Wednesday 3/4 and Thursday 3/5
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Show Stomp clip and discuss the importance of rhythm in poetry.
2. Look at London's Top Slam Poets
3. Discuss pastoral poetry on the top of p. 313.
4. Read and discuss "The Passionate Shepherd to His Love"p. 314 and "The Nymph's Reply to the Shepherd" p. 316.
5. Discuss modern day song feuds
- "Southern Man" lyrics
- "Sweet Home Alabama" Lyrics
5. If time, discuss life in the 1600's. Show Middle Ages Hygiene video.
Homework:
Friday 3/6 & Monday 3/9
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Distribute the Shakespearean sonnet form handout and discuss.
2. Highlight the background of Edmund Spenser. Read the two love sonnets to his second wife on pp. 320-321 - "Sonnet 30" and "Sonnet 75," and paraphrase Sonnet 75.
- play "Love Somebody" video as an example of a modern expression of love
3. Open digital journal in Schoology. For entry #4, answer the following question: "Is love blind?" Explain your answer. Discuss.
4. View Love is Blind Video.
5. Distribute Sonnet 18 sheet. Read "Sonnet 18" and fill in the endings from the word bank at the bottom of the page. Discuss using the Rhyming Pattern handout.
- play "My Girl" video as an example of Sonnet 18
6. Fill in Sonnet 18 Mad Libs Style. Share sonnets.
Homework:
Tuesday 3/10 & Wednesday 3/11
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Block 1A - Open digital journal, and complete journal #4 - "Is Love Blind?" Discuss.
2. Distribute and read "Sonnet 130" - Shakespeare's spoof on all the other love sonnets.
3. Have students get into groups of three and answer the questions about Sonnet 130. Discuss together.
4. Administer Sonnet quiz.
5. In groups, have students identify Pop Songs from "sonnet style" versions of the lyrics. Play some of the songs while students work. Share answers together.
Homework:
None
Thursday 3/12 & Friday 3/13
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Open digital journal, for Entry #5 - describe your favorite commercial. Be detailed about the description - what makes the commercial so good? 1-2 paragraphs. Next, describe a commercial that you can't stand. What makes it so deplorable? Be specific - 1 paragraph.
3. Show commercials with Shakespearean language embedded.
- Transmedial Shakespeare
- Klondike Bar
- Heinz
- McHamlet
- Shakespeare Fishing Poles
- Crest
4. Distribute and explain Shakespeare commercial handout and rubric.
5. Students will have remaining time to plan and write their Shakespeare commercial.
Homework:
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Show Stomp clip and discuss the importance of rhythm in poetry.
2. Look at London's Top Slam Poets
3. Discuss pastoral poetry on the top of p. 313.
4. Read and discuss "The Passionate Shepherd to His Love"p. 314 and "The Nymph's Reply to the Shepherd" p. 316.
5. Discuss modern day song feuds
- "Southern Man" lyrics
- "Sweet Home Alabama" Lyrics
5. If time, discuss life in the 1600's. Show Middle Ages Hygiene video.
Homework:
- None
Friday 3/6 & Monday 3/9
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Distribute the Shakespearean sonnet form handout and discuss.
2. Highlight the background of Edmund Spenser. Read the two love sonnets to his second wife on pp. 320-321 - "Sonnet 30" and "Sonnet 75," and paraphrase Sonnet 75.
- play "Love Somebody" video as an example of a modern expression of love
3. Open digital journal in Schoology. For entry #4, answer the following question: "Is love blind?" Explain your answer. Discuss.
4. View Love is Blind Video.
5. Distribute Sonnet 18 sheet. Read "Sonnet 18" and fill in the endings from the word bank at the bottom of the page. Discuss using the Rhyming Pattern handout.
- play "My Girl" video as an example of Sonnet 18
6. Fill in Sonnet 18 Mad Libs Style. Share sonnets.
Homework:
- Sonnet quiz next class!
Tuesday 3/10 & Wednesday 3/11
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Block 1A - Open digital journal, and complete journal #4 - "Is Love Blind?" Discuss.
2. Distribute and read "Sonnet 130" - Shakespeare's spoof on all the other love sonnets.
3. Have students get into groups of three and answer the questions about Sonnet 130. Discuss together.
4. Administer Sonnet quiz.
5. In groups, have students identify Pop Songs from "sonnet style" versions of the lyrics. Play some of the songs while students work. Share answers together.
