Planning your week:
Group analysis projects assigned on Friday. Be sure to read your assigned section over the weekend and prepare to start the group analysis on Monday, Dec. 6.
 
Upcoming Due Dates:
Group presentations due Wednesday, Dec. 8.
The Odyssey test on Tuesday, Dec. 14 (Study Guide HERE)
Final exam essay on Wednesday, Dec. 15
Final exam on Thursday, Dec. 16
 
PDF of The Odyssey (This is the text version we will be using in class.)
 
Monday, November 29
Learning Goal(s): Make sense of literature by making connections with real life; understand a work’s historical context and how it influences the text.
Targeted Standards: ELAGSE9-10RL4: 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 (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) ELAGSE9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature
Agenda:
Opener

• Watch four videos that provide the background for the story of The Odyssey: The Trojan War_Part One.mp4, The Trojan War_Part Two.mp4, The Trojan War_Part Three.mp4, The Trojan War_Part Four.mp4

Work Session

• Watch video about relevance of The Odyssey: 1Homer_s_Timeless_History.wmv
• Add to the index on page 4 of IAN:
  • Page 32, Allegory and The Hero’s Journey
  • Page 34, Characteristics of the Epic
• Go over Allegory and Archetypes (and add notes to pp. 32-33 of IAN)
• Identify characteristics of The Odyssey (add chart and description from slides 2-3 to p. 34 of IAN)​

Closer

• Read How to Read Literature like a Professor Ch 9 Its Greek To Me.pdf

Homework:

• Write a paragraph explaining how Homer and his epics are a part of our world today, over 2500 years later.

Tuesday, November 30
Learning Goal(s): Analyze the conventions common to the epic poem and identify their application in The Odyssey; contribute meaningfully to class discussion.
Targeted Standards: ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10RL4: 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 (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) ELAGSE9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
Agenda:
Opener

• Ponder & Respond: What are the elements that define who you are as a person?

Work Session

• Go over characteristics of the epic (The Odyssey_The Epic Poem FA21.pptx (slides 4-5) and put these in IAN (p. 34).
• Look at Beginning Epic Conventions (The Odyssey_The Epic Poem FA21.pptx (slide 6)  and put these in IAN (p. 34).
• Look at Part I: Athena Inspires the Prince, lines 1-16 (end at husband) and identify conventions (Odyssey Robert Fagles Translation Numbered.pdf).
• Read the rest of Part I: Athena Inspires the Prince and discuss the in medias res situation.

Closer

• Write your own Invocation to a muse about your own life (The Odyssey_The Epic Poem FA21.pptx (slides 7-9).

Homework:

• Finish your personal Invocation to a muse.

 
Wednesday, Dec. 1
Learning Goal(s): Analyze the conventions common to the epic poem and identify their application in The Odyssey; contribute meaningfully to class discussion.
Targeted Standards: ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10RL4: 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 (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) ELAGSE9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
Agenda:
Opener

• Share and hand in your personal invocations.

Work Session

• Go over More Epic Conventions (The Odyssey_The Epic Poem FA21.pptx (slides 10-11).
• Read Book II: Telemachus Sets Sail, identifying epithets as you read (Odyssey Robert Fagles Translation Numbered.pdf).

Closer

• Discuss the epic conventions in Book II.

 
Thursday, Dec. 2
Learning Goal(s): Analyze the conventions common to the epic poem and identify their application in The Odyssey; contribute meaningfully to class discussion.
Targeted Standards: ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10RL4: 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 (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) ELAGSE9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
Agenda:
Opener

• Ponder & Respond: What are the expectations between hosts and guests? How are strangers who appear at one’s door viewed? Are they treated as guests?

Work Session

• Read Book V: Odysseus – Nymph and Shipwreck (pp. 77-92), discussing plot and conventions (Odyssey Robert Fagles Translation Numbered.pdf).
• Read pp. 100-103 from Book VI: The Princess and the Stranger, discussing plot and conventions (Odyssey Robert Fagles Translation Numbered.pdf).
• Go over Hospitality in Ancient Greece (The Odyssey_The Epic Poem FA21.pptx (slide 12).
• From Book VII: Phaeacia’s Halls and Gardens, pages 112-113, create a timeline of the first eight years of Odysseus’s journey. What does Alcinous pledge to do for Odysseus on the very next day?

Closer

• Discuss Alcinous’s pledge to Odysseus and how it fulfills the expectations of Hospitality.

 
Friday, Dec. 3
Learning Goal(s): Analyze the conventions common to the epic poem and identify their application in The Odyssey; contribute meaningfully to class discussion.
Targeted Standards: ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10RL4: 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 (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) ELAGSE9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
Agenda:
Opener

• Ponder & Respond: What is the purpose of celebration in our society?

Work Session

• From Book VIII: A Day for Songs and Contests (pp. 116-135), read last two stanzas, pp. 134-135. Book IX begins Odysseus’s story. (Odyssey Robert Fagles Translation Numbered.pdf).
• Go over Still More Epic Conventions (The Odyssey_The Epic Poem FA21.pptx (slide 13).
• Hip Hop Odyssey Flocabulary.mp4
• Go over group analysis assignment and notes document (use this to make sure your presentation includes all required information).
• Receive your group assignments.

