Friday, May 6, 2016
Objective: To assess students' understanding of vocabulary from text; to closely analyze excerpts from A Tale of Two Cities
What we did: Vocabulary quiz; Students then analyze quotations from Ch. 5-7 in small groups, focusing on character, conflict and setting.
Homework: Read Book 2, Chapter 6-7 for Monday
SPRING BREAK
Friday, April 15, 2016
Objective: To analyze the plot of the first two chapters, as well as Dickens's writing style (duality)
What we did: Vocab; students answered questions pertaining to the plot to check for comprehension. We began reading Ch. 3.
Homework: Read Ch. 3-6 for Monday 4/25
Thursday, April 14, 2016
Objective: To learn historical background of next novel's setting
What we did: Vocab. Students shared their research findings about the French Revolution, how it came to be and its impact on world history. Distributed books and began reading Ch. 1
Homework: Read Ch. 1 & 2 for Friday
Tuesday, April 12, 2016
Objective: To review the use of phrases
What we did: Period 2 Grammar Lesson - Participles & Participial Phrases; Period 3 Grammar Lesson - Appositives & Appositive phrases; Assigned research homework to prepare for A Tale of Two Cities
Homework: A Tale of Two Cities historical research assignment
Monday, April 11, 2016
Objective: To experience a Shakespearean play
What we did: Students watched the performance of Julius Caesar by Shakesperience Productions,
Homework: Critique of Play due on Google Classroom by class tomorrow
Friday, April 8, 2016
Objective: To learn how to write a theater critique
What we did: We reviewed the homework and rhetorical devices found within both articles. Students were given tips on How to Write a Theater Critique and we read another critique of a Shakespearean play to see how each element of the play is critiqued in an organized fashion.
Homework: Enjoy the play!
Thursday, April 7, 2016
Objective: To introduce students to a new style of writing: the critique
What we did: Last few speeches were delivered. In preparation for the Julius Caesar performance on Monday by Shakesperience Productions, we viewed the opening scene of The Lion King on Broadway in order to better comprehend two theater critiques from different sources. Students worked on The Lion King Theater Critique Analysis assignment on Google Classroom until the bell rang. This will be for HW
Homework: Complete The Lion King Theater Critique Analysis
Tuesday, April 5, 2016
Objective: To present self-written speech to class
What we did: Students delivered the speeches they had prepared for the final part of Unit 3's Performance Task. The remaining time was use for SSR
Homework: None.
Monday, April 4, 2016
Objective: To identify rhetorical devices in a famous speech
What we did: Students completed Part 2 of this Unit's Performance Task, identifying 10 different rhetorical devices used in a given speech.
Homework: Final draft of Speech due TOMORROW! Be sure to identify and label all of the requirements you've been asked to include. Practice!! This shouldn't be the first read through. This is Part 3 of your Performance Task
Friday, April 1, 2016
Objective: To identify rhetorical devices in famous speeches in film
What we did: Students viewed several famous speeches in movies from the last 20 years (Miracle, Armageddon, Rocky Balboa, Pursuit of Happiness, Braveheart and Dead Poets Society). Students identified rhetorical devices used in each of the speeches.
Homework: Prepare for Part 2 of Performance Task by studying rhetorical device terms; revise your speech for Tuesday (Part 3 of Performance Task - speech delivery
Thursday, March 31, 2016
Objective: To peer edit first draft of speeches
What we did: Students were responsible for peer editing 2 speeches from their classmates - providing feedback on content and style.
Homework: Make necessary revisions to your speech (presenting next Tuesday)
Tuesday, March 29, 2016
Objective: To begin brainstorming process for upcoming Performance Task
What we did: Reviewed the classwork from yesterday; introduced the Performance Task for Unit 3 (3 parts). Part 1 began today, brainstorming ideas for a speech topic (argumentative in nature). Students were given a great list from the New York Times that had 301 Argumentative Topics to help them decide upon a topic. Most of them identified the argument they want to make in their speech and some began researching and drafting the same.
Homework: 1st Draft of speech (typed) due Thursday in class
Monday, March 28, 2016
Objective: To gauge student understanding of rhetorical devices
What we did: Students worked through Rhetorical Device Review sheet, matching devices with their definitions and then analyzing examples to identify.
Homework: Finish classwork on rhetorical devices
Thursday, March 24, 2016 - Start of Marking Period 4
Objective: To wrap up the text Julius Caesar and analyze the conclusion
What we did: JOURNAL: How is Brutus a tragic hero? What is his tragic flaw? Why did he have to meet his demise at the end of the play? Students performed the last scene of the play and discussed the differences between Brutus' and Cassius' deaths. What do Anthony and Octavius' reactions to Brutus reveal about his character?
