Tuesday, March 1

Objective: Students will be able to identify the plot structure and elements of a Shakespearean tragedy.

Journal: What did you learn about Julius Caesar yesterday that you found to be interesting?  Does Caesar remind you of any other leaders/dictators you have learned about (both past and present.)  Based on what you know about Shakespeare’s plays, how do you think Shakespeare will portray the tragedy of Julius Caesar (the assassination of Julius Caesar?)

Agenda: 1) Vocabulary Practice: Introducing Word Association Charts: Class will fill out a word association chart for the first FIVE vocabulary words from this week’s list.

2) Note-taking:

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.

Hubris: Excessive pride (Caesar's tragic flaw)

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

3) Reading and Decoding Act 1, Scene 1 of Julius Caesar pp. 758-760.  Finding and analyzing examples of pun.

Homework: Complete Word Association chart for the next FIVE vocabulary words : dexterous, dichotomy, extrinsic, incoherent, inconsequential

Monday, February 28

Objective: Students will research and record information on the life of Julius Caesar.

Journal: Recall THREE interesting facts about Shakespeare’s life.  Explain TWO ways in which the Elizabethan stage was different from the theater of today.  ***Get out your notebook so Ms. W can check your Shakespeare notes***

Agenda: 1) Shakespeare Quiz: Quiz based on the Shakespeare readings completed on Friday.

2) Introduce SAT Vocabulary Words: anecdote, animosity, annex, censure, extraneous, dexterous, dichotomy, extrinsic, incoherent, inconsequential, malady, presumptuous, pretentious, prevaricate, scrutinize

3) Laptop Activity: Students will be given a research rubric and will complete research on the life of Julius Caesar in preparation to begin reading Shakespeare’s “Julius Caesar.”  Once they begin reading the play, they will check for historical accuracy.

Homework: Mini-Report: Use your Julius Caesar research to write a one-paragraph (5-7 sentence) report on the life of Julius Caesar.  Focus on the most important events of Caesar’s life, ending with his assassination.

Friday, February 25

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: FREE WRITE

Agenda: 1) Unit Test #1

2) After you finish your test: Read "William Shakespeare and the Elizabethan Stage" Pp. 741 – 749.  As you read, take notes on important facts about Shakespeare and his plays IN YOUR NOTEBOOK.  On MONDAY, you will be taking a brief quiz on what you have read.  Also, I will be checking your notebooks on Monday to see that you have taken notes (you WILL receive a grade for note-taking).

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

Thursday February 24

Objective: Students will review for Thursday’s Unit Test.

Journal: Recall a recent story you have seen on the news.  Describe what happened.  What type of conflict does this story represent?  What was the motivation of the main person involved in the story?

Agenda: 1) Jeopary Review Game for Unit Test #1

Click Here to Play -----> JEOPARDY

2) One-Day-Only Extra-Credit: Each assignment will be worth 10 extra credit points.  All assignments must be turned in by the END OF CLASS: 


Pg. 109 "Mother Versus Daughter" (2 paragraphs)
Pg. 671 "Theseus in Panels" (4 panels)
Pg. 672 Vocabulary Development #1-10
Pg. 687 "A Modern Monster" (2 paragraphs)
Pg. 161 "Imagine a Park" (2 paragraphs)

Homework: Study for tomorrow’s unit test.

Wednesday, February 23

Objective: Students will review for Thursday’s Unit Test.

Journal: Draw and label a plot pyramid for your favorite movie.

Agenda: 1) Go over Unit Test 1 Review Packet: Class will go over the answers to the Unit Test review packet they completed for homework over the weekend.

2) Review Plot/Myth: The class will have a myth read to them.  They will be asked to identify the elements of the myth (gods, magic, heroes, a journey, etc.)  Once the story is finished, the class will plot the story onto a plot pyramid identifying the seven main points.

3) Review Personification vs. Anthropomorphism: Students will view/read several examples of personification/anthropomorphism and will be asked to distinguish between the two and explain why each example represents each term.

Homework: Study for Thursday’s Unit Test.

Friday, February 17

Objective: Students will type the final copies of their compare/contrast essay.

Journal: FREE WRITE

Agenda: 1) Vocabulary Quiz

2) Essay Final Copy: Using your edited rough draft as a guide, type the final copy for your Theseus/Sigurd Compare/Contrast Essay.  Once you are finished, e-mail your final copy to TeacherWinberg@hotmail.com for grading.

Homework: Complete Review Packet for Unit Test #1

Thursday, February 17

Objective: Students will be able to describe a character's motivation behind his/her actions.

Journal: Think about the story we began reading yesterday.  Do you think it's right for a parent to force their child to do something the child does not want to do?  Is it wrong for a parent to want the best for his/her child, even if it means pushing his/her child too far?  Have your parents ever forced you to do something you didn't want to do because they thought it would be good for you?  When you have children, do you plan on letting them do whatever they want or are you going to control certain parts of their lives?  Explain.