Homework:
None
Thursday 3/12 & Friday 3/13
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Open digital journal, for Entry #5 - describe your favorite commercial. Be detailed about the description - what makes the commercial so good? 1-2 paragraphs. Next, describe a commercial that you can't stand. What makes it so deplorable? Be specific - 1 paragraph.
3. Show commercials with Shakespearean language embedded.
- Transmedial Shakespeare
- Klondike Bar
- Heinz
- McHamlet
- Shakespeare Fishing Poles
- Crest
4. Distribute and explain Shakespeare commercial handout and rubric.
5. Students will have remaining time to plan and write their Shakespeare commercial.
Homework:
- Work on Shakespearean commercials.
2018 Plans
M
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Read the remainder of Act I in 2B and 3B.
2. Review the study guide.
3. Watch Act I in the Macbeth movie.
4. Administer Act 1 Macbeth quiz.
5. Turn in your quiz and open your digital journal. For entry #6 - Write a paragraph about the following - "Have you ever wanted something very badly, but once you got it, you discovered that it was not what you thought it would be?" Explain. Discuss together.
6. Display a map of Renaissance Scotland and Macbeth's castle and discuss together.
Homework:
M
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Read the remainder of Act I in 2B and 3B.
2. Review the study guide.
3. Watch Act I in the Macbeth movie.
4. Administer Act 1 Macbeth quiz.
5. Turn in your quiz and open your digital journal. For entry #6 - Write a paragraph about the following - "Have you ever wanted something very badly, but once you got it, you discovered that it was not what you thought it would be?" Explain. Discuss together.
6. Display a map of Renaissance Scotland and Macbeth's castle and discuss together.
Homework:
- None
W
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Finish viewing Act I.
2. Assign parts and read scenes 1 and 2 of Act 2 of Macbeth. Discuss.
3. Assign parts and read scene 3 (the Porter's scene) using the traditional vs. modern language handout.
4. Discuss scene 4 (Macduff's doubts).
5. If time remains, watch Act 2 in the movie.
Homework:
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Finish viewing Act I.
2. Assign parts and read scenes 1 and 2 of Act 2 of Macbeth. Discuss.
3. Assign parts and read scene 3 (the Porter's scene) using the traditional vs. modern language handout.
4. Discuss scene 4 (Macduff's doubts).
5. If time remains, watch Act 2 in the movie.
Homework:
- None
F
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Finish viewing Act 2.
2. Distribute cartoon summary and complete the activity on the back of it.
3. Distribute the timeline criteria (quiz grade for Act 2). Explain the expectation, gather into pairs (no more than 2). Groups will have remaining time to create the timeline.
4. Turn in timeline for a quiz grade.
Homework: None
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Finish viewing Act 2.
2. Distribute cartoon summary and complete the activity on the back of it.
3. Distribute the timeline criteria (quiz grade for Act 2). Explain the expectation, gather into pairs (no more than 2). Groups will have remaining time to create the timeline.
4. Turn in timeline for a quiz grade.
Homework: None
T
Objectives: 12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. 12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes. Procedure: 1. Collect remaining Act 2 timelines of Macbeth. 2. Distribute summary for Act 3. Read it together and complete the thought bubble on the back. 3. Distribute and read Act 4 summary. Create your own potion on the back of the sheet; share together. 4. Explain the skit assignment and distribute the criteria and rubric. Assign parts for Acts 3 and 4 skits. Groups will have remaining time to work on their skits. Homework:
|
|
T
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Open digital journal - For Entry #7, respond to the following:
Paragraph 1 - What does it take to be a good leader? Who do you think is a good leader? You can talk about a friend or relative or you can focus on someone famous. Can anyone be a good leader or is it an innate characteristic? Explain.
Paragraph 2 - Now relate your opinions to Macbeth. Is Macbeth a good leader now? Was he to begin with? Could he have been good if he had not attained power in the way in which he did? Is there another character or two that would be better leaders? Explain your choices.
2. Groups will have remaining time to work on their skits.
- Complete the script.
- Take pictures of the script and rehearse your scene.
- Videotape the scene or present it LIVE next class.
Homework:
- Be ready to show video or present your skit next class.
M
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Skit presentations.
