Objective: SWBAT evaluate the climax of a play and explain how they believe it will affect the play’s ending.
Do-Now: How do you predict the play will end? Do you believe the jurors will find the defendant to be innocent or guilty? What makes you believe this?
Today: 1) Go over Act 1 Questions
2) Complete review worksheet for Act 2 of "Twelve Angry Men"
3) Begin reading Act 3 of "Twelve Angry Men," focusing on the events surrounding the play's climax.
3) Continue filling out the Evidence Chart with new evidence from the play.
Exit Slip: Why do you believe half of the jurors have changed their mind about the verdict? What evidence do you feel may have caused this change?
Tuesday, January 31, 2012
Sunday, January 29, 2012
Monday, January 30
Objective: SWBAT evaluate the climax of a play and explain how they believe it will affect the play’s ending.
Do-Now: How was the ending of Act 2 ironic? How do you feel this will affect the other jurors decision in the verdict?
Today: 1) Complete Barriers for Individual Learning Plans
Do-Now: How was the ending of Act 2 ironic? How do you feel this will affect the other jurors decision in the verdict?
Today: 1) Complete Barriers for Individual Learning Plans
Thursday, January 26, 2012
Friday, January 27
Objective: SWBAT evaluate evidence given by the jurors in “Twelve Angry Men,” deciding whether or not each piece of evidence is valid.
Do-Now: Free Write (Write 5-7 sentences about anything you want)
Today: 1) Review Act 1
2) Chapter 2, examining the evidence presented by the jurors.
3) Begin filling out Evidence Chart. What evidence has been given? How credible is each piece of evidence?
Exit Slip: What new "evidence" was presented in Act 2? How do you feel about the defendant now? Do you still believe he is guilty or are you starting to believe he may be innocent? Explain.
Do-Now: Free Write (Write 5-7 sentences about anything you want)
Today: 1) Review Act 1
2) Chapter 2, examining the evidence presented by the jurors.
3) Begin filling out Evidence Chart. What evidence has been given? How credible is each piece of evidence?
Exit Slip: What new "evidence" was presented in Act 2? How do you feel about the defendant now? Do you still believe he is guilty or are you starting to believe he may be innocent? Explain.
Wednesday, January 25, 2012
Thursday, January 26
Objective: SWBAT review Act 1 of "Twelve Angry Men" and evaluate the evidence which has been presented so far in the play.
Do-Now: What are some of the pieces of "evidence" which have been brought up in the case to prove the boy is guilty of murdering his father?
Today: 1) Review Act 1
2) Complete Guiding Questions for Act 1
3) Class will begin reading Chapter 2. Why did Juror #9 change his vote to "Not Guilty?"
Exit Slip: Which is the strongest piece of evidence you have seen so far? Does it lead you to believe the defendant is innocent or guilty? Explain.
Do-Now: What are some of the pieces of "evidence" which have been brought up in the case to prove the boy is guilty of murdering his father?
Today: 1) Review Act 1
2) Complete Guiding Questions for Act 1
3) Class will begin reading Chapter 2. Why did Juror #9 change his vote to "Not Guilty?"
Exit Slip: Which is the strongest piece of evidence you have seen so far? Does it lead you to believe the defendant is innocent or guilty? Explain.
Tuesday, January 24, 2012
Wednesday, January 25
Objective: SWBAT describe the setting and exposition of “Twelve Angry Men” and explain how it will influence the rest of the play.
Do-Now: Give a summary of the current event you’ve brought to class.
Today: 1) Students will share out their Do-Now articles with the class, using legal terms to discuss them. Teacher will review setting and exposition.
2) Students will continue reading Act 1, examining the characters. Which characters are already standing out?
3) Class will discuss the first part of Act 1. Which jurors appear to be taking their job seriously? Which aren’t?
Exit Slip: Which character has stood out to you the most so far in the play? Why? How do you believe this character will affect the rest of the play?
Do-Now: Give a summary of the current event you’ve brought to class.
Today: 1) Students will share out their Do-Now articles with the class, using legal terms to discuss them. Teacher will review setting and exposition.
