Objective: SWBAT compose original plays. SWBAT participate in a series of acting exercises.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Acting Exercise: Celebrity Christmas Party
2) Finish working on your Playwriting Project
Exit Slip: Grade Yourself: What grade do you feel you deserve to receive on your Playwriting Project? Why do you feel you have earned this grade? EXPLAIN.
Homework: Playwriting Project Due Wednesday, January 2!!!
Thursday, December 20, 2012
Wednesday, December 19, 2012
Thursday, December 20
Objective: SWBAT compose original plays. SWBAT participate in a series of acting exercises.
Do-Now: Describe the CLIMAX (turning point) of your play. How did you (or will you) use the climax to create suspense in your play? Explain.
Today: 1) Acting Exercises: "Encourage Your Partner" and "Eliminating the Extremes."
2) Share your play with a classmate and have him/her offer suggestions to improve your play.
3) Continue working on your play.
Exit Slip: What advice did your partner offer for your play? How did you use this advice (or how will you use this advice) to improve your play?
Homework: Playwriting Project Due Wednesday, January 2!!!
Do-Now: Describe the CLIMAX (turning point) of your play. How did you (or will you) use the climax to create suspense in your play? Explain.
Today: 1) Acting Exercises: "Encourage Your Partner" and "Eliminating the Extremes."
2) Share your play with a classmate and have him/her offer suggestions to improve your play.
3) Continue working on your play.
Exit Slip: What advice did your partner offer for your play? How did you use this advice (or how will you use this advice) to improve your play?
Homework: Playwriting Project Due Wednesday, January 2!!!
Tuesday, December 18, 2012
Wednesday, December 19
Objective: SWBAT compose original plays. SWBAT participate in a series of acting exercises.
Do-Now: Check-In : How much of your play have you completed so far? What do you still have left to do? What do you plan on accomplishing in class today?
Today: 1) Holiday Haiku
2) Continue working on your Playwriting Project
Exit Slip: Volunteers may read their haiku poems aloud to the class.
Homework: Playwriting Project Due Wednesday, January 2!!!
Do-Now: Check-In : How much of your play have you completed so far? What do you still have left to do? What do you plan on accomplishing in class today?
Today: 1) Holiday Haiku
2) Continue working on your Playwriting Project
Exit Slip: Volunteers may read their haiku poems aloud to the class.
Homework: Playwriting Project Due Wednesday, January 2!!!
Monday, December 17, 2012
Tuesday, December 18
Objective: SWBAT
compose original plays or screenplays.
SWBAT participate in a series of acting exercises to help them become
more comfortable in front of the class.
Do-Now: What do you feel makes a character believable? How do you intend on making your characters seem “real” to your audience? Explain.
Today: 1) Acting Exercise: Contentless Scene 1
2) Review Playwriting Assignment Expectations
3) Continue working on your play
Homework: Playwriting Project Due Wednesday, January 2!!!
Do-Now: What do you feel makes a character believable? How do you intend on making your characters seem “real” to your audience? Explain.
Today: 1) Acting Exercise: Contentless Scene 1
2) Review Playwriting Assignment Expectations
3) Continue working on your play
Homework: Playwriting Project Due Wednesday, January 2!!!
Friday, December 14, 2012
Monday, December 17
Objective: SWBAT
compose original plays or screenplays. SWBAT participate in a series of acting
exercises to help them become more comfortable in front of the class.
Do-Now: This week, you will be writing your own original plays. What topics do you feel would be the most interesting for you to write about?
Today: 1) Go over "A Raisin in the Sun" Test
2) Acting Exercise: Make Your Partner Smile
3) Introduction to Playwriting Project
4) Choose a topic from your Free Write list and begin writing the Character List for your play. If you finish, begin the description of your Setting.
Exit Slip: Write down a brief description of your play’s plot as well as how many characters you intend to use.
Homework: Finish your Character List and Setting. Playwriting Project Due Wednesday, January 2!!!
Do-Now: This week, you will be writing your own original plays. What topics do you feel would be the most interesting for you to write about?
Today: 1) Go over "A Raisin in the Sun" Test
2) Acting Exercise: Make Your Partner Smile
3) Introduction to Playwriting Project
4) Choose a topic from your Free Write list and begin writing the Character List for your play. If you finish, begin the description of your Setting.
Exit Slip: Write down a brief description of your play’s plot as well as how many characters you intend to use.
Homework: Finish your Character List and Setting. Playwriting Project Due Wednesday, January 2!!!
Thursday, December 13, 2012
Friday, December 14
Objective: SWBAT analyze and interpret character (intent, motivation and action). SWBAT interpret and explain figurative language. SWBAT read, interpret and analyze Shakespearean drama.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: Free Choice Friday: Choose TWO:
A) Draw a picture illustrating the relationship dynamic between Macbeth and Lady Macbeth as it was in the beginning of the play.
B) Choose one of Macbeth's soliloquies or monologues to re-write as a song/rap.
Length = 10 sentences
C) Write a suicide note from Lady Macbeth addressed to Macbeth. Length = 10 sentences
D) Choose TEN characters from the play and write ONE tweet for each of them.
Homework: Finish your Free Choice Friday assignments.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: Free Choice Friday: Choose TWO:
A) Draw a picture illustrating the relationship dynamic between Macbeth and Lady Macbeth as it was in the beginning of the play.
B) Choose one of Macbeth's soliloquies or monologues to re-write as a song/rap.
Length = 10 sentences
C) Write a suicide note from Lady Macbeth addressed to Macbeth. Length = 10 sentences
D) Choose TEN characters from the play and write ONE tweet for each of them.
Homework: Finish your Free Choice Friday assignments.
Wednesday, December 12, 2012
Thursday, December 13
Objective: SWBAT analyze and interpret character
(intent, motivation and action). SWBAT
interpret and explain figurative language.
SWBAT read,
interpret and analyze Shakespearean drama.
Do-Now: We know Macbeth will die by the end of the play, but do you feel he deserves death as a punishment for what he’s done? Was Macbeth a vicious murderer or a helpless victim? Had it not been for the witches’ prophecy, would Macbeth still be faced with the same cruel fate he faces now?
Today: 1) Review Lady Macbeth's Medical Diagnosis
2) Class will read Act 5, Scenes 2-4. How are the witches' prophecies for Macbeth beginning to come true?
3) In groups, read Act 5, Scenes 5-8.
4) Class will watch the end of "Macbeth."
Exit Slip: How did the witches' final prophecy come true? Why does Macbeth feel that he was tricked by the witches? Did Macbeth get what he deserved in the end? EXPLAIN.
Do-Now: We know Macbeth will die by the end of the play, but do you feel he deserves death as a punishment for what he’s done? Was Macbeth a vicious murderer or a helpless victim? Had it not been for the witches’ prophecy, would Macbeth still be faced with the same cruel fate he faces now?
Today: 1) Review Lady Macbeth's Medical Diagnosis
2) Class will read Act 5, Scenes 2-4. How are the witches' prophecies for Macbeth beginning to come true?
3) In groups, read Act 5, Scenes 5-8.
4) Class will watch the end of "Macbeth."
Exit Slip: How did the witches' final prophecy come true? Why does Macbeth feel that he was tricked by the witches? Did Macbeth get what he deserved in the end? EXPLAIN.
Tuesday, December 11, 2012
Wednesday, December 12
Objective: SWBAT analyze and interpret character
(intent, motivation and action). SWBAT
interpret and explain figurative language.
SWBAT read,
interpret and analyze Shakespearean drama.
Do-Now: What can our dreams reveal about ourselves? How can they show us what we are really feeling and thinking? Have you ever had a dream that showed you something about yourself you didn’t know? Explain.
Today: 1) Exchange your Loyalty Test with a classmate
2) Medical Diagnosis for Lady Macbeth: In groups, read over the summaries for Sleepwalking, Post-Traumatic Stress Disorder, and Obsessive Compulsive Disorder. Next, read Act 5, Scene 1. What symptoms does Lady Macbeth show for each disorder? What might be the possible causes of her symptoms based on what she has experienced during the play?
3) Class will continue to watch "Macbeth."
Exit Slip: According to Angus, why are Macbeth's men fighting for Macbeth? Explain. How is Macbeth beginning to crumble under the pressure of war? Explain.
Do-Now: What can our dreams reveal about ourselves? How can they show us what we are really feeling and thinking? Have you ever had a dream that showed you something about yourself you didn’t know? Explain.
Today: 1) Exchange your Loyalty Test with a classmate
2) Medical Diagnosis for Lady Macbeth: In groups, read over the summaries for Sleepwalking, Post-Traumatic Stress Disorder, and Obsessive Compulsive Disorder. Next, read Act 5, Scene 1. What symptoms does Lady Macbeth show for each disorder? What might be the possible causes of her symptoms based on what she has experienced during the play?
3) Class will continue to watch "Macbeth."
Exit Slip: According to Angus, why are Macbeth's men fighting for Macbeth? Explain. How is Macbeth beginning to crumble under the pressure of war? Explain.
Monday, December 10, 2012
Tuesday, December 11
Objective: SWBAT analyze and interpret character
(intent, motivation and action). SWBAT
interpret and explain figurative language.
SWBAT read,
interpret and analyze Shakespearean drama.
Do-Now: Give your own definition for the word “traitor.” Which characters in Macbeth fit this definition and have shown themselves to be traitors? How is Macbeth a traitor? EXPLAIN.
Today: 1) What is a traitor?
2) In groups, read Act 4, Scene 3.
3) Loyalty Test: Individually, design your own test to assess whether or not someone is a loyal friend. This test should have at least TWENTY questions and these questions can be short answer, multiple choice, or true/false (or a mixture of several types.) Once you are finished designing this test, you can give it to one of your classmates to complete.
Sample Question #1: What would you do if you found out your friend's boyfriend/girlfriend was cheating on him/her?
Sample Question #2: If you got blamed for something a friend did, would you take the blame or rat him/her out?
Sample Question #3: TRUE or FALSE: A real friend will have his/her friend's back NO MATTER WHAT.