2. If time remains, distribute apparition sheet.
3. Get textbooks. Read Act 5 of Macbeth. Fill in apparition results as each is revealed.
4. Show remainder of Macbeth.
Homework: None
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Skit presentations.
2. If time remains, distribute apparition sheet.
3. Get textbooks. Read Act 5 of Macbeth. Fill in apparition results as each is revealed.
4. Show remainder of Macbeth.
Homework: None
W
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Take attendance.
2. Go to auditorium for Falcon Forum speakers.
3. Return to class for belongings.
4. In digital journal, complete entry #8 - Write a 1 - 2 paragraph reaction to the Falcon Forum speaker(s) that you attended.
Homework: None
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Take attendance.
2. Go to auditorium for Falcon Forum speakers.
3. Return to class for belongings.
4. In digital journal, complete entry #8 - Write a 1 - 2 paragraph reaction to the Falcon Forum speaker(s) that you attended.
Homework: None
T
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Distribute apparition sheet and fill it in from Macbeth's visit to the witches in Act 4.
3. Get textbooks. Read Act 5 of Macbeth. Fill in apparition results as each is revealed.
4. Show remainder of Macbeth.Show remainder of Macbeth movie.
2. Have students go to Schoology, open digital journal assignments - all of the journal topics are listed.
3. Open your digital journal and complete any missing journals (remember that we did #5 in class on paper as each group reported their information about the Renaissance, and you turned it in that day).
Journal Topics – 3rd Marking Period
Entry # 1 - Write a paragraph about what you think are the worst ways to insult people.
Entry #2 - describe your favorite commercial. Be detailed about the description - what makes the commercial so good? 1-2 paragraphs. Next, describe a commercial that you can't stand. What makes it so deplorable? Be specific - 1 paragraph.
Entry #3 - answer the following question: "Is love blind?" Explain your answer.
Journal #4 - If Shakespeare were to write a play about your life, what would it be? A comedy, a tragedy, a romance, a history, or some combination? Write a paragraph or two to explain.
Entry #5 - Students recorded facts on paper chart as each group presented; charts were turned in, so you will not have it in your digital journal.
Entry #6 - Write a paragraph about the following - "Have you ever wanted something very badly, but once you got it, you discovered that it was not what you thought it would be?" Explain.
Entry #7 - respond to the following:
Paragraph 1 - What does it take to be a good leader? Who do you think is a good leader? You can talk about a friend or relative or you can focus on someone famous. Can anyone be a good leader or is it an innate characteristic? Explain.
Paragraph 2 - Now relate your opinions to Macbeth. Is Macbeth a good leader now? Was he to begin with? Could he have been good if he had not attained power in the way in which he did? Is there another character or two that would be better leaders? Explain your choices.
Entry #8 - Write a 1 - 2 paragraph reaction to the Falcon Forum speaker(s) that you attended.
Homework: None, unless you have outstanding work
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Distribute apparition sheet and fill it in from Macbeth's visit to the witches in Act 4.
3. Get textbooks. Read Act 5 of Macbeth. Fill in apparition results as each is revealed.
4. Show remainder of Macbeth.Show remainder of Macbeth movie.
2. Have students go to Schoology, open digital journal assignments - all of the journal topics are listed.
3. Open your digital journal and complete any missing journals (remember that we did #5 in class on paper as each group reported their information about the Renaissance, and you turned it in that day).
Journal Topics – 3rd Marking Period
Entry # 1 - Write a paragraph about what you think are the worst ways to insult people.
Entry #2 - describe your favorite commercial. Be detailed about the description - what makes the commercial so good? 1-2 paragraphs. Next, describe a commercial that you can't stand. What makes it so deplorable? Be specific - 1 paragraph.
Entry #3 - answer the following question: "Is love blind?" Explain your answer.
Journal #4 - If Shakespeare were to write a play about your life, what would it be? A comedy, a tragedy, a romance, a history, or some combination? Write a paragraph or two to explain.
Entry #5 - Students recorded facts on paper chart as each group presented; charts were turned in, so you will not have it in your digital journal.
Entry #6 - Write a paragraph about the following - "Have you ever wanted something very badly, but once you got it, you discovered that it was not what you thought it would be?" Explain.
Entry #7 - respond to the following:
Paragraph 1 - What does it take to be a good leader? Who do you think is a good leader? You can talk about a friend or relative or you can focus on someone famous. Can anyone be a good leader or is it an innate characteristic? Explain.