Agenda: 1) Vocabulary Practice Quiz

Write "T" if the word is being used in the sentence correctly and "F" if the word is being used incorrectly.

1. The child prodigy was able to complete long division problems in his head.


2. The parents lamented the birth of their daughter.  It was the happiest day of their lives.


3. The cheerleaders listlessly jumped in the air and cheered loudly for their team.


4. The fireworks show on the Fourth of July was mesmerizing.  I will always remember it.


5. The audience clapped after the band played a few discordant songs.


6. When I got home from school, I dawdled for two hours before finally starting my homework.


7. The little boy was stricken when he found out his pet goldfish had died.


8. The wedding was a total fiasco.  The guests all had a great time and the food was delicious!


9. The fat man nonchalantly walked by the icecream truck, pretending not to desperately want a fudgepop.


10. I was upset at my best friend's betrayal when she told our teacher I had cheated on the test.

2) Finish reading “Two Kinds” pp. 99-107.  Complete remaining half of “Motivation-Conflict” chart.  What, ultimately, motivates Jing-Mei to betray her mother?  How is their mother/daughter conflict finally resolved?

Homework: Pg. 109 # 1, 2, 4, 5, 6, 7, 10

Wednesday, February 16

Objective: Students will be able to describe a character’s motivation behind his/her actions.

Journal: What expectations do your parents have for you?  How do they expect you to act?  What do they want you to accomplish in your life?  Who do they want you to be?  Do you feel you have reached their expectations so far?

Agenda: 1) Review Motivation & Conflict

 

2) Begin Reading “Two Kinds” pp. 99-107.  Complete half of “Motivation-Conflict” Chart.  Focus on what is motivating Jing-Mei to act the way she does towards her mother.

Homework: Vocabulary Practice Worksheet

Tuesday, February 15

Objective: Students will review the main types of conflict and character motivation.

Agenda: 1) Note-taking:

Internal vs. External Conflict

            Internal Conflict: a problem a character has which only involves him/her and takes place inside his/her mind

            External Conflict: a problem a character has which involves another character, object or a part of nature

Main Types of Conflict

Man vs. Man: a person or group of people against another person or group of people

Man vs. Nature: a person or group of people against an element in nature (ie. An animal, a natural phenomenon, a disease)

Man vs. Machine: a person or group of people against a man-made device (ie. A computer, a building/structure, a car)

Man vs. Self: a person against himself/herself (ie. A psychological disorder, a personal problem)

Character Motivation: reasons for a character’s behavior

            Intrinsic Motivation: when a person is motivated to do something because he/she wants to do it

            Extrinsic Motivation: when a person is motivated to do something because another person wants them to do it

2) Education Articles: Education in the US vs. Education in Asia.  We will read two articles concerning the quality/content of education in the US vs. education in Asia.  (One article will be in support of the US, the other, Asia.)

Homework: Write a one paragraph (5-7 sentence) response to the two articles we read in class.  Which article did you most agree with and why?  Do you feel education is better in the US or in Asia?  Explain your opinions.

Monday, February 14

Objective: Students will type their rough drafts for their compare/contrast essays.

Do-Now: Copy your new vocabulary words/definitions for the week from pg. 98: prodigy, lamented, listlessly, mesmerizing, discordant, dawdled, stricken, fiasco, nonchalantly, betrayal  ***THESE WORDS ARE GOING IN YOUR NOTEBOOK, NOT YOUR JOURNAL***

Agenda: Using your outline, type your rough draft for your Theseus/Sigurd Compare/Contrast essay.  Make sure to double-space your lines, indent the beginning of each new paragraph, and use Times New Roman 12 pt. font.  When you have finished typing your essay, e-mail it to TeacherWinberg@gmail.com so it may be edited.

Homework: Interviewing a Parent/Relative:  Ask a close family member to recall a funny story about you that he/she remembers from when you were a child.  Write down a summary of the story as told from your family member’s point of view.  Next, write down a summary of the same story from your point of view as a child.  Explain how the stories are similar/different.

Friday, February 11

Objective: Students will complete outlines for their compare/contrast essays.

Journal: FREE WRITE

Agenda: 1) Go over vocabulary practice worksheet.

2) Vocabulary Test

3) Compare/Contrast Essay: You will begin filling out the outline for your Theseus/Sigurd Compare/Contrast essay.  Remember to use significant similarities/differences and to provide examples for each similarity/difference.  You will be typing the rough draft of your essay on Monday.

Homework: Finish your essay outline.

Thursday, February 10

OBJECTIVE: Students will be able to identify similarities and differences in the qualities of classic heroes.

JOURNAL: Vocabulary Practice:

1) When might you gloat at someone?
2) Who is allowed to legally smite someone?
3) During which season will you feel stifled by the air?
4) When cooking, what foods taste best when they are seared?
5) List a few things you covet.

AGENDA: 1) Plot Review: Class will plot the stories of "Theseus" and "Sigurd" on plot pyramids to review the main events of both stories.


