

Differentiation

Kinesthetic learning styles with value line, visual/auditory with discussion

All Animals Are Created Equal

Standards

RL.9-10.2 Determine a theme or central idea of a text and analyze in detail 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.
RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range.<br/><br/>By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9—10 text complexity band independently and proficiently.

Activator

Animal Farm Background

Learning Target

Scholars will begin Animal Farm and write a short reaction to the first three chapters.

Work Session

Today we’re starting out with a video on the background of Animal Farm, as a review for those of you who were taking notes yesterday, and as a first time for those of you who were absent or sleeping. Afterwards, we’re going to dive into the novel and start reading about Snowball, Squealer, Napoleon, Boxer, Old Major, and all the rest! Our goal is the first three chapters today, which, just for today, I will be reading aloud. The whole novel is only ten chapters, so we should be able to get through it very quickly.

If you’re reading from home or ISS, here is the full story:

After we finish those chapters, and discuss them, I want you guys to write a short paragraph anticipating what will happen next. At this point in the story, the animals have rebelled and are starting to put their principles of Animalism to full effect. In your paragraph, I want you to make sure you make predictive answers to the following questions:

Closing Session

Ticket Out The Door:
1. Why do the pigs get the milk and apples?

2. What happened to the puppies that were born right after the revolution started?

3. Do you think the farmhouse will be forever preserved as a museum, and if not, what will become of it?

Assessment

Paragraphs and TOTDs will be graded

Differentiation

Reading strategy differentiation – independent, partner, and audio

Testing Friday!

Standard: RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Learning Target: Students will demonstrate their knowledge of Julius Caesar on a test after a gallery walk of their posters.

Activator: 5 minutes of study time :)

Today we’re going to start with a gallery walk of the posters you made earlier this week. Remember, the winning poster team gets 5 points extra credit added onto today’s test grade!!!

And speaking of tests, that’s our plan for today after the gallery walk! We will have the remainder of class to finish your test. After that, you guys can have some time to hang out, because I don’t want to start the next unit quite yet. As a sidenote, I may not be back on Monday *cross your fingers for me* but if I am, when I get here we’re starting MONSTERS!!!

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