Paragraph 2 - Now relate your opinions to Macbeth. Is Macbeth a good leader now? Was he to begin with? Could he have been good if he had not attained power in the way in which he did? Is there another character or two that would be better leaders? Explain your choices.
Entry #8 - Write a 1 - 2 paragraph reaction to the Falcon Forum speaker(s) that you attended.
Homework: None, unless you have outstanding work
T
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Take online quiz from link in Schoology for fun: Which Character of Macbeth are You?
2. Distribute Exploring Themes in Macbeth drawing template. Show students the rubric on the Weebly - it will count as a test grade.
3. Students will have remaining time to work on their theme drawings and captions. Turn it in when finished. Complete for homework if you do not finish it in class.
Homework:
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Take online quiz from link in Schoology for fun: Which Character of Macbeth are You?
2. Distribute Exploring Themes in Macbeth drawing template. Show students the rubric on the Weebly - it will count as a test grade.
3. Students will have remaining time to work on their theme drawings and captions. Turn it in when finished. Complete for homework if you do not finish it in class.
Homework:
- Complete Macbeth themes final assessment drawings and explanations if you did not finish in class.
T
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Welcome to the last marking period of your senior year!
2. Introduce satire with handout.
3. View satire prezi.
4. View Fractured Fairy tale - Little Red Riding Hood
5. Discuss the elements of satire in the fairy tale.
6. Distribute Teen Ink piece -"How to Succeed in High School." Read together and discuss the use of satire in the piece.
7. Distribute The Shovel packets to each table. In groups of 3, have the students read each piece and identify the satirical devices on the analysis handout. Collect packets to re-use. Collect group charts and put in box for me to grade.
Homework:
- None
2018 Plans
Monday 4/16
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Have students get textbooks. Discuss two types of sonnets on p. 311, Petrarchan and the new English style, the Shakespearean sonnet with focus on the Shakespearean.
2. Skim background on Edmund Spenser pp. 318-19. Read the two love sonnets to his second wife on pp. 320-321 - "Sonnet 30" and "Sonnet 75."
3. Get interactive notebooks. For entry # 12 - On the left side answer the following question: "Is love blind?" Explain your answer. Discuss.
4. Turn to p. 326 and read "Sonnet 18," Discuss. Turn to p. 330 and read "Sonnet 130" - Shakespeare's spoof on all the other love sonnets.
5. Have students get into groups of three.
6. Distribute modern song sonnets activity. Have groups match the sonnets with the song titles.
Homework:
Monday 4/16
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Have students get textbooks. Discuss two types of sonnets on p. 311, Petrarchan and the new English style, the Shakespearean sonnet with focus on the Shakespearean.
2. Skim background on Edmund Spenser pp. 318-19. Read the two love sonnets to his second wife on pp. 320-321 - "Sonnet 30" and "Sonnet 75."
3. Get interactive notebooks. For entry # 12 - On the left side answer the following question: "Is love blind?" Explain your answer. Discuss.
4. Turn to p. 326 and read "Sonnet 18," Discuss. Turn to p. 330 and read "Sonnet 130" - Shakespeare's spoof on all the other love sonnets.
5. Have students get into groups of three.
6. Distribute modern song sonnets activity. Have groups match the sonnets with the song titles.
Homework:
Thursday 4/12
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Present Shakespeare Commercials.
2. Show Stomp clip and discuss the importance of rhythm in poetry.
3. Discuss pastoral poetry on the top of p. 313.
4. Read and discuss "The Passionate Shepherd to His Love"p. 314 and "The Nymph's Reply to the Shepherd" p. 316.
Homework:
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Present Shakespeare Commercials.
2. Show Stomp clip and discuss the importance of rhythm in poetry.
3. Discuss pastoral poetry on the top of p. 313.
4. Read and discuss "The Passionate Shepherd to His Love"p. 314 and "The Nymph's Reply to the Shepherd" p. 316.
Homework:
- None
Tuesday 4/10
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Review Shakespeare Commercial Criteria and Rubric.
2. Begin to brainstorm, write a script, and rehearse Shakespeare commercial.
Homework:
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Review Shakespeare Commercial Criteria and Rubric.