2) VENN Diagram: Complete a VENN diagram for Theseus/Sigurd in which you compare/contrast the heroes based on: their childhood/family, their main quests, their weapons, their motivation, their role models, their sense of justice, etc.


3) Introduction to Theseus/Sigurd Compare/Contrast Essay: You will be writing an essay in which you compare/contrast Theseus/Sigurd as heroes.  You will use your VENN diagram to come up with THREE similarities and THREE differences between the two characters.


ESSAY VALUE: 100 pts.


VALUE BREAKDOWN: 


Essay Outline: 25 pts. (based on completion)
Final Copy: 75 pts. (25 pts. = length, 40 pts. = accuracy, 10 pts. = grammar/spelling)


DUE DATES: Essay Outline = Monday, February 14
Rough Draft = Monday, February 14 (to be typed in class)
Final Copy = Friday, February 18 (to be typed in class)


4) Essay Outline: Class will go over the elements of the Theseus/Sigurd Compare/Contrast essay outline.  You will then begin working on your outline.

HOMEWORK: Practice Worksheet for Vocab Quiz  ***Study for Tomorrow's Quiz!!!***

WEDNESDAY, February 9

Objective: Students will be able to identify heroic qualities in classic hero myths.

Journal: Vocabulary Practice:
1) Who is someone you feel is contemptible? 

2) Name a song that was written in tribute to someone. 

3) Describe an event in your life which caused you to become afflicted.  

4) Name a sport/game in which you normally vanquish your opponents. 

5) List of few things you have squandered money on in the past.

Agenda: 1) By yourself, in pairs, or in groups of NO MORE than FOUR people, read “Sigurd, the Dragon Slayer” pp. 673-683.  As you read, fill out the "Hero Chart" for Sigurd.  List FIVE heroic deeds done by Sigurd and then explain what values those deeds show. (The first one is already done for you on the board).  Each group member must turn in his/her own work.

HOMEWORK: Complete Questions 2, 3, 5, 7, 9, 10, 11 on pg. 687

TUESDAY, February 8

Objective: Students will be able to identify heroic qualities in classic hero myths.

Journal: What qualities must one possess in order to be considered a true hero?  What must someone do to become a hero?

Agenda: 1) Vocabulary Exercise: Students will view a slideshow of pictures which represent their vocabulary words and will be asked to guess which pictures represent which words based on the definition of the words.

2) Finish reading "Theseus" and completing the hero chart.

Homework: Read “All We Need Is That Piece of String” pg. 669.  Complete Questions 2, 5, 6, 8, 12, 13 on pg. 670.

MONDAY February 7

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

Objective: Students will be able to identify heroic qualities in classic hero myths.

Journal: Draw a plot pyramid and label each of the points (as best you can from memory).

Agenda: 1) Copy Vocab Words and Definitions into Notebook (words found on pp. 664-683 in the bottom margins): contemptible, tribute, afflicted, vanquished, squandered,  gloated, smite, stifled, seared, covets

2) Review of plot: Drawing and labeling a plot pyramid.  Students will be asked to go to the board and reconstruct a plot pyramid from memory, labeling the seven plot points.

3) Note-taking: MYTH: a traditional story about gods and heroes used to explain a belief, a ritual, or a mysterious natural phenomenon.

PERSONIFICATION vs. ANTHROPOMORPHISM

PERSONIFICATION: Giving human-like qualities to objects, animals or ideas.

ANTHROPOMORPHISM: Treating objects, animals, ideas or Gods as if they are actually human.

OMNISCIENT NARRATOR: A narrator who is not a character in the story, but can see everything happening in the story and knows the thoughts/feelings of all the characters.

4) Reading “Theseus” pp. 660-666.  Focus on the steps Theseus takes to prove himself a hero.

5) “Examining Theseus as a Classic Hero” Worksheet

Homework: Read “All We Need Is That Piece of String” pg. 669.  Complete Questions 2, 5, 6, 8, 12, 13 on pg. 670.

FRIDAY, February 4

OBJECTIVE: Students will be able to explain how stories change as they are passed down over the years.

JOURNAL: FREE WRITE

AGENDA: 1) Reading Speed Test


2) Read "Anansi Owns All Tales That Are Told"

3) Watch "Anansi" Video.  Discuss similarities and differences between the video and the text.

4) "Anansi" Questions Worksheet

5) Finish questions from "The Storyteller" pg. 161 # 2, 4, 5, 7, 8, 9

HOMEWORK: Bring in a notebook and a journal by MONDAY!

THURSDAY February 3

OBJECTIVE: Students will be able to complete a QNT chart while reading.

JOURNAL: Recall your favorite childhood storybook.  What was this book about? (Give a brief summary).  What made this book your favorite?  Were there any lessons you learned from this book?

AGENDA: 1) QNT Charts: Learning how to fill out a Quote/Note/Thought chart.

2) Reading "The Storyteller" pp. 155-159 and filling out a QNT chart.

3) Response & Analysis Pg. 161 # 2, 4, 5, 7, 8, 9

HOMEWORK: Bring in a journal and a notebook by MONDAY!