Monday, March 18, 2013
Act 4
Tuesday, 4/2 Thinking About Thinking: (Metacognitive Thinking)
Bell Ringer: Discuss the mind frame of the crowd
Tuesday:
Discuss the manipulation used by Antony
Wednesday:
Discuss elements of the falling action
Goal: Introduction to ACT 4: (Falling Action) Students will read, analyze and discuss Julius Caesar Students will relate to the concepts of betrayal and deception in modern society.
1. Students will read and review Act 4
2. Students will read and discuss Act 4
** Students should complete their work packets and plot structure sheet
Climax:
1. Students will read and discuss Act 4 scenes 1-3
2. Answer packet questions
Closure: (Each day) Discuss Caesar and Brutus as a paradox ***Students should read the translated version on their own
CC.1.2.9-10.A: 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.
CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject
Wednesday, March 13, 2013
Vocab and Study Island
Thursday, 3/14/13
Students will complete Study Island
-There are 7 exercises
-Please complete 10 questions in each
**YOU MUST PASS EACH SECTION TO GET YOUR POINTS.
turn it in to www.studyisland.com
Friday, 3/14/13
Students will learn a new vocabulary strategy
CC.1.2.9-10.A: 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.
CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject
Students will complete Study Island
-There are 7 exercises
-Please complete 10 questions in each
**YOU MUST PASS EACH SECTION TO GET YOUR POINTS.
turn it in to www.studyisland.com
Friday, 3/14/13
Students will learn a new vocabulary strategy
CC.1.2.9-10.A: 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.
CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject
Monday, March 11, 2013
Act 2 Analysis
Goal: Analysis of ACT 2
Students will interpret/ analyze act 2 through journal writing
1. Students will answer the following character analysis questions:
Answer all questions. Use SPECIFIC examples from the text. (Minimum of 7 sentences per answer.)
1. Review Portia's and Calpurnia's roles thus far in the play.Write out three quotes for each character that epitomize their roles. Explain what each quote reveals about their personalities.
2. List all of the conspirators that have been introduced in Acts 1 and 2
3. How does Brutus feel in each scene?
Discuss his emotions in each scene and support it with SPECIFIC EXAMPLES FROM THE STORY.
4.LIST EACH INSTANCE WHERE BRUTUS OVER RULES CASSIUS. Is this what Cassius expected? How can this foil his plan?
5. Begin in Act 1
Make a timeline of each step of the conspiracy plan - complete Act 2
6. Which character can you relate to (positively or negatively) ? What qualities do they posess? In what ways can you relate to them?
Please turn your work into www.turnitin.com
7. Begin Plot structure worksheet
CC.1.2.9-10.A: 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.
CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject
Students will interpret/ analyze act 2 through journal writing
1. Students will answer the following character analysis questions:
Answer all questions. Use SPECIFIC examples from the text. (Minimum of 7 sentences per answer.)
1. Review Portia's and Calpurnia's roles thus far in the play.Write out three quotes for each character that epitomize their roles. Explain what each quote reveals about their personalities.
2. List all of the conspirators that have been introduced in Acts 1 and 2
3. How does Brutus feel in each scene?
Discuss his emotions in each scene and support it with SPECIFIC EXAMPLES FROM THE STORY.
4.LIST EACH INSTANCE WHERE BRUTUS OVER RULES CASSIUS. Is this what Cassius expected? How can this foil his plan?
5. Begin in Act 1
Make a timeline of each step of the conspiracy plan - complete Act 2
6. Which character can you relate to (positively or negatively) ? What qualities do they posess? In what ways can you relate to them?
Please turn your work into www.turnitin.com
7. Begin Plot structure worksheet
CC.1.2.9-10.A: 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.
CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject
Tuesday, March 5, 2013
ACT 2
Tuesday, 3/5- Friday, 3/8
Tuesday, 3/5 Thinking About Thinking: (Metacognitive Thinking)
Bell Ringer: Does this play seem realistic?