Exit Slip: Describe the "test" Malcolm gives to Macduff. Why does Malcolm need to test Macduff's loyalty like this? Explain. How does Macduff react to the news of his family? Explain.
Homework: Finish creating your Loyalty Test or completing your classmate's Loyalty Test.
Do-Now: Give your own definition for the word “traitor.” Which characters in Macbeth fit this definition and have shown themselves to be traitors? How is Macbeth a traitor? EXPLAIN.
Today: 1) What is a traitor?
2) In groups, read Act 4, Scene 3.
3) Loyalty Test: Individually, design your own test to assess whether or not someone is a loyal friend. This test should have at least TWENTY questions and these questions can be short answer, multiple choice, or true/false (or a mixture of several types.) Once you are finished designing this test, you can give it to one of your classmates to complete.
Sample Question #1: What would you do if you found out your friend's boyfriend/girlfriend was cheating on him/her?
Sample Question #2: If you got blamed for something a friend did, would you take the blame or rat him/her out?
Sample Question #3: TRUE or FALSE: A real friend will have his/her friend's back NO MATTER WHAT.
Exit Slip: Describe the "test" Malcolm gives to Macduff. Why does Malcolm need to test Macduff's loyalty like this? Explain. How does Macduff react to the news of his family? Explain.
Homework: Finish creating your Loyalty Test or completing your classmate's Loyalty Test.
Sunday, December 9, 2012
Monday, December 10
Objective: SWBAT analyze and interpret character
(intent, motivation and action). SWBAT
interpret and explain figurative language.
SWBAT read,
interpret and analyze Shakespearean drama.
Do-Now: Macbeth plans on returning to the witches in order to learn more about his future. Based on what has happened as a result of the witches’ first prediction, do you believe this is a good idea? What might the witches tell Macbeth? How might knowing more about his future influence him? What might this knowledge cause him to do?
Today: 1) Review Acts 1-3 of "Macbeth."
2) Class will read Act 4, Scene 1, focusing on the witches newest predictions for the class. Students will fill out a chart recording each of the three apparitions given to Macbeth.
3) In groups, read Act 4, Scene 2.
Exit Slip: Describe the discussion Lady Macduff and her son have about Macduff’s disappearance.
Do-Now: Macbeth plans on returning to the witches in order to learn more about his future. Based on what has happened as a result of the witches’ first prediction, do you believe this is a good idea? What might the witches tell Macbeth? How might knowing more about his future influence him? What might this knowledge cause him to do?
Today: 1) Review Acts 1-3 of "Macbeth."
2) Class will read Act 4, Scene 1, focusing on the witches newest predictions for the class. Students will fill out a chart recording each of the three apparitions given to Macbeth.
3) In groups, read Act 4, Scene 2.
Exit Slip: Describe the discussion Lady Macduff and her son have about Macduff’s disappearance.
Thursday, December 6, 2012
Friday, December 7
Objective: SWBAT complete a test on "A Raisin in the Sun."
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) You have 15 minutes to study for your test.
2) "A Raisin in the Sun" Test
3) Read Act 3, Scenes 5 and 6 of "Macbeth."
4) Extra-Credit: In "Macbeth," we are shown Banquo's murder, but not Duncan's or his servants' murders. Write two brief scenes (1 page each) which show each of these murders. Worth: 20 points. Due: Monday, December 10.
Exit Slip: In Act 3, Scene 5, why is Hecate angry at the witches? Explain. Why does Hecate believe overconfidence is "man's greatest enemy?" Explain. In Act 3, Scene 6, what does Lennox say about Macbeth? Do you believe he suspects Macbeth of murder? Explain. Where has Macduff gone and why? Explain.
Homework: Finish Extra-Credit assignment for MONDAY.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) You have 15 minutes to study for your test.
2) "A Raisin in the Sun" Test
3) Read Act 3, Scenes 5 and 6 of "Macbeth."
4) Extra-Credit: In "Macbeth," we are shown Banquo's murder, but not Duncan's or his servants' murders. Write two brief scenes (1 page each) which show each of these murders. Worth: 20 points. Due: Monday, December 10.
Exit Slip: In Act 3, Scene 5, why is Hecate angry at the witches? Explain. Why does Hecate believe overconfidence is "man's greatest enemy?" Explain. In Act 3, Scene 6, what does Lennox say about Macbeth? Do you believe he suspects Macbeth of murder? Explain. Where has Macduff gone and why? Explain.
Homework: Finish Extra-Credit assignment for MONDAY.
Wednesday, December 5, 2012
Thursday, December 6
Objective: SWBAT review for a test on "A Raisin in the Sun."
Do-Now: List any questions you have about "A Raisin in the Sun."
Today: 1) Review for "A Raisin in the Sun" test by playing Jeopardy!
Exit Slip: Self-Assessment: How well-prepared do you feel you are for tomorrow's test on "A Raisin in the Sun?" EXPLAIN.
Homework: Study for tomorrow's test on "A Raisin in the Sun."
Do-Now: List any questions you have about "A Raisin in the Sun."
Today: 1) Review for "A Raisin in the Sun" test by playing Jeopardy!
Exit Slip: Self-Assessment: How well-prepared do you feel you are for tomorrow's test on "A Raisin in the Sun?" EXPLAIN.
Homework: Study for tomorrow's test on "A Raisin in the Sun."
Tuesday, December 4, 2012
Wednesday, December 5
Objective: SWBAT analyze and interpret character
(intent, motivation and action). SWBAT
interpret and explain figurative language.
SWBAT read,
interpret and analyze Shakespearean drama.
Do-Now: Do you consider yourself to be someone who has a guilty conscience? That is, do you feel bad when you’ve done something wrong or do you dismiss any remorse you may have for what you’ve done? Has your guilty conscience ever made you confess to something wrong that you did? Has anyone with a guilty conscience ever confessed to you?
Today: 1) Class will read Act 3, Scene 4. What is the significance of Banquo's ghost returning to haunt Macbeth?
2) Class will continue to watch "Macbeth."
Exit Slip: In the film version of "Macbeth," Banquo's ghost was shown to the audience, however, in some versions of the play the ghost is invisible and Macbeth appears to be talking to thin air. Which do you think is more effective: showing the ghost or having Macbeth talk to nothing? Explain.
Homework: Study for your "A Raisin in the Sun" Test on FRIDAY!!!
Do-Now: Do you consider yourself to be someone who has a guilty conscience? That is, do you feel bad when you’ve done something wrong or do you dismiss any remorse you may have for what you’ve done? Has your guilty conscience ever made you confess to something wrong that you did? Has anyone with a guilty conscience ever confessed to you?
Today: 1) Class will read Act 3, Scene 4. What is the significance of Banquo's ghost returning to haunt Macbeth?
2) Class will continue to watch "Macbeth."
Exit Slip: In the film version of "Macbeth," Banquo's ghost was shown to the audience, however, in some versions of the play the ghost is invisible and Macbeth appears to be talking to thin air. Which do you think is more effective: showing the ghost or having Macbeth talk to nothing? Explain.
Homework: Study for your "A Raisin in the Sun" Test on FRIDAY!!!
Monday, December 3, 2012
Tuesday, December 4
Objective: SWBAT analyze and interpret character
(intent, motivation and action). SWBAT
interpret and explain figurative language.
SWBAT read,
interpret and analyze Shakespearean drama.
Do-Now: Read Act 2, Scene 4 of "Macbeth" pp. 79-83. What do you believe is the purpose of this minor scene? What information does the audience gain from viewing this scene? Explain.
Today: 1) Review Acts 1 and 2 of "Macbeth"
2) Class will read Act 3, Scene 1. What does Banquo reveal in his soliloquy? What does Macbeth reveal in his soliloquy? How do these soliloquies represent dramatic irony?
3) In groups, read Act 3, Scenes 2 and 3.
4) Class will continue to watch "Macbeth."
Exit Slip: How has the relationship between Macbeth and Lady Macbeth changed since Macbeth has become king? Why does Macbeth no longer let Lady Macbeth know of his plans? What goes wrong during Banquo's murder? How is this significant based on the witches' prophecies? Explain.
Homework: Study for your "A Raisin in the Sun" Test on FRIDAY!!!
Do-Now: Read Act 2, Scene 4 of "Macbeth" pp. 79-83. What do you believe is the purpose of this minor scene? What information does the audience gain from viewing this scene? Explain.
Today: 1) Review Acts 1 and 2 of "Macbeth"
2) Class will read Act 3, Scene 1. What does Banquo reveal in his soliloquy? What does Macbeth reveal in his soliloquy? How do these soliloquies represent dramatic irony?
3) In groups, read Act 3, Scenes 2 and 3.
4) Class will continue to watch "Macbeth."
Exit Slip: How has the relationship between Macbeth and Lady Macbeth changed since Macbeth has become king? Why does Macbeth no longer let Lady Macbeth know of his plans? What goes wrong during Banquo's murder? How is this significant based on the witches' prophecies? Explain.
Homework: Study for your "A Raisin in the Sun" Test on FRIDAY!!!
Friday, November 30, 2012
Monday, December 3
Objective: SWBAT
read, interpret and analyze Shakespearean drama. SWBAT analyze and draw inferences about
characters. SWBAT analyze and describe
theme in a drama.
Do-Now: How will Macbeth get away with murder? What do you think he will do in order to free himself from suspicion? Who will he blame for the murder? Who else might have a motive for killing Duncan? Explain.
Today: 1) Review Act 3 Questions for "A Raisin in the Sun."
2) Class will read Act 2, Scene 2 focusing on Macbeth and Lady Macbeth's reactions to Duncan's murder.
3) In groups, read Act 2, Scene 3.
4) Class will continue to watch "Macbeth."
Exit Slip: How is the Porter used as a comic relief in Act 2, Scene 3? How do Macbeth and Lady Macbeth respond to the "news" of Duncan's death? Do any of the other characters seem to suspect them? Explain.
Homework: Study for your "A Raisin in the Sun" Test on FRIDAY!
Do-Now: How will Macbeth get away with murder? What do you think he will do in order to free himself from suspicion? Who will he blame for the murder? Who else might have a motive for killing Duncan? Explain.
Today: 1) Review Act 3 Questions for "A Raisin in the Sun."
