FRIDAY October 29

Objective: Students will be able to recall important facts/details from “Julius Caesar” and the Literary Terms associated with “Julius Caesar.”

Journal: FREE WRITE

Agenda: 1) Review Packet for Unit Test #2

Homework: Vocabulary Quiz moved to MONDAY; Final Copy of Essay moved to MONDAY; Unit Test #2 moved to WEDNESDAY.

WEDNESDAY October 27

Objective: Students will examine the events occurring during the resolution of a drama and discuss the effectiveness of the play’s ending on readers.

Journal: What do you predict will ultimately happen to each of the following characters: Brutus, Cassius, Antony, Octavius.  In the end of this play, do you feel the “good guys” should win?  Why or why not?

Agenda: 1) Practice Quiz for SAT Vocabulary List #4

PRACTICE QUIZ: SAT VOCABULARY LIST#4

***For each statement, write “T” if the vocabulary word is being used correctly and “F” if the word is being used incorrectly***

1. I showed adulation toward my grandmother who had been through a lot in her life and still turned out to be a wonderful woman.

2. As the mother held her baby in her arms for the first time, she wished her child would have a life filled with adversity.

3. Girls often buy shoes for aesthetic reasons, not because the shoes are actually comfortable.

4. Amicable people tend to have many friends and are well-liked by anyone who meets them.

5. After being assiduous during the entire school year, he was forced to go to summer school.

6. His benevolent nature led him to become a volunteer fireman as well as donate thousands of dollars to charity.

7. The circuitous way she talked to me made me feel she was trying to avoid telling me the truth.

8. I felt compassion towards my friend who had just lost her father to cancer.

9. She was very condescending towards her brother, making him feel like he was her equal even though he was five years younger than her.

10. Exercise and a well-balanced diet can be very deleterious to your health.

11. My mother told me to emulate my older brother who had been in and out of jail for the past ten years.

12. Our team’s victory was great, but ephemeral.  We lost the next game we played.

13. The teacher felt great exasperation when her students refused to be quiet and work on their assignment.

14. Her exemplary science project earned her a “D.”

15. After losing his job, he felt fortuitous when he won $50 million in the lottery.

2) Reading “Julius Caesar” Act 5 pp. 201-239
Julius Caesar Act 5 CLICK HERE

Homework: Response & Analysis Pg. 878 # 1-5, 7, 8, 9, 11;  Work on Final Copy of Essay Due Friday; Study Vocabulary for Friday’s Quiz

TUESDAY October 26

Objective: Students will examine the events occurring in the falling action of a tragedy and the effects those events have on the characters.

Journal: Summarize the discussion between Brutus and Cassius from Act 4, Scene 3.  Why was each man upset with the other?  What misunderstandings led each man to feel betrayed by the other?  How did the men finally resolve their differences?

Agenda: 1) BENCHMARK TESTING

2) Vocabulary Exercise: Working with SAT Vocabulary List #4

Homework: Work on Final Copy of Essay; Study Vocabulary for Friday’s Quiz

MONDAY October 25

WEEKLY STANDARDS: 1.2A, 1.1G, 1,5E, 1,5F, 1.5G

Objective: Students will examine the events occurring in the falling action of a tragedy and the effects those events have on the characters.

Journal: (The following paragraph has 10 mistakes.  Re-write the paragraph in your journal with all 10 mistakes corrected):
Each October, thousands in India gather to celebrate the live of Mahatma Gandhi. Born in Porbandar, India, on October 2 1869, Gandhi receive world attention for his belief in peace ful protest. When he seen violence, he sometime stoped eating. That usuly made people think, and soon the violence would stop "You must be the change you wish to see in the world, Gandhi said. He was killed by an assassin at the age of 79.

Agenda: 1) Introduce SAT Vocabulary List#4: adulation, adversity, aesthetic, amicable, assiduous, benevolent, circuitous, compassion, condescending, deleterious, emulate, ephemeral, exasperation, exemplary, fortuitous

2) Reading “Julius Caesar” Act 4, Scene 3 pp. 167- 191 in No Fear Shakespeare

Homework: Response & Analysis Pg. 852 # 1, 2, 3, 5, 9, 11, 13, 14, 15; Study Vocabulary for Friday’s Quiz

FRIDAY October 22

Objective: Students will complete an outline for their persuasive essay.  Students will be able to identify and correct subject/verb agreement errors.

