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
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
· Compare film portrayals and discuss blocking techniques for staging a scene—(how to annotate a text for nuance of speech and gestures)
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:
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
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
Read your IR book with whatever time is left
Homework:
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
- Read Act I, scenes ii and iii.
- Complete the “Literary Devices” activity sheet for Act I and discuss.
- Complete the Act I Study Questions.
- Review today’s concepts
- Read your independent reading novel if you finish everything else!
- 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
· 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
- Students in small groups are assigned sections of Act III to perform Thursday.
- 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
- Read Act II, scenes ii and iii and answer the Act II study questions
- Groups will rehearse their lines and perform the scene.
- 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!)
- 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
- 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
Read your IR book with whatever time is left
Homework:
- Work on your IR book assignment – due next Thursday.
- Finish your reading comprehension questions
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