2) Class will read Act 2, Scene 2 focusing on Macbeth and Lady Macbeth's reactions to Duncan's murder.
3) In groups, read Act 2, Scene 3.
4) Class will continue to watch "Macbeth."
Exit Slip: How is the Porter used as a comic relief in Act 2, Scene 3? How do Macbeth and Lady Macbeth respond to the "news" of Duncan's death? Do any of the other characters seem to suspect them? Explain.
Homework: Study for your "A Raisin in the Sun" Test on FRIDAY!
Thursday, November 29, 2012
Friday, November 30
Objective: SWBAT analyze and interpret character
(intent, motivation and action). SWBAT
interpret and explain figurative language.
SWBAT read,
interpret and analyze Shakespearean drama.
Do-Now: FREE WRITE (Write 5 to 7 sentences about anything you want) OR Write 5-7 sentences explaining how Lady Macbeth uses persuasive tactics to convince Macbeth to kill Duncan.
Today: 1) Review "A Raisin in the Sun" Act 2 Questions
2) Review Act 1 of "Macbeth"
3) Class will read Act 2, Scene 1 of "Macbeth." What does Banquo hint at in the beginning of this scene? What is the significance of Macbeth's soliloquy? Is he going crazy?
4) Class will continue to watch "Macbeth."
5) Complete review questions for Act 3 of "A Raisin in the Sun."
Exit Slip: Refer back to Macbeth's soliloquy in Act 2, Scene 1 where he sees the bloody dagger. Do you believe Macbeth feels guilty for what he is about to do? Why or why not? Explain. Do you believe the scene would have been more effective if the audience were able to see the dagger? Why or why not? Explain.
Homework: Finish review questions for Act 3 of "A Raisin in the Sun."
Do-Now: FREE WRITE (Write 5 to 7 sentences about anything you want) OR Write 5-7 sentences explaining how Lady Macbeth uses persuasive tactics to convince Macbeth to kill Duncan.
Today: 1) Review "A Raisin in the Sun" Act 2 Questions
2) Review Act 1 of "Macbeth"
3) Class will read Act 2, Scene 1 of "Macbeth." What does Banquo hint at in the beginning of this scene? What is the significance of Macbeth's soliloquy? Is he going crazy?
4) Class will continue to watch "Macbeth."
5) Complete review questions for Act 3 of "A Raisin in the Sun."
Exit Slip: Refer back to Macbeth's soliloquy in Act 2, Scene 1 where he sees the bloody dagger. Do you believe Macbeth feels guilty for what he is about to do? Why or why not? Explain. Do you believe the scene would have been more effective if the audience were able to see the dagger? Why or why not? Explain.
Homework: Finish review questions for Act 3 of "A Raisin in the Sun."
Wednesday, November 28, 2012
Thursday, November 29
Objective: SWBAT
read, interpret and analyze Shakespearean drama. SWBAT analyze and draw inferences about
characters. SWBAT analyze and describe
theme in a drama.
Do-Now: What do you predict Lady Macbeth will say/do in order to convince Macbeth to kill King Duncan? Explain.
Today: 1) Go over "A Raisin in the Sun" Act 1 Review Questions
2) Four Main Types of Persuasion: Begging the question, attacking the person, either-or reasoning and hasty generalization.
3) Individually, read Macbeth's soliloquy at the beginning of Act 1, Scene 7. What does Macbeth reveal about his conflicted feelings toward murdering Duncan?
4) Class will finish reading Act 1, Scene 7. How does Lady Macbeth use persuasive tactics to convince Macbeth to kill Duncan?
5) Students will complete review questions for Act 2 of "A Raisin in the Sun."
Exit Slip: Recall at least TWO of the tactics Lady Macbeth used to convince Macbeth to kill Duncan and describe how she used them.
Homework: Finish review questions for Act 2 of "A Raisin in the Sun."
Do-Now: What do you predict Lady Macbeth will say/do in order to convince Macbeth to kill King Duncan? Explain.
Today: 1) Go over "A Raisin in the Sun" Act 1 Review Questions
2) Four Main Types of Persuasion: Begging the question, attacking the person, either-or reasoning and hasty generalization.
3) Individually, read Macbeth's soliloquy at the beginning of Act 1, Scene 7. What does Macbeth reveal about his conflicted feelings toward murdering Duncan?
4) Class will finish reading Act 1, Scene 7. How does Lady Macbeth use persuasive tactics to convince Macbeth to kill Duncan?
5) Students will complete review questions for Act 2 of "A Raisin in the Sun."
Exit Slip: Recall at least TWO of the tactics Lady Macbeth used to convince Macbeth to kill Duncan and describe how she used them.
Homework: Finish review questions for Act 2 of "A Raisin in the Sun."
Tuesday, November 27, 2012
Wednesday, November 28
Objective: SWBAT
read, interpret and analyze Shakespearean drama. SWBAT analyze and draw inferences about
characters. SWBAT analyze and describe
theme in a drama.
Do-Now: Describe the exposition, conflict, and rising action of "Macbeth."
Today: 1) Review dramatic irony.
2) Class will read Act 1, Scene 5. Why does Lady Macbeth believe Macbeth needs her to convince him to kill Duncan?
3) Independently, read Act 1, Scene 6. How does this scene represent dramatic irony?
4) Class will continue to watch "Macbeth."
5) Begin Review Packet for "A Raisin in the Sun" : Act 1.
Exit Slip: How does Act 1, Scene 6 represent dramatic irony? Explain.
Homework: Finish Review Packet for "A Raisin in the Sun" : Act 1.
Do-Now: Describe the exposition, conflict, and rising action of "Macbeth."
Today: 1) Review dramatic irony.
2) Class will read Act 1, Scene 5. Why does Lady Macbeth believe Macbeth needs her to convince him to kill Duncan?
3) Independently, read Act 1, Scene 6. How does this scene represent dramatic irony?
4) Class will continue to watch "Macbeth."
5) Begin Review Packet for "A Raisin in the Sun" : Act 1.
Exit Slip: How does Act 1, Scene 6 represent dramatic irony? Explain.
Homework: Finish Review Packet for "A Raisin in the Sun" : Act 1.
Monday, November 26, 2012
Tuesday, November 27
Objective: SWBAT
read, interpret and analyze Shakespearean drama. SWBAT analyze and draw inferences about
characters. SWBAT analyze and describe
theme in a drama.
Do-Now: Do you believe some people have the ability to tell the future? Why or why not? Do you believe people can be influenced by these predictions enough to change their lives?
Today: 1) Daily Horoscope
2) Class will read Act 1, Scene 3. What are the witches predictions for Macbeth and Banquo? How do you feel these predictions might influence the actions of each character?
3) In groups, read Act 1, Scene 4. What does Macbeth reveal in his aside? How might this be important later on in the play?
4) Class will begin to watch "Macbeth."
Exit Slip: Describe Macbeth and Banquo's reactions to the witches predictions. Which character do you feel is more likely to be influenced by the witches? Why?
Do-Now: Do you believe some people have the ability to tell the future? Why or why not? Do you believe people can be influenced by these predictions enough to change their lives?
Today: 1) Daily Horoscope
2) Class will read Act 1, Scene 3. What are the witches predictions for Macbeth and Banquo? How do you feel these predictions might influence the actions of each character?
3) In groups, read Act 1, Scene 4. What does Macbeth reveal in his aside? How might this be important later on in the play?
4) Class will begin to watch "Macbeth."
Exit Slip: Describe Macbeth and Banquo's reactions to the witches predictions. Which character do you feel is more likely to be influenced by the witches? Why?
Sunday, November 25, 2012
Monday, November 26
Objective: SWBAT
read, interpret and analyze Shakespearean drama. SWBAT analyze and draw inferences about
characters. SWBAT analyze and describe
theme in a drama.
Do-Now: Complete Macbeth: Agree or Disagree Worksheet
Today: 1) Go over Macbeth: Agree or Disagree Worksheet
2) Review elements of a Shakespearean Tragedy
3) Class will read Act 1, Scenes 1 and 2 of "Macbeth"
Exit Slip: Which of the statements on the Macbeth: Agree or Disagree worksheet did you feel most strongly about? Why? Explain.
Do-Now: Complete Macbeth: Agree or Disagree Worksheet
Today: 1) Go over Macbeth: Agree or Disagree Worksheet
2) Review elements of a Shakespearean Tragedy
3) Class will read Act 1, Scenes 1 and 2 of "Macbeth"
Exit Slip: Which of the statements on the Macbeth: Agree or Disagree worksheet did you feel most strongly about? Why? Explain.
Tuesday, November 20, 2012
Wednesday, November 21
Objective: SWBAT
examine a character’s perspective and describe what they feel may have influenced the character's perspective. SWBAT describe the falling action, resolution, and denouement of "A Raisin in the Sun."
Do-Now: Free Write OR Respond to the following quote: “Don’t judge a man until you’ve walked a mile in his shoes.”
Today: 1) Perspective: What do we gain by looking at something or someone from a different perspective? What do we lose? Optical Illusions
2) Review: Falling Action, Resolution, Denoument
3) In groups, read Act 3, Pp. 131-151.
Exit Slip: How is Asagai's perspective on the Younger's situation different from Beneatha's? What do you think accounts for this difference? Describe the falling action, resolution, and denouement of "A Raisin in the Sun."
Homework: Have a Happy Thanksgiving!!!
Do-Now: Free Write OR Respond to the following quote: “Don’t judge a man until you’ve walked a mile in his shoes.”
Today: 1) Perspective: What do we gain by looking at something or someone from a different perspective? What do we lose? Optical Illusions
2) Review: Falling Action, Resolution, Denoument
3) In groups, read Act 3, Pp. 131-151.
Exit Slip: How is Asagai's perspective on the Younger's situation different from Beneatha's? What do you think accounts for this difference? Describe the falling action, resolution, and denouement of "A Raisin in the Sun."
Homework: Have a Happy Thanksgiving!!!
Monday, November 19, 2012
Tuesday, November 20
Objective: SWBAT evaluate the climax of a play. SWBAT identify a euphemism and explain how it is being used.