Closer

• Begin assigned reading.

Homework

• Read your assigned book before coming to class on Monday.

 

Planning your week:
Thu. 11/18 – Test: Much Ado about Nothing
 
Upcoming Due Dates:
Thu. 11/18 - 2nd IR book assignment due!
 
Monday, November 15
Learning Goal(s): Understand the author’s use of figures of speech and stylistic devices in a work; recognize author’s style of writing; understand the elements of the plot and conflict in the play; make connections within the work.
Targeted Standards: ELAGSE9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create
such effects as mystery, tension, or surprise.
Agenda:
Opener

• Magic Lens Levels 1-3 practice sentence

Work Session

• Correct study guide questions for Acts I-III.
• Go over Dogberry’s Malapropisms.
• Read Act IV and answer study questions

• Read Act V, scene I
• Discuss students’ answers.
• Read Act V, scenes ii and iii.
• Complete reading comprehension questions: Act IV, Act V

Closer

• Read your independent reading novel if you finish everything else!

Homework:

• Complete any work from today to prepare for tomorrow

 
Tuesday, November 16
Learning Goal(s): Analyze character and nuance to plan a performance of Much Ado About Nothing.
Targeted Standards: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ELAGSE9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Agenda:
Opener

• Magic Lens Levels 1-3 practice sentence

Work Session

• Discuss answers for Act V, scenes ii and iii.
• Read Act V, scenes iii and iv.
• Answer the study questions over Act V, scenes iii and iv.
• Review Dramatic Characters.
• Watch movie.

Closer

• Read your independent reading novel if you finish everything else!

Homework:

• Finish classwork if you did not get finished in class.

 
 
Wednesday, November 17
Learning Goal(s): Analyze character and nuance to plan a performance of Much Ado About Nothing.
Targeted Standards: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ELAGSE9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Agenda:
Opener

• Ponder & Respond: Have you ever had someone say something bad about you that wasn’t true? How did it feel and were you able to rectify the situation?

Work Session

• Complete the “Symbolism” activity sheet in small groups and discuss
• Complete the “Themes” activity page in small groups.
• Play “Guess Who” for Much Ado about Nothing.

Closer

• Remind students that their second IR assignment is due tomorrow.

 
Thursday, November 18
Learning Goal(s): Analyze character and nuance to plan a performance of Much Ado About Nothing.
Targeted Standards: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ELAGSE9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Agenda:
Opener

• Take up second IR assignment.

Work Session

• Test: Much Ado about Nothing

Closer

• Find a new IR book to read!

 
Friday, November 19
Learning Goal(s): Analyze character and nuance to plan a performance of Much Ado About Nothing.
Targeted Standards: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ELAGSE9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Agenda:
Opener

• Magic Lens Levels 1-3 practice sentence

Work Session

• Finish movie.

Closer
Letter to Dear Abby.

Planning your week:
Wed. 11/10 - Act III performances!
 
Upcoming Due Dates:
Thu. 11/18 - 2nd IR book assignment due!
 
Monday, November 8
Learning Goal(s): Understand the author’s use of figures of speech and stylistic devices in a work; recognize author’s style of writing; understand the elements of the plot and conflict in the play; make connections within the work.
Targeted Standards: ELAGSE9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create
such effects as mystery, tension, or surprise.
Agenda:
Opener

• Magic Lens Levels 1-2 REquiz

Work Session

• Read Act I, scenes ii and iii.
• Complete the “Literary Devices” activity sheet for Act I and discuss.
• Complete the Act I Study Questions.

Closer

• Review today’s concepts

• Read your independent reading novel if you finish everything else!

Homework:

• Complete any work from today to prepare for tomorrow

 
Tuesday, November 9
Learning Goal(s): Analyze character and nuance to plan a performance of Much Ado About Nothing.
Targeted Standards: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ELAGSE9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Agenda:
Opener
·       In partners, read Hamlet’s “To be or not to be” soliloquy, then view three clips to critique various interpretations of a scene

• https://www.youtube.com/watch?v=ei0fnP9s0KA Mel Gibson
• https://www.youtube.com/watch?v=SjuZq-8PUw0 Kenneth Branagh
• https://www.youtube.com/watch?v=muLAzfQDS3M Adrian Lester

Work Session
·       Compare film portrayals and discuss blocking techniques for staging a scene—(how to annotate a text for nuance of speech and gestures)

• Read Act II, scene i and answer the Act II study questions
• Complete the “Characterization” organizers and the “Subplots in Much Ado” organizer

Closer

• Students in small groups are assigned sections of Act III to perform Thursday.

Homework:

• Extra Credit: Bring costumes and props for your scene and/or memorize your lines!!

 
Wednesday, November 10
Learning Goal: Debate thematic connections to Much Ado About Nothing to plan your scene. 
Targeted Standards: ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ELAGSE9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Agenda:

• Go over IR book assignment – due next Thursday.
• Use class time today to work on your IR book assignment.