Journal: FREE WRITE

Agenda: 1) Vocabulary Test: SAT Word List #3

2) Persuasive Essay Outline: Finish filling out outline and bring to Ms. Winberg for approval

3) Persuasive Essay Rough Draft: Type rough draft of essay on laptop and e-mail to Ms. Winberg at TeacherWinberg@gmail.com

Homework: Finish rough draft for Persuasive Essay.

THURSDAY October 21

Objective: Students will examine the events occurring in the falling action of a tragedy.  Students will begin filling out outlines for a persuasive essay.

Journal: Brutus/Cassius are now teamed up against Antony/Octavius.  Who do you predict will ultimately win?  What advantages might one team have over the other?  Will Brutus and Cassius be able to maintain their friendship now that they are at war?

Agenda: 1) Vocabulary Practice Quiz for SAT Word List #3

2) Reading “Julius Caesar” Act 4, Scenes 1 and 2 Pp. 155-165
Act 4, Scene 1 in No Fear Shakespeare Click HERE
Act 4, Scene 2 in No Fear Shakespeare Click HERE

3) Introduction to Persuasive Essay:

***All Rough Drafts and Final Drafts must be DOUBLE-SPACED or they will be returned***

Essay Worth: 50 points (20 points for Rough Draft, 30 points for Final Copy)

Rough Draft: 10 points for length/completeness, 10 points for following outline

Final Copy: 10 Points for length/completeness, 10 points for following outline, 10 points for grammar/spelling

DUE DATES: Rough Draft Due Monday, October 25, Final Copy Due Friday, October 29

***NOTE: You will receive - 5 points off for each day your rough draft or essay are late.  Rough drafts will be accepted NO LATER than Wednesday, October 27.***

4) Begin filling out outline for Persuasive Essay.

Homework: Study vocabulary words for tomorrow’s quiz.

WEDNESDAY October 20 (Half Day)

Objective: Students will compare/contrast dramatic monologues.  Students will be able to identify and correct subject/verb agreement errors.

Journal: Who had the more convincing speech: Antony or Brutus?  Why was his speech better?  What did he say to convince the people to side with him?  What tactics did he use to evoke emotion from his audience?

Agenda: 1) Comparing/Contrasting Brutus and Antony’s Monologues

2) Video: The Life and Times of Julius Caesar

 

Homework: Response & Analysis Pg. 832 # 1, 2, 4, 7, 9, 11, 12, 13

TUESDAY October 19

Objective: Student’s will analyze the use of persuasive techniques in speech.  Students will compare/contrast two characters’ speeches.

Journal: Why is Brutus the last one to stab Caesar?  How is this significant?  How does Antony PRETEND to feel about Caesar’s death?  How does Antony REALLY feel about Caesar’s death?  What does Antony plan on doing now?

Agenda: 1) Working with SAT Vocab List #3

2) Reading “Julius Caesar” Act 3, Scene 2 Pp. 127-149 in No Fear Shakespeare

Act 3, Scene 2 of Julius Caesar Click HERE

3) Comparing/Contrasting Antony and Brutus’ speeches

Homework: Response & Analysis for Act 3.  Pg. 832 # 1, 2, 4, 7, 9, 11, 12, 13

MONDAY October 18

WEEKLY STANDARDS: 1.1G, 1.3B, 1.5E, 1.5F, 1.4C, 1.6D, 1.6E

Objective: Students will examine an author’s use of suspense building up to a play’s climax.

Journal: What does Portia do in an attempt to warn Caesar?  What does Artemidorus plan on doing to warn him?  How does Calphurnia attempt to prevent Caesar from going to the Capitol?  How does Decius convince Caesar to go to the Capitol?  What weakness does Caesar have that allow him to be tricked/convinced by Decius?

