Monday - Today the students will have a substitute, as I will be out of school. The students will read, annotate, and answer questions pertaining to an article on the life of Julius Caesar. After completing the article packet, the students should look over and start crafting their associative tools for the vocabulary quiz that is coming up. If all of their work is complete, the students may read or work on homework quietly.
Tuesday - DO NOW: Which character from the story appeals to you the most so far? Why? We will then analyze questions from Act I in groups. Are the conspirators looking out for the people and motivated by their public duty or do they only care about themselves? What do you think? Begin reading Act II as a class. Continue watching movie.
Wednesday/Thursday - DO NOW: What goes into your decision making process? For major decisions, do you spend time thinking about the causes and effects or just go with your gut and see what happens? Give an example of a specific time. Finish reading Act II, Scene I. Decision, Reason, and Possible Outcome worksheet with a partner. Share out. Watch movie.
Friday - Reading/vocab quiz on Julius Caesar. The students may use associative tools on the quiz. After the short quiz, the students will assign out parts and continue reading. Watch movie, if time.
Monday - Begin Julius Caesar unit. Anticipation guide with paragraph response to the guide's most important statement. Move around the room and share out. Journal entry: Do you believe in fate? Why or why not? Do you look for "signs" of things to come in the future? Explain. Share out.
Tuesday - CrashCourse and worksheet on the Roman Empire. Pass out books to books to students and have them fill out book cards. Pass out dramatic terms and devices worksheet. Define and write-in "pun" for our first word. Look for an example of a pun and write it down in our chart as we read aloud. Assign out parts and begin reading as a class.
Wednesday/Thursday - DO NOW: What does it mean to be honorable? Discuss with further questions. Finish reading Act I, Scenes I and II. Partner questions on the board for Act I, Scene II. Define and explain three new terms that we can put in our chart for terms and devices - aside, soliloquy, and dramatic irony. Assign out parts and begin reading Act I, Scene II, if time is still available.
Friday - Finish Act I, Scene III, if more time is still needed. Create newspaper type headlines for all the scenes within Act I. Watch Act I of the motion picture. Distribute character charts and begin working on chart for Cassius, Brutus, Caesar, Calpurnia, and Antony.
Monday - Welcome back from break! This week will be devoted to wrapping up our To Kill a Mockingbird unit with a test. Today we will have each student create 5 multiple choice, 5 short answer, 3 quotation, and essay questions. Some of the questions will be used on the actual test later in the week. The students will quiz each other at the end, if we have time.
Tuesday - Review for test, which will be during the next class. Review will consist of student-made questions and Jeopardy. Bonus points will be rewarded to the individuals and teams who get the most points. Please come see me if you have any questions BEFORE the test next class.
Wednesday/Thursday - Unit test on To Kill a Mockingbird.
Friday - Article of the week.
Monday - DO NOW: Summarize chapters 24-26 from over the weekend.
Connecting chapter 10 to chapter 25: In Chapter 10, Atticus tells Scout and Jem that “it’s a sin to kill a mockingbird.” Find three examples of that advice being echoed with similar imagery in this chapter. How do these examples help you better understand the meaning of Atticus’s advice and the message that Harper Lee intends readers to take away from the story?
Looking at the change within Scout's imagination towards Boo Radley in chapter 26. Discuss and share out. How are Scout’s fantasies about meeting Boo Radley different now than they were earlier in the novel? How have her feelings about the Radley house changed? How do you explain these changes? What evidence can you find in this chapter to explain them?
Tuesday - I will be out of the classroom due to professional development. While I will be out, the students will complete an Article of the Week with the substitute. This will be collected.
Wednesday - SAT DAY. NO CLASS.
Thursday - We will watch a twenty minute long video from Northeastern University tilted "The Trouble I've Seen." The video takes a close look at racial violence and injustice within the Jim Crow South. Students will complete a worksheet during and after viewing. Discuss. Introduce Kohlberg's stages of moral development for tomorrow's lesson.
Friday - End of the book, with questions, due. Review stages of moral development. Which character has changed the most? Cluster debates. Share out. Finish movie.