Do-Now: Describe an experience you’ve have where you felt like you didn’t “fit in.” Where were you? Who were you with? What/who made you feel like you did not belong?
Today: 1) Class will review Act 2, Scene 2 of "A Raisin in the Sun." Review "climax" : the highest point of action or turning point in a play.
2) Note-taking: Euphemism: the substitution of a mild, indirect, or vague expression for one thought to be offensive, harsh, or blunt.
Example: Saying someone has "passed" instead of "died."
Example: Calling someone a "Customer Service Representative" instead of a "cashier."
Example: Saying someone is "between jobs" instead of "unemployed."
3) Class will read Act 2, Scene 3 of "A Raisin in the Sun." What is the purpose of Mr. Lindner's visit? How is the "Clybourne Park Improvement Association" a euphemism?
4) Class will continue watching "A Raisin in the Sun."
Exit Slip: How does the end of Act 2, Scene 3 represent the play's climax? Explain.
Homework: ALL MAKE-UP WORK DUE BY TOMORROW!!!
Do-Now: Describe an experience you’ve have where you felt like you didn’t “fit in.” Where were you? Who were you with? What/who made you feel like you did not belong?
Today: 1) Class will review Act 2, Scene 2 of "A Raisin in the Sun." Review "climax" : the highest point of action or turning point in a play.
2) Note-taking: Euphemism: the substitution of a mild, indirect, or vague expression for one thought to be offensive, harsh, or blunt.
Example: Saying someone has "passed" instead of "died."
Example: Calling someone a "Customer Service Representative" instead of a "cashier."
Example: Saying someone is "between jobs" instead of "unemployed."
3) Class will read Act 2, Scene 3 of "A Raisin in the Sun." What is the purpose of Mr. Lindner's visit? How is the "Clybourne Park Improvement Association" a euphemism?
4) Class will continue watching "A Raisin in the Sun."
Exit Slip: How does the end of Act 2, Scene 3 represent the play's climax? Explain.
Homework: ALL MAKE-UP WORK DUE BY TOMORROW!!!
Sunday, November 18, 2012
Monday, November 19
Objective: SWBAT evaluate a deleted scene from "A Raisin in the Sun" and explain why they feel the director may have choosen to delete it from production.
Do-Now: Why do you believe directors choose to delete scenes from their movies instead of including all the scenes they film in the final production of the movie? Describe a deleted scene you have seen and why you feel the director may have cut it from the movie. You could also describe a part in a book which was cut from the film version of that book.
Today: 1) Review major events in "A Raisin in the Sun."
2) Class will read Act 2, Scene 2, pp. 96-104 of "A Raisin in the Sun." What is the purpose of the scene with Mrs. Johnson. Why do you believe this scene is often taken out during productions of the play?
3) In groups, students will finish reading Act 2, Scene 2, pp. 104-109. What do you believe made Mama change her mind about Walter's liquor store? What dreams does Walter have for his and his family's future?
3) Class will continue to watch "A Raisin in the Sun."
4) Letter to Your Future Child: Think of the dreams Walter has for Travis. What dreams do you have for your future child? Compose a letter to your future child telling him/her about the dreams you have for his/her life. What do you hope he/she has? What do you hope he/she does? What do you hope he/she accomplishes? Your letter should be a MINIMUM of TEN sentences.
Exit Slip: If you were directing a production of "A Raisin in the Sun," would you have included the scene with Mrs. Johnson? Why or why not? Explain.
Homework: ALL MAKE-UP WORK DUE NO LATER THAN WEDNESDAY!!!
Do-Now: Why do you believe directors choose to delete scenes from their movies instead of including all the scenes they film in the final production of the movie? Describe a deleted scene you have seen and why you feel the director may have cut it from the movie. You could also describe a part in a book which was cut from the film version of that book.
Today: 1) Review major events in "A Raisin in the Sun."
2) Class will read Act 2, Scene 2, pp. 96-104 of "A Raisin in the Sun." What is the purpose of the scene with Mrs. Johnson. Why do you believe this scene is often taken out during productions of the play?
3) In groups, students will finish reading Act 2, Scene 2, pp. 104-109. What do you believe made Mama change her mind about Walter's liquor store? What dreams does Walter have for his and his family's future?
3) Class will continue to watch "A Raisin in the Sun."
4) Letter to Your Future Child: Think of the dreams Walter has for Travis. What dreams do you have for your future child? Compose a letter to your future child telling him/her about the dreams you have for his/her life. What do you hope he/she has? What do you hope he/she does? What do you hope he/she accomplishes? Your letter should be a MINIMUM of TEN sentences.
Exit Slip: If you were directing a production of "A Raisin in the Sun," would you have included the scene with Mrs. Johnson? Why or why not? Explain.
Homework: ALL MAKE-UP WORK DUE NO LATER THAN WEDNESDAY!!!
Thursday, November 15, 2012
Friday, November 17
Objective: SWBAT describe how characters react to Mama's decision on how to spend her check.
Do-Now: FREE WRITE: Write 5-7 sentences about anything you want OR respond to the following prompt: If you were Mama, what would you do with the $10,000 check? Explain.
Today: 1) Review Act 1 of "A Raisin in the Sun."
2) Begin reading Act 2, Scene 1. How is George different from Asagai? Which man is the better fit for Beneatha?
3) In groups, students will finish reading Act 2, Scene 1. What has Mama decided to do with her check? How does each character react to this? What might be motivating each character to react differently?
4) Class will continue to watch "A Raisin in the Sun."
Exit Slip: Why do you believe Mama decided to spend the check on a house? What motivated her to do this? Explain. Do you feel Mama made the right decision? Explain.
Homework: Complete all make-up work NO LATER THAN WEDNESDAY November, 21!!!
Do-Now: FREE WRITE: Write 5-7 sentences about anything you want OR respond to the following prompt: If you were Mama, what would you do with the $10,000 check? Explain.
Today: 1) Review Act 1 of "A Raisin in the Sun."
2) Begin reading Act 2, Scene 1. How is George different from Asagai? Which man is the better fit for Beneatha?
3) In groups, students will finish reading Act 2, Scene 1. What has Mama decided to do with her check? How does each character react to this? What might be motivating each character to react differently?
4) Class will continue to watch "A Raisin in the Sun."
Exit Slip: Why do you believe Mama decided to spend the check on a house? What motivated her to do this? Explain. Do you feel Mama made the right decision? Explain.
Homework: Complete all make-up work NO LATER THAN WEDNESDAY November, 21!!!
Tuesday, November 13, 2012
Thursday, November 15
Objective: SWBAT
find an example of dramatic irony in “A Raisin in the Sun” and explain why it
represents dramatic irony. SWBAT side
with a character in an argument and list three reasons why they support that
character.
Do-Now: Should a parent always support their child’s dreams even if he/she does not agree with them? Explain why/why not.
Today: 1) Review Dramatic Irony
2) In groups, read pp. 54-66 focusing on the conversation between Beneatha and Asagai. What does Beneatha feel her "heritage" is? How is this ironic?
3) Class will read pp. 66-75. How does each character react to Mama's check coming? What does this show you about each character? How does the end of this scene represent dramatic irony?
4) Choose a Side: Who do you side with: Walter or Mama? Come up with THREE reasons to support either character.
5) Class will continue to watch "A Raisin in the Sun."
Exit Slip: Who did you choose to side with: Walter or Mama? Why? EXPLAIN.
Homework: Writing Activity: Write about a time when your parent did not support you in a decision. Why did they not support you? Did you ultimately decide to go against their decision or take their advice? (5-7 sentences)
Do-Now: Should a parent always support their child’s dreams even if he/she does not agree with them? Explain why/why not.
Today: 1) Review Dramatic Irony
2) In groups, read pp. 54-66 focusing on the conversation between Beneatha and Asagai. What does Beneatha feel her "heritage" is? How is this ironic?
3) Class will read pp. 66-75. How does each character react to Mama's check coming? What does this show you about each character? How does the end of this scene represent dramatic irony?
4) Choose a Side: Who do you side with: Walter or Mama? Come up with THREE reasons to support either character.
5) Class will continue to watch "A Raisin in the Sun."
Exit Slip: Who did you choose to side with: Walter or Mama? Why? EXPLAIN.
Homework: Writing Activity: Write about a time when your parent did not support you in a decision. Why did they not support you? Did you ultimately decide to go against their decision or take their advice? (5-7 sentences)
Thursday, November 8, 2012
Friday, November 9
Objective: SWBAT complete TWO activities to display their understanding of Act 1, Scene 1 of "A Raisin in the Sun."
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Review Act 1, Scene 1 of "A Raisin in the Sun."
2) Class will begin watching "A Raisin in the Sun."
3) Free Choice Friday: Choose TWO of the following activities to complete to display your understanding of Act 1, Scene 1 of "A Raisin in the Sun."
CHOICE 1: Found Poem: Find FIVE meaningful lines from Act 1, Scene 1. Copy each line to form a five-lined poem. Sample Line: "In my mother's house, there is still God."
CHOICE 2: VENN Diagram: Create a VENN diagram comparing/contrasting TWO of the play's female characters. You must include at least THREE similarities and THREE differences on each side, for a total of NINE. NOTE: You must choose unique and significant similarities and differences. For example, how each character feels about Walter's dream of opening a liquor store.
CHOICE 3: Write a Personal Ad for Beneatha in which she describes herself and describes the type of man she is looking for. Your add should be at least five sentences long. Use specific information about Beneatha from the play to write the add rather than just making something up or generalizing. For example, "I am a twenty-year-old woman who is pursuing a career in the medical field."
CHOICE 4: Twitter: Compose a series of Twitter posts (at least ONE from each character) which focus on the important events in scene one. Example: MamaYounger65: Big check comin' tomorrow. Might go buy me a house. Miss U, Big Walter <3
Exit Slip: What similarities/differences do you see between the film version of "A Raisin in the Sun" and the play? Why do you believe the writer/director of the film may have strayed from the play? Explain.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Review Act 1, Scene 1 of "A Raisin in the Sun."
2) Class will begin watching "A Raisin in the Sun."