Agenda: 1) Introduce new SAT Vocabulary Words (SAT Word List #3) : dilemma, upshot, indolence, paramount, upbraid, prodigious, fastidious, malleable, uproarious, parched, profane, serene, dilettante, prodigal, indigenous

2) Note-taking:

Hubris – excessive pride (Caesar’s tragic flaw)

Anachronism – an object, idea, or word/saying which appears out of it’s time

3) Reading “Julius Caesar” Act 3, Scene 1, Pp. 99-125 in No Fear Shakespeare

CLICK HERE  for Act 3, Scene 1 of "Julius Caesar"

Homework: Locate ONE anachronism in “Julius Caesar.”  Write down the Act, Scene and Line Number and copy down the quote.  Explain how/why it is an example of an anachronism.

FRIDAY, October 15

Objective: Students will be able to find instances of foreshadowing and suspense techniques used in literature.  Students will be able to explain how well the author uses these techniques.

Journal: FREE WRITE

Agenda: 1) Vocabulary Quiz #5

2) Reading Act 2, Scene 3 + 4 pp. 91-97 in No Fear Shakespeare

3) VENN DIAGRAM: Comparing/Contrasting Portia/Calphurnia

4) Vocabulary Development: Understanding Elizabethan English pg. 805

Homework: Response & Analysis Questions pg. 804 # 1-5, 7, 8, 9, 10, 11

THURSDAY October 14

Objective: Students will be able to compare/contrast historical female characters with women of today and explain the role of a wife.

Journal: What qualities make someone a good wife?  What are women/wives expected to do/not do in today’s world?  What do YOU feel should be the role of a wife in a marriage?

Agenda: 1) Vocabulary Practice Test for SAT Word List #2

2) Class Brainstorm: Making a list of famous wives and the qualities each of them have.

3) Reading “Julius Caesar” Act 2, Scene 1 + 2 pp. 69-89 in No Fear Shakespeare (Pp. 790-801 in Elements of Literature)

"Julius Caesar" Act 2, Scene 2 CLICK HERE

4) Venn Diagram: Comparing/Contrasting Portia/Calphurnia. 

Homework: Study vocab words for tomorrow's test.

WEDNESDAY October 13

Objective: Students will be able to recognize errors in subject/verb agreement.  Students will be able to apply vocabulary words to practical examples.

Journal: What was it like taking the PSAT?  What part of the test did you find the MOST difficult and why?  What part of the test did you find the LEAST difficult and why?  Are you planning on taking the SAT next year as an 11th grader?  What do you think you might have to do to prepare?

Agenda: 1) Working with SAT Vocabulary: Reviewing word charts for SAT Vocab List #2

2) Grammar Practice: Subject/Verb Agreement: Pg. 12 Exercise B, Pp. 13-14 Exercises A, B, and C

Homework: Review vocab words for a practice quiz TOMORROW

TUESDAY October 12

WEEKLY STANDARDS: 1.3B, 1.3C, 1.4B, 1.5C, 1.1E, 1.6D, 1.6E

Objective: Students will be able to read a soliloquy and explain how it expresses a character’s inner thoughts/feelings.

Journal: What reasons has Cassius given to Brutus for wanting to kill Caesar?  Do you think Cassius has Brutus convinced Caesar needs to die?  How might Caesars death benefit Cassius, Brutus, and Rome?

Agenda: 1) Reading Act 2, Scene 1 of “Julius Caesar” pp. 49-67 in No Fear Shakespeare, (Pp. 783-706 in Holt Elements of Literature) 

Act 2, Scene 1 in No Fear Shakespeare CLICK HERE 

2) Vocabulary Exercise: Word Association Chart for SAT Vocabulary Words List #2

Homework: Finish Word Association Charts

FRIDAY October 8

Objective: Students will analyze persuasive tactics used in dramatic dialogue.

Journal: FREE WRITE

Agenda: 1) Vocabulary Test #4 

2) SAT Vocab List #2: anomaly, antagonism, diffident, digress, fallacious, falter, fanatical, inconspicuous, indifferent, malefactor, paradox, paragon, pristine, procrastinate, unscathed

3) Intro to Sparknotes.com for Julius Caesar JULIUS CAESAR <---Click here to view a full-text copy of the same No Fear Shakespeare book we use in class!