Wedneaday:
Brutus has convinced himself that he is doing the right thing by joining the conspiracy. Write two thoughts that could go through Brutus's mind
Thursday:
Calpurnia's Visions: How do you react to a "nightmare"?
Goal: Introduction to ACT 2 Students will read, analyze and discuss Julius Caesar Students will relate to the concepts of betrayal and deception in modern society.
Brutus' side- Scene 1: Caesar's view- Scene 2
1. Students will read and review Act 2 Scene 1
2. Students will read and discuss Act 2 sc 2
** Students should complete their work packets
3. Review packet
The Rising ACtion:
1. Students will read and discuss Act 1 scenes 3 and 4
2. Answer packet questions
Closure: (Each day) Discuss Caesar and Brutus as a paradox ***Students should read the translated version on their own
CC.1.2.9-10.A: 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.
CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject
Tuesday, 3/5 Thinking About Thinking: (Metacognitive Thinking)
Bell Ringer: Does this play seem realistic?
Wedneaday:
Brutus has convinced himself that he is doing the right thing by joining the conspiracy. Write two thoughts that could go through Brutus's mind
Thursday:
Calpurnia's Visions: How do you react to a "nightmare"?
Goal: Introduction to ACT 2 Students will read, analyze and discuss Julius Caesar Students will relate to the concepts of betrayal and deception in modern society.
Brutus' side- Scene 1: Caesar's view- Scene 2
1. Students will read and review Act 2 Scene 1
2. Students will read and discuss Act 2 sc 2
** Students should complete their work packets
3. Review packet
The Rising ACtion:
1. Students will read and discuss Act 1 scenes 3 and 4
2. Answer packet questions
Closure: (Each day) Discuss Caesar and Brutus as a paradox ***Students should read the translated version on their own
CC.1.2.9-10.A: 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.
CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject
Monday, March 4, 2013
review Act1
Thursday, Friday and Monday
Goal: Analysis of ACT 1
Students will interpret/ analyze act 1 through journal and graded worksheet exercises
1. Students will complete a worksheet (To be graded)
2. Students will answer the following character analysis questions:
Answer all questions. Use SPECIFIC examples from the text. (Minimum of 7 sentences per answer.)
UNDERLINE THE SPECIFIC EXAMPLES
A. Julius Caesar is being deceived by the conspirators. There are several clues throughout the act that he should have been aware of.....discuss them.
B. Brutus is being deceived by the conspirators. There are several clues throughout the act that he should have been aware of.....discuss them.
C. Create a character profile for Cassius. Next, ddescribe several of his actions and discuss how they reflect his personality and his true intentions.
D. Describe the political strife in Rome. Next, write out several example that support your answer
E. List all 6 of the omens. Next, give at least 2 explanations for each omen.
F. What is your prediction for the following characters: Caesar: Brutus: Cassius: Antony:
3. When you finish, please turn your work into www.turnitin.com
CC.1.2.9-10.A: 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.
CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject
Goal: Analysis of ACT 1
Students will interpret/ analyze act 1 through journal and graded worksheet exercises
1. Students will complete a worksheet (To be graded)
2. Students will answer the following character analysis questions:
Answer all questions. Use SPECIFIC examples from the text. (Minimum of 7 sentences per answer.)
UNDERLINE THE SPECIFIC EXAMPLES
A. Julius Caesar is being deceived by the conspirators. There are several clues throughout the act that he should have been aware of.....discuss them.
B. Brutus is being deceived by the conspirators. There are several clues throughout the act that he should have been aware of.....discuss them.
C. Create a character profile for Cassius. Next, ddescribe several of his actions and discuss how they reflect his personality and his true intentions.
D. Describe the political strife in Rome. Next, write out several example that support your answer
E. List all 6 of the omens. Next, give at least 2 explanations for each omen.
F. What is your prediction for the following characters: Caesar: Brutus: Cassius: Antony:
3. When you finish, please turn your work into www.turnitin.com
CC.1.2.9-10.A: 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.
CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject
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