2. Begin to brainstorm, write a script, and rehearse Shakespeare commercial.
Homework:
- Be practicing your lines for your Shakespeare commercial - due next class! The Shakespeare commercial is worth a test grade!
Thursday 3/29
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. On the right side of #17, describe your favorite commercial. Be detailed about the description - what makes the commercial so good? 1-2 paragraphs. Next, describe a commercial that you can't stand. What makes it so deplorable? Be specific - 1 paragraph.
2. Distribute "Life in the 1500's" and read it together and discuss.
3. Show commercials with Shakespearean language embedded.
- Transmedial Shakespeare
- Klondike Bar
- Heinz
- McHamlet
- Shakespeare Fishing Poles
- Crest
4. Distribute and explain Shakespeare commercial handout and rubric.
5. Students will have remaining time to plan and write their Shakespeare commercial.
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. On the right side of #17, describe your favorite commercial. Be detailed about the description - what makes the commercial so good? 1-2 paragraphs. Next, describe a commercial that you can't stand. What makes it so deplorable? Be specific - 1 paragraph.
2. Distribute "Life in the 1500's" and read it together and discuss.
3. Show commercials with Shakespearean language embedded.
- Transmedial Shakespeare
- Klondike Bar
- Heinz
- McHamlet
- Shakespeare Fishing Poles
- Crest
4. Distribute and explain Shakespeare commercial handout and rubric.
5. Students will have remaining time to plan and write their Shakespeare commercial.
Tuesday 3/27
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Get interactive notebooks. Entry #16 - Write a paragraph about what you think is the biggest issue facing your age group today. Discuss.
2. Distribute Shakespeare insults page.
3. Watch videos about Shakespearean insults:
- Insults by Shakespeare
- If Shakespearean Insults Were Used Today
4. In your interactive notebook, on the left side of Entry #16 - create 3 insults, and explain what each one means (look the words up on google).
On the right side, write 2-3 sentences about a time that you would have liked to have
used a Shakespearean insult on someone.
5. Pair with someone and hold the Shakespeare insults conversation. Distribute insult gum and return notebooks.
6. Link for Senior Superlatives for the yearbook - https://goo.gl/forms/Xx1JIQswT4cG1w1I2
Homework: None
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Get interactive notebooks. Entry #16 - Write a paragraph about what you think is the biggest issue facing your age group today. Discuss.
2. Distribute Shakespeare insults page.
3. Watch videos about Shakespearean insults:
- Insults by Shakespeare
- If Shakespearean Insults Were Used Today
4. In your interactive notebook, on the left side of Entry #16 - create 3 insults, and explain what each one means (look the words up on google).
On the right side, write 2-3 sentences about a time that you would have liked to have
used a Shakespearean insult on someone.
5. Pair with someone and hold the Shakespeare insults conversation. Distribute insult gum and return notebooks.
6. Link for Senior Superlatives for the yearbook - https://goo.gl/forms/Xx1JIQswT4cG1w1I2
Homework: None
Monday 3/19 & Wednesday 3/21
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Distribute "Knight's Tale" interactive handout and explain it.
2. View "Knight's Tale."
3. Collect Knight's Tale handouts for a quiz grade.
4. Have any students who are missing assignments work on finishing them.
Homework:
None
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Distribute "Knight's Tale" interactive handout and explain it.
2. View "Knight's Tale."
3. Collect Knight's Tale handouts for a quiz grade.
4. Have any students who are missing assignments work on finishing them.
Homework:
None
Thursday 3/15
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Play Pardoner's Tale Rap.
2. Administer "Pardoner's Tale" Quiz.
3. Distribute Plague video handout. Watch The Black Death 1347-1351 video and fill in the assignment sheet.
4. Collect plague video sheet.
5. Distribute Celtic alphabet letters. Have students color the letter of their last name.
Homework:
None
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Play Pardoner's Tale Rap.
2. Administer "Pardoner's Tale" Quiz.
3. Distribute Plague video handout. Watch The Black Death 1347-1351 video and fill in the assignment sheet.
4. Collect plague video sheet.
5. Distribute Celtic alphabet letters. Have students color the letter of their last name.
Homework:
None
Tuesday 3/13
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Groups will share drawings and turn in drawings and paragraphs.
2. Have students get Interactive Notebooks. Entry #15 - On the left hand page, Write the phrase, "Radix malorum est cupiditas." "The love of money is the root of all evil." Agree or disagree and explain why. Discuss.