Homework: None.
Objective: To assess students' understanding of vocabulary from text; to closely analyze excerpts from A Tale of Two Cities
What we did: Vocabulary quiz; Students then analyze quotations from Ch. 5-7 in small groups, focusing on character, conflict and setting.
Homework: Read Book 2, Chapter 6-7 for Monday
SPRING BREAK
Friday, April 15, 2016
Objective: To analyze the plot of the first two chapters, as well as Dickens's writing style (duality)
What we did: Vocab; students answered questions pertaining to the plot to check for comprehension. We began reading Ch. 3.
Homework: Read Ch. 3-6 for Monday 4/25
Thursday, April 14, 2016
Objective: To learn historical background of next novel's setting
What we did: Vocab. Students shared their research findings about the French Revolution, how it came to be and its impact on world history. Distributed books and began reading Ch. 1
Homework: Read Ch. 1 & 2 for Friday
Tuesday, April 12, 2016
Objective: To review the use of phrases
What we did: Period 2 Grammar Lesson - Participles & Participial Phrases; Period 3 Grammar Lesson - Appositives & Appositive phrases; Assigned research homework to prepare for A Tale of Two Cities
Homework: A Tale of Two Cities historical research assignment
Monday, April 11, 2016
Objective: To experience a Shakespearean play
What we did: Students watched the performance of Julius Caesar by Shakesperience Productions,
Homework: Critique of Play due on Google Classroom by class tomorrow
Friday, April 8, 2016
Objective: To learn how to write a theater critique
What we did: We reviewed the homework and rhetorical devices found within both articles. Students were given tips on How to Write a Theater Critique and we read another critique of a Shakespearean play to see how each element of the play is critiqued in an organized fashion.
Homework: Enjoy the play!
Thursday, April 7, 2016
Objective: To introduce students to a new style of writing: the critique
What we did: Last few speeches were delivered. In preparation for the Julius Caesar performance on Monday by Shakesperience Productions, we viewed the opening scene of The Lion King on Broadway in order to better comprehend two theater critiques from different sources. Students worked on The Lion King Theater Critique Analysis assignment on Google Classroom until the bell rang. This will be for HW
Homework: Complete The Lion King Theater Critique Analysis
Tuesday, April 5, 2016
Objective: To present self-written speech to class
What we did: Students delivered the speeches they had prepared for the final part of Unit 3's Performance Task. The remaining time was use for SSR
Homework: None.
Monday, April 4, 2016
Objective: To identify rhetorical devices in a famous speech
What we did: Students completed Part 2 of this Unit's Performance Task, identifying 10 different rhetorical devices used in a given speech.
Homework: Final draft of Speech due TOMORROW! Be sure to identify and label all of the requirements you've been asked to include. Practice!! This shouldn't be the first read through. This is Part 3 of your Performance Task
Friday, April 1, 2016
Objective: To identify rhetorical devices in famous speeches in film
What we did: Students viewed several famous speeches in movies from the last 20 years (Miracle, Armageddon, Rocky Balboa, Pursuit of Happiness, Braveheart and Dead Poets Society). Students identified rhetorical devices used in each of the speeches.
Homework: Prepare for Part 2 of Performance Task by studying rhetorical device terms; revise your speech for Tuesday (Part 3 of Performance Task - speech delivery
Thursday, March 31, 2016
Objective: To peer edit first draft of speeches
What we did: Students were responsible for peer editing 2 speeches from their classmates - providing feedback on content and style.
Homework: Make necessary revisions to your speech (presenting next Tuesday)
Tuesday, March 29, 2016
Objective: To begin brainstorming process for upcoming Performance Task
What we did: Reviewed the classwork from yesterday; introduced the Performance Task for Unit 3 (3 parts). Part 1 began today, brainstorming ideas for a speech topic (argumentative in nature). Students were given a great list from the New York Times that had 301 Argumentative Topics to help them decide upon a topic. Most of them identified the argument they want to make in their speech and some began researching and drafting the same.
Homework: 1st Draft of speech (typed) due Thursday in class
Monday, March 28, 2016
Objective: To gauge student understanding of rhetorical devices
What we did: Students worked through Rhetorical Device Review sheet, matching devices with their definitions and then analyzing examples to identify.
Homework: Finish classwork on rhetorical devices
Thursday, March 24, 2016 - Start of Marking Period 4
Objective: To wrap up the text Julius Caesar and analyze the conclusion
What we did: JOURNAL: How is Brutus a tragic hero? What is his tragic flaw? Why did he have to meet his demise at the end of the play? Students performed the last scene of the play and discussed the differences between Brutus' and Cassius' deaths. What do Anthony and Octavius' reactions to Brutus reveal about his character?
Homework: None.