 
Thursday, November 11
Learning Goal(s): Analyze character and nuance to plan a performance of Much Ado About Nothing.
Targeted Standards: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ELAGSE9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Agenda:
Opener

• Magic Lens Levels 1-3 practice sentence

Work Session

• Read Act II, scenes ii and iii and answer the Act II study questions

·       Analyze a section of Act III, applying understanding of character, plot, and subtext to perform the scene, adding blocking, physical movement, gestures, props, and sound effects.

1. Groups will rehearse their lines and perform the scene.
2. Prepare your scene!! You have 30 minutes!

• Groups perform Act III scenes based on annotations and analysis. 
• After each group’s presentation, complete a “Somebody wants” statement: _______ wants _________, but ___________, so ____________. (You will turn this in!)

Closer

• Read your IR book with whatever time is left

 
Friday, November 12
Learning Goal(s): Analyze character and nuance to plan a performance of Much Ado About Nothing.
Targeted Standards: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ELAGSE9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Agenda:
Opener

• Magic Lens Levels 1-3 practice sentence

Work Session

• Finish presentations of Act III.
• Complete the “Dogberry’s Malapropisms” worksheet
• Complete Act III study questions
• Add more elements of character development to the “Characterization” organizer

Closer
Read your IR book with whatever time is left
Homework:

• Work on your IR book assignment – due next Thursday.
• Finish your reading comprehension questions

 

Planning your week:
Thu. Nov. 4 - Assignment D due for peer review
Fri. Nov. 5 - Final draft of Assignment D due to Turnitin.com by 11:59 p.m.
Fri. Nov. 5 – Magic Lens Level 2 REquiz – complete the Noredink.com exercises before the quiz!!!
 
Monday, November 1
Learning Goal(s): Make sense of literature by making connections with real life; understand a work’s historical context and how it influences the text.
Targeted Standards: ELAGSE9-10W5: 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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.) ELAGSE9-10RL4: 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 (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) 
Agenda:
Work Session

• Finish intro to Shakespeare (from slide 31 to end).
• Tone activity.
• Introduce Shakespeare’s Much Ado About Nothing
  • Ponder and Respond: What do you think the play is going to be about based on the title? Can it really be about “nothing”?
  • Discuss real meaning of the title
  • “Whodunnit?” - let’s see how good you are at noticing changes in the scene (hint: there are 21)
  • Take notes on the Introduction presentation
  • Complete the pre-reading activity
  • Assign parts for reading Act I

Closer

• Review final draft date and submission plan for The Joy Luck Club Assignment D Literary Analysis paragraphs

Homework:

• Assignment D Literary Analysis Paragraphs - due Thursday, Nov. 4 to Turnitin.com by 11:59 p.m.
• Finish reading 2nd IR book by Thurs., Nov. 18

 
Tuesday, November 2 - NO SCHOOL: Election Day
 
Wednesday, November 3
Learning Goal(s): Summarize main points; select only relevant information to answer questions; understand elements of a story.
Targeted Standards: ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Agenda:
Opener

• Ponder and Respond: Do you think that opposites attract or is it better for a couple to me like-minded?

Work Session

• Read Act I and Act II, scene i of Much Ado About Nothing
• Answer the comprehension questions about Acts I and II as we read

Closer

• Review today’s concepts

Homework:

• Assignment D Literary Analysis Paragraphs - due Thursday, Nov. 4 to Turnitin.com by 11:59 p.m.
• Finish reading 2nd IR book by Thurs., Nov. 18

 
Thursday, November 4
Learning Goal(s): Make connections with the characters in the play; understand the elements of fiction from the work.
Targeted Standards: ELAGSE9-10RL3: Analyze how complex characters(e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Agenda:
Opener

• Complete a peer review for both Assignment D literary analysis paragraphs (setting/mood) (theme) - you have 45 minutes to complete both

Work Session

• Complete any work from Act I
• Ponder and Respond: Do you think it is better for someone to declare their romantic feelings for someone in person or through a friend? Explain.
• Complete “Who’s Who?” activity (Whos Who in Act I.docx, in the Google drive). Download and open the activity file, type your answers directly in the boxes, and upload your completed answers to Turnitin.com.

Closer

• Revise Assignment D Literary Analysis Paragraphs and submit to Turnitin by 11:59 p.m. on Friday (tomorrow).

Homework:

• Complete Act II.i questions if needed
• Assignment D Literary Analysis Paragraphs - due tomorrow to Turnitin.com by 11:59 p.m.
• Finish reading 2nd IR book by Thurs., Nov. 18

 
Friday, November 5
Learning Goal(s): Understand the author’s use of figures of speech and stylistic devices in a work; recognize author’s style of writing
Targeted Standards: ELAGSE9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create
such effects as mystery, tension, or surprise.
Agenda:
Opener

• Magic Lens Magic Lens 2 REquiz

Work Session

• Ponder and Respond: Can friends always be trusted? Explain.
• Complete the “Literary Devices” activity sheet for Act I and discuss
• Read Act II, scenes ii and iii
• Answer comprehension questions

Closer

• Review today’s concepts

Homework:

• Finish reading 2nd IR book by Thurs., Nov. 18