3. Get textbooks and turn to page 170. Read "The Pardoner's Tale" and discuss.
4. Watch the clay-mation video of "The Pardoner's Tale."
5. On the right hand page of Entry #15, do the following:
- 1. Explain why wanting to find death and kill him was dramatic irony.
- 2. Explain the dramatic irony in the characters' plans for dividing the gold coins.
- 3. The old man told the three men that Death could be found under the tree.
Explain the dramatic irony in his statement.
6. If time remains, do matching activity for the tale.
Homework:
"Pardoner's Tale" quiz next class.
Friday 3/9
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Review Canterbury Tales background.
2. If not finished last class, have students get Interactive Notebooks. Entry #14 - Define pride (discuss it as a deadly sin). On the left hand page, write about a time that excessive pride got in the way of making a wise (or the right) decision. Discuss.
3. Read "The Nun's Priest Tale" from the children's book and discuss.
4. Watch the clay-mation video of "The Nun's Priest Tale."
5. In groups of three, select a slip to determine your group part of the tale. Draw an illustration to represent your part. On the back, write a paragraph that summarizes what you drew. All group members must be involved, or you will each be assigned one to complete individually.
Homework:
- You will share drawings and paragraphs next class and we will collect them for a quiz grade on "The Nun's Priest's Tale".
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Review Canterbury Tales background.
2. If not finished last class, have students get Interactive Notebooks. Entry #14 - Define pride (discuss it as a deadly sin). On the left hand page, write about a time that excessive pride got in the way of making a wise (or the right) decision. Discuss.
3. Read "The Nun's Priest Tale" from the children's book and discuss.
4. Watch the clay-mation video of "The Nun's Priest Tale."
5. In groups of three, select a slip to determine your group part of the tale. Draw an illustration to represent your part. On the back, write a paragraph that summarizes what you drew. All group members must be involved, or you will each be assigned one to complete individually.
Homework:
- You will share drawings and paragraphs next class and we will collect them for a quiz grade on "The Nun's Priest's Tale".
Wednesday 3/7
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Lock up cell phones. Get your interactive notebook and a textbook.
2. Review Canterbury Tales background.
3. Get textbooks and turn to page 184. Read "The Wife of Bath's Tale" and complete the "Somebody - Wanted - But -So" handout as we read.
4. Staple the handout onto the right hand page of Entry #13. On the bottom of the left page, reflect on your interpretation of what women want vs. the moral taught in "The Wife of Bath's Tale."
5. Watch the clay-mation video of "The Wife of Bath's Tale."
6. Administer Canterbury Tales background and "Wife of Bath's Tale" Quiz.
7. After students are finished with the quiz, do Entry #14 - Define pride (discuss it as a deadly sin). On the left hand page, write about a time that excessive pride got in the way of making a wise (or the right) decision. Discuss.
Homework: None
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Lock up cell phones. Get your interactive notebook and a textbook.
2. Review Canterbury Tales background.
3. Get textbooks and turn to page 184. Read "The Wife of Bath's Tale" and complete the "Somebody - Wanted - But -So" handout as we read.
4. Staple the handout onto the right hand page of Entry #13. On the bottom of the left page, reflect on your interpretation of what women want vs. the moral taught in "The Wife of Bath's Tale."
5. Watch the clay-mation video of "The Wife of Bath's Tale."
6. Administer Canterbury Tales background and "Wife of Bath's Tale" Quiz.
7. After students are finished with the quiz, do Entry #14 - Define pride (discuss it as a deadly sin). On the left hand page, write about a time that excessive pride got in the way of making a wise (or the right) decision. Discuss.
Homework: None
Monday 3/5
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Have students get Interactive Notebooks. Turn to Entry #12 - Choose two of the statments that you reacted to in part 1. On the right hand page, write a paragraph about your reason for reacting the way that you did to 2 of the 8 statements. Share responses.
2. Get out your Modern Pilgrim assignment sheet and rubric. Finish writing your modern pilgrim poem. When finished, staple it to the rubric and turn it in.
3. Have students turn back to Interactive Notebooks. Entry #13 - On the left hand page, answer the following question, "What do women want/desire? Why?" Discuss.
Homework:
Finish Modern Pilgrim poem if you did not finish it in class.
