End of book & Final Exam Schedule

Section 3

451 - Section 3

For Tuesday, 6/2

Vocab Test

All packets must be turned in after test
-Complete Sentences

Goal: Students will analyze comparisons to this Not so "future" society. 

Final Exam Schedule
Period 2 -6/9

Period 6-6/5

Period 7-6/8

How to prepare:
1. Study All Terms:
Drama Terms
Short Story Terms
Non-Fiction Terms
Poetry Terms

Review the Elements of a Plot Structure
Be very familiar with the Elements of Drama
Be prepared to read carefully and comprehend passages
Be prepared to find definitions using context clues

Good Luck!!!!!!

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

451

section 2

Section 2

451 - Section 2

For Thursday:

Read up to page 125

Complete packet work up to this page (question 4 e)

complete the vocab for section 3

We will read up to page 145 for Friday in class.
HOMEWORK:
Read up to page 145 and complete packet work up to this point (question 9)

Monday:  Complete book and packet work

Goal: Students will analyze comparisons to this Not so "future" society. 

Students will read, discuss and analyze section 2 of 451

Bell Ringer: Is there any part of this novel that you can see happening in our near future?

1. Students will review the packet questions
2. Students will review and discuss sections of the text
3. Students will continue reading the text.

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

section 2

Section 2

451 - Section 2

For Thursday:

Read up to page 95

Complete packet work up to this page

complete the vocab for section 2

We will read up to page 90 in class.
HOMEWORK:
Read up to page 95 for Friday.

Goal: Students will analyze comparisons to this Not so "future" society. 

Students will read, discuss and analyze section 2 of 451

Bell Ringer: Is there any part of this novel that you can see happening in our near future?

1. Students will review the packet questions
2. Students will review and discuss sections of the text
3. Students will continue reading the text.

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

Finish Section 1

Take the chapter 1  test

Log on to Skyward and complete your test

Section 2

451 - Section 2

For Wednesday:

Read up to page 74

Complete packet work up to this page

complete the vocab for section 2

Goal: Students will analyze comparisons to this Not so "future" society. 

Students will read, discuss and analyze section 2 of 451

Bell Ringer: Is there any part of this novel that you can see happening in our near future?

1. Students will review the packet questions
2. Students will review and discuss sections of the text
3. Students will continue reading the text.

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.

451

451

451 - 9-41

Goal: Students will analyze comparisons to this Not so "future" society.
Students will read, discuss and analyze pages 18-31 of 451

Bell Ringer: 

Wednesday:

Find 2 similarities between our society and the society in this book

Thursday:

Type 1 writing:

Write five sentences about Montag's interaction with Clarisse

Friday:  Write five sentences about Mildred

Monday:

Due on Monday, 5/11
Read up to page 41
Complete packet questions and vocab work for section 1

Type 1 writing:

Write 5 sentences about Montag's home life.

1. Students will review the packet questions
2. Students will review and discuss sections of the text (Pgs 9-31)
3. Students will continue reading the text.

Homework over vacation:

Vocabulary for section 1

Read up to page 40.

Answer packet questions

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.

Intro to 451

451 Intro

Intro to 451

Fahrenheit 451

     This lesson plan is for teaching around the themes of censorship,

ignorance and technology presented in chapter 1.

A.  Bellringer: on your sheet, write about the following quote:

"If they give you ruled paper, write the other way."

(What does this quote mean?  What is the author trying to say?)

B. Read the First Amendment:

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.

How does this apply to your life?

 2. Copy the Character List:

Guy Montag The protagonist, an unhappy, complacent man who is thirty years old. He has been a fireman for ten years. He meets Clarisse and finds that her outlook on life is refreshing.

Mildred Montag (Millie) Guy's self-destructive wife, also thirty years old, who reveals to Montag the alienated existence of citizens in his society. She has never wanted children and considers her family to be television characters.

