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
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
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
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
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
Letter to Dear Abby.
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
- 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
- Read your independent reading novel if you finish everything else!
- 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
- 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.
- Read your independent reading novel if you finish everything else!
- 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?
- 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.
- 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.
- Test: Much Ado about Nothing
- 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
- Finish movie.
Letter to Dear Abby.
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