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Have students get Interactive Notebooks. Turn to Entry #12 - Choose two of the statments that you reacted to in part 1. On the right hand page, write a paragraph about your reason for reacting the way that you did to 2 of the 8 statements. Share responses.
2. Get out your Modern Pilgrim assignment sheet and rubric. Finish writing your modern pilgrim poem. When finished, staple it to the rubric and turn it in.
3. Have students turn back to Interactive Notebooks. Entry #13 - On the left hand page, answer the following question, "What do women want/desire? Why?" Discuss.
Homework:
Finish Modern Pilgrim poem if you did not finish it in class.
Friday 3/25/16
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Finish the Macbeth movie.
2. Assign parts and read the 32-second Macbeth.
3. Play Macbeth Bingo.
Homework:
- Have a safe and happy Spring Break!
Wednesday 3/23/16
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Get interactive notebooks. Distribute Macbeth character quiz. Complete the quiz and staple it to the left side of Entry #8. Discuss.
2. Watch Macbeth Thug Notes.
3. Watch Macbeth Rap. Discuss.
4. Distribute the "Lady Macbeth Speaks with her Psychiatrist" and explain the writing assignment - introductory paragraph and dialogue.
5. Go to computer lab 109, write the Lady Macbeth and Psychiatrist assignment, save it and print it. Turn it in. It must include:
- introductory paragraph
- dialogue between Lady Macbeth and her psychiatrist
doctor: Why do you think that ....?
Lady Macbeth: Well, it's all my husband's fault. You see...
Homework:
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Get interactive notebooks. Distribute Macbeth character quiz. Complete the quiz and staple it to the left side of Entry #8. Discuss.
2. Watch Macbeth Thug Notes.
3. Watch Macbeth Rap. Discuss.
4. Distribute the "Lady Macbeth Speaks with her Psychiatrist" and explain the writing assignment - introductory paragraph and dialogue.
5. Go to computer lab 109, write the Lady Macbeth and Psychiatrist assignment, save it and print it. Turn it in. It must include:
- introductory paragraph
- dialogue between Lady Macbeth and her psychiatrist
doctor: Why do you think that ....?
Lady Macbeth: Well, it's all my husband's fault. You see...
Homework:
- None
Monday 3/21/16
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Finish skits of groups who had absent members (1B).
2. Have students get interactive notebooks. Entry #7 - On the left side of the notebook, do the following:
a. State the spell that you want to create
b. Explain the need/want for this spell
c. Create the chant of words that you will say to complete the spell (6 lines min.)
d. Explain what your spell and chant will create or change.
Distribute cauldron cut-outs. On the right side of the interactive entry, attach the cauldron and write the ingredients on it that will make up the spell (10 min.) Share
3. Return interactive notebooks and get textbooks. Assign parts and read Act 5.
Homework:
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Finish skits of groups who had absent members (1B).
2. Have students get interactive notebooks. Entry #7 - On the left side of the notebook, do the following:
a. State the spell that you want to create
b. Explain the need/want for this spell
c. Create the chant of words that you will say to complete the spell (6 lines min.)
d. Explain what your spell and chant will create or change.
Distribute cauldron cut-outs. On the right side of the interactive entry, attach the cauldron and write the ingredients on it that will make up the spell (10 min.) Share
3. Return interactive notebooks and get textbooks. Assign parts and read Act 5.
Homework:
- None
Thursday 3/17/16
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Macbeth Acts 3 and 4 skits presentations (for a quiz grade).
2. Macbeth movie of Acts 3 and 4.
Homework:
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Macbeth Acts 3 and 4 skits presentations (for a quiz grade).
2. Macbeth movie of Acts 3 and 4.
Homework:
- None
Tuesday 3/15/16
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Group time to work on Macbeth Acts 3 and 4 skits.
Homework:
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Group time to work on Macbeth Acts 3 and 4 skits.
Homework:
- Be ready to present your skit next class.
Friday 3/11/16
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Finish showing movie of Act 2 of Macbeth. Discuss.
2. Distribute summaries for Acts 3 and 4. Read summaries together.
3. Assign parts for Acts 3 and 4 skits. Groups will have remaining time to work on their skits.
Homework:
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Finish showing movie of Act 2 of Macbeth. Discuss.