4) Grammar Packet: Subject/Verb Agreement pp. 12-14

5) Reading Act 1, Scenes 2 + 3 of Julius Caesar Pp. 9-47 in No Fear Shakespeare (Pp. 760-777 in Holt Elements of Literature)
Click HERE to go to Act 1, Scene 2 ---> Julius Caesar Act 1, Scene 2
Click HERE to go to Act 1, Scene 3 ---> Julius Caesar Act 1, Scene 3

Homework: Finish reading Act 1 of "Julius Caesar."  Complete Response & Analysis Questions: Pg. 779 # 1-6, 8, 9, 11, 13 (THESE QUESTIONS ARE IN YOUR HOLT ELEMENTS OF LITERATURE BOOK, NOT YOUR NO FEAR SHAKESPEARE!!!)

THURSDAY October 7

Objective: Students will analyze persuasive tactics used in dramatic dialogue.

Journal: What qualities must someone have to make him/her a good leader?  What must he/she do for his/her followers?  Is it important for a leader to be well-liked by his/her followers?  Explain. 

Agenda: 1) Vocabulary Practice Test

2) Reading Act 1, Scene 1 and 2 of Julius Caesar

Homework: Study Vocab Words

WEDNESDAY October 6

Objective: Students will explore new vocabulary words by coming up with their own definitions and examples for each word.

Journal: Have you ever betrayed a friend?  How would you feel if a friend betrayed you?  What might someone do to convince you to betray a friend?

Agenda: 1) Vocabulary Practice: Word Charts

Homework: Finish Vocab Charts

TUESDAY October 5

Objective: Students will learn how to read and understand Shakespeare’s verse.  Students will explore the plot structure of a Shakespearean tragedy.

Journal: Recall THREE interesting facts about Shakespeare’s life.  Explain TWO ways in which the Elizabethan stage was different from the theater of today.

Agenda: 1) Shakespeare Quiz

2) Working with SAT vocabulary: Word Association Charts for all 15 new vocab words

3) Note-taking:

Blank Verse: Poetry written in unrhymed iambic pentameter.

Iambic Pentameter: A poetic rhythm consisting of five sets of unstressed/stressed syllables.

Tragedy: A story in which the main character comes to an unhappy end.

Tragic Flaw: A quality a character possesses which leads to his/her downfall.

Monologue: A long speech delivered by one character in a play to another character or group of characters on stage.

Soliloquy: A long speech delivered by one character in a play which is not directed at any other characters.  (The character delivering the soliloquy may be on stage by himself/herself or may be speaking so that the other characters on stage can’t hear.)

Pun: A play on words.

Plot Structure of a Shakespearean Tragedy (Pg. 755 in Elements)

4) Reading and Decoding Act 1, Scene 1 of Julius Caesar pp. 758-760.

Homework: Study Vocab Words

MONDAY October 4

WEEKLY STANDARDS: 1.1E, 1.1G, 1.2A, 1.3B, 1.3C, 1.5C, 1.5E

Objective: Students will complete a test on the material learned during the first unit.  Students will read about the life of William Shakespeare and the Elizabethan Stage in preparation for beginning “Julius Caesar.”

Journal: What do you remember about William Shakespeare?  Last year you read his play “Romeo and Juliet.”  Did you enjoy the play?  Why or why not?  Did you find it difficult to understand Shakespeare’s way of writing?

Agenda: 1) Unit Test #1

2) Week 4 Vocabulary: Introducing SAT vocabulary words

3) William Shakespeare and the Elizabethan Stage: Reading and note-taking on Shakespeare and his plays.  Pp. 741-749

SAMPLE NOTE-TAKING:
       
        The Elizabethan Stage

                Hooking the Audience's Attention

                        1) The Elizabethan theater was a social place for people to get together
                        2) The actors at these theaters had to move around a lot to hold the audience's attention


Homework: Read “The Play: The Results of Violence” pp. 750-751 and take notes.  Review Shakespeare notes for a brief quiz on Tuesday.

FRIDAY, October 1

Objective: Students will be able to set personal goals and identify barriers which may prevent them from achieving those goals.  Students will be able to identify and correct subject/verb agreement errors.

Journal: FREE WRITE

Agenda: 1) Vocabulary Quiz #3

2) Goal Setting: Setting personal short-term and long-term goals; identifying barriers for those goals (Worksheet)

3) Subject/Verb Agreement Packets: Identifying and correcting subject/verb agreement errors (Worksheet Packet)

Homework: Study for Monday's Unit Test