3) Free Choice Friday: Choose TWO of the following activities to complete to display your understanding of Act 1, Scene 1 of "A Raisin in the Sun."
CHOICE 1: Found Poem: Find FIVE meaningful lines from Act 1, Scene 1. Copy each line to form a five-lined poem. Sample Line: "In my mother's house, there is still God."
CHOICE 2: VENN Diagram: Create a VENN diagram comparing/contrasting TWO of the play's female characters. You must include at least THREE similarities and THREE differences on each side, for a total of NINE. NOTE: You must choose unique and significant similarities and differences. For example, how each character feels about Walter's dream of opening a liquor store.
CHOICE 3: Write a Personal Ad for Beneatha in which she describes herself and describes the type of man she is looking for. Your add should be at least five sentences long. Use specific information about Beneatha from the play to write the add rather than just making something up or generalizing. For example, "I am a twenty-year-old woman who is pursuing a career in the medical field."
CHOICE 4: Twitter: Compose a series of Twitter posts (at least ONE from each character) which focus on the important events in scene one. Example: MamaYounger65: Big check comin' tomorrow. Might go buy me a house. Miss U, Big Walter <3
Exit Slip: What similarities/differences do you see between the film version of "A Raisin in the Sun" and the play? Why do you believe the writer/director of the film may have strayed from the play? Explain.
Wednesday, November 7, 2012
Thursday, November 8
Objective: SWBAT
describe Mama’s role as the matriarch of the family and the influence she has
on the play’s other characters. SWBAT identify which type of conflict TEN different situations represent.
Do-Now: Who is the head of your household? Describe this person based on their personal characteristics and actions? What qualities does this person have which makes him/her the leader in your family?
Today: 1) Review Do-Now: What qualities does one need to be the head of the household?
2) Circle of Conflict: There are TEN different conflicts posted around the room. Number your paper from 1-10 and, for each situation, write down which type of conflict you feel it represents. Be prepared to explain your answers!
3) Review Act 1, Scene 1 of "A Raisin in the Sun."
4) In groups of three, finish reading Act 1, Scene 1 of "A Raisin in the Sun." The three parts you will need to assign are Mama, Beneatha, and Ruth.
Exit Slip: Describe the qualities Mama possesses which make her the leader of the household. What influence does she appear to have on the other characters in the play? Describe the conflict between Mama and Beneatha. What do you believe is the cause of this conflict? Explain.
Homework: Written Reflection: Write a description of your mother, grandmother, or a woman in your life who is a mother figure to you. How is this woman similar/different to the character "Mama" in the play? Length = 5-7 complete sentences.
Do-Now: Who is the head of your household? Describe this person based on their personal characteristics and actions? What qualities does this person have which makes him/her the leader in your family?
Today: 1) Review Do-Now: What qualities does one need to be the head of the household?
2) Circle of Conflict: There are TEN different conflicts posted around the room. Number your paper from 1-10 and, for each situation, write down which type of conflict you feel it represents. Be prepared to explain your answers!
3) Review Act 1, Scene 1 of "A Raisin in the Sun."
4) In groups of three, finish reading Act 1, Scene 1 of "A Raisin in the Sun." The three parts you will need to assign are Mama, Beneatha, and Ruth.
Exit Slip: Describe the qualities Mama possesses which make her the leader of the household. What influence does she appear to have on the other characters in the play? Describe the conflict between Mama and Beneatha. What do you believe is the cause of this conflict? Explain.
Homework: Written Reflection: Write a description of your mother, grandmother, or a woman in your life who is a mother figure to you. How is this woman similar/different to the character "Mama" in the play? Length = 5-7 complete sentences.
Monday, November 5, 2012
Wednesday, November 7
Objective: SWBAT
evaluate how the characters Beneatha and Ruth ascribe to their gender roles.
Do-Now: What are the stereotypical gender roles ascribed to men and women? What are men expected to act like? What are they expected to do? What are women expected to act like? What are they expected to do?
Today: 1) Class will make a list of stereotypical gender roles for men and women. How well have the characters in the plays we've read ascribed to these roles?
2) Class will continue to read Act 1 of “A Raisin in the Sun.” How does Beneath differ from her gender expectations? Why is she so different from Ruth?
Exit Slip: Does Ruth ascribe to the typical female gender roles of her time? Explain. Does Beneatha? Explain. What might be an explanation for the differences between these two women and how the view the “role” of being a woman?
Homework: Written Reflection: In about FIVE sentences, describe how well you feel you ascribe to your gender role based on the descriptions we discussed in class today. Give examples.
Do-Now: What are the stereotypical gender roles ascribed to men and women? What are men expected to act like? What are they expected to do? What are women expected to act like? What are they expected to do?
Today: 1) Class will make a list of stereotypical gender roles for men and women. How well have the characters in the plays we've read ascribed to these roles?
2) Class will continue to read Act 1 of “A Raisin in the Sun.” How does Beneath differ from her gender expectations? Why is she so different from Ruth?
Exit Slip: Does Ruth ascribe to the typical female gender roles of her time? Explain. Does Beneatha? Explain. What might be an explanation for the differences between these two women and how the view the “role” of being a woman?
Homework: Written Reflection: In about FIVE sentences, describe how well you feel you ascribe to your gender role based on the descriptions we discussed in class today. Give examples.
Friday, November 2, 2012
Monday, November 5
Objective: SWBAT
describe the setting of a play and explain how it is used to create mood in the
first scene of the play.
Do-Now: Read the short poem by Langston Hughes located on the third page of A Raisin in the Sun starting with the line “What happens to a dream deferred? (This page is NOT numbered). Compose a 3-5 sentence reflection on the poem. What do you think Langston is saying about dreams that don’t come true? How can you relate this to your own life and your own dreams? How do you predict this poem will tie in with the play?
Today: 1) Note-taking: 4 Main Types of Conflict
Man vs. Man: One or more people against one or more people. (Examples: A world war, a boxing match, a football game.)
Man vs. Nature: One or more people against an element of nature such as an animal, a disease/virus, weather, etc. (Examples: Swine flu, Hurricane Katrina, Shark attack.)
Man vs. Self: One person against himself/herself. (Examples: Schizophrenia, Suicide, Low Self-Esteem.)
Man vs. Machine: One or more people against a machine or technology. (Examples: A computer crash. A car breaking down. Automation replacing human workers.)
2) Review setting and mood. How can a play's setting be used to create mood? What type of mood does the Langston Hughes poem create for the play?
3) Class will read the setting of Act 1 of "A Raisin in the Sun." What type of mood does this setting create?
4) Class will begin reading Act 1 of "A Raisin in the Sun." Which characters from other plays do Ruth, Walter, and Beneatha remind you of?
5) Class will listen to music selections to choose a song which reflects the mood of the first act.
Exit Slip: How does the poem in the beginning of the play relate to this first scene? What dreams appear to have been deferred based on the setting of the play and the interaction among the characters? Describe the mood created by the setting and the first scene.
Homework: Extra-Credit for "Othello" Due Wednesday!!!
Do-Now: Read the short poem by Langston Hughes located on the third page of A Raisin in the Sun starting with the line “What happens to a dream deferred? (This page is NOT numbered). Compose a 3-5 sentence reflection on the poem. What do you think Langston is saying about dreams that don’t come true? How can you relate this to your own life and your own dreams? How do you predict this poem will tie in with the play?
Today: 1) Note-taking: 4 Main Types of Conflict
Man vs. Man: One or more people against one or more people. (Examples: A world war, a boxing match, a football game.)
Man vs. Nature: One or more people against an element of nature such as an animal, a disease/virus, weather, etc. (Examples: Swine flu, Hurricane Katrina, Shark attack.)
Man vs. Self: One person against himself/herself. (Examples: Schizophrenia, Suicide, Low Self-Esteem.)
Man vs. Machine: One or more people against a machine or technology. (Examples: A computer crash. A car breaking down. Automation replacing human workers.)
2) Review setting and mood. How can a play's setting be used to create mood? What type of mood does the Langston Hughes poem create for the play?
3) Class will read the setting of Act 1 of "A Raisin in the Sun." What type of mood does this setting create?
4) Class will begin reading Act 1 of "A Raisin in the Sun." Which characters from other plays do Ruth, Walter, and Beneatha remind you of?
5) Class will listen to music selections to choose a song which reflects the mood of the first act.
Exit Slip: How does the poem in the beginning of the play relate to this first scene? What dreams appear to have been deferred based on the setting of the play and the interaction among the characters? Describe the mood created by the setting and the first scene.
Homework: Extra-Credit for "Othello" Due Wednesday!!!
Thursday, November 1, 2012
Friday, November 2
Objective: SWBAT complete a test on "Othello."
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want.) Suggested Topics: What you did during the Hurricane. What you did for Halloween. What you're doing this weekend. What you plan on doing during your day off this Tuesday.
Today: 1) You have FIFTEEN minutes to study for your "Othello" Test (Use 'em or lose 'em!) Make sure you have a pen/pencil to use BEFORE the test begins!!!
2) Take "Othello" Test
3) Extra-Credit: "Happy Ending for Othello" : "Othello" ended very tragically with several people dying, some of whom didn't even deserve to die. Re-write the ending of "Othello" starting after the end of Act 4 and change how the play ends to make it have a happy ending. You are basically writing a NEW Act 5 for the play and may alter any of the events which occurred in that act. You may NOT create new characters, but must use the existing characters from the play. However, you CAN stop Othello from killing Desdemona or have Iago killed---use your imagination! Your ending should be AT LEAST FOUR pages long and should be written in play format. Remember, if you have BIG handwriting or use LOTS of extra spacing on your pages, you will need MORE THAN FOUR pages to fulfill the requirement. This assignment is worth FORTY EXTRA CREDIT points and is due WEDNESDAY of next week. If your assignment is NOT turned in by Wednesday, it will NOT be accepted!!! Early submissions are encouraged.
Homework: "Othello" Project Due MONDAY!!!
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want.) Suggested Topics: What you did during the Hurricane. What you did for Halloween. What you're doing this weekend. What you plan on doing during your day off this Tuesday.