2. Distribute summaries for Acts 3 and 4. Read summaries together.
3. Assign parts for Acts 3 and 4 skits. Groups will have remaining time to work on their skits.
Homework:
- Be ready to present your skit next class.
Wednesday 3/9/16
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Distribute map/castle sheet and review it together. Assign parts and read scenes 1 and 2 of Act 2 of Macbeth. Discuss.
2. Assign parts and read scene 3 (the Porter's scene) using the traditional vs. modern language handout.
3. Discuss scene 4 (Macduff's doubts).
4. Distribute the timeline criteria (quiz grade for Act 2). Explain the expectation, gather into groups of 2 or 3 (no more than 3). Groups will have remaining time to create the timeline.
5. Turn in timeline for a quiz grade.
6. If time remains, watch Act 2 in the movie.
Homework:
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Distribute map/castle sheet and review it together. Assign parts and read scenes 1 and 2 of Act 2 of Macbeth. Discuss.
2. Assign parts and read scene 3 (the Porter's scene) using the traditional vs. modern language handout.
3. Discuss scene 4 (Macduff's doubts).
4. Distribute the timeline criteria (quiz grade for Act 2). Explain the expectation, gather into groups of 2 or 3 (no more than 3). Groups will have remaining time to create the timeline.
5. Turn in timeline for a quiz grade.
6. If time remains, watch Act 2 in the movie.
Homework:
- None
Monday 3/7/16
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Finish reading Act I of Macbeth.
2. Administer Act 1 Macbeth quiz.
3. Turn in your quiz and get your interactive notebook - Entry #7 (#8 for 3B) - On the left side, write a paragraph about the following - "Have you ever wanted something very badly, but once you got it, you discovered that it was not what you thought it would be?" Explain.
4. Distribute map/castle sheet and review it together.
5. Show Act I of the movie and discuss.
Homework:
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Finish reading Act I of Macbeth.
2. Administer Act 1 Macbeth quiz.
3. Turn in your quiz and get your interactive notebook - Entry #7 (#8 for 3B) - On the left side, write a paragraph about the following - "Have you ever wanted something very badly, but once you got it, you discovered that it was not what you thought it would be?" Explain.
4. Distribute map/castle sheet and review it together.
5. Show Act I of the movie and discuss.
Homework:
- None
Thursday 3/3/16 Happy Birthday, Dr. Seuss!
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Move desks against the walls. Get into an inner and outer circle with 15 people in each circle, standing face to face. Read a statement and have the pairs facing each other react to the statement. Inner circle rotate clockwise (to the right) by one person. Repeat with next statement, etc. Discuss.
2. Split class into 4 groups to introduce Act I, scene i of Macbeth. Repeat until students act it out with gusto.
3. Distribute puppy dog summary for Act I and background map/castle sheet and review them together.
4. Assign parts and read the remainder of Act I.
5. Distribute study guide notes for students to study for Act I quiz next class.
Homework:
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Move desks against the walls. Get into an inner and outer circle with 15 people in each circle, standing face to face. Read a statement and have the pairs facing each other react to the statement. Inner circle rotate clockwise (to the right) by one person. Repeat with next statement, etc. Discuss.
2. Split class into 4 groups to introduce Act I, scene i of Macbeth. Repeat until students act it out with gusto.
3. Distribute puppy dog summary for Act I and background map/castle sheet and review them together.
4. Assign parts and read the remainder of Act I.
5. Distribute study guide notes for students to study for Act I quiz next class.
Homework:
- Act I quiz on Macbeth next class.
- Make-up work to complete - If work was not previously turned in, you have Academic Detention on Friday from 2:15-3:00.
Tuesday 3/1/16 Happy Birthday, Dr. Seuss!
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Get interactive notebooks - Entry #7 - What is your favorite Dr. Seuss book? Why?
2. Students will present their Shakespeare commercials.
3. Birthday party for Dr. Seuss.
Homework: None, unless you have make-up work to complete. If work is not in by the end of the day today, you have Academic Detention on Friday from 2:15-3:00.
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Get interactive notebooks - Entry #7 - What is your favorite Dr. Seuss book? Why?
2. Students will present their Shakespeare commercials.
3. Birthday party for Dr. Seuss.
Homework: None, unless you have make-up work to complete. If work is not in by the end of the day today, you have Academic Detention on Friday from 2:15-3:00.