2) Students will continue reading Act 1, examining the characters. Which characters are already standing out?
3) Class will discuss the first part of Act 1. Which jurors appear to be taking their job seriously? Which aren’t?
Exit Slip: Which character has stood out to you the most so far in the play? Why? How do you believe this character will affect the rest of the play?
Friday, January 20, 2012
Tuesday, January 24
Objective: SWBAT complete and discuss an anticipation guide for “Twelve Angry Men.”
Do-Now: Anticipation Guide for “Twelve Angry Men.”
Today: 1) Discuss/Debate answers from Anticipation Guide
2) Introduce legal terms and the process of a trial
3) Begin reading Act 1 of "Twelve Angry Men"
4) Students will choose one of the statements from their anticipation guide to write a reflection on, using examples from their own life.
Exit Slip: Which of the statements from the anticipation guide did you feel most strongly about? How do you feel it will relate to the play?
Homework: Students will find a current event involving murder in the first degree to bring into class.
Do-Now: Anticipation Guide for “Twelve Angry Men.”
Today: 1) Discuss/Debate answers from Anticipation Guide
2) Introduce legal terms and the process of a trial
3) Begin reading Act 1 of "Twelve Angry Men"
4) Students will choose one of the statements from their anticipation guide to write a reflection on, using examples from their own life.
Exit Slip: Which of the statements from the anticipation guide did you feel most strongly about? How do you feel it will relate to the play?
Homework: Students will find a current event involving murder in the first degree to bring into class.
Thursday, January 19, 2012
Friday, January 20
Objective: SWBAT dramatize a piece of prose.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Dramatization: How do you "show" what is being read?
2) Practice Dramatization
3) Students will get into groups/pairs and choose one of the remaining chapters from “A House on Mango Street” to dramatize. They will practice their dramatizations to present to the class.
4) Pairs/groups will present their dramatizations to the class.
5) Continue work on the final copy of your play
Exit Slip: Describe how your group chose the scene you presented and how you decided to dramatize the scene.
Homework: Final Copy of your play due MONDAY!!!
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Dramatization: How do you "show" what is being read?
2) Practice Dramatization
3) Students will get into groups/pairs and choose one of the remaining chapters from “A House on Mango Street” to dramatize. They will practice their dramatizations to present to the class.
4) Pairs/groups will present their dramatizations to the class.
5) Continue work on the final copy of your play
Exit Slip: Describe how your group chose the scene you presented and how you decided to dramatize the scene.
Homework: Final Copy of your play due MONDAY!!!
Wednesday, January 18, 2012
Thursday, January 19
Objective: SWBAT compose a piece of prose based on a theme, giving at least five examples to support that theme.
Do-Now: Do you and your family members look alike or do you look completely different? Are there any non-physical qualities you all share? Explain.
Today: 1) What is a theme? What themes can you use to describe your family?
2) Class will read “Hairs” from “The House on Mango Street” discussing how the author uses her family’s hair as a common theme among them.
3) Students will choose a theme to write a prose piece on their family and model it after “Hairs.”
4) Students will share their prose out loud with the class.
5) Continue working on the final copy of your play.
Exit Slip: How did you choose the theme to show your family dynamic in your prose? What makes this an appropriate theme for your family?
Homework: Continue working on the final copy of your play: Due Monday, January 23
Do-Now: Do you and your family members look alike or do you look completely different? Are there any non-physical qualities you all share? Explain.
Today: 1) What is a theme? What themes can you use to describe your family?
2) Class will read “Hairs” from “The House on Mango Street” discussing how the author uses her family’s hair as a common theme among them.
3) Students will choose a theme to write a prose piece on their family and model it after “Hairs.”
4) Students will share their prose out loud with the class.
5) Continue working on the final copy of your play.
Exit Slip: How did you choose the theme to show your family dynamic in your prose? What makes this an appropriate theme for your family?
Homework: Continue working on the final copy of your play: Due Monday, January 23
Tuesday, January 17, 2012
Wednesday, January 18
Objