Freshman Assignments, Spring Semester, 2015

Freshman Assignments
Spring Semester, 2015

DateAgendaAIMHomework Assignment
Monday, June 15th, 2015: 1. Do Now: Peruse (check out) your classmates' websites. What are their strengths? What are your impressions? What do we need to work on for next year?

2. Reflections: What are you proud of from this semester? What were some of your personal achievements? What are your goals for next year? Share summer plans.

Common Core Standards:

  • RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
  • How do we reflect and make appropriate goals for this summer and next year? SUMMER ACTIVITY RECOMMENDATIONS:
    Get a job, volunteer, read books you've always wanted to read and books to challenge your mind, write poetry/creative writing/a book, create a website/blog, and enjoy a new hobby (i.e. karate, boxing, software development, game design, salsa dancing, and more)!
    Friday, June 12th, 2015: 1. Do Now: Final Career Research Presentations--
    Using the U.S. Bureau of Labor Statistics website, each student will present their chosen career (click on the "occupational outlook" site). Present the answers to the following questions:
  • What's your chosen career description?
  • What's the annual wage (salary)?
  • What degree do you need to earn to pursue this career?

    2. Spring Semester Baseball: Divide into two teams. Divide students into two teams and draw a baseball diamond on the blackboard. Each team has three outs per inning (like regular baseball) and one player from each team goes at a time. Teacher asks a question about facts learned in this class during the spring semester. The student "at bat" has 30 seconds to answer. If he answers correctly in five seconds, the team gets a home run; within 10 seconds, it's a triple; within 15 seconds, it's a double; and just before the time limit, it's a single. If the student does not get the answer right, he's out. Draw a symbol for a base runner when a student gets a hit. When a player gets to home plate the team scores a run. The team with the most runs at the end of nine innings (or whenever time runs out) wins the game.

    Common Core Standards:

  • W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through effective selection, organization, and analysis of content.
  • RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
  • How do we improve our career research and presentation skills? SUMMER ACTIVITY RECOMMENDATIONS:
    Get a job, volunteer, read books you've always wanted to read and books to challenge your mind, write poetry/creative writing/a book, create a website/blog, and enjoy a new hobby (i.e. karate, boxing, software development, game design, salsa dancing, and more)!
    Thursday, June 11th, 2015: 1. Do Now: Choose a career that interests you from the 25 Best Jobs of 2015 (according to U.S. News & World Report) found HERE. The careers fall under the following four categories: healthcare, business, computers/engineering, and education/psychology. What is your prior knowledge of your career of interest? Why does this career interest you?

    2. Work Period: Using the U.S. Bureau of Labor Statistics website, students will arrange in groups (according to the categories of healthcare, business, computers/engineering, and education/psychology). Then, each student will search for their chosen career (click on the "occupational outlook" site). Research the answers to the following questions:

  • What's your chosen career description?
  • What's the annual wage (salary)?
  • What degree do you need to earn to pursue this career?

    3. Presentations of Career Research: Students will present their career research findings.

    Common Core Standards:

  • W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through effective selection, organization, and analysis of content.
  • RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
  • How do we improve our career research and presentation skills? DUE TOMORROW, FRIDAY, JUNE 12th
  • If you didn't present today, you MUST present tomorrow by doing the following: Research your chosen career at the U.S. Bureau of Labor Statistics website. Search for your chosen career in the right-hand corner search box. Then, click on the "occupational outlook" site. Research the answers to the following questions (be prepared to present tomorrow):
  • What's your chosen career description?
  • What's the annual wage (salary)?
  • What degree do you need to earn to pursue this career?

    MAKE UP OWED HOMEWORK BY TOMORROW, FRIDAY, JUNE 12th: The last day of the semester is TOMORROW, Friday, June 12th (the last day to turn in missing work).

  • Wednesday, June 10th, 2015: 1. Do Now: Introduce "Letter to an ITHS Freshman." You will write a letter (one, full, handwritten page) to an incoming freshman student at ITHS for the fall of 2015. The theme of the letter will be the "acquisition of knowledge." You must address the following questions:
  • At ITHS, how is knowledge acquired, gained, gotten, kept, maintained, lost?
  • Who dispenses knowledge at ITHS?
  • How do you learn effectively at ITHS?

    *You may use the following sentence starters:

  • At ITHS, knowledge is acquired by...
  • Knowledge is dispensed by...
  • Effective learning can be done by...

    **You may consider including what resources (people, computers, websites, etc.), actions and speech to use at ITHS.

    2. Work Period: "Letter to an ITHS Freshman." You will write a letter (one, full, handwritten page) to an incoming freshman student at ITHS for the fall of 2015. The theme of the letter will be the "acquisition of knowledge." You must address the following questions:

  • At ITHS, how is knowledge acquired, gained, gotten, kept, maintained, lost?
  • Who dispenses knowledge at ITHS?
  • How do you learn effectively at ITHS?

    *You may use the following sentence starters:

  • At ITHS, knowledge is acquired by...
  • Knowledge is dispensed by...
  • Effective learning can be done by...

    **You may consider including what resources (people, computers, websites, etc.), actions and speech to use at ITHS.

    TURN IN THE LETTER TODAY (last paper for this class!)

    Common Core Standards:

  • W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
  • RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • RL.9-10.5: Analyze how an author's choices concerning how to structure a text, order events within it, and create such effects as mystery, tension or surprise.
  • How do we improve our writing skills through thematic writing? MAKE UP OWED HOMEWORK: The last day of the semester is THIS Friday, June 12th (the last day to turn in missing work).

    MAKE UP HOMEWORK: THIS WAS DUE SUNDAY, MAY 31st:

  • FINISH READING A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). MAKE SURE THAT YOU SHOW MS. CONN your novel (this was homework credit).
  • MAKE UP HOMEWORK: THIS WAS DUE YESTERDAY, SUNDAY, MAY 31st: POST MAY BOOK REVIEW before midnight on May 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM JULIUS CAESAR VOCABULARY LISTS #2 or 3. This is about 10% of the 3rd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Tuesday, June 9th, 2015: 1. Work Period: EXTRA CREDIT OPPORTUNITIES ARE TODAY ONLY FOR 5 POINTS EACH (on your Julius Caesar Exam, which is 50% of the 3rd marking period):
  • Rewrite your book reviews (with Ms. Conn's corrections)
  • Rewrite your response papers for acts 4 and 5 (with Ms. Conn's corrections).
  • Turn in theResponse Paper (yesterday's class assignment) (one, full, handwritten page) on the following question: Should "If You Forget Me" by Pablo Neruda be considered an exemplary (outstanding) poem? Cite figurative language evidence (repetition, imagery, simile, personification, and author's tone--all of these examples we discussed in class on Friday) from the poem to support your answer.
  • Rewrite the Response Paper on "If You Forget Me" (with Ms. Conn's corrections).

    2. Exit Slip: What are three helpful tips that you learned about yourself and your own writing from today's rewriting/revision process?

    Common Core Standards:

  • W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
  • RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • RL.9-10.5: Analyze how an author's choices concerning how to structure a text, order events within it, and create such effects as mystery, tension or surprise.
  • How do we improve our writing skills through the revision and editing process? MAKE UP OWED HOMEWORK: The last day of the semester is THIS Friday, June 12th (the last day to turn in missing work). MAKE UP HOMEWORK: THIS WAS DUE SUNDAY, MAY 31st:
  • FINISH READING A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). MAKE SURE THAT YOU SHOW MS. CONN your novel (this was homework credit).
  • MAKE UP HOMEWORK: THIS WAS DUE YESTERDAY, SUNDAY, MAY 31st: POST MAY BOOK REVIEW before midnight on May 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM JULIUS CAESAR VOCABULARY LISTS #2 or 3. This is about 10% of the 3rd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Monday, June 8th, 2015: Work Period: EXTRA CREDIT OPPORTUNITY (worth 5 points extra on your Julius Caesar EXAM): Write a Response Paper (one, full, handwritten page) on the following question: Should "If You Forget Me" by Pablo Neruda be considered an exemplary (outstanding) poem? Cite figurative language evidence (repetition, imagery, simile, personification, and author's tone--all of these examples we discussed in class on Friday) from the poem to support your answer.

    Common Core Standards:

  • RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • RL.9-10.5: Analyze how an author's choices concerning how to structure a text, order events within it, and create such effects as mystery, tension or surprise.
  • How do you understand the significance of figurative language in the poem "If You Forget Me" by Pablo Neruda? EXTRA CREDIT DAY WILL BE TOMORROW, TUESDAY, JUNE 9th:
  • Bring in your book reviews (with Ms. Conn's corrections) and response papers for acts 4 and 5 (with Ms. Conn's corrections). On Tuesday (ONLY!), you can rewrite those papers and earn 5 extra credit points on the Julius Caesar exam for each rewritten paper!
  • Today's classwork: Write a Response Paper (one, full, handwritten page) on the following question: Should "If You Forget Me" by Pablo Neruda be considered an exemplary (outstanding) poem? Cite figurative language evidence (repetition, imagery, simile, personification, and author's tone--all of these examples we discussed in class on Friday) from the poem to support your answer.

    MAKE UP OWED HOMEWORK: The last day of the semester is this coming Friday, June 12th (the last day to turn in work). MAKE UP HOMEWORK: THIS WAS DUE SUNDAY, MAY 31st:

  • FINISH READING A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). MAKE SURE THAT YOU SHOW MS. CONN your novel (this was homework credit).
  • MAKE UP HOMEWORK: THIS WAS DUE YESTERDAY, SUNDAY, MAY 31st: POST MAY BOOK REVIEW before midnight on May 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM JULIUS CAESAR VOCABULARY LISTS #2 or 3. This is about 10% of the 3rd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Friday, June 5th, 2015: 1. Do Now: Preview "If You Forget Me" by Pablo Neruda. How would you characterize (describe) the speaker of the poem? Cite evidence from the poem to support your answer.

    2. Think/Pair/Share: Share your answer to the Do Now with a neighboring student. Volunteers share their answers to the Do Now with the class. Students should use the following Sentence Starters:

  • In the poem, it said...
  • From the reading of the poem, I know that...
  • According to the poem...
  • The poet wrote...

    3. Work Period/Presentations: With a partner, you will be assigned (and will present) one of the following questions for "If You Forget Me" by Pablo Neruda--
    1.) Identify evidence of repetition. Why is the repetition significant (important) to the poem as a whole?
    2.) Identify evidence of imagery. Why is the imagery significant (important) to the poem as a whole?
    3.) Identify evidence of simile. Why is the simile significant (important) to the poem as a whole?
    4.) Identify evidence of personification. Why is the personification significant (important) to the poem as a whole?
    5.) Identify the poet's tone (feeling/attitude) toward his subject in the poem. Why is the poet's tone significant (important) to the poem as a whole?

    4. Exit Slip:
    3 Tasks that you accomplished today.
    2 Tasks that you can predict we will be doing on Monday.
    1 Question that you have about today's lesson.

    Common Core Standards:

  • RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • RL.9-10.5: Analyze how an author's choices concerning how to structure a text, order events within it, and create such effects as mystery, tension or surprise.
  • How do you understand the significance of figurative language in the poem "If You Forget Me" by Pablo Neruda? EXTRA CREDIT DAY WILL BE THIS COMING TUESDAY, JUNE 9th:
  • Bring in your book reviews (with Ms. Conn's corrections) and response papers for acts 4 and 5 (with Ms. Conn's corrections). On Tuesday (ONLY!), you can rewrite those papers and earn 5 extra credit points on the Julius Caesar exam for each rewritten paper!

    MAKE UP OWED HOMEWORK: The last day of the semester is next Friday, June 12th (the last day to turn in work). MAKE UP HOMEWORK: THIS WAS DUE SUNDAY, MAY 31st:

  • FINISH READING A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). MAKE SURE THAT YOU SHOW MS. CONN your novel (this was homework credit).
  • MAKE UP HOMEWORK: THIS WAS DUE YESTERDAY, SUNDAY, MAY 31st: POST MAY BOOK REVIEW before midnight on May 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM JULIUS CAESAR VOCABULARY LISTS #2 or 3. This is about 10% of the 3rd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Wednesday, June 3rd, 2015: 1. Do Now: Introduce Creative Activities for "The Road Not Taken":
  • Activity #1: Poetry/Song Writing: Write a one-stanza poem/song that emulates (imitates) "The Road Not Taken" and includes the abaab rhyme scheme, imagery, repetition and the theme of making choices. Your poem/song can be a personal experience, the poet's experience, a part 2 for the poem, a current event, etc.
  • Activity #2: Comic Strip: Create a comic strip for "The Road Not Taken." You must draw 4 images with a caption for each image. The caption must be one sentence that summarizes each stanza.
  • Activity #3: Diary Entry: Write a diary entry for the poet, Robert Frost, as he was writing "The Road Not Taken." Your diary entry must be one, full, handwritten page. What is he thinking and feeling when writing each stanza? What is he thinking and feeling before writing the poem? What is he thinking and feeling after writing the poem?

    SHOW HW: RESPONSE PAPER ON "The Road Not Taken" and the 15 post-it notes for the May book.

    2. Work Period: Work on one of the Creative Activities for "The Road Not Taken":

  • Activity #1: Poetry/Song Writing: Write a one-stanza poem/song that emulates (imitates) "The Road Not Taken" and includes the abaab rhyme scheme, imagery, repetition and the theme of making choices. Your poem/song can be a personal experience, the poet's experience, a part 2 for the poem, a current event, etc.
  • Activity #2: Comic Strip: Create a comic strip for "The Road Not Taken." You must draw 4 images with a caption for each image. The caption must be one sentence that summarizes each stanza.
  • Activity #3: Diary Entry: Write a diary entry for the poet, Robert Frost, as he was writing "The Road Not Taken." Your diary entry must be one, full, handwritten page. What is he thinking and feeling when writing each stanza? What is he thinking and feeling before writing the poem? What is he thinking and feeling after writing the poem?

    Common Core Standards:

  • W.9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
  • RL.9-10.5: Analyze how an author's choices concerning how to structure a text, order events within it, and create such effects as mystery, tension or surprise.
  • How do you develop a narrative to reveal comprehension of author's choice and structure of "The Road Not Taken"? MAKE UP OWED HOMEWORK: The last day of the semester is next Friday, June 12th (the last day to turn in work). MAKE UP HOMEWORK: THIS WAS DUE SUNDAY, MAY 31st:
  • FINISH READING A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). MAKE SURE THAT YOU SHOW MS. CONN your novel (this was homework credit).
  • MAKE UP HOMEWORK: THIS WAS DUE YESTERDAY, SUNDAY, MAY 31st: POST MAY BOOK REVIEW before midnight on May 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM JULIUS CAESAR VOCABULARY LISTS #2 or 3. This is about 10% of the 3rd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Monday, June 1st, 2015: RESPONSE PAPER ASSIGNMENT: Write ONE, FULL, HANDWRITTEN PAGE in which you answer the following question: Should "The Road Not Taken" by Robert Frost (published in 1916), be considered an exemplary (outstanding) poem? Use textual evidence to support your claim. Consider the poet's figurative language, the poet's message, and your prior knowledge of poetry. Include direct quotes from the poem in your response. Use the following sentence starters to present your claims:
  • In the poem, it said...
  • From my prior knowledge of poetry, I know that...
  • According to the poem...
  • The poet wrote...

    Common Core Standards:

  • RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • How do you interpret the impact of author's word choices on the meaning and tone of the poem--"The Road Not Taken"? DUE THIS WEDNESDAY, JUNE 3rd: "THE ROAD NOT TAKEN" RESPONSE PAPER ASSIGNMENT: Write ONE, FULL, HANDWRITTEN PAGE in which you answer the following question: Should "The Road Not Taken" by Robert Frost (published in 1916), be considered an exemplary (outstanding) poem? Use textual evidence to support your claim. Consider the poet's figurative language, the poet's message, and your prior knowledge of poetry. Include direct quotes from the poem in your response. Use the following sentence starters to present your claims:
  • In the poem, it said...
  • From my prior knowledge of poetry, I know that...
  • According to the poem...
  • The poet wrote...

    DATE CHANGE: DUE THIS WEDNESDAY, JUNE 3rd: Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:

  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

    MAKE UP HOMEWORK: THIS WAS DUE YESTERDAY, SUNDAY, MAY 31st:

  • FINISH READING A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). MAKE SURE THAT YOU SHOW MS. CONN your novel (this was homework credit).
  • MAKE UP HOMEWORK: THIS WAS DUE YESTERDAY, SUNDAY, MAY 31st: POST MAY BOOK REVIEW before midnight on May 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM JULIUS CAESAR VOCABULARY LISTS #2 or 3. This is about 10% of the 3rd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Friday, May 29th, 2015: 1. Do Now: Should "The Road Not Taken" by Robert Frost (published in 1916), be considered an exemplary (outstanding) poem? Use textual evidence to support your claim (consider the poet's figurative language, the poet's message, and your prior knowledge of poetry).

    2. Turn and Talk: Discuss the Do Now answers with your chosen partner. Use the following sentence starters to present your claims:

  • In the poem, it said...
  • From my prior knowledge of poetry, I know that...
  • According to the poem...
  • The poet wrote...

    3. Whole Class Sharing: Student volunteers will use the provided sentence starters to present their arguments whether or not "The Road Not Taken" should be considered an exemplary (outstanding) poem. They will use textual evidence to support their claims.

    4. Work Period/Analysis: Paraphrase (interpret in your own words) your assigned line from "The Road Not Taken" by Robert Frost.

    5. Whole Class Sharing:

  • Students share their paraphrased lines, and everyone annotates the poem.
  • Students share their answers (from yesterday's classwork) from the Worksheet (last page) on "The Road Not Taken" (handout provided). Textual evidence will be provided to support each answer.

    6. Exit Slip:
    3 Tasks that you accomplished today.
    2 Tasks that you can predict we will be doing tomorrow.
    1 Question that you have about today's lesson.

    Common Core Standards:

  • RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
  • RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • How do you interpret the impact of author's word choices on the meaning and tone of the poem--"The Road Not Taken"? DUE THIS COMING SUNDAY, MAY 31st:
  • FINISH READING A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). MAKE SURE THAT YOU SHOW MS. CONN your novel (this was homework credit).
  • DUE THIS COMING SUNDAY, MAY 31st: POST MAY BOOK REVIEW before midnight on May 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM JULIUS CAESAR VOCABULARY LISTS #2 or 3. This is about 10% of the 3rd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59


  • DUE THIS MONDAY, JUNE 1st: Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:
  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • Thursday, May 28th, 2015: 1. Do Now: Review the poem: "The Road Not Taken" by Robert Frost. Why do you believe this poem (published in 1916) has been so famous for almost 100 years?

    2. Discuss/Share: Discuss the Do Now answers. Use the following sentence starters:

  • In the poem, it said...
  • From my prior knowledge of poetry, I know that...
  • According to the poem...
  • The poet wrote...

    3. Read-Aloud/Analysis: Read the poem twice--"The Road Not Taken" by Robert Frost twice. Paraphrase each line in your own words.

    4. Work Period/Pair-Share: Answer the following questions with your assigned partner: Worksheet (last page) on "The Road Not Taken".

    5. Review the answers from the work period.

    6. Exit Slip:
    3 Tasks that you accomplished today.
    2 Tasks that you can predict we will be doing tomorrow.
    1 Question that you have about today's lesson.

    Common Core Standards:

  • RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
  • RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • How do you interpret the impact of author's word choices on the meaning and tone of the poem--"The Road Not Taken"? READ (an average of 30 minutes per day) in your May non-fiction novel/memoir.

    DUE THIS COMING SUNDAY, MAY 31st:

  • FINISH READING A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). MAKE SURE THAT YOU SHOW MS. CONN your novel (this was homework credit).
  • DUE THIS COMING SUNDAY, MAY 31st: POST MAY BOOK REVIEW before midnight on May 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM JULIUS CAESAR VOCABULARY LISTS #2 or 3. This is about 10% of the 3rd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59


  • DUE MONDAY, JUNE 1st: Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:
  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • Wednesday, May 27th, 2015: 1. Do Now: Scan (preview) the poem: "The Road Not Taken" by Robert Frost. Answer the following questions during your scanning:
    1.) How many stanzas are there in this poem?
    2.) How many lines are there in each stanza?
    3.) What is the first word of the second stanza?
    4.) What is the first word of the second line?
    5.) What punctuation mark is at the end of line one?
    6.) What punctuation mark is at the end of line two?
    7.) What punctuation mark is at the end of line three?
    8.) What punctuation mark is at the end of line four?
    9.) What punctuation mark is at the end of line five?
    10.) Poets like to appeal to the senses. Which sense does the poet use mostly in “The Road Not Taken”?

    2. Discuss/Pair/Share: Discuss the Do Now answers with your neighbor. Use the following sentence starters:

  • In the poem, it said...
  • From my prior knowledge of poetry, I know that...
  • According to the poem...
  • The poet wrote...

    3. Read-Aloud: Read the poem twice--"The Road Not Taken" by Robert Frost. Discuss/Analyze the Do Now answers with the whole class.

    4. PERIODS 3 AND 4 ONLY: Exit Slip:

  • Answer questions #1 and #2 from the Worksheet (last page) on "The Road Not Taken".
  • Briefly write about a time when you had two options to choose, and explain why you chose one option over the other.

    Common Core Standards:

  • RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
  • RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • What are the structural components and author's word choices in the poem--"The Road Not Taken"? MAKE UP OWED HOMEWORK!

    READ (an average of 30 minutes per day) in your May non-fiction novel/memoir.

    DUE THIS COMING SUNDAY, MAY 31st:

  • FINISH READING A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). MAKE SURE THAT YOU SHOW MS. CONN your novel (this was homework credit).
  • DUE MONDAY, JUNE 1st: Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:
  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • DUE SUNDAY, MAY 31st: POST MAY BOOK REVIEW before midnight on May 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM JULIUS CAESAR VOCABULARY LISTS #2 or 3. This is about 10% of the 3rd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Tuesday, May 26th, 2015: 1. Do Now: Review answers to the Exam on Acts IV and V in Julius Caesar. Which questions were answered incorrectly? Identify textual evidence to support the correct answers.

    2. Exam Review: Review the answers to the exam as a class.

    3. Extra Credit Sharing:

  • Present extra credit presentation (TODAY, Tuesday, May 26th ONLY).

    Common Core Standards:

  • RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme.
  • RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • What are the main events, characters' relationships and evidence of literary techniques in Acts 4 and 5 in Julius Caesar? MAKE UP OWED HOMEWORK!

    READ (an average of 30 minutes per day) in your May non-fiction novel/memoir.

    DUE SUNDAY, MAY 31st:

  • FINISH READING A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). MAKE SURE THAT YOU SHOW MS. CONN your novel (this was homework credit).
  • DUE MONDAY, JUNE 1st: Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:
  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • DUE SUNDAY, MAY 31st: POST MAY BOOK REVIEW before midnight on May 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM JULIUS CAESAR VOCABULARY LISTS #2 or 3. This is about 10% of the 3rd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Friday, May 22nd, 2015: 1. Do Now: EXAM on Acts IV and V in Julius Caesar. Use your own #2 pencil.

    2. Work Period:

  • Prepare for the extra credit presentation (on Tuesday, May 26th ONLY).
  • Read your May novel.

    SHOW OWED HOMEWORK.

    Common Core Standards:

  • RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme.
  • RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • What are the main events, characters' relationships and evidence of literary techniques in Acts 4 and 5 in Julius Caesar? DUE THIS COMING TUESDAY, MAY 26th ONLY:
  • Julius Caesar EXTRA CREDIT PRESENTATION

    MAKE UP OWED HOMEWORK!

    READ (an average of 30 minutes per day) in your May non-fiction novel/memoir.

    DUE MAY 31st:

  • FINISH READING A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). MAKE SURE THAT YOU SHOW MS. CONN your novel (this was homework credit).
  • Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:
  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • POST MAY BOOK REVIEW before midnight on May 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM JULIUS CAESAR VOCABULARY LISTS #2 or 3. This is about 10% of the 3rd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Thursday, May 21st, 2015: 1. Do Now: Create a multiple-choice question test (5 questions; circle the correct answers) on Acts IV and V in Julius Caesar. You should use the STUDY GUIDE FOR ACTS 4 and 5 to guide you. Turn it in!

    2. Work Period: Work on completing the STUDY GUIDE FOR ACTS 4 and 5.

    SHOW OWED HOMEWORK.

    Common Core Standards:

  • RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme.
  • RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • What are the main events, characters' relationships and evidence of literary techniques in Acts 4 and 5 in Julius Caesar? DUE TOMORROW, FRIDAY, MAY 22nd:
  • EXAM ON ACTS 4 AND 5 in JULIUS CAESAR (25% of 3rd marking period).
  • Study your class notes and COMPLETE the STUDY GUIDE FOR ACTS 4 and 5.

    MAKE UP OWED HOMEWORK!

    READ (an average of 30 minutes per day) in your May non-fiction novel/memoir.

    DUE MAY 31st:

  • FINISH READING A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). MAKE SURE THAT YOU SHOW MS. CONN your novel (this was homework credit).
  • Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:
  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • POST MAY BOOK REVIEW before midnight on May 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM JULIUS CAESAR VOCABULARY LISTS #2 or 3. This is about 10% of the 3rd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Wednesday, May 20th, 2015: 1. Do Now: Choose one question to answer and discuss:
  • Is Brutus an honorable man?
  • Was the assassination of Caesar justified?

    2. Think/Pair/Share: Share your answer to the Do Now with a neighboring student. Volunteers share their answers to the Do Now with the class. Students should use the following Sentence Starters:

  • In the text it said...
  • From the reading I know that...
  • According to the text...
  • The author wrote...

    3. Work Period: Work on completing the STUDY GUIDE FOR ACTS 4 and 5.

    SHOW HOMEWORK: RESPONSE PAPER FOR ACT 5.

    Common Core Standards:

  • RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme.
  • RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • What are the main events, characters' relationships and evidence of literary techniques in Acts 4 and 5 in Julius Caesar? MAKE UP OWED HOMEWORK!

    READ (an average of 30 minutes per day) in your May non-fiction novel/memoir.

    DUE FRIDAY, MAY 22nd:

  • EXAM ON ACTS 4 AND 5 in JULIUS CAESAR (25% of 3rd marking period).
  • Study your class notes and COMPLETE the STUDY GUIDE FOR ACTS 4 and 5.

    DUE MAY 31st:

  • FINISH READING A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). MAKE SURE THAT YOU SHOW MS. CONN your novel (this was homework credit).
  • Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:
  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • POST MAY BOOK REVIEW before midnight on May 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM JULIUS CAESAR VOCABULARY LISTS #2 or 3. This is about 10% of the 3rd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Tuesday, May 19th, 2015: 1. Do Now: What is your opinion about the falling actions (the conspirators' deaths and the reappearance of Caesar's name)?

    SHOW OWED HOMEWORK.

    2. Think/Pair/Share: Share your answer to the Do Now with a neighboring student. Volunteers share their answers to the Do Now with the class. Students should use the following Sentence Starters:

  • In the text it said...
  • From the reading I know that...
  • According to the text...
  • The author wrote...

    3. Read-Aloud/Discuss/Share/Cornell Note-Taking: Continue reading Act V, Scenes 4 and 5. Take Cornell Notes, answering the following the questions:
    Act V, Scene 4:

  • How is Brutus characterized?
  • What omen is revealed for Brutus' fate?
    Act V, Scene 5:
  • What is Brutus' fate?
  • Who does Antony praise in his final speech and why?
  • What are Octavius' final lines of the play and why are they significant?

    4. Fist to 5: Rate your understanding of today's lesson (1 finger - I have major confusion; 2 fingers - I have some confusion; 3 fingers - I have minor confusion, but I will try to figure it out myself or with a classmate; 4 fingers - I mostly understand; 5 fingers - I completely understand).

    Common Core Standards:

  • RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme.
  • RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • What events lead to the resolution and what is the resolution of Julius Caesar? DUE TOMORROW, WEDNESDAY, MAY 20th:
  • Response Paper on the Role of Relationships in Act V (Scenes 1-5): In your HW section: Write a full page (handwritten) OR 1/2 page (typed) on the relationships established in Act V, Scenes 1-5 of Julius Caesar. You should use evidence from our class notes to answer the following questions: What relationships are established? How does Shakespeare establish these relationships through word choice? What language supports these relationships? USE THE KEY WORKDS IN THE QUESTIONS ABOVE: relationships established, word choice, and Shakespeare's language. Include the following heading:
    Ms. Conn                                 Your Name
    Class, Period                            Date
    Assignment: Response
          
                         Title: Response on the Role of Relationships in Act V, Scenes 1-5 of Julius Caesar
    

    MAKE UP OWED HOMEWORK!

    READ (an average of 30 minutes per day) in your May non-fiction novel/memoir.

    EXAM ON ACTS 4 AND 5 in JULIUS CAESAR ON FRIDAY, MAY 22nd (25% of 3rd marking period): Study your class notes and the STUDY GUIDE FOR ACTS 4 and 5.

    DUE MAY 31st:

  • FINISH READING A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). MAKE SURE THAT YOU SHOW MS. CONN your novel (this was homework credit).
  • Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:
  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • POST MAY BOOK REVIEW before midnight on May 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM JULIUS CAESAR VOCABULARY LISTS #2 or 3. This is about 10% of the 3rd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Monday, May 18th, 2015: 1. Do Now: Why did Shakespeare include Titinius' return to the scene (which makes Titinius' capture false)?

    SHOW OWED HOMEWORK.

    2. Think/Pair/Share: Share your answer to the Do Now with a neighboring student. Volunteers share their answers to the Do Now with the class. Students should use the following Sentence Starters:

  • In the text it said...
  • From the reading I know that...
  • According to the text...
  • The author wrote...

    3. Read-Aloud/Discuss/Share/Cornell Note-Taking: Continue reading Act V, Scenes 3, 4 and 5. Take Cornell Notes, answering the following the questions:
    Act V, Scene 3:

  • What does Cassius think happened to Titinius (one of his army men)?
  • What significant event happens to Cassius and why?
  • How is Caesar figuratively (not literally) reappearing in this scene?
    Act V, Scene 4:
  • How is Brutus characterized?
  • What omen is revealed for Brutus' fate?
    Act V, Scene 5:
  • What is Brutus' fate?

    4. Fist to 5: Rate your understanding of today's lesson (1 finger - I have major confusion; 2 fingers - I have some confusion; 3 fingers - I have minor confusion, but I will try to figure it out myself or with a classmate; 4 fingers - I mostly understand; 5 fingers - I completely understand).

    Common Core Standards:

  • RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme.
  • RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • What events are leading to the resolution of Julius Caesar? MAKE UP OWED HOMEWORK!

    READ (an average of 30 minutes per day) in your May non-fiction novel/memoir.

    EXAM ON ACTS 4 AND 5 in JULIUS CAESAR ON FRIDAY, MAY 22nd (25% of 3rd marking period): Study your class notes and the STUDY GUIDE FOR ACTS 4 and 5.

    DUE MAY 31st:

  • FINISH READING A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). MAKE SURE THAT YOU SHOW MS. CONN your novel (this was homework credit).
  • Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:
  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • POST MAY BOOK REVIEW before midnight on May 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM JULIUS CAESAR VOCABULARY LISTS #2 or 3. This is about 10% of the 3rd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Friday, May 15th, 2015: 1. Do Now: Why did Shakespeare include insults between the conspirators and the triumvirate in the final act?

    SHOW OWED HOMEWORK.

    2. Think/Pair/Share: Share your answer to the Do Now with a neighboring student. Volunteers share their answers to the Do Now with the class. Students should use the following Sentence Starters:

  • In the text it said...
  • From the reading I know that...
  • According to the text...
  • The author wrote...

    3. Read-Aloud/Discuss/Share/Cornell Note-Taking: Continue reading Act V, Scenes 1, 2 and 3. Take Cornell Notes, answering the following the questions:
    Act V, Scene 1:

  • How do the triumvirate and the conspirators interact at Phillipi?
  • What omens do Cassius share and what are their significance?
    Act V, Scene 2:
  • How does Brutus perceive (think about) Octavius?
    Act V, Scene 3:
  • What does Cassius think happened to Titinius (one of his army men)?
  • What significant event happens to Cassius and why?
  • How is Caesar figuratively (not literally) reappearing in this scene?

    4. Fist to 5: Rate your understanding of today's lesson (1 finger - I have major confusion; 2 fingers - I have some confusion; 3 fingers - I have minor confusion, but I will try to figure it out myself or with a classmate; 4 fingers - I mostly understand; 5 fingers - I completely understand).

    Common Core Standards:

  • RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme.
  • RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • What events are leading to the resolution of Julius Caesar?

    READ (an average of 30 minutes per day) in your May non-fiction novel/memoir.

    DUE MAY 31st:

  • FINISH READING A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). MAKE SURE THAT YOU SHOW MS. CONN your novel (this was homework credit).
  • Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:
  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • POST MAY BOOK REVIEW before midnight on May 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM JULIUS CAESAR VOCABULARY LISTS #2 or 3. This is about 10% of the 3rd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Thursday, May 14th, 2015: 1. Do Now: Notebook Quiz #3

    SHOW OWED HOMEWORK.

    2. Work Period:

  • Finish yesterday's pie graph (if necessary).
  • Read your May non-fiction novel.
  • Make up owed HW.

    3. Read-Aloud/Discuss/Share/Cornell Note-Taking: Begin reading Act V, Scene 1. Take Cornell Notes, answering the following the questions:

  • How do the triumvirate and the conspirators interact at Phillipi?
  • What omens do Cassius share and what are their significance?

    4. Fist to 5: Rate your understanding of today's lesson (1 finger - I have major confusion; 2 fingers - I have some confusion; 3 fingers - I have minor confusion, but I will try to figure it out myself or with a classmate; 4 fingers - I mostly understand; 5 fingers - I completely understand).

    Common Core Standards:

  • RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme.
  • RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • How can we assert the argument that Shakespeare is a genius in Julius Caesar and understand the significant dialogue in Act V?

    READ (an average of 30 minutes per day) in your May non-fiction novel/memoir.

    DUE MAY 31st:

  • FINISH READING A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). MAKE SURE THAT YOU SHOW MS. CONN your novel (this was homework credit).
  • Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:
  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • POST MAY BOOK REVIEW before midnight on May 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM JULIUS CAESAR VOCABULARY LISTS #2 or 3. This is about 10% of the 3rd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Wednesday, May 13th, 2015: 1. Do Now: Provide three reasons (in order of importance) why Shakespeare should be considered a genius. Use textual evidence from Julius Caesar (Acts I, II, III, or IV) to support your answers.

    SHOW HOMEWORK: Response Paper for Act IV in Julius Caesar.

    2. Think/Pair/Share: Share your answer to the Do Now with a neighboring student. Volunteers share their answers to the Do Now with the class. Students should use the following Sentence Starters:

  • In the text it said...
  • From the reading I know that...
  • According to the text...
  • The author wrote...

    3. Work Period:: In your assigned group (five students), interview your group-mates, and find out each person's #1 reason for why Shakespeare should be considered a genius. Make a pie graph of the data collected (each student is 20% of the pie graph).

    4. Read-Aloud/Discuss/Share/Cornell Note-Taking: Begin reading Act V, Scene 1. Take Cornell Notes, answering the following the questions:

  • How do the triumvirate and the conspirators interact at Phillipi?
  • What omens do Cassius share and what are their significance?

    5. Fist to 5: Rate your understanding of today's lesson (1 finger - I have major confusion; 2 fingers - I have some confusion; 3 fingers - I have minor confusion, but I will try to figure it out myself or with a classmate; 4 fingers - I mostly understand; 5 fingers - I completely understand).

    Common Core Standards:

  • RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme.
  • RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • How can we assert the argument that Shakespeare is a genius in Julius Caesar and gather data from our classmates on this argument?

    READ (an average of 30 minutes per day) in your May non-fiction novel/memoir.

    THERE WILL BE A SURPRISE NOTEBOOK QUIZ THIS WEEK! YOU NEED TO TAKE NOTES EVERY DAY IN CLASS.

    DUE MAY 31st:

  • FINISH READING A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). MAKE SURE THAT YOU SHOW MS. CONN your novel (this was homework credit).
  • Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:
  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • POST MAY BOOK REVIEW before midnight on May 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM JULIUS CAESAR VOCABULARY LISTS #2 or 3. This is about 10% of the 3rd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Tuesday, May 12th, 2015: 1. Do Now: Since this play is a tragedy, who else do you predict will die and why? How do you predict those characters will die? Use textual evidence from Julius Caesar (Acts I, II, III, and IV) to support your answers.

    2. Think/Pair/Share: Share your answer to the Do Now with a neighboring student. Volunteers share their answers to the Do Now with the class. Students should use the following Sentence Starters:

  • In the text it said...
  • From the reading I know that...
  • According to the text...
  • The author wrote...

    3. Read-Aloud/Discuss/Share/Cornell Note-Taking: Finish reading Act IV, Scene 3. Take Cornell Notes, answering the following the questions:

  • What language does Shakespeare use to foreshadow Brutus' death?
  • What is the significance (importance) of the appearance of Caesar's ghost?

    4. Fist to 5: Rate your understanding of today's lesson (1 finger - I have major confusion; 2 fingers - I have some confusion; 3 fingers - I have minor confusion, but I will try to figure it out myself or with a classmate; 4 fingers - I mostly understand; 5 fingers - I completely understand).

    Common Core Standards:

  • RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme.
  • RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • How can we effectively understand Shakespeare's purpose, language and foreshadowing in Act IV, Scene 3 in Julius Caesar? DUE TOMORROW, WEDNESDAY, MAY 13th:
  • Response Paper on the Role of Relationships in Act IV (Scenes 1, 2 and 3): In your HW section: Write a full page (handwritten) OR 1/2 page (typed) on the relationships established in Act IV, Scenes 1, 2 and 3 of Julius Caesar. You should use evidence from our class notes to answer the following questions: What relationships are established? How does Shakespeare establish these relationships through word choice? What language supports these relationships? USE THE KEY WORKDS IN THE QUESTIONS ABOVE: relationships established, word choice, and Shakespeare's language. Include the following heading:
    Ms. Conn                                 Your Name
    Class, Period                            Date
    Assignment: Response
          
                         Title: Response on the Role of Relationships in Act IV, Scenes 1, 2 and 3 of Julius Caesar
    

    READ (an average of 30 minutes per day) in your May non-fiction novel/memoir.

    THERE WILL BE A SURPRISE NOTEBOOK QUIZ THIS WEEK! YOU NEED TO TAKE NOTES EVERY DAY IN CLASS.

    DUE MAY 31st:

  • FINISH READING A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). MAKE SURE THAT YOU SHOW MS. CONN your novel (this was homework credit).
  • Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:
  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • POST MAY BOOK REVIEW before midnight on May 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM JULIUS CAESAR VOCABULARY LISTS #2 or 3. This is about 10% of the 3rd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Monday, May 11th, 2015: 1. Do Now: What do you believe was Shakespeare's purpose in having Portia end her own life? What do you believe Shakespeare's purpose is in creating conflicts between Brutus and Cassius as the triumvirate grows in power? Use textual evidence from Julius Caesar (Acts I, II or III) to support your answers.

    2. Think/Pair/Share: Share your answer to the Do Now with a neighboring student. Volunteers share their answers to the Do Now with the class. Students should use the following Sentence Starters:

  • In the text it said...
  • From the reading I know that...
  • According to the text...
  • The author wrote...

    3. Read-Aloud/Discuss/Share/Cornell Note-Taking: Continue reading Act IV, Scene 3. Take Cornell Notes, answering the following the questions:

  • What's Brutus' reaction to Portia's death?
  • What is the triumvirate (Octavius, Antony and Lepidus) doing while Brutus and Cassius wait?
  • What are Cassius' plans in how to deal with the triumvirate?

    4. Fist to 5: Rate your understanding of today's lesson (1 finger - I have major confusion; 2 fingers - I have some confusion; 3 fingers - I have minor confusion, but I will try to figure it out myself or with a classmate; 4 fingers - I mostly understand; 5 fingers - I completely understand).

    Common Core Standards:

  • RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme.
  • RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • How can we effectively understand Shakespeare's purpose and the falling actions in Act IV, Scene 3 in Julius Caesar? READ (an average of 30 minutes per day) in your May non-fiction novel/memoir.

    THERE WILL BE A SURPRISE NOTEBOOK QUIZ THIS WEEK! YOU NEED TO TAKE NOTES EVERY DAY IN CLASS.

    DUE MAY 31st:

  • FINISH READING A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). MAKE SURE THAT YOU SHOW MS. CONN your novel (this was homework credit).
  • Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:
  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • POST MAY BOOK REVIEW before midnight on May 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM JULIUS CAESAR VOCABULARY LISTS #2 or 3. This is about 10% of the 3rd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Friday, May 8th, 2015: 1. Do Now: Julius Caesar Test (Acts I, II and III) Distribution and Self-Assessment

    2. Work Period: Self-Editing/Rewrite of Response Papers on Relationships in Julius Caesar (include Ms. Conn's corrections). For each rewrite, you will earn 5 extra points on a test (you can choose: Julius Caesar Test OR Midterm Exam).

    Show Owed Homework (last day of the 2nd marking period).

    Common Core Standards:

  • W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
  • How can we effectively improve our self-assessment and editing skills in multiple-choice question tests and essay writing, respectively? READ YOUR NON-FICTION NOVEL (it may be a memoir, biography or autobiography; story-form only) FOR MAY (an average of 30 minutes every day).

    DUE MAY 31st:

  • FINISH READING A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). MAKE SURE THAT YOU SHOW MS. CONN your novel (this was homework credit).
  • Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:
  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • POST MAY BOOK REVIEW before midnight on May 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM JULIUS CAESAR VOCABULARY LISTS #2 or 3. This is about 10% of the 3rd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Thursday, May 7th, 2015: 1. Do Now: What do you predict will happen to the wives, Calpurnia and Portia? Use textual evidence from Julius Caesar (Acts I, II or III) to support your predictions.

    SHOW HOMEWORK: April Novel.

    2. Think/Pair/Share: Share your answer to the Do Now with a neighboring student. Volunteers share their answers to the Do Now with the class. Students should use the following Sentence Starters:

  • In the text it said...
  • From the reading I know that...
  • According to the text...
  • The author wrote...

    3. Read-Aloud/Discuss/Share/Cornell Note-Taking: Continue reading Acts IV, Scene 3. Take Cornell Notes, answering the following the questions:

  • How's the relationship between Brutus and Cassius?
  • What happens to Portia?
  • What's Brutus' reaction to Portia's death?

    4. Fist to 5: Rate your understanding of today's lesson (1 finger - I have major confusion; 2 fingers - I have some confusion; 3 fingers - I have minor confusion, but I will try to figure it out myself or with a classmate; 4 fingers - I mostly understand; 5 fingers - I completely understand).

    5. Test returns and HW Reminders

    Common Core Standards:

  • RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme.
  • RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • How can we effectively understand the characterization contrasts between the triumvirate and the conspirators in the beginning of Act IV, Scene 3 in Julius Caesar? MAKE UP ALL HOMEWORK BY TOMORROW, FRIDAY, MAY 8th (the LAST day of the 2nd marking period).

    DUE TOMORROW, FRIDAY, MAY 8th: EXTRA CREDIT OPPORTUNITY:

  • FOR AN EXTRA 10 POINTS ON A HOMEWORK ASSIGNMENT (or to replace a missing homework assignment): REWRITE A RESPONSE PAPER (look at Ms. Conn's corrections and rewrite the paper, with the changes highlighted). Show both the original paper and the rewrite to earn extra credit.

    MAKE UP OWED HOMEWORK: DUE TUESDAY, MARCH 31st:

  • POST MARCH BOOK REVIEW. It MUST be posted on your website (each day late is -10 points; maximum points deducted are -30 points). YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE ACADEMIC VOCABULARY LIST. This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59

    DUE MAY 31st:

  • FINISH READING A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). MAKE SURE THAT YOU SHOW MS. CONN your novel (this was homework credit).
  • Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:
  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • POST MAY BOOK REVIEW before midnight on May 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM JULIUS CAESAR VOCABULARY LISTS #2 or 3. This is about 10% of the 3rd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Wednesday, May 6th, 2015: 1. Do Now: What do you predict will happen to the conspirators now that Caesar is dead? Use textual evidence from Julius Caesar (Acts I, II or III) to support your predictions.

    2. Think/Pair/Share: Share your answer to the Do Now with a neighboring student. Volunteers share their answers to the Do Now with the class. Students should use the following Sentence Starters:

  • In the text it said...
  • From the reading I know that...
  • According to the text...
  • The author wrote...

    3. Read-Aloud/Discuss/Share/Cornell Note-Taking: Finish reading Act IV, Scene 1. Read Act IV, Scene 2. Begin reading Acts IV, Scene 3. Take Cornell Notes, answering the following the questions:

  • What are Antony, Octavius and Lepidus planning?
  • How does Antony describe Brutus and Cassius and their actions?
  • What's the current relationship between Brutus and Cassius?
  • What's influencing the changed relationship between Brutus and Cassius?

    4. Fist to 5: Rate your understanding of today's lesson (1 finger - I have major confusion; 2 fingers - I have some confusion; 3 fingers - I have minor confusion, but I will try to figure it out myself or with a classmate; 4 fingers - I mostly understand; 5 fingers - I completely understand).

    5. HW Reminders

    Common Core Standards:

  • RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme.
  • RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • How can we effectively understand the characterization contrasts between the triumvirate and the conspirators in Act IV, Scenes 1, 2 and the beginning of Scene 3 in Julius Caesar? DUE TOMORROW, THURSDAY, MAY 7th:
  • FIND AND SHOW YOUR MAY NOVEL: A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). MAKE SURE THAT YOU SHOW MS. CONN your novel (this is homework credit).

    MAKE UP ALL HOMEWORK BY THIS FRIDAY, MAY 8th (the LAST day of the 2nd marking period).

    DUE THIS FRIDAY, MAY 8th: EXTRA CREDIT OPPORTUNITY:

  • FOR AN EXTRA 10 POINTS ON A HOMEWORK ASSIGNMENT (or to replace a missing homework assignment): REWRITE A RESPONSE PAPER (look at Ms. Conn's corrections and rewrite the paper, with the changes highlighted). Show both the original paper and the rewrite to earn extra credit.

    MAKE UP OWED HOMEWORK: DUE TUESDAY, MARCH 31st:

  • POST MARCH BOOK REVIEW. It MUST be posted on your website (each day late is -10 points; maximum points deducted are -30 points). YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE ACADEMIC VOCABULARY LIST. This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59

    DUE MAY 31st:

  • FINISH READING A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). MAKE SURE THAT YOU SHOW MS. CONN your novel (this was homework credit).
  • Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:
  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • POST MAY BOOK REVIEW before midnight on May 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM JULIUS CAESAR VOCABULARY LISTS #2 or 3. This is about 10% of the 3rd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Tuesday, May 5th, 2015: 1. Do Now: EXAM on Acts I, II and III in Julius Caesar

    SHOW OWED HOMEWORK. WORK ON OWED HOMEWORK. READ YOUR MAY NOVEL.

    2. Read-Aloud/Discuss/Share/Note-Taking: Begin reading Act IV, Scene 1.

  • What are Antony, Octavius and Lepidus planning?
  • How does Antony describe Brutus and Cassius and their actions?

    3. Fist to 5: Rate your understanding of today's lesson.

    4. HW Reminders

    Common Core Standards:

  • RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme.
  • How can we effectively understand the main events, characters and literary techniques in Acts I, II and III in Julius Caesar? DUE THIS COMING THURSDAY, MAY 7th:
  • FIND AND SHOW YOUR MAY NOVEL: A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). MAKE SURE THAT YOU SHOW MS. CONN your novel (this is homework credit).

    MAKE UP ALL HOMEWORK BY THIS FRIDAY, MAY 8th (the LAST day of the 2nd marking period).

    DUE MAY 31st:

  • FINISH READING A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). MAKE SURE THAT YOU SHOW MS. CONN your novel (this was homework credit).
  • Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:
  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • POST MAY BOOK REVIEW before midnight on May 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM JULIUS CAESAR VOCABULARY LISTS #2 or 3. This is about 10% of the 3rd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59

    MAKE UP OWED HOMEWORK: DUE TUESDAY, MARCH 31st:

  • POST MARCH BOOK REVIEW. It MUST be posted on your website (each day late is -10 points; maximum points deducted are -30 points). YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE ACADEMIC VOCABULARY LIST. This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Monday, May 4th, 2015: 1. Do Now: Finish creating a multiple-choice question test (10 questions; circle the correct answers) on Acts I, II, and III in Julius Caesar. You should use the Study Guide to guide you.

    SHOW HOMEWORK: Response Paper on the Role of Relationships in Act III, Scenes 2 and 3

    2. Discuss/Share/Note-Taking: Q & A on the Study Guide for Acts I, II and III of Julius Caesar

    3. Fist to 5: Rate your understanding of today's lesson.

    4. HW Reminders

    Common Core Standards:

  • RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme.
  • How can we effectively understand the main events, characters and literary techniques in Acts I, II and III in Julius Caesar? DUE TOMORROW, TUESDAY, MAY 5th:
  • EXAM on JULIUS CAESAR (ACTS I, II AND III). This exam will be 25% of the 2nd marking period. You MUST bring your own #2 pencil. The exam will include multiple-choice questions only. You should review all class notes. KNOW THE ANSWERS TO THE STUDY GUIDE.

    DUE THIS COMING THURSDAY, MAY 7th:

  • FIND AND SHOW YOUR MAY NOVEL: A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). MAKE SURE THAT YOU SHOW MS. CONN your novel (this is homework credit).

    MAKE UP ALL HOMEWORK BY THIS FRIDAY, MAY 8th (the LAST day of the 2nd marking period).

    DUE MAY 31st:

  • FINISH READING A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). MAKE SURE THAT YOU SHOW MS. CONN your novel (this was homework credit).
  • Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:
  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • POST MAY BOOK REVIEW before midnight on May 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM JULIUS CAESAR VOCABULARY LISTS #2 or 3. This is about 10% of the 3rd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59

    MAKE UP OWED HOMEWORK: DUE TUESDAY, MARCH 31st:

  • POST MARCH BOOK REVIEW. It MUST be posted on your website (each day late is -10 points; maximum points deducted are -30 points). YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE ACADEMIC VOCABULARY LIST. This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Friday, May 1st, 2015: 1. Do Now: Create a multiple-choice question test on Acts I, II, and III in Julius Caesar. You should use the Study Guide to guide you.

    SHOW HOMEWORK: 15 post-it notes on the genius qualities in your April novel.

    2. Work Period:

  • Exchange your test with a neighbor. Answer the questions.
  • Work on the homework.

    3. Fist to 5: Rate your understanding of today's lesson.

    Common Core Standards:

  • RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme.
  • How can you effectively describe the citizens' behavior in Act III, Scene 3 in Julius Caesar?
  • DATE CHANGE: DUE TONIGHT, FRIDAY, MAY 1st (before midnight): POST APRIL BOOK REVIEW before midnight on May 1st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR APRIL BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY AND MARCH BOOK REVIEWS (look at the February and March grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE JULIUS CAESAR VOCABULARY LIST #1. This is about 15% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59

    DUE THIS MONDAY, MAY 4th:

  • Response Paper on the Role of Relationships in Act III, Scenes 2 and 3: In your HW section: Write a full page (handwritten) OR 1/2 page (typed) on the relationships established in Act III, Scenes 2 and 3 of Julius Caesar. You should use evidence from our class notes to answer the following questions: What relationships are established? How does Shakespeare establish these relationships through word choice? What language supports these relationships? USE THE KEY WORKDS IN THE QUESTIONS ABOVE: relationships established, word choice, and Shakespeare's language. Include the following heading:
    Ms. Conn                                 Your Name
    Class, Period                            Date
    Assignment: Response
          
                         Title: Response on the Role of Relationships in Act III, Scenes 2 and 3 of Julius Caesar
    

    DUE THIS COMING TUESDAY, MAY 5th:

  • EXAM on JULIUS CAESAR (ACTS I, II AND III). This exam will be 25% of the 2nd marking period. You MUST bring your own #2 pencil. The exam will include multiple-choice questions only. You should review all class notes. KNOW THE ANSWERS TO THE STUDY GUIDE.

    DUE THIS COMING THURSDAY, MAY 7th:

  • FIND AND SHOW YOUR MAY NOVEL: A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). MAKE SURE THAT YOU SHOW MS. CONN your novel (this is homework credit).

    DUE MAY 31st:

  • FINISH READING A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). MAKE SURE THAT YOU SHOW MS. CONN your novel (this was homework credit).
  • Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:
  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • POST MAY BOOK REVIEW before midnight on May 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM JULIUS CAESAR VOCABULARY LISTS #2 or 3. This is about 10% of the 3rd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59

    MAKE UP OWED HOMEWORK: DUE TUESDAY, MARCH 31st:

  • POST MARCH BOOK REVIEW. It MUST be posted on your website (each day late is -10 points; maximum points deducted are -30 points). YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE ACADEMIC VOCABULARY LIST. This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Thursday, April 30th, 2015: 1. Do Now:
  • What do you predict will be the citizens' behavior after their new knowledge about Caesar's will and the conspirators' stabs?

    SHOW OWED HOMEWORK.

    2. Read-Aloud: Read Act III, Scene 3. Answer the following questions during the reading:

  • How do the citizens treat Cinna, the poet?
  • Is the citizens' behavior toward Cinna, the poet, justified (fair)? Explain.

    3. Work Period: Begin homework.

    4. Fist to 5: Rate your understanding of today's lesson.

    Common Core Standards:

  • RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme.
  • How can you effectively describe the citizens' behavior in Act III, Scene 3 in Julius Caesar? DATE CHANGE: DUE TOMORROW, FRIDAY, MAY 1st: FINISH reading your chosen biography/memoir taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). Make sure that you show me your novel (this was homework credit).
  • DATE CHANGE: DUE FRIDAY, MAY 1st (show in class): Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:
  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • DATE CHANGE: DUE FRIDAY, MAY 1st (before midnight): POST APRIL BOOK REVIEW before midnight on May 1st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR APRIL BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY AND MARCH BOOK REVIEWS (look at the February and March grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE JULIUS CAESAR VOCABULARY LIST #1. This is about 15% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59

    DUE THIS MONDAY, MAY 4th:

  • Response Paper on the Role of Relationships in Act III, Scenes 2 and 3: In your HW section: Write a full page (handwritten) OR 1/2 page (typed) on the relationships established in Act III, Scenes 2 and 3 of Julius Caesar. You should use evidence from our class notes to answer the following questions: What relationships are established? How does Shakespeare establish these relationships through word choice? What language supports these relationships? USE THE KEY WORKDS IN THE QUESTIONS ABOVE: relationships established, word choice, and Shakespeare's language. Include the following heading:
    Ms. Conn                                 Your Name
    Class, Period                            Date
    Assignment: Response
          
                         Title: Response on the Role of Relationships in Act III, Scenes 2 and 3 of Julius Caesar
    

    DUE THIS COMING TUESDAY, MAY 5th:

  • EXAM on JULIUS CAESAR (ACTS I, II AND III). This exam will be 25% of the 2nd marking period. You MUST bring your own #2 pencil. The exam will include multiple-choice questions only. You should review all class notes. A study guide will be provided.

    MAKE UP OWED HOMEWORK: DUE TUESDAY, MARCH 31st:

  • POST MARCH BOOK REVIEW. It MUST be posted on your website (each day late is -10 points; maximum points deducted are -30 points). YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE ACADEMIC VOCABULARY LIST. This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Wednesday, April 29th, 2015: 1. Do Now:
  • What do you predict will be the citizens' actions since they favor Antony (rather than Brutus)?

    SHOW OWED HOMEWORK: Response Paper on the Role of Relationships in Act III, Scene 1 and anything else owed.

    2. Read-Aloud: Continue reading Act III, Scene 2. Answer the following questions during the reading:

  • What new information does Antony provide about Caesar?
  • How does Antony rile up the citizens against the conspirators?
  • What does Antony share about Caesar's will?

    3. HW Reminders

    4. Fist to 5: Rate your understanding of today's lesson.

    Common Core Standards:

  • RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme.
  • How is Antony characterized as an outstanding orator (public speaker) in Act III, Scene 2 in Julius Caesar? DATE CHANGE: DUE FRIDAY, MAY 1st: FINISH reading your chosen biography/memoir taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). Make sure that you show me your novel (this was homework credit).
  • DATE CHANGE: DUE FRIDAY, MAY 1st (show in class): Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:
  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • DATE CHANGE: DUE FRIDAY, MAY 1st (before midnight): POST APRIL BOOK REVIEW before midnight on May 1st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR APRIL BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY AND MARCH BOOK REVIEWS (look at the February and March grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE JULIUS CAESAR VOCABULARY LIST #1. This is about 15% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59

    MAKE UP OWED HOMEWORK: DUE TUESDAY, MARCH 31st:

  • POST MARCH BOOK REVIEW. It MUST be posted on your website (each day late is -10 points; maximum points deducted are -30 points). YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE ACADEMIC VOCABULARY LIST. This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Tuesday, April 28th, 2015: 1. Do Now:
  • What do you predict Antony will say at Caesar's funeral?
  • What do you predict will be the citizens' reactions to Antony when he speaks at Caesar's funeral?

    SHOW OWED HOMEWORK: Response Paper on the Role of Relationships in Act III, Scene 1 and anything else owed.

    2. Read-Aloud: Begin reading Act III, Scene 2. Answer the following questions during the reading:

  • What are Brutus' reasons for killing Caesar?
  • Why are the citizens favoring Brutus after his speech?
  • What does Antony say at Caesar's funeral?
  • Compare/Contrast Brutus and Antony as orators (public speakers).

    3. HW Reminders

    4. Fist to 5: Rate your understanding of today's lesson.

    Common Core Standards:

  • RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme.
  • How do the citizens respond to Brutus and Antony after Caesar's death in Act III, Scene 2 in Julius Caesar? EVERY DAY (for a minimum of 30 minutes per day): Read your chosen biography/memoir taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). Make sure that you show me your novel (this was homework credit).
  • DUE THIS THURSDAY, APRIL 30th (show in class): Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:
  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • DUE THIS THURSDAY, APRIL 30th (before midnight): POST APRIL BOOK REVIEW before midnight on April 30th (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR APRIL BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY AND MARCH BOOK REVIEWS (look at the February and March grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE JULIUS CAESAR VOCABULARY LIST #1. This is about 15% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59

    MAKE UP OWED HOMEWORK: DUE TUESDAY, MARCH 31st:

  • POST MARCH BOOK REVIEW. It MUST be posted on your website (each day late is -10 points; maximum points deducted are -30 points). YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE ACADEMIC VOCABULARY LIST. This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Monday, April 27th, 2015: 1. Do Now:
  • What is Brutus' reason for killing Caesar?
  • What do you predict will be the citizens' reactions to Caesar's death?
  • What do you predict will be the citizens' reactions to Brutus once they know he's one of the murderers?

    SHOW HOMEWORK: Response Paper on the Role of Relationships in Act III, Scene 1.

    2. Work Period:

  • Read your April book.
  • Make up owed homework.

    3. Read-Aloud: Begin reading Act III, Scene 2. Answer the following questions during the reading:

  • What are Brutus' reasons for killing Caesar?
  • Why are the citizens favoring Brutus after his speech?

    4. HW Reminders

    5. Fist to 5: Rate your understanding of today's lesson.

    Common Core Standards:

  • RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme.
  • How do the citizens respond to Brutus after Caesar's death in Act III, Scene 2 in Julius Caesar? EVERY DAY (for a minimum of 30 minutes per day): Read your chosen biography/memoir taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). Make sure that you show me your novel (this was homework credit).
  • DUE THIS THURSDAY, APRIL 30th (show in class): Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:
  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • DUE THIS THURSDAY, APRIL 30th (before midnight): POST APRIL BOOK REVIEW before midnight on April 30th (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR APRIL BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY AND MARCH BOOK REVIEWS (look at the February and March grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE JULIUS CAESAR VOCABULARY LIST #1. This is about 15% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59

    MAKE UP OWED HOMEWORK: DUE TUESDAY, MARCH 31st:

  • POST MARCH BOOK REVIEW. It MUST be posted on your website (each day late is -10 points; maximum points deducted are -30 points). YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE ACADEMIC VOCABULARY LIST. This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Friday, April 24th, 2015: 1. Do Now: Quiz on JULIUS CAESAR VOCABULARY LIST #1

    SHOW OWED HOMEWORK.

    2. Work Period:

  • Read your April book.
  • Make up owed homework.

    3. Read-Aloud: Finish reading Act III, Scene 1. Answer the following questions during the reading:

  • What are the events leading up to Caesar's death in Act III, Scene I?
  • What could Caesar have said to prevent his murder?
  • How do the conspirators react and say after Caesar's death?
  • How were their words prophetic (ominous or foreshadowing)?
  • Why does Antony shake hands with the conspirators?

    4. HW Reminders

    5. Fist to 5: Rate your understanding of today's lesson.

    Common Core Standards:

  • RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme.
  • How do the conspirators react immediately following Caesar's death in Act III, Scene I in Julius Caesar? DUE THIS MONDAY, APRIL 27th:
  • Response Paper on the Role of Relationships in Act III, Scene 1: In your HW section: Write a full page (handwritten) OR 1/2 page (typed) on the relationships established in Act III, Scene 1 of Julius Caesar. You should use evidence from our class notes to answer the following questions: What relationships are established? How does Shakespeare establish these relationships through word choice? What language supports these relationships? USE THE KEY WORKDS IN THE QUESTIONS ABOVE: relationships established, word choice, and Shakespeare's language. Include the following heading:
    Ms. Conn                                 Your Name
    Class, Period                            Date
    Assignment: Response
          
                         Title: Response on the Role of Relationships in Act III, Scene 1 of Julius Caesar
    

    EVERY DAY (for a minimum of 30 minutes per day): Read your chosen biography/memoir taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). Make sure that you show me your novel (this was homework credit).

  • DUE APRIL 30th: Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:
  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • POST APRIL BOOK REVIEW before midnight on April 30th (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY AND MARCH BOOK REVIEWS (look at the February and March grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE JULIUS CAESAR VOCABULARY LIST #1. This is about 15% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59

    MAKE UP OWED HOMEWORK: DUE TUESDAY, MARCH 31st:

  • POST MARCH BOOK REVIEW. It MUST be posted on your website (each day late is -10 points; maximum points deducted are -30 points). YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE ACADEMIC VOCABULARY LIST. This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Thursday, April 23rd (Shakespeare's Birthday!), 2015: 1. Do Now: Why is Shakespeare considered The Bard (the greatest poet that ever lived)? Use specific evidence from Julius Caesar to support your argument.

    SHOW OWED HOMEWORK.

    2. Think/Pair/Share: Share your Do Now answers with a neighbor. Volunteers share with the class.

    3. Read-Aloud: Read Act III, Scene 1. Answer the following questions during the reading:

  • What are the events leading up to Caesar's death in Act III, Scene I?
  • What could Caesar have said to prevent his murder?
  • How do the conspirators react and say after Caesar's death?
  • How were their words prophetic (ominous or foreshadowing)?
  • Why does Antony shake hands with the conspirators?

    4. HW Reminders

    5. Fist to 5: Rate your understanding of today's lesson.

    Common Core Standards:

  • RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme.
  • What events unfold leading up to and immediately following Caesar's death in Act III, Scene I in Julius Caesar? DUE TOMORROW, FRIDAY, APRIL 24th:
  • QUIZ on JULIUS CAESAR VOCABULARY LIST #1

    EVERY DAY (for a minimum of 30 minutes per day): Read your chosen biography/memoir taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). Make sure that you show me your novel (this was homework credit).

  • DUE APRIL 30th: Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:
  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • POST APRIL BOOK REVIEW before midnight on April 30th (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY AND MARCH BOOK REVIEWS (look at the February and March grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE JULIUS CAESAR VOCABULARY LIST #1. This is about 15% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59

    MAKE UP OWED HOMEWORK: DUE TUESDAY, MARCH 31st:

  • POST MARCH BOOK REVIEW. It MUST be posted on your website (each day late is -10 points; maximum points deducted are -30 points). YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE ACADEMIC VOCABULARY LIST. This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Wednesday, April 22nd, 2015: 1. Do Now: What can you predict will happen in Act III of Julius Caesar? (Consider the events that have unfolded in Acts I and II: Calpurnia's dream, Artemidorus' warning letter, Brutus working with the conspirators, etc.)

    SHOW OWED HOMEWORK.

    2. Think/Pair/Share: Share your Do Now answers with a neighbor. Volunteers share with the class.

    3. Read-Aloud/Review: Julius Caesar Vocabulary List #1

    4. Read-Aloud: Read Act III, Scene 1. Answer the following questions during the reading:

  • What are the events leading up to Caesar's death in Act III, Scene I?
  • What could Caesar have said to prevent his murder?
  • How do the conspirators react and say after Caesar's death?
  • How were their words prophetic (ominous or foreshadowing)?
  • Why does Antony shake hands with the conspirators?

    5. HW Reminders

    6. Fist to 5: Rate your understanding of today's lesson.

    Common Core Standards:

  • RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme.
  • How can we effectively make predictions begin to understand Act III in Julius Caesar? DUE THIS FRIDAY, APRIL 24th:
  • QUIZ on JULIUS CAESAR VOCABULARY LIST #1

    EVERY DAY (for a minimum of 30 minutes per day): Read your chosen biography/memoir taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). Make sure that you show me your novel (this was homework credit).

  • DUE APRIL 30th: Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:
  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • POST APRIL BOOK REVIEW before midnight on April 30th (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY AND MARCH BOOK REVIEWS (look at the February and March grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE JULIUS CAESAR VOCABULARY LIST #1. This is about 15% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59

    MAKE UP OWED HOMEWORK: DUE TUESDAY, MARCH 31st:

  • POST MARCH BOOK REVIEW. It MUST be posted on your website (each day late is -10 points; maximum points deducted are -30 points). YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE ACADEMIC VOCABULARY LIST. This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Tuesday, April 21st, 2015: 1. Work Period: MIDTERM EXAM (write a well-developed paragraph--a minimum of 10-12 sentences)

    SHOW HOMEWORK: Vocabulary Flashcards

    2. Read-Aloud/Review: Julius Caesar Vocabulary List #1

    3. HW Reminders

    How can we present an effective argument, using text-based evidence, on the midterm exam? DUE THIS FRIDAY, APRIL 24th:
  • QUIZ on JULIUS CAESAR VOCABULARY LIST #1

    EVERY DAY (for a minimum of 30 minutes per day): Read your chosen biography/memoir taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). Make sure that you show me your novel (this was homework credit).

  • DUE APRIL 30th: Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:
  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • POST APRIL BOOK REVIEW before midnight on April 30th (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY AND MARCH BOOK REVIEWS (look at the February and March grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE JULIUS CAESAR VOCABULARY LIST #1. This is about 15% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59

    MAKE UP OWED HOMEWORK: DUE TUESDAY, MARCH 31st:

  • POST MARCH BOOK REVIEW. It MUST be posted on your website (each day late is -10 points; maximum points deducted are -30 points). YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE ACADEMIC VOCABULARY LIST. This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Monday, April 20th, 2015: 1. Do Now: Should Brutus or Cassius be considered the better conspirator? Begin with the following: Brutus should be considered the better conspirator because...OR Cassius should be considered the better conspirator because...Write 2-3 sentences, using evidence from the play to support your argument.

    SHOW HOMEWORK: Response Paper on the Role of Relationships in Act II.

    2. Think/Pair/Share: Share your Do Now answers with a neighbor. Volunteers share with the class.

    3. Read-Aloud/Review: Julius Caesar Vocabulary List #1

    4. HW Reminders

    5. Fist to 5: Rate your understanding of today's lesson.

    Common Core Standards:

  • RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme.
  • How can we present effective arguments on the better conspirator--Brutus or Cassius in Julius Caesar? DUE TOMORROW, TUESDAY, APRIL 21st:
  • VOCABULARY FLASHCARDS: For JULIUS CAESAR VOCABULARY LIST #1, write the vocabulary word and part of speech on the front of the card, and write the definition and an original sentence on the back of the card. You may use an electronic flashcard app.
  • MIDTERM (20% of the 2nd marking period): You will write a well-developed paragraph (10-12 sentences) on an argumentative question (something similar to the following argumentative questions: Should high school students be required to study Shakespeare's works of literature? Should Portia or Calpurnia be considered the better wife? Should Brutus or Cassius be considered the better conspirator). You will be given two texts to read and use as evidence in your argumentative paragraph. You MUST follow the writing rubric requirements: FOCUS on the argumentative question throughout your writing, DEVELOP your writing with A LOT of evidence, use COHESION (transition words such as: in addition, therefore, however, furthermore, etc.), LANGUAGE AND STYLE (use sophisticated vocabulary well), and CONVENTIONS (use proper grammar--spelling, punctuation, capitalization and detailed sentences).

    EVERY DAY (for a minimum of 30 minutes per day): Read your chosen biography/memoir taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). Make sure that you show me your novel (this was homework credit).

    DUE THIS FRIDAY, APRIL 24th:

  • QUIZ on JULIUS CAESAR VOCABULARY LIST #1

    MAKE UP OWED HOMEWORK: DUE TUESDAY, MARCH 31st:

  • POST MARCH BOOK REVIEW. It MUST be posted on your website (each day late is -10 points; maximum points deducted are -30 points). YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE ACADEMIC VOCABULARY LIST. This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Friday, April 17th, 2015: 1. Do Now: Should Calpurnia (Caesar's wife) or Portia (Brutus' wife) be considered the better wife? Begin with the following: Calpurnia should be considered the better wife because...OR Portia should be considered the better wife because...Write 2-3 sentences, using evidence from the play to support your argument.

    SHOW OWED HOMEWORK.

    2. Think/Pair/Share: Share your Do Now answers with a neighbor. Volunteers share with the class.

    3. Work Period: Finish reading Act II, Scenes 2, 3 and 4 of Julius Caesar. Answer and discuss the following questions in your LA section (Cornell Notes):

  • What are the omens that Calpurnia dreams?
  • What is the relationship between Caesar and his wife, Calpurnia?
  • How does Caesar respond to Calpurnia's omens and concerns?
  • How does Decius persuade Caesar to go to the capitol?
  • In Scene 3, what does Artemidorus warn Caesar?
  • In Scene 4, how is Portia characterized (personality traits, thoughts, feelings and actions)?

    4. HW introduced:

  • Julius Caesar Vocabulary List #1
  • 5. Fist to 5: Rate your understanding of today's lesson.

    Common Core Standards:

  • RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme.
  • How can we understand the significance of the characterization of Portia and the warnings to Caesar in Act II, Scenes 2, 3 and 4? DUE THIS MONDAY, APRIL 20th:

  • Response Paper on the Role of Relationships: In your HW section: Write a full page (handwritten) OR 1/2 page (typed) on the relationships established in Act II, Scenes 1-4 of Julius Caesar. You should use evidence from our class notes to answer the following questions: What relationships are established? How does Shakespeare establish these relationships through word choice? What language supports these relationships? USE THE KEY WORKDS IN THE QUESTIONS ABOVE: relationships established, word choice, and Shakespeare's language. Include the following heading:
    Ms. Conn                                 Your Name
    Class, Period                            Date
    Assignment: Response
          
                         Title: Response on the Role of Relationships in Act II, Scenes 1-4 of Julius Caesar
    

    EVERY DAY (for a minimum of 30 minutes per day): Read your chosen biography/memoir taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). Make sure that you show me your novel (this was homework credit).

    DUE THIS TUESDAY, APRIL 21st:

  • VOCABULARY FLASHCARDS: For JULIUS CAESAR VOCABULARY LIST #1, write the vocabulary word and part of speech on the front of the card, and write the definition and an original sentence on the back of the card. You may use an electronic flashcard app.
  • MIDTERM (20% of the 2nd marking period): You will write a well-developed paragraph (10-12 sentences) on an argumentative question (something similar to the following argumentative questions: Should high school students be required to study Shakespeare's works of literature? Should Portia or Calpurnia be considered the better wife?). You will be give two texts to read and use as evidence in your argumentative paragraph. You MUST follow the writing rubric requirements: FOCUS on the argumentative question throughout your writing, DEVELOP your writing with A LOT of evidence, use COHESION (transition words such as: in addition, therefore, however, furthermore, etc.), LANGUAGE AND STYLE (use sophisticated vocabulary well), and CONVENTIONS (use proper grammar--spelling, punctuation, capitalization and detailed sentences).

    DUE NEXT FRIDAY, APRIL 24th:

  • QUIZ on JULIUS CAESAR VOCABULARY LIST #1

    MAKE UP OWED HOMEWORK: DUE TUESDAY, MARCH 31st:

  • POST MARCH BOOK REVIEW. It MUST be posted on your website (each day late is -10 points; maximum points deducted are -30 points). YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE ACADEMIC VOCABULARY LIST. This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Thursday, April 16th, 2015: 1. Do Now: How do you react when seeing or being told about omens (warning signs or superstitions)?

    SHOW OWED HOMEWORK.

    2. Think/Pair/Share: Share your Do Now answers with a neighbor. Volunteers share with the class.

    3. Work Period: Read Act II, Scenes 2 and 3 of Julius Caesar. Answer and discuss the following questions in your LA section (Cornell Notes):

  • What are the omens that Calpurnia dreams?
  • What is the relationship between Caesar and his wife, Calpurnia?
  • How does Caesar respond to Calpurnia's omens and concerns?
  • How does Decius persuade Caesar to go to the capitol?
  • In Scene 3, what does Artemidorus warn Caesar?

    4. Fist to 5: Rate your understanding of today's lesson.

    Common Core Standards:

  • RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme.
  • How can we understand the relationship between Caesar and Calpurnia and the warnings to Caesar in Act II, Scenes 2 and 3? EVERY DAY (for a minimum of 30 minutes per day): Read your chosen biography/memoir taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). Make sure that you show me your novel (this was homework credit).

    MAKE UP OWED HOMEWORK: DUE TUESDAY, MARCH 31st:

  • POST MARCH BOOK REVIEW. It MUST be posted on your website (each day late is -10 points; maximum points deducted are -30 points). YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE ACADEMIC VOCABULARY LIST. This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Wednesday, April 15th, 2015: 1. Do Now: Brutus says, "Let us be sacrificers, but not butchers" (Act II, Scene 1). What does this quote reveal about Brutus' character? Cassius says, "Let Antony and Caesar fall together" (Act II, Scene 1). What does this quote reveal about Cassius' character? Based on their speech, what can you predict about Brutus and Cassius as the play proceeds?

    SHOW OWED HOMEWORK.

    2. Think/Pair/Share: Share your Do Now answers with a neighbor. Volunteers share with the class.

    3. Work Period: Finish reading Act II, Scene 1 of Julius Caesar.

  • What is the relationship between Brutus and his wife, Portia?
  • How can you characterize (describe her personality, thoughts and feelings) Portia?

    6. Fist to 5: Rate your understanding of today's lesson.

    Common Core Standards:

  • RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme.
  • How can we understand the thoughts and feelings of Cassius, Brutus and Portia in Act II, Scene I? EVERY DAY (for a minimum of 30 minutes per day): Read your chosen biography/memoir taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). Make sure that you show me your novel (this was homework credit).

    MAKE UP OWED HOMEWORK: DUE TUESDAY, MARCH 31st:

  • POST MARCH BOOK REVIEW. It MUST be posted on your website (each day late is -10 points; maximum points deducted are -30 points). YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE ACADEMIC VOCABULARY LIST. This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Tuesday, April 14th, 2015: 1. Do Now: Exemplary (outstanding) writing demonstrates focus, development, appropriate audience, cohesion, language, style and conventions. How does exemplary writing demonstrate all of these skills?

    SHOW OWED HOMEWORK.

    2. Think/Pair/Share: Share your Do Now answers with a neighbor. Volunteers share with the class.

    3. Work Period: Finish reading and analyzing an exemplary (outstanding) book review. Provide a grade (according to each category) using the Common Core rubric (informative). Provide evidence from the exemplary book review to support for the grade for each category.

  • Period 2: Read Lesli Cuamani's March Book Review
  • Period 3: Read Diondre Webber's March Book Review
  • Period 4: Read Michelle Toribio's March Book Review.

    4. Work Period Sharing: Share your evidence from the exemplary book review to support the grade for each category.

    5. HW Reminders.

    6. Exit Slip: 3-2-1 Exit Slip:
    3 Tasks that you accomplished today.
    2 Skills learned in today's lesson that you can apply in the future.
    1 Question that you have about today's lesson.

    Common Core Standards:

  • W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what i most significant for a specific purpose and audience.
  • RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme.
  • How can we understand the components of exemplary writing, which can enable us to develop and strengthen our own writing? EVERY DAY (for a minimum of 30 minutes per day): Read your chosen biography/memoir taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime (you should have accessed a copy from the library, bookstore, or electronic version online). Make sure that you show me your novel (this was homework credit).

    MAKE UP OWED HOMEWORK: DUE TUESDAY, MARCH 31st:

  • POST MARCH BOOK REVIEW. It MUST be posted on your website (each day late is -10 points; maximum points deducted are -30 points). YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE ACADEMIC VOCABULARY LIST. This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Monday, April 13th, 2015: 1. Do Now: Read "My Writing Process Poem" by Roshni D'Souza.
  • What do the phrases "unsteady hand" and "tired body" imply about the speaker?
  • Why is the speaker "scavenging in cinders"?
  • What's the poet's message?

    SHOW HOMEWORK: Show your April novel (in hard copy or electronic version).

    2. Think/Pair/Share: Share your Do Now answers with a neighbor. Volunteers share with the class.

    3. Work Period: Read and analyze an exemplary (outstanding) book review. Provide a grade (according to each category) using the Common Core rubric (informative). Provide evidence from the exemplary book review to support for the grade for each category.

  • Period 2: Read Lesli Cuamani's March Book Review
  • Period 3: Read Diondre Webber's March Book Review
  • Period 4: Read Michelle Toribio's March Book Review.

    4. HW Reminders.

    5. Exit Slip: 3-2-1 Exit Slip:
    3 Tasks that you accomplished today.
    2 Skills learned in today's lesson that you can apply in the future.
    1 Question that you have about today's lesson.

    Common Core Standards:

  • W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what i most significant for a specific purpose and audience.
  • RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme.
  • How can we understand the components of exemplary writing, which can enable us to develop and strengthen our own writing? MAKE UP OWED HOMEWORK: DUE TUESDAY, MARCH 31st:
  • POST MARCH BOOK REVIEW. It MUST be posted on your website (each day late is -10 points). YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE ACADEMIC VOCABULARY LIST. This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Thursday, April 2nd, 2015: 1. Do Now: Compare and contrast Cassius and Brutus. Create a Venn Diagram or a T-Chart.

    SHOW HOMEWORK: Yesterday's classwork paragraph on the following: SHOULD HIGH SCHOOL STUDENTS BE REQUIRED TO STUDY SHAKESPEARE'S WORKS OF LITERATURE? Return March books.

    2. Think/Pair/Share: Share your Do Now answers with a neighbor. Volunteers share with the class.

    3. Read-Aloud: Finish reading Act II, Scene 1. Why does Brutus think that Caesar may be dangerous? What evidence does Brutus have to support this conclusion? Why are imagery and metaphors significant (important) to Brutus' characterization of Caesar?

    4. HW Reminders.

    5. Exit Slip: 3-2-1 Exit Slip:
    3 Tasks that you accomplished today.
    2 Tasks that you can predict we will be doing tomorrow.
    1 Question that you have about today's lesson.

    Common Core Standards:

  • RL.9-10.1: Cite strong and thorough evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme.
  • How can we understand the characterization of Brutus and Cassius in Julius Caesar? DUE MONDAY, APRIL 13th:
  • Find a chosen biography/memoir taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime. Begin reading your April book. BRING IT IN (a copy from the library OR an electronic copy)! Be ready to share specific details from the exposition (beginning) of the biography.

    MAKE UP OWED HOMEWORK: DUE TUESDAY, MARCH 31st:
    Read your independent novel completely (the novel must be chosen from our class selections).

  • POST MARCH BOOK REVIEW. It MUST be posted on your website (each day late is -10 points). YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE ACADEMIC VOCABULARY LIST. This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Wednesday, April 1st, 2015: 1. Do Now: NOTEBOOK QUIZ #2

    SHOW OWED HOMEWORK.

    2. Work Period (in your LA section): SHOULD HIGH SCHOOL STUDENTS BE REQUIRED TO STUDY SHAKESPEARE'S WORKS OF LITERATURE? Write your answer as a claim statement: "High school students should/should not be required to study Shakespeare's works of literature because...
    Use evidence (write at least 2-3 sentences) from our notes on Shakespeare's Julius Caesar (especially yesterday's notes on Act II, Scene 1: Shakespeare's use of imagery and metaphors to characterize Caesar) to support your claim.

    3. Think/Pair/Share: Share your work period answers with a neighbor. Make a Self- Assessment using the rubric provided. Volunteers share with the class.

    4. Read-Aloud: Continue reading Act II, Scene 1. Why does Brutus think that Caesar may be dangerous? What evidence does Brutus have to support this conclusion? Why are imagery and metaphors significant (important) to Brutus' characterization of Caesar?

    5. Exit Slip: 3-2-1 Exit Slip:
    3 Tasks that you accomplished today.
    2 Tasks that you can predict we will be doing tomorrow.
    1 Question that you have about today's lesson.

    Common Core Standards:

  • W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • RL.9-10.1: Cite strong and thorough evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop a theme.
  • What evidence do we have to support our arguments that Shakespeare's works, like Julius Caesar, should be studied in high school? DUE TOMORROW, THURSDAY, APRIL 2nd:
  • RETURN YOUR MARCH NOVELS (only if you've posted your March book review).
    FINISH TODAY'S WORK PERIOD (in your LA section): SHOULD HIGH SCHOOL STUDENTS BE REQUIRED TO STUDY SHAKESPEARE'S WORKS OF LITERATURE? Begin your writing as a claim (thesis) statement: "High school students should OR should not (you choose) be required to study Shakespeare's works of literature because...
  • Use evidence (write at least 2-3 sentences) from our notes on Shakespeare's Julius Caesar (especially yesterday's notes on Act II, Scene 1: Shakespeare's use of imagery and metaphors to characterize Caesar) to support your claim.
  • Include at least 5 vocabulary words from the Academic Vocabulary List.
  • DO NOT write in first person (any form of "I") or second person (any form of "you").
  • Circle the boxes that fit the grading rubric (evaluate your own writing).

    MAKE UP OWED HOMEWORK: DUE YESTERDAY, TUESDAY, MARCH 31st:
    Read your independent novel completely (the novel must be chosen from our class selections).

  • POST MARCH BOOK REVIEW. It MUST be posted on your website (each day late is -10 points). YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE ACADEMIC VOCABULARY LIST. This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Tuesday, March 31st, 2015: 1. Do Now:
    Julius Caesar was loved by the Roman people because of his charisma (magnetic personality and leadership). Choose another important leader in history or in your life and describe the personality traits, actions, and decisions that made or make him or her popular and successful. Write a well-developed paragraph (10-12 sentences) describing that important leader. Use real evidence to support your claims.

    SHOW HOMEWORK: 15 post-it notes for your March novel.

    2. Think/Pair/Share: Share your Do Now answers with a neighbor. Volunteers share with the class.

    3. Read-Aloud: Continue reading Act II, Scene 1. Why does Brutus think that Caesar may be dangerous? What evidence does Brutus have to support this conclusion? Why are imagery and metaphors significant (important) to Brutus' characterization of Caesar?

    4. HW Reminder

    5. Fist to Five

    How can we understand the significance of the characterization of Caesar (from Brutus' perspective)? POP NOTEBOOK QUIZ THIS WEEK (TOMORROW OR THURSDAY!). MAKE SURE YOUR NOTES ARE IN ORDER, ESPECIALLY SINCE MARCH 5th.

    DUE TONIGHT (BEFORE MIDNIGHT), TUESDAY, MARCH 31st:
    Read your independent novel completely (the novel must be chosen from our class selections).

  • POST MARCH BOOK REVIEW before midnight TONIGHT, TUESDAY, March 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE ACADEMIC VOCABULARY LIST. This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Monday, March 30th, 2015: 1. Do Now:
  • Write a 20-word summary (exactly 20 words!) of Act I.
  • Based on Act I of Julius Caesar, what evidence supports that Shakespeare is a genius playwright (writer of plays)?

    SHOW HOMEWORK: Response paper on the Role of Relationships in Act I, Scenes 2 and 3. You should answer the following questions: What relationships are established? How does Shakespeare establish these relationships through word choice? What language supports these relationships?

    2. Think/Pair/Share: Share your Do Now answers with a neighbor. Volunteers share with the class.

    3. Read-Aloud: Begin reading Act II, Scene 1. Why does Brutus think that Caesar may be dangerous? What evidence does Brutus have to support this conclusion? Why are imagery and metaphors significant (important) to Brutus' characterization of Caesar?

  • How can we understand the significance of the characterization of Caesar (from Brutus' perspective)? POP NOTEBOOK QUIZ THIS WEEK (TOMORROW, WEDNESDAY OR THURSDAY!). MAKE SURE YOUR NOTES ARE IN ORDER, ESPECIALLY SINCE MARCH 5th.

    READ YOUR INDEPENDENT NOVEL. WORK ON THE POST-IT NOTES (DUE TOMORROW, TUESDAY, MARCH 31st; details can be found below).

    DUE TOMORROW, TUESDAY, MARCH 31st:
    Read your independent novel completely (the novel must be chosen from our class selections). Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:

  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • POST MARCH BOOK REVIEW before midnight TOMORROW, TUESDAY, March 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE ACADEMIC VOCABULARY LIST. This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Friday, March 27th, 2015: 1. Do Now: Finish reading Act I, Scene 3 in Julius Caesar. Identify omens (signs of bad things to come). What's Cassius' relationship with Casca and Brutus? How does Cassius feel about them? How do they feel about Cassius? Describe Cassius' scheming/plotting to convince Casca and Brutus to join his conspiracy to bring down Caesar.

    2. Reflection/Summary: Write a 20-word summary (exactly 20 words!) of Act I.

    3. Begin HW.

    How can we understand the significance of omens and the relationship between Cassius, Casca and Brutus? DUE THIS MONDAY, MARCH 30th:
  • Response on the Role of Relationships: In your HW section: Write a full page (handwritten) OR 1/2 page (typed) on the relationships established in Act I, Scenes 2 and 3 of Julius Caesar. You should answer the following questions: What relationships are established? How does Shakespeare establish these relationships through word choice? What language supports these relationships? Include the following heading:
    Ms. Conn                                 Your Name
    Class, Period                            Date
    Assignment: Response
          
                         Title: Response on the Role of Relationships in Act I, Scenes 2 and 3 of Julius Caesar
    

    READ YOUR INDEPENDENT NOVEL. WORK ON THE POST-IT NOTES (DUE BY MARCH 31st; details can be found below).

    DUE THIS COMING TUESDAY, MARCH 31st:
    Read your independent novel completely (the novel must be chosen from our class selections). Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:

  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • POST MARCH BOOK REVIEW before midnight on March 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE ACADEMIC VOCABULARY LIST. This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Thursday, March 26th, 2015: 1. Do Now: Choose one character from Julius Caesar and write the first paragraph in his diary entry. What is he thinking/feeling about himself and other characters? What is his relationship with other characters? How does he feel about the setting and the events happening so far?

    Show owed homework.

    2. Share Do Now answers.

    3. Answer each of the following questions based on your reading of Act I, Scenes 1 and 2 in Julius Caesar (review/share).
    A.) Explain why the working men are celebrating in the first scene. Why does Marullus criticize them? They are celebrating Caesar’s recent victory over Pompey, the previous ruler of Rome. Marullus is angry because the people used to support Pompey, but now they have changed their minds. They are fickle (changing their minds easily).
    B.) What is the setting of Scene 2? What warning does the soothsayer give Caesar, and what is Caesar’s response? Scene 2 takes place in a public place in Rome. Soothsayer tells Caesar to beware the ides of March. Caesar ignores the warning.
    C.) Explain what Cassius wants to convince Brutus of in Scene 2. Cassius wants to convince Brutus that he would be a better leader than Caesar. He also wants to show Brutus that Caesar is a bad leader, that he’s power-hungry.
    D.) Why does Caesar, in Scene 2, think Cassius is dangerous? What qualities disturb him? Caesar worries because Cassius thinks too much, he watches people, he does not like music, fun and games, he reads a lot, etc. He says that people like Cassius are never happy if they see someone better off than themselves.
    E.) Describe what happens when Caesar is offered the crown, according to Casca. After Caesar is offered the crown, he refuses it, but looks like he wants it. After the 3rd time, Caesar has a seizure during which he says something about how someone should kill him.
    F.) Caesar stands astride the world as a powerful ruler, yet he suffers many personal weaknesses. Various characters tell us what these are, and they say that a man who is as human as anyone else would not act like a god and rule the world. What exactly are Caesar’s infirmities (sicknesses) and weaknesses? Caesar is deaf in one ear, he’s epileptic, he can’t swim, and he cries when he has a fever.
    G.) At the end of Scene 2, how does Cassius say he will pursue his plan to involve Brutus in the conspiracy against Caesar? Cassius will leave letters on Brutus’ property that seem to be from different commoners (forged handwriting). The letters will tell Brutus that people dislike Caesar and that they wish Brutus was the leader.

    4. Read-Aloud: Read Act I, Scene 3 in Julius Caesar. Identify omens (signs of bad things to come). What's Cassius' relationship with Casca and Brutus? How does Cassius feel about them? How do they feel about Cassius? Describe Cassius' scheming/plotting to convince Casca and Brutus to join his conspiracy to bring down Caesar.

    5. Reflection/Summary: Write a 20-word summary (exactly 20 words!) of Act I.

    How can we understand the significance of omens and the relationship between Cassius, Casca and Brutus? DUE THIS COMING MONDAY, MARCH 30th:
  • Response on the Role of Relationships: In your HW section: Write a full page (handwritten) OR 1/2 page (typed) on the relationships established in Act I, Scenes 2 and 3 of Julius Caesar. You should answer the following questions: What relationships are established? How does Shakespeare establish these relationships through word choice? What language supports these relationships? Include the following heading:
    Ms. Conn                                 Your Name
    Class, Period                            Date
    Assignment: Response
          
                         Title: Response on the Role of Relationships in Act I, Scenes 2 and 3 of Julius Caesar
    

    READ YOUR INDEPENDENT NOVEL. WORK ON THE POST-IT NOTES (DUE BY MARCH 31st; details can be found below).

    DUE THIS COMING TUESDAY, MARCH 31st:
    Read your independent novel completely (the novel must be chosen from our class selections). Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:

  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • POST MARCH BOOK REVIEW before midnight on March 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE ACADEMIC VOCABULARY LIST. This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Wednesday, March 25th, 2015: 1. Do Now: Make a flashcard for your assigned vocabulary word from the Academic Vocabulary List. Fold over the blank piece of paper. On the front, write the assigned vocabulary word and part of speech (noun, verb, adjective or adverb). On the inside, write the definition and an original sentence (using that vocabulary word correctly). On the back, write your name and class period.

    2. Technology Major Application Process Presentation

    3. Show yesterday's classwork questions on Context Clues and Act I, Scenes 1 and 2 in Julius Caesar.

    4. Fist to Five: Rate your level of understanding of today's lesson (1-5). Be ready to verbally explain your rating.

    How can we understand technology major application process? READ YOUR INDEPENDENT NOVEL. WORK ON THE POST-IT NOTES (DUE BY MARCH 31st; details can be found below).

    DUE NEXT TUESDAY, MARCH 31st:
    Read your independent novel completely (the novel must be chosen from our class selections). Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you can only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:

  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • POST MARCH BOOK REVIEW before midnight on March 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). YOU MUST USE AT LEAST FIVE VOCABULARY WORDS FROM THE ACADEMIC VOCABULARY LIST. This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Tuesday, March 24th, 2015: Work Period:
    1.) Give out the first page of this handout Context Clues in Julius Caesar. Students will work on this handout and turn in at the end of class.

    2.) Answer each of the following questions based on your reading of Act I, Scenes 1 and 2 in Julius Caesar (be ready to review/share).
    A.) Explain why the working men are celebrating in the first scene. Why does Marullus criticize them?
    B.) What is the setting of Scene 2? What warning does the soothsayer give Caesar, and what is Caesar’s response?
    C.) Explain what Cassius wants to convince Brutus of in Scene 2.
    D.) Why does Caesar, in Scene 2, think Cassius is dangerous? What qualities disturb him?
    E.) Describe what happens when Caesar is offered the crown, according to Casca.
    F.) Caesar stands astride the world as a powerful ruler, yet he suffers many personal weaknesses. Various characters tell us what these are, and they say that a man who is as human as anyone else would not act like a god and rule the world. What exactly are Caesar’s infirmities (sicknesses) and weaknesses?
    G.) At the end of Scene 2, how does Cassius say he will pursue his plan to involve Brutus in the conspiracy against Caesar?

    How can we understand context clues and major events of Act I? DUE TOMORROW, WEDNESDAY, MARCH 25th:
    Finish today's classwork (show your work tomorrow to receive classwork credit):
    1.) Complete the first page of this handout Context Clues in Julius Caesar.

    2.) Answer each of the following questions based on your reading of Act I, Scenes 1 and 2 in Julius Caesar
    A.) Explain why the working men are celebrating in the first scene. Why does Marullus criticize them?
    B.) What is the setting of Scene 2? What warning does the soothsayer give Caesar, and what is Caesar’s response?
    C.) Explain what Cassius wants to convince Brutus of in Scene 2.
    D.) Why does Caesar, in Scene 2, think Cassius is dangerous? What qualities disturb him?
    E.) Describe what happens when Caesar is offered the crown, according to Casca.
    F.) Caesar stands astride the world as a powerful ruler, yet he suffers many personal weaknesses. Various characters tell us what these are, and they say that a man who is as human as anyone else would not act like a god and rule the world. What exactly are Caesar’s infirmities (sicknesses) and weaknesses?
    G.) At the end of Scene 2, how does Cassius say he will pursue his plan to involve Brutus in the conspiracy against Caesar?

    READ YOUR INDEPENDENT NOVEL. WORK ON THE POST-IT NOTES (DUE BY MARCH 31st; details can be found below).

    DUE MARCH 31st:
    Read your independent novel completely (the novel must be chosen from our class selections). Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you c an only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:

  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • POST March Book Review before midnight on March 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Monday, March 23rd, 2015: 1.Do Now: What are two goals that you want to achieve for the 2nd marking period (you can refer to English class and your other classes)? How will you strategically achieve those goals?

    2. Think/Pair/Share: Share your Do Now answers with a neighbor. Share with the class.

    QUIZ AND BOOK REVIEW RETURNS.

    3. Work Period:

  • Create a vocabulary flashcard (word and part of speech on the front; definition and sentence inside) for an assigned vocabulary word.
  • On a post-it, explain what's happening in your March novel and identify a genius quality of one character.
  • What are our goals for improvement for the 2nd marking period and how can we strategically achieve them? READ YOUR INDEPENDENT NOVEL. WORK ON THE POST-IT NOTES (DUE BY MARCH 31st; details can be found below).

    DUE MARCH 31st:
    Read your independent novel completely (the novel must be chosen from our class selections). Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you c an only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:

  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • POST March Book Review before midnight on March 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Friday, March 20th, 2015: 1.Do Now: Why do bad guys (antagonists) want good guys (protagonist-types) to help them with their conspiracies (plans to bring down people in power)?

    2. Think/Pair/Share: Share your Do Now answers with a neighbor. Share with the class.

    3. Read-Aloud: Finish reading Act I, Scene II of the tragic play, Julius Caesar. Take Cornell Notes on the following:

  • How would you portray (describe) Cassius' relationship with Caesar?
  • How would you portray (describe) Cassius' relationship with Brutus?
  • What is Caesar's flaw (weakness)?

    4. Review and return yesterday's exam on Shakespeare & Julius Caesar (the man, not the play).

    5. Fist to Five: Rate your level of understanding of today's lesson (1-5). Be ready to verbally explain your rating.

  • What characters' relationships are established and what are Caesar's flaws? READ YOUR INDEPENDENT NOVEL. WORK ON THE POST-IT NOTES (DUE BY MARCH 31st; details can be found below).

    DUE MARCH 31st:
    Read your independent novel completely (the novel must be chosen from our class selections). Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you c an only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:

  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • POST March Book Review before midnight on March 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Thursday, March 19th, 2015: 1.Do Now: EXAM on Shakespeare and Julius Caesar (the man, not the play)--25% of 1st marking period

    2. Read your independent novel for March, work on post-its, and work on owed homework (last day of 1st marking period is TOMORROW).

    3. Read-Aloud: Continue reading Act I, Scene II of the tragic play, Julius Caesar. Take Cornell Notes on the following:

  • How would you portray (describe) Cassius' relationship with Caesar? (What are their feelings about each other?)
  • What is Caesar's flaw (weakness)?
  • What's the relationship between Cassius and Brutus? (What are their feelings about each other?) What does Cassius want from Brutus at the end of Scene II?

    4. Fist to Five: Rate your level of understanding of today's lesson (1-5). Be ready to verbally explain your rating.

  • What characters' relationships are introduced and what are the major characters' flaws? DUE TOMORROW, FRIDAY, MARCH 20th:

    MAKE UP OWED HOMEWORK. THE LAST DAY OF THE 1ST MARKING PERIOD IS TOMORROW!!

    EXTRA CREDIT HOMEWORK OPPORTUNITIES: TURN IN THE CLASSWORK FROM THE LAST TWO DAYS (MONDAY, MARCH 16th AND/OR TUESDAY, MARCH 17th).

    READ YOUR INDEPENDENT NOVEL. WORK ON THE POST-IT NOTES (DUE BY MARCH 31st; details can be found below).

    DUE MARCH 31st:
    Read your independent novel completely (the novel must be chosen from our class selections). Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you c an only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:

  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • POST March Book Review before midnight on March 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Wednesday, March 18th, 2015: 1.Do Now: What are flaws? How can flaws be downfalls (something that causes failure) for characters?

    2. Read-Aloud: Continue reading Act I, Scene II of the tragic play, Julius Caesar. Take Cornell Notes on the following:

  • What does "Beware the Ides of March" mean? What's the purpose of this famous phrase? What is Caesar's reaction and why?
  • What are Brutus' troubles?
  • How would you portray (describe) Cassius' relationship with Caesar?
  • What is Caesar's flaw (weakness)?

    3. Fist to Five: Rate your level of understanding of today's lesson (1-5). Be ready to verbally explain your rating.

  • What characters' relationships are introduced and what are the major characters' flaws? DUE TOMORROW, THURSDAY, MARCH 19th:
    EXAM ON SHAKESPEARE AND JULIUS CAESAR (the man behind the play). 25% of the 1st marking period. Multiple-choice questions. Bring a #2 pencil. STUDY THE FOLLOWING:
    1.) JULIUS CAESAR'S PERSONAL LIFE: When was he born? When did he die? How did he die? Where did he live? What was his career? Who were Caesar's wives? What's the name of his only surviving child? Read BIOGRAPHY.COM to find out about Caesar's life, career, wives and child.

    2.) JULIUS CAESAR AS LEADER: What were Caesar's positive traits and accomplishments as a leader of Rome? What were Caesar's negative traits and downfalls as a leader of Rome? Why did he kill Pompey? READ BIOGRAPHY.COM to find out about Caesar's leadership.

    3.) SHAKESPEARE'S PLAY, JULIUS CAESAR: When was the play written? Why did Shakespeare choose to write about Julius Caesar? READ SHAKESPEARE-ONLINE.COM to find out the background of Shakespeare's play, Julius Caesar.

    4.) FUN FACTS ABOUT JULIUS CAESAR: Which month is named after him? What words exist that are named after Caesar? Does Caesar have anything to do with a caesarean section? How did Caesar affect today's calendar? READ HISTORY.COM to find out fun facts about Julius Caesar and his influence on the modern world.

    5.) SHAKESPEARE'S WORKS: How many plays did Shakespeare write? What three genres (categories) of plays did Shakespeare write? READ HERE TO LEARN ABOUT SHAKESPEARE'S WORKS.

    6.) SHAKESPEARE'S LIFE: What country did Shakespeare live in? What were the two cities in which he spent his life? When was he born? Describe his parents, siblings, his wife and his children. Describe school life for Shakespeare. What were Shakespeare's jobs as an adult? When did he die? Why did he die? READ HERE TO LEARN ABOUT SHAKESPEARE'S LIFE.

    7.) SHAKESPEARE'S LANGUAGE: How many words does Shakespeare get credit for creating? READ HERE TO LEARN ABOUT SHAKESPEARE'S LANGUAGE.

    8. NOTES ON SHAKESPEARE'S LIFE, TIMES AND WORKS

    9. WHAT IS IAMBIC PENTAMETER?

    MAKE UP OWED HOMEWORK. THE LAST DAY OF THE 1ST MARKING PERIOD IS FRIDAY!!

    EXTRA CREDIT HOMEWORK OPPORTUNITIES: TURN IN THE CLASSWORK FROM THE LAST TWO DAYS (MONDAY, MARCH 16th AND/OR TUESDAY, MARCH 17th).

    READ YOUR INDEPENDENT NOVEL. WORK ON THE POST-IT NOTES (DUE BY MARCH 31st; details can be found below).

    DUE MARCH 31st:
    Read your independent novel completely (the novel must be chosen from our class selections). Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you c an only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:

  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • POST March Book Review before midnight on March 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Tuesday, March 17th, 2015: 1. 1. Work Period: Topic: Should William Shakespeare's life and works of literature be studied in high school? Your Task: Carefully review your notes on Shakespeare and the making of the man, Julius Caesar (websites provided below). Then, using evidence from at least three of the websites, WRITE THREE PARAGRAPHS (4-6 sentences for the introduction, 10-12 sentences for the body paragraph and 4-6 sentences for the conclusion) in which you write a well-developed argument (1-2 full, handwritten pages) regarding whether Shakespeare's life and works of literature should be studied in high school. Clearly establish your claim, distinguish your claim from alternate or opposing claims (sentence starters: On the other hand..., One might object that..., or An opposing claim is...), and use specific, relevant, and sufficient evidence from at least three of the websites to develop your argument. Do not simply summarize each website.
    Guidelines:
    Be sure to:
    • Establish your claim regarding whether Shakespeare's life and works of literature should be studied in high school.
    • Distinguish your claim from alternate or opposing claims.
    • Use specific, relevant, and sufficient evidence from at least three of the websites to develop your argument
    • Identify each source that you reference by specific name of the website (for example: In Britannica.com...)
    • Organize your ideas in a cohesive and coherent manner
    • Maintain a formal style of writing
    • Follow the conventions of standard written English

    TURN IN AT THE END OF THE CLASS FOR EXTRA CREDIT (ONE EXTRA HOMEWORK CREDIT IF COMPLETED CORRECTLY!).


    1.) JULIUS CAESAR'S PERSONAL LIFE: When was he born? When did he die? How did he die? Where did he live? What was his career? Who were Caesar's wives? What's the name of his only surviving child? Read BIOGRAPHY.COM to find out about Caesar's life, career, wives and child.

    2.) JULIUS CAESAR AS LEADER: What were Caesar's positive traits and accomplishments as a leader of Rome? What were Caesar's negative traits and downfalls as a leader of Rome? Why did he kill Pompey? READ BIOGRAPHY.COM to find out about Caesar's leadership.

    3.) SHAKESPEARE'S PLAY, JULIUS CAESAR: When was the play written? Why did Shakespeare choose to write about Julius Caesar? READ SHAKESPEARE-ONLINE.COM to find out the background of Shakespeare's play, Julius Caesar.

    4.) FUN FACTS ABOUT JULIUS CAESAR: Which month is named after him? What words exist that are named after Caesar? Does Caesar have anything to do with a caesarean section? How did Caesar affect today's calendar? READ HISTORY.COM to find out fun facts about Julius Caesar and his influence on the modern world.

    5.) SHAKESPEARE'S WORKS: How many plays did Shakespeare write? What three genres (categories) of plays did Shakespeare write? READ HERE TO LEARN ABOUT SHAKESPEARE'S WORKS.

    6.) SHAKESPEARE'S LIFE: What country did Shakespeare live in? What were the two cities in which he spent his life? When was he born? Describe his parents, siblings, his wife and his children. Describe school life for Shakespeare. What were Shakespeare's jobs as an adult? When did he die? Why did he die? READ HERE TO LEARN ABOUT SHAKESPEARE'S LIFE.

    7.) SHAKESPEARE'S LANGUAGE: How many words does Shakespeare get credit for creating? READ HERE TO LEARN ABOUT SHAKESPEARE'S LANGUAGE.

    8. NOTES ON SHAKESPEARE'S LIFE, TIMES AND WORKS

    9. WHAT IS IAMBIC PENTAMETER?

    How can you understand the requirements for admission to the academies at ITHS? DUE THIS THURSDAY, MARCH 19th:
    EXAM ON SHAKESPEARE AND JULIUS CAESAR (the man behind the play). 25% of the 1st marking period. Multiple-choice questions. Bring a #2 pencil. STUDY THE FOLLOWING:
    1.) JULIUS CAESAR'S PERSONAL LIFE: When was he born? When did he die? How did he die? Where did he live? What was his career? Who were Caesar's wives? What's the name of his only surviving child? Read BIOGRAPHY.COM to find out about Caesar's life, career, wives and child.

    2.) JULIUS CAESAR AS LEADER: What were Caesar's positive traits and accomplishments as a leader of Rome? What were Caesar's negative traits and downfalls as a leader of Rome? Why did he kill Pompey? READ BIOGRAPHY.COM to find out about Caesar's leadership.

    3.) SHAKESPEARE'S PLAY, JULIUS CAESAR: When was the play written? Why did Shakespeare choose to write about Julius Caesar? READ SHAKESPEARE-ONLINE.COM to find out the background of Shakespeare's play, Julius Caesar.

    4.) FUN FACTS ABOUT JULIUS CAESAR: Which month is named after him? What words exist that are named after Caesar? Does Caesar have anything to do with a caesarean section? How did Caesar affect today's calendar? READ HISTORY.COM to find out fun facts about Julius Caesar and his influence on the modern world.

    5.) SHAKESPEARE'S WORKS: How many plays did Shakespeare write? What three genres (categories) of plays did Shakespeare write? READ HERE TO LEARN ABOUT SHAKESPEARE'S WORKS.

    6.) SHAKESPEARE'S LIFE: What country did Shakespeare live in? What were the two cities in which he spent his life? When was he born? Describe his parents, siblings, his wife and his children. Describe school life for Shakespeare. What were Shakespeare's jobs as an adult? When did he die? Why did he die? READ HERE TO LEARN ABOUT SHAKESPEARE'S LIFE.

    7.) SHAKESPEARE'S LANGUAGE: How many words does Shakespeare get credit for creating? READ HERE TO LEARN ABOUT SHAKESPEARE'S LANGUAGE.

    8. NOTES ON SHAKESPEARE'S LIFE, TIMES AND WORKS

    9. WHAT IS IAMBIC PENTAMETER?

    MAKE UP OWED HOMEWORK.

    READ YOUR INDEPENDENT NOVEL. WORK ON THE POST-IT NOTES (DUE BY MARCH 31st; details can be found below).

    DUE MARCH 31st:
    Read your independent novel completely (the novel must be chosen from our class selections). Compose 15 post-it notes (buy or make your own). Fill in all the space of the post-it notes by answering the following questions (you don't need to write the questions; you c an only write the underlined words at the top of each post-it note): What genius qualities do the characters possess? How are those genius qualities revealed in the characters' actions, thoughts, feelings and dialogue? How have you learned more about yourself and your society by focusing on genius qualities of the characters? Remember the 12 qualities of genius: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. Here are some sentence starter examples:

  • An example of the character's genius quality is...
  • One example of the genius quality in the character's actions is...
  • The character's genius quality reminds me of...
  • I connect with the character's genius quality because...

  • POST March Book Review before midnight on March 31st (of course, you can post it earlier). It MUST be posted on your website (each day late is -10 points). This is 25% of the 2nd marking period grade.
    **Your book review will be graded by the following Grading Rubric (Informative)--5=90-100, 4=80-89, 3-70-79, 2=60-69, 1=50-59
  • Monday, March 16th, 2015: 1. Work Period: Write two multiple-choice questions (with four answer choices for each question; CIRCLE the correct answer) based on the following topics (which will be on Thursday's exam). Your questions should address any of the categories below, including Shakespeare's purpose for writing about Julius Caesar. Create FILL IN THE BLANK questions. Create four answer choices for each question. TURN IN AT THE END OF CLASS.

    1.) JULIUS CAESAR'S PERSONAL LIFE: When was he born? When did he die? How did he die? Where did he live? What was his career? Who were Caesar's wives? What's the name of his only surviving child? Read BIOGRAPHY.COM to find out about Caesar's life, career, wives and child.

    2.) JULIUS CAESAR AS LEADER: What were Caesar's positive traits and accomplishments as a leader of Rome? What were Caesar's negative traits and downfalls as a leader of Rome? Why did he kill Pompey? READ BIOGRAPHY.COM to find out about Caesar's leadership.

    3.) SHAKESPEARE'S PLAY, JULIUS CAESAR: When was the play written? Why did Shakespeare choose to write about Julius Caesar? READ SHAKESPEARE-ONLINE.COM to find out the background of Shakespeare's play, Julius Caesar.

    4.) FUN FACTS ABOUT JULIUS CAESAR: Which month is named after him? What words exist that are named after Caesar? Does Caesar have anything to do with a caesarean section? How did Caesar affect today's calendar?