Now that we have finished our Julius Caesar unit and we are a week away from our final review, the students will watch a movie that closely connects to the major texts we've read this year: Gattaca. As the students watch the movie they will have to fill out viewing questions. At the end of the week we will have a discussion on the movie and make connections to the books we've read this year. Final review will be next week!
Monday - Continue with our reading of the last act of the book: Act V. Theme work. What would be the theme of this work? Paragraph response. Share out. Movie time.
Tuesday - Finish reading, if necessary. Test creation questions. Finish watching movie.
Wednesday/Thursday - DO NOW: Who is the noblest of all the Romans? Julius Caesar Jeopardy. Debrief on this unit.
Friday - Socratic Seminar.
Monday - Analyzing Brutus' speech at Caesar's funeral. What are the main ideas that he is trying to convey to the plebians? Paraphrasing Brutus' speech into English 10 language. Read Act III Scene II. Movie, if time.
Tuesday - What is rhetorical questioning? Find three examples within Antony's speech in Act II Scene II. What are some other persuasive techniques that Antony utilizes? How does he gain support? Paraphrase Antony's speech. Which speech is more convincing - Brutus' or Antony's? Why? Read Act IV Scene I & II. Movie, if time.
Wednesday/Thursday - Act III headlines. Background notes on Ocatvius and Lepidus. Read Act IV Scene II. Head to the computer lab for our last in-class workday for the scrapbooks (due on Friday).
Friday - Scrapbooks due! List examples of greed in Act IV. Has Antony become greedy? What weaknesses of Brutus are present within the act? Catch up with movie watching.
Monday - Review Act II thus far with our newspaper headlines that the students enjoyed from Act I. Paraphrasing Brutus' soliloquy from Act II. This will be a good way to practice for the bigger speeches in Acts III and IV. Read Act III Scene I as a class. Movie, if time.
Tuesday - Introduce scrapbook assignment for an individual character. Students will be given time to start their scrapbooks. Assign out characters and read Act III Scene II as a class. Movie, if time.
Wednesday/Thursday - Read and finish Act III Scene II to start class. Causes and effects activity in groups. Scrapbook work time. Continue reading, and movie, if we still have time.
Friday - Finish reading Act III. Group questions for Act III. Discuss questions and share out. Answer any questions that the students may have. Movie.
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.
Monday - Read to begin class. Play vocabulary BINGO as a review for tomorrow's vocabulary/reading quiz. After BINGO, students will create three quiz questions for their peers. Continue studying.
Tuesday - Vocab/reading quiz! Associative tools may be used on vocabulary portion. Look at stereotypes within Mockingbird, specifically "rednecks." Close look at chapters 2, 3, and 17. Handout with a partner. Who best fits this stereotype? Why? Read and movie.
Wednesday/Thursday - Read for the first 15 minutes of class. Tom Robinson Memorial assignment with a written proposal for Maycomb. TED Talk on the injustice within the American Justice System. Connection questions to Mockingbird. Discuss.
Friday - Read to begin class. Life in the South short film. Moral growth post-viewing assignment. Character analysis/connection. Movie.