Clarisse McClellan Montag's new neighbor, seventeen years old, who calls herself crazy and enjoys conversations. Her recalcitrance and nonconformity allow Montag to discover how jaded his view of life has become.

Captain Beatty The antagonist of the book and Montag's superior, the Fire Captain, who functions as the apologist for the dystopian culture in which Montag lives. He is well read and uses his knowledge of books as a weapon to fight curiosity about them.

Mechanical Hound A machine, similar to a trained killer dog that the firefighters use to track down and capture criminals. The Hound disables and kills offenders with a morphine or procaine needle.

Unidentified Woman A woman from the ancient part of the city. Her martyrdom reveals to Montag the power of civil disobedience, books, and ideas.

Faber An elderly man, a retired English professor who is an underground, though ineffectual, scholar. He becomes Montag's ally and mentor.

Granger An ex-writer who is the unacknowledged leader of the social outcasts and criminals. He unites the group to keep the content of books safe.

Stoneman and Black Montag's fellow firemen who are conformists, and conservatives. Together with Beatty, they form Montag's familiar working colleagues.

Mrs. Phelps and Mrs. Bowles Millie's friends who do not question the social structure. Their husbands are called away to war. They also view the television characters as their families and become agitated when Montag reads to them.

Fred Clement, Dr. Simmons, Professor West, Reverend Padover, and Harris in Youngstown Social outcasts and criminals who are led by Granger. They choose and memorize a book to ensure that the story is never forgotten.

3. Complete Section 1 (1-25) Vocab in your packets.

-Use the dictionary online

-The test is next Tuesday, 4/15

4. Review Vocabulary

5.  Begin to read: Pages 1 - 18
(Whatever is not read, will be homework)
6. Complete corresponding packet work.

2. Read the following overview:

     Guy Montag is a fireman who lives in a society in which books are illegal. His job is not to

extinguish fires, but to light them. He burns books, and all the firemen

wear the number "451" on their uniforms because that is the temperature

at which books burn.

     But the role reversal of the firemen is not the only difference between

present-day society and the world in which Montag lives. People of

Montag's world take no interest in politics or world issues. The only point

of life is pleasure. Montag's wife, Mildred, spends her time watching the

televisions that take up three of the four walls in their parlor, or listening

to the seashell radios that fit snugly in the ear. It isn't until Montag meets

a young girl named Clarisse that he realizes that there might be more to

life than the electronic entertainment that absorbs everyone. Clarisse

makes him think about the world beyond the wall television and seashell

radios; she makes him wonder about life

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.

Act 5 Analysis

Dates:
Thursday, 4/23 - Act 5 analysis due
      *Please use www.turnitin.com  (We will discuss these questions in class)
        -Bring your JC work packets to class
Friday, 4/24 - All 6 Study Island exercises are due
Monday, 4/27 - Julius Caesar Test
                        -Act 5 projects are due
                       -Plot structure is due
                       -Completed Julius Caesar packets are due
                               -Make sure you complete the quote page (include Character, Act, scene and Line)
                              -Complete the short answer  and the crossword
**All answers must be in complete sentences
         -

Bell Ringer
Wednesday:
Who is alive and why did Shakespeare focus on these characters to conclude the play?

Act 5 Analysis
Complete all parts of each question.  Answer in complete paragraphs.

1. Now that you have read the play in its entirety, decide for yourself whether or not Shakespeare believed that the murder of Caesar was in the best interests of the Roman people?
-To answer this question, reflect upon the facts of the play: who lives? (were their acts just?), who dies? (were their acts unjust?), and how do the speeches associated with their deaths shed light on the way “God” (in the case of a fictitious story, the playwright himself) would judge them and their actions?


2. . Since Brutus himself is said to have been “the noblest Roman of all” (V, 74), why do you think he is referred to in this manner?  Do you agree with this statement?  Explain


3. . What is said and done in Act V that supports the comment: Brutus' and Cassius' defeat is revenge for Caesar's murder?