Today: 1) You have FIFTEEN minutes to study for your "Othello" Test (Use 'em or lose 'em!) Make sure you have a pen/pencil to use BEFORE the test begins!!!
2) Take "Othello" Test
3) Extra-Credit: "Happy Ending for Othello" : "Othello" ended very tragically with several people dying, some of whom didn't even deserve to die. Re-write the ending of "Othello" starting after the end of Act 4 and change how the play ends to make it have a happy ending. You are basically writing a NEW Act 5 for the play and may alter any of the events which occurred in that act. You may NOT create new characters, but must use the existing characters from the play. However, you CAN stop Othello from killing Desdemona or have Iago killed---use your imagination! Your ending should be AT LEAST FOUR pages long and should be written in play format. Remember, if you have BIG handwriting or use LOTS of extra spacing on your pages, you will need MORE THAN FOUR pages to fulfill the requirement. This assignment is worth FORTY EXTRA CREDIT points and is due WEDNESDAY of next week. If your assignment is NOT turned in by Wednesday, it will NOT be accepted!!! Early submissions are encouraged.
Homework: "Othello" Project Due MONDAY!!!
Wednesday, October 31, 2012
Thursday, November 1
Objective: SWBAT review for their test on "Othello."
Do-Now: Create THREE challenge questions based on "Othello" and the literary terms we learned along with "Othello." Try to make your questions as difficult to answer as possible!
Today: 1) Literary Terms and Figurative Language Slide Show
2) Othello Jeopardy! CLICK HERE
3) Challenge Questions: Class will attempt to answer your challenge questions from your Do-Now.
Exit Slip: List any questions you still have about "Othello" or the literary terms. What else do you feel you need to know to be prepared for the test tomorrow?
Homework: "Othello" Test TOMORROW. "Othello" Project Due MONDAY, November 5.
Do-Now: Create THREE challenge questions based on "Othello" and the literary terms we learned along with "Othello." Try to make your questions as difficult to answer as possible!
Today: 1) Literary Terms and Figurative Language Slide Show
2) Othello Jeopardy! CLICK HERE
3) Challenge Questions: Class will attempt to answer your challenge questions from your Do-Now.
Exit Slip: List any questions you still have about "Othello" or the literary terms. What else do you feel you need to know to be prepared for the test tomorrow?
Homework: "Othello" Test TOMORROW. "Othello" Project Due MONDAY, November 5.
Friday, October 26, 2012
Wednesday, October 31
Objective: SWBAT complete a practice test to review for
Thursday’s test on “Othello.”
Do-Now: What are your reactions to the film "O?" Did you enjoy it? Why or why not? Do you believe it stayed true to the play "Othello?" Why or why not? Did you enjoy "O" more or less than "Othello?" Explain.
Today: 1) Complete the practice test for "Othello." This test will count for classwork credit, but will not be given a letter grade. You should use this test to see what you know and what you need to study for Thursday.
2) Class will go over the practice test.
Exit Slip: Now that you have completed the practice test, what do you feel are your weaknesses? What do you still not understand about the play? What do you need help with? What do you need re-explained to you?
Homework: "Othello" Test will now be on FRIDAY, November 2. "Othello" Project is still due on MONDAY, November 5.
Do-Now: What are your reactions to the film "O?" Did you enjoy it? Why or why not? Do you believe it stayed true to the play "Othello?" Why or why not? Did you enjoy "O" more or less than "Othello?" Explain.
Today: 1) Complete the practice test for "Othello." This test will count for classwork credit, but will not be given a letter grade. You should use this test to see what you know and what you need to study for Thursday.
2) Class will go over the practice test.
Exit Slip: Now that you have completed the practice test, what do you feel are your weaknesses? What do you still not understand about the play? What do you need help with? What do you need re-explained to you?
Homework: "Othello" Test will now be on FRIDAY, November 2. "Othello" Project is still due on MONDAY, November 5.
Thursday, October 25, 2012
Friday, October 26
Objective: SWBAT compose a movie review for an adaptation of "Othello."
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Review expectations for movie review. What similarities/differences have you seen between the movie "O" and "Othello?"
2) Students will finish watching "O" and taking notes for their movie reviews.
3) Finish Character Charts for "Othello"
Homework: "Othello" Test on Thursday, November 1. "Othello" Project Due Monday, November 5.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Review expectations for movie review. What similarities/differences have you seen between the movie "O" and "Othello?"
2) Students will finish watching "O" and taking notes for their movie reviews.
3) Finish Character Charts for "Othello"
Homework: "Othello" Test on Thursday, November 1. "Othello" Project Due Monday, November 5.
Wednesday, October 24, 2012
Thursday, October 26
Objective: SWBAT compose a movie review for an adaptation of "Othello."
Do-Now: Describe the resolution and denouement of "Othello." Do you believe everyone got what he/she deserved in the end? Explain. What lesson might Shakespeare want us to learn from his tragedy? Explain.
Today: 1) Review the plot of "Othello." Class will plot "Othello" on a plot pyramid.
2) What is an adaptation?
3) Teacher will go over "O" Movie Review Guidelines.
4) Class will read a sample movie review for "O."
5) Class will begin to watch "O" while taking notes for the movie review.
Exit Slip: Describe the similarities/differences you have noticed so far between "O" and "Othello." How has "O" been adapted to fit the interests of a modern audience?
Homework: "Othello" Test on Thursday, November 1. "Othello" Project due Monday, November 5.
Do-Now: Describe the resolution and denouement of "Othello." Do you believe everyone got what he/she deserved in the end? Explain. What lesson might Shakespeare want us to learn from his tragedy? Explain.
Today: 1) Review the plot of "Othello." Class will plot "Othello" on a plot pyramid.
2) What is an adaptation?
3) Teacher will go over "O" Movie Review Guidelines.
4) Class will read a sample movie review for "O."
5) Class will begin to watch "O" while taking notes for the movie review.
Exit Slip: Describe the similarities/differences you have noticed so far between "O" and "Othello." How has "O" been adapted to fit the interests of a modern audience?
Homework: "Othello" Test on Thursday, November 1. "Othello" Project due Monday, November 5.
Tuesday, October 23, 2012
Wednesday, October 25
Objective: SWBAT
evaluate Othello’s reasons for killing Desdemona. SWBAT evaluate the resolution and denouement of "Othello."
Do-Now: What "evidence" has Iago given Othello throughout the play to prove Desdemona is cheating? Do you believe Othello will give Desdemona a chance to defend herself before he kills her? Why or why not? Explain.
Today: 1) Review suspense. How was suspense created in Act 5, Scene 1?
2) Class will read Othello's soliloquy at the beginning of Act 5, Scene 2. What are his reasons for killing Desdemona? Are these reasons valid?
3) In groups, finish reading Act 5, Scene 2. What is the play's resolution? What is the play's denouement? Does everyone get what he/she deserves in the end? To read Act 5, Scene 2 of "Othello" online CLICK HERE.
4) Class will watch the end of "Othello."
Exit Slip: Describe the play's resolution and denouement. Did everyone get what he/she deserved in the end? Why or why not? Explain.
Homework: "Othello" Project Due Monday, November 5. "Othello" Test on Thursday, November 1.
Do-Now: What "evidence" has Iago given Othello throughout the play to prove Desdemona is cheating? Do you believe Othello will give Desdemona a chance to defend herself before he kills her? Why or why not? Explain.
Today: 1) Review suspense. How was suspense created in Act 5, Scene 1?
2) Class will read Othello's soliloquy at the beginning of Act 5, Scene 2. What are his reasons for killing Desdemona? Are these reasons valid?
3) In groups, finish reading Act 5, Scene 2. What is the play's resolution? What is the play's denouement? Does everyone get what he/she deserves in the end? To read Act 5, Scene 2 of "Othello" online CLICK HERE.
4) Class will watch the end of "Othello."
Exit Slip: Describe the play's resolution and denouement. Did everyone get what he/she deserved in the end? Why or why not? Explain.
Homework: "Othello" Project Due Monday, November 5. "Othello" Test on Thursday, November 1.
Monday, October 22, 2012
Tuesday, October 23
Objective: SWBAT
describe how suspense is created in the final Act of Othello.
Do-Now: Describe Iago’s plan for getting rid of Cassio. What might possibly go wrong with this plan? Do you believe Iago will be able to see this plan through successfully? Explain why or why not using evidence from the play.
Today: 1) Review suspense: How is suspense created in movies? Class will watch clips from the movie "Jaws" and discuss how suspense is created in the film.
2) Note-taking: Verbal Irony: When a character says one things and means the opposite.
3) Class will read Act 5, Scene 1. What has gone wrong with Iago's plan? How is Iago able to mislead everyone into believing what he wants? To read Act 5, Scene 1 online CLICK HERE
4) Class will watch Act 5, Scene 1 from "Othello."
5) Character Chart: Now that we have read most of the play, fill out the character chart for the remaining major characters. You already have Iago, now you need to add Othello, Desdemona, Emilia, Roderigo and Cassio.
Exit Slip: Describe how suspense is created in Act 5, Scene 1.
Homework: "Othello" Project Due Monday, November 5.
Do-Now: Describe Iago’s plan for getting rid of Cassio. What might possibly go wrong with this plan? Do you believe Iago will be able to see this plan through successfully? Explain why or why not using evidence from the play.
Today: 1) Review suspense: How is suspense created in movies? Class will watch clips from the movie "Jaws" and discuss how suspense is created in the film.
2) Note-taking: Verbal Irony: When a character says one things and means the opposite.
3) Class will read Act 5, Scene 1. What has gone wrong with Iago's plan? How is Iago able to mislead everyone into believing what he wants? To read Act 5, Scene 1 online CLICK HERE
4) Class will watch Act 5, Scene 1 from "Othello."
5) Character Chart: Now that we have read most of the play, fill out the character chart for the remaining major characters. You already have Iago, now you need to add Othello, Desdemona, Emilia, Roderigo and Cassio.
Exit Slip: Describe how suspense is created in Act 5, Scene 1.
Homework: "Othello" Project Due Monday, November 5.
Friday, October 19, 2012
Monday, October 22
Objective: SWBAT
describe how a song can be used as foreshadowing in a play.
Do-Now: Have you ever been accused of something you didn’t do? What were you accused of? How did it make you feel to be accused? What did you do/say in an attempt to free yourself from blame? Did the person who blamed you ever realize the truth?
Today: 1) Share-out figurative language examples from homework
2) Introduce "Othello" Project
3) Review foreshadowing. How can a song be used as foreshadowing?
4) Class will read Act 4, Scene 3. How can Desdemona's song be viewed as foreshadowing? To read Act 4, Scene 3 online CLICK HERE
5) Class will re-read Emilia's monologue at the end of the scene. What does she say about the reasons women cheat on their husbands? Is there any truth to what she says?
Exit Slip: Recall Desdemona's "Willow" song. What was the song about? Why was the song significant to Desdemona? How does this song foreshadow her death? Explain.
Homework: Begin working on your "Othello" Project: Due Monday, November 5.
Do-Now: Have you ever been accused of something you didn’t do? What were you accused of? How did it make you feel to be accused? What did you do/say in an attempt to free yourself from blame? Did the person who blamed you ever realize the truth?
Today: 1) Share-out figurative language examples from homework
2) Introduce "Othello" Project
3) Review foreshadowing. How can a song be used as foreshadowing?
4) Class will read Act 4, Scene 3. How can Desdemona's song be viewed as foreshadowing? To read Act 4, Scene 3 online CLICK HERE
5) Class will re-read Emilia's monologue at the end of the scene. What does she say about the reasons women cheat on their husbands? Is there any truth to what she says?
Exit Slip: Recall Desdemona's "Willow" song. What was the song about? Why was the song significant to Desdemona? How does this song foreshadow her death? Explain.
Homework: Begin working on your "Othello" Project: Due Monday, November 5.
Thursday, October 18, 2012
Friday, October 19
Objective: SWBAT
evaluate the effectiveness of figurative language in Othello.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Review Act 4, Scene 1
2) Review Figurative Language:
simile: comparing two unlike things using "like" or "as"
metaphor: comparing two unlike things without using "like" or "as"
personification: giving human qualities to an inanimate object, animal, or idea
hyperbole: an extreme exaggeration
3) Class will begin reading Act 4, Scene 2 examining the figurative language used by Othello as he insults Desdemona. To read Act 4, Scene 2 online CLICK HERE.
4) In groups, finish reading Act 4, Scene 2.
5) Class will watch a clip from the film version of "Othello."
Exit Slip: Describe Iago's new plan that he reveals to Roderigo at the end of Act 4, Scene 2.
Homework: Creating Figurative Language: Othello insults Desdemona using various examples of figurative language. Create your own examples of figurative language to describe famous celebrities. You should write at least FIVE sentences about FIVE different celebrities. You may use simile, metaphor, personification, or hyperbole. You can choose to say nice things about the celebrities or you can choose to insult them. On Monday, you will be sharing some of these with the class.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Review Act 4, Scene 1
2) Review Figurative Language:
simile: comparing two unlike things using "like" or "as"
metaphor: comparing two unlike things without using "like" or "as"
personification: giving human qualities to an inanimate object, animal, or idea
hyperbole: an extreme exaggeration
3) Class will begin reading Act 4, Scene 2 examining the figurative language used by Othello as he insults Desdemona. To read Act 4, Scene 2 online CLICK HERE.
4) In groups, finish reading Act 4, Scene 2.
5) Class will watch a clip from the film version of "Othello."
Exit Slip: Describe Iago's new plan that he reveals to Roderigo at the end of Act 4, Scene 2.
Homework: Creating Figurative Language: Othello insults Desdemona using various examples of figurative language. Create your own examples of figurative language to describe famous celebrities. You should write at least FIVE sentences about FIVE different celebrities. You may use simile, metaphor, personification, or hyperbole. You can choose to say nice things about the celebrities or you can choose to insult them. On Monday, you will be sharing some of these with the class.
Wednesday, October 17, 2012
Thursday, October 18
Objective: SWBAT
evaluate the effectiveness of Iago’s trick to prove to Othello that Desdemona
is cheating on him. SWBAT describe how this scene represents dramatic irony.
Do-Now: If your husband/wife were cheating on you, would you want to know about it or would you rather not find out? Is it better to know and be made miserable by knowing or to be ignorant and made happy by not knowing? Explain.
Today: 1) Note-taking: dramatic irony: when the reader knows something a character doesn't know.
Have we seen any dramatic irony in "Othello" so far?
2) In groups, finish reading Act 3, Scene 4. How does the conversation among Desdemona, Emilia, Cassio, and Iago represent dramatic irony? How did Cassio get the handkerchief? Who did he give it to? To read Act 3, Scene 4 online CLICK HERE.
3) Class will begin reading Act 4, Scene 1. What does Othello think he is seeing? What is he really seeing? How does this represent dramatic irony? To read Act 4, Scene 1 online CLICK HERE.
4) Class will watch a video clip from "Othello."
Exit Slip: Why is Othello so willing to believe Desdemona is cheating on him? What does this reveal about his character? Why doesn’t Othello just ask Desdemona if she is having an affair? EXPLAIN.
Do-Now: If your husband/wife were cheating on you, would you want to know about it or would you rather not find out? Is it better to know and be made miserable by knowing or to be ignorant and made happy by not knowing? Explain.
Today: 1) Note-taking: dramatic irony: when the reader knows something a character doesn't know.
Have we seen any dramatic irony in "Othello" so far?
2) In groups, finish reading Act 3, Scene 4. How does the conversation among Desdemona, Emilia, Cassio, and Iago represent dramatic irony? How did Cassio get the handkerchief? Who did he give it to? To read Act 3, Scene 4 online CLICK HERE.
3) Class will begin reading Act 4, Scene 1. What does Othello think he is seeing? What is he really seeing? How does this represent dramatic irony? To read Act 4, Scene 1 online CLICK HERE.
4) Class will watch a video clip from "Othello."
Exit Slip: Why is Othello so willing to believe Desdemona is cheating on him? What does this reveal about his character? Why doesn’t Othello just ask Desdemona if she is having an affair? EXPLAIN.
Tuesday, October 16, 2012
Wednesday, October 17
Objective: SWBAT defend/prosecute Desdemona using the evidence they have collected from Acts 1-3 of "Othello."
Do-Now: What do you feel is your group's strongest piece of evidence for/against Desdemona. Why do you believe this piece of evidence proves she is innocent/guilty? Explain.
1) Debate: Is Desdemona innocent or guilty? Groups will have a chance to share their evidence with the class and discuss whether the evidence proves Desdemona is a loyal wife or a liar.
2) Note-taking: Pun = a play on words
Example: "No one is too poor to pay attention."
"A horse is a very stable animal."
"A hard-boiled egg for breakfast is hard to beat."
"Which president is least guilty? Lincoln. He is in a cent."
3) Class will begin to read Act 3, Scene 4. How does the clown use puns at the beginning of this scene? How does Othello react when Desdemona cannot find her handkerchief? To read Act 3, Scene 4 online CLICK HERE.
Do-Now: What do you feel is your group's strongest piece of evidence for/against Desdemona. Why do you believe this piece of evidence proves she is innocent/guilty? Explain.
1) Debate: Is Desdemona innocent or guilty? Groups will have a chance to share their evidence with the class and discuss whether the evidence proves Desdemona is a loyal wife or a liar.
2) Note-taking: Pun = a play on words
Example: "No one is too poor to pay attention."
"A horse is a very stable animal."
"A hard-boiled egg for breakfast is hard to beat."
"Which president is least guilty? Lincoln. He is in a cent."
3) Class will begin to read Act 3, Scene 4. How does the clown use puns at the beginning of this scene? How does Othello react when Desdemona cannot find her handkerchief? To read Act 3, Scene 4 online CLICK HERE.
Monday, October 15, 2012
Tuesday, October 16
Objective: SWBAT find evidence in "Othello" to either prove or disprove Desdemona is having an affair with Cassio.
Do-Now: What evidence would you need to believe someone was cheating on you? What would you have to hear? What would you have to see? Would you trust what others were telling you about your significant other? Explain.
Today: 1) Review Act 3, Scene 3. What does Iago tell Othello to convince him Desdemona is having an affair with Cassio?
2) Continue working on Defending/Prosecuting Desdemona: Now that you have collected pieces of evidence from Act 3, Scene 3, you may look at the other scenes we have read. Where in Act 1 or 2 can you find evidence to defend/prosecute Desdemona? Remember, if you are defending her you are finding evidence to prove she is a loyal, loving, trustworthy wife. If you are prosecuting her, you are finding evidence to prove she is a having an affair with Cassio and can't be trusted. For each piece of evidence, make sure to copy down the page #, the quote, and an explanation of how the quote either proves or disproves Desdemona is cheating with Cassio. Remember, the evidence can be quotes from Desdemona herself or quotes where other characters refer to Desdemona. Your group will submit ONE paper by the end of class today. Each valid piece of evidence will receive 2 points and each valid piece of evidence which no other group found will receive 5 points. The group with the most points gets a prize on FRIDAY!!!
Do-Now: What evidence would you need to believe someone was cheating on you? What would you have to hear? What would you have to see? Would you trust what others were telling you about your significant other? Explain.
Today: 1) Review Act 3, Scene 3. What does Iago tell Othello to convince him Desdemona is having an affair with Cassio?
2) Continue working on Defending/Prosecuting Desdemona: Now that you have collected pieces of evidence from Act 3, Scene 3, you may look at the other scenes we have read. Where in Act 1 or 2 can you find evidence to defend/prosecute Desdemona? Remember, if you are defending her you are finding evidence to prove she is a loyal, loving, trustworthy wife. If you are prosecuting her, you are finding evidence to prove she is a having an affair with Cassio and can't be trusted. For each piece of evidence, make sure to copy down the page #, the quote, and an explanation of how the quote either proves or disproves Desdemona is cheating with Cassio. Remember, the evidence can be quotes from Desdemona herself or quotes where other characters refer to Desdemona. Your group will submit ONE paper by the end of class today. Each valid piece of evidence will receive 2 points and each valid piece of evidence which no other group found will receive 5 points. The group with the most points gets a prize on FRIDAY!!!
Sunday, October 14, 2012
Monday, October 15
Objective: SWBAT
analyze how Iago is able to use the actions of other characters as well as his
own lies in order to convince Othello that Desdemona is having an affair with
Cassio.
Do-Now: Respond to the following quote: “Believe half of what you see and none of what you hear.” Do you agree with this quote? Why or why not? How can you relate it to your own life? Explain.
Today: 1) Go over "Fences" Test
2) Review Act 2 of Othello. What is Iago’s plan for convincing Othello that Desdemona is having an affair with Cassio?
3) In pairs, read Act 3, Scenes 1 and 2. What is the significance of these short scenes?
4) In groups, students will read Act 3, Scene 3. How is Iago using other characters’ actions in combination with his own lies in order to convince Othello of Desdemona’s affair? Students will make a list of Iago’s “evidence” against Desdemona. Read Act 3, Scene 3 of "Othello" CLICK HERE.
5) Defending/Prosecuting Desdemona: Iago seems to have Othello convinced that Desdemona is having an affair with Cassio. In your groups, you will be assigned to find evidence that either proves or disproves that Desdemona may be having an affair with Cassio or is otherwise disloyal to Othello. You must find specific lines that are spoken by Desdemona or refer to Desdemona, copy these lines and their pages numbers, and explain how each line proves that Desdemona is a faithful or unfaithful wife.
Exit Slip: What "evidence" has Iago given to Othello so far to "prove" that Desdemona is cheating with Cassio. Explain.
Do-Now: Respond to the following quote: “Believe half of what you see and none of what you hear.” Do you agree with this quote? Why or why not? How can you relate it to your own life? Explain.
Today: 1) Go over "Fences" Test
2) Review Act 2 of Othello. What is Iago’s plan for convincing Othello that Desdemona is having an affair with Cassio?
3) In pairs, read Act 3, Scenes 1 and 2. What is the significance of these short scenes?
4) In groups, students will read Act 3, Scene 3. How is Iago using other characters’ actions in combination with his own lies in order to convince Othello of Desdemona’s affair? Students will make a list of Iago’s “evidence” against Desdemona. Read Act 3, Scene 3 of "Othello" CLICK HERE.
5) Defending/Prosecuting Desdemona: Iago seems to have Othello convinced that Desdemona is having an affair with Cassio. In your groups, you will be assigned to find evidence that either proves or disproves that Desdemona may be having an affair with Cassio or is otherwise disloyal to Othello. You must find specific lines that are spoken by Desdemona or refer to Desdemona, copy these lines and their pages numbers, and explain how each line proves that Desdemona is a faithful or unfaithful wife.
Exit Slip: What "evidence" has Iago given to Othello so far to "prove" that Desdemona is cheating with Cassio. Explain.
Thursday, October 11, 2012
Friday, October 12
Objective: SWBAT describe how Iago is using Cassio in his plan to ruin Othello.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Review soliloquy: What have we learned from Iago's first TWO soliloquies?
2) Class will read Act 2, Scene 2.
3) In groups, students will read Act 2, Scene 3 and complete a TIMELINE for the events in the scene. To read Act 2, Scene 3 online CLICK HERE.
4) Did the Punishment Fit the Crime?" : Compose a TEN sentence reflection discussing the punishment Cassio received from Othello. Was the punishment fair? Did Cassio deserve to lose his job even though it was his first offense? Was Othello too harsh with Cassio’s punishment? What may have motivated Othello to be so strict with Cassio? Compare Cassio's crime and punishment to similar crimes/punishments we see today in your argument. You may also include a suggestion for how YOU would have dealt with Cassio if you has been Othello.
Exit Slip: What does Iago reveal about his plans in his two soliloquies at the end of Act 2, Scene 3? Explain.
Homework: Finish "Did the Punishment Fit the Crime?" "Fences" Project Due MONDAY!!!!
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Review soliloquy: What have we learned from Iago's first TWO soliloquies?
2) Class will read Act 2, Scene 2.
3) In groups, students will read Act 2, Scene 3 and complete a TIMELINE for the events in the scene. To read Act 2, Scene 3 online CLICK HERE.
4) Did the Punishment Fit the Crime?" : Compose a TEN sentence reflection discussing the punishment Cassio received from Othello. Was the punishment fair? Did Cassio deserve to lose his job even though it was his first offense? Was Othello too harsh with Cassio’s punishment? What may have motivated Othello to be so strict with Cassio? Compare Cassio's crime and punishment to similar crimes/punishments we see today in your argument. You may also include a suggestion for how YOU would have dealt with Cassio if you has been Othello.
Exit Slip: What does Iago reveal about his plans in his two soliloquies at the end of Act 2, Scene 3? Explain.
Homework: Finish "Did the Punishment Fit the Crime?" "Fences" Project Due MONDAY!!!!
Wednesday, October 10, 2012
Thursday, October 11
Objective: SWBAT
analyze Iago’s misogynistic views on women. SWBAT analyze Iago's second soliloquy.
Do-Now: What are Iago's motivations (both internal and external) for wanting to ruin Othello's life? Explain. How does Iago plan on using Cassio and Desdemona? Explain.
Today: 1) Individually, read pp. 61-69. What is occurring during the first part of this scene? To read Act 2, Scene 1 on "Othello" online CLICK HERE
2) What is a misogynist? Class will read pp. 71-79 examining Iago's misogynistic views on women. Is there any truth to what he says? Examine Iago's ASIDE on the bottom of pg. 75.
3) In pairs, read pp. 79-85. Focus on Iago's monologue to Roderigo and Iago's soliloquy at the end of the scene.
4) Turning the Tables: Now that Iago has bashed women in the play, it is time for some men-bashing. What stereotypes are associated with men? Write an additional scene for the play in which Emilia and Desdemona have a chance to defend themselves from Iago by criticizing men the way Iago criticized women. Your scene should be at least TWO pages long and should include only the four characters involved in the original scene: Iago, Cassio, Desdemona, and Emilia. Your scene should be written in play format (as always) and is worth 20 points: 10 for length, 5 for creativity, 5 for content.
Exit Slip: What does Iago reveal to the audience in his soliloquy at the end of Act 2, scene 1? EXPLAIN.
Homework: "Fences" Project DUE MONDAY!!! Finish "Turning the Tables."
Do-Now: What are Iago's motivations (both internal and external) for wanting to ruin Othello's life? Explain. How does Iago plan on using Cassio and Desdemona? Explain.
Today: 1) Individually, read pp. 61-69. What is occurring during the first part of this scene? To read Act 2, Scene 1 on "Othello" online CLICK HERE
2) What is a misogynist? Class will read pp. 71-79 examining Iago's misogynistic views on women. Is there any truth to what he says? Examine Iago's ASIDE on the bottom of pg. 75.
3) In pairs, read pp. 79-85. Focus on Iago's monologue to Roderigo and Iago's soliloquy at the end of the scene.
4) Turning the Tables: Now that Iago has bashed women in the play, it is time for some men-bashing. What stereotypes are associated with men? Write an additional scene for the play in which Emilia and Desdemona have a chance to defend themselves from Iago by criticizing men the way Iago criticized women. Your scene should be at least TWO pages long and should include only the four characters involved in the original scene: Iago, Cassio, Desdemona, and Emilia. Your scene should be written in play format (as always) and is worth 20 points: 10 for length, 5 for creativity, 5 for content.
Exit Slip: What does Iago reveal to the audience in his soliloquy at the end of Act 2, scene 1? EXPLAIN.
Homework: "Fences" Project DUE MONDAY!!! Finish "Turning the Tables."
Tuesday, October 9, 2012
Wednesday, October 10
Objective: SWBAT
analyze a character’s motivations for his/her actions.
Do Now: Describe how Iago is being two-faced during the first two scenes of Act 1. What does this show you about Iago? Why do you believe Iago is acting this way? Explain.
Today: 1) Review internal vs. external motivation
2) Introduce soliloquy, monologue and aside:
SOLILOQUY - A speech delivered by a character who is alone on stage. Usually, the character is talking to him/herself. Soliloquies are used to let the audience know what is going on inside the character's mind.
MONOLOGUE - A long speech delivered by a character to another character or characters on stage.
ASIDE - A short remark made by a character while other characters are on stage. This remark is not meant to be heard by the other characters on stage, only be the audience.
3) Class will read Act 1, Scene 3. To read Act 1, Scene 3 online CLICK HERE.
4) Monologue/Soliloquy Re-Write: Choose one of the following: Othello's monologue on pp. 39-41, Iago's monologue on pp. 53-55 or Iago's soliloquy on pp. 57-59. Re-write this monologue/soliloquy as a song/poem/rap expressing the same ideas in a modern way. Your re-write should be at least TEN lines and is worth 20 points: 10 for length, 5 for creativity, 5 for content.
Homework: Finish Monologue/Soliloquy Re-write. "Fences" Project Due Monday, October 15.
Do Now: Describe how Iago is being two-faced during the first two scenes of Act 1. What does this show you about Iago? Why do you believe Iago is acting this way? Explain.
Today: 1) Review internal vs. external motivation
2) Introduce soliloquy, monologue and aside:
SOLILOQUY - A speech delivered by a character who is alone on stage. Usually, the character is talking to him/herself. Soliloquies are used to let the audience know what is going on inside the character's mind.
MONOLOGUE - A long speech delivered by a character to another character or characters on stage.
ASIDE - A short remark made by a character while other characters are on stage. This remark is not meant to be heard by the other characters on stage, only be the audience.
3) Class will read Act 1, Scene 3. To read Act 1, Scene 3 online CLICK HERE.
4) Monologue/Soliloquy Re-Write: Choose one of the following: Othello's monologue on pp. 39-41, Iago's monologue on pp. 53-55 or Iago's soliloquy on pp. 57-59. Re-write this monologue/soliloquy as a song/poem/rap expressing the same ideas in a modern way. Your re-write should be at least TEN lines and is worth 20 points: 10 for length, 5 for creativity, 5 for content.
Homework: Finish Monologue/Soliloquy Re-write. "Fences" Project Due Monday, October 15.
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