4. Using detail from the play, discuss a moral lesson learned from the tragic events that transpired

5. Who was/ were the tragic heroes?  Provide evidence from the play that proves they were tragic heroes

6. Julius Caesar is filled with examples of dramatic irony.  Define dramatic irony (from your notes) and give two specific instances of it from the play

Act 5

Act 5

Thinking About Thinking: (Metacognitive Thinking)

Monday

Bell Ringer

Discuss elements of the falling action

Tuesday:
Make a Death List from the play

Wednesday:
Who is alive and why did Shakespeare focus on these characters to conclude the play?

Goal: Introduction to ACT 5:  (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

MONDAY
HOMEWORK:

READ THE REST OF THE PACKET

Falling Action:

1. Students will read and discuss Act 5 scenes 1-3
2. Answer packet questions

Tuesday- 
Complete Study Island Acts 1-5
Complete 15 questions in each section or keep going until you receive a 70
www.studyisland.comwww.studyisland.com


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

Act 4 Analysis

SStudents will analyze Act 4 through Journal Writing

-Must write in complete paragraphs.  Min. 7 sentences per answer.  Must use specific examples from the act.  Please indicate page and line numbers.

A.      What is the overall theme of this act? Give specific examples from the act to support your answer

2B.      How has Antony changed in Act IV? Give specific examples from the act to support your answer

C.      Describe the triumvirate. (List the members and discuss the stability of the government)

 Give specific examples from the act to support your answer

5D.      What disturbing news does Brutus use to explain his irritable mood in scenes II and III?

6E.      List three mistakes that Brutus has made up to this point in the play.Give specific examples from the act to support your answer

7F.      Why does Brutus want to attack Antony and Lepidus directly at Phillipi?  How does Cassius feel about this plan?  How do you feel about this plan?

8G.      What does Caesar’s ghost symbolize?

 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

Test

Wednesday:  Test Act 3

Act 3 projects will be due by Thursday, 4/2  (tomorrow)

**Homework:  Read up to (AND INCLUDING)  page 165 in the packet for Monday.  I will check!

Antony Speeches:

Wednesday and Thursday next week.  I will pick randomly.


Have a safe holiday!!

Act 3 analysis

Students will interpret/ analyze act 2 through journal writing

Act 3 Analysis

1. What reason does Caesar give for not reading Artemidorus’s letter?

2. . What is Metellus Cimber’s petition to Caesars? What is Caesars’

response and why does he give this response? What was the propose of this petition?

3. What was each of the following characters to do at the capitol:

Trebonious, Cimber, Casca, Brutus?

4. What is Caesar’s opinion of himself? How do we know this? What does

he reference himself as?  Why is this ironic?

5. What does “Et tu, Brute?” mean? How do these words relate to the theme

of friendship in the play? Why would Caesar say this?

6. Summarize Antony’s main points in his funeral speech?

7.Discuss each step of Antony’s plan to sway the plebians

8. . Summarize Antony’s soliloquy. 

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

Act 3

ACT 3

Thinking About Thinking: (Metacognitive Thinking)
Tuesday
What do you think will happen next?

Bell Ringer: Does this play seem realistic?

Wednesday

What is betrayal?

Thursday

What omens have come true

Goal: Introduction to ACT 3 Students will read, analyze and discuss Julius Caesar Students will relate to the concepts of betrayal and deception in modern society.

Today we will go over Act 3 up to pg 119 in the packet

1. Students will read and review Act 3 Scene 1
 2. Students will read and discuss Act 3 sc 2
** Students should complete their work packets
3. Students will discuss betrayal

4. What would you do if you witnessed such a scene?

3. Review packet 

Homework: For Friday, read up to 129

Finish Act 3 over the weekend

Climax
1. Students will read and discuss Act 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

Act 2 test/ Act 3 summary

 Periods2, 6 and 7 – World Lit

Periods 6 and 7 will take their Act 2 test online.  Tell students to sign in to Skyward

-After the test these periods should work on the following assignment:

                (Period 2 should begin with this assignment)

1.       Students should work on the assignment on the blog.  All exercises will be graded.

Class blog: www.bhsworldlit.blogspot.com

2.       Students should complete the bell ringer

3.       Students need to read the modern English version of Julius Caesar Act III, scenes 1 and 2.  They need to highlight and take notes

4.       All is due when they walk in class tomorrow

There will be a scene 1 check on Tuesday

Turn in your act 2 projects.  There is a box on my desk

Act 2 continued

Julius Caesar Act 2 Scenes 1,2 3 and 4

Monday's Bellringer;  

What is your impression of Portia

Tuesday's Bellringer

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

Project list

Closure: (Each day) Discuss Caesar and Brutus as a paradox ***Students should read the translated version on their own


TEST FRIDAY - ACT 2
ACT 2 JOURNALS DUE: THRUSDAY - TURNITIN.COM AND WE WILL GO OVER THEM
JC ACT 2 PROJECTS ARE DUE ON MONDAY

JOURNAL

Act 2 Analysis/ Journal

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 posses?  In what ways can you relate to them?

7. List and discuss all warnings that Caesar has received to this point in the story.

Please turn your work into www.turnitin.com

8.  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

EMail Note

Student Email Direct:     

outlook.com/berwicksd.org

Office 365 Products (email, OneDrive, Word, Excel and others):

                                portal.office.com

When the students log into these pages they will have to enter their email address, example: 15astudent@berwicksd.org. Once they type in their email address it will automatically redirect them to another page where they will enter their district password.

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

Class work Act 2

Bell Ringer: Explain why Brutus would convince himself to do something he knows is wrong.

 All exercises will be graded.

Goal: Students will complete a pre-reading activity to enhance comprehension

Students will complete vocab exercises

1. Read the modern English version of Julius Caesar Act II, scene 2.  You need to highlight and take notes

(I will check packets tomorrow)

2. Students need to complete all vocab exercises for acts 2, 3, 4, and 5.

3.   All is due when you walk in class tomorrow

**Note:  Bring your binders tomorrow.  We are preparing for a binder check.

EMail/ One Drive Note

Student Email Direct:     

outlook.com/berwicksd.org

Office 365 Products (email, OneDrive, Word, Excel and others):

                                portal.office.com

When the students log into these pages they will have to enter their email address, example: 15astudent@berwicksd.org. Once they type in their email address it will automatically redirect them to another page where they will enter their district password.

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

Julius Caesar Act 2 Intro

*Homework notes:  Read to the end of scene 1 for Wednesday

Read the entire act for Thursday

Review Act 1

Bell Ringers:

Tuesday, 3/10 -Friday, 3/13

Tuesday, 3/10 Thinking About Thinking: (Metacognitive Thinking)
Bell Ringer: Does this play seem realistic?

Wednesday
 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

Project list

Closure: (Each day) Discuss Caesar and Brutus as a paradox ***Students should read the translated version on their own

EMail Note

 

Student Email Direct:     

 

outlook.com/berwicksd.org

 

Office 365 Products (email, OneDrive, Word, Excel and others):

 

                                portal.office.com

 

 

When the students log into these pages they will have to enter their email address, example: 15astudent@berwicksd.org. Once they type in their email address it will automatically redirect them to another page where they will enter their district password.

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

Act 1 Analysis

Act 1 Analysis

Bell Ringer:  Students will relate to the concepts of betrayal and deception in modern society.

Test on Thursday

Remember, if you are planning to complete an Act I project, it will be due on Friday

**Please complete the Modern English readings for Act 2 Scene 1 by Friday
Scenes 2 and 3 by Monday

**There will be a quiz

Also, complete the vocabulary for ACT 2 by Friday

Goal: Analysis of  ACT 1

Students will interpret/ analyze act 1 through a graded journal exercise

1.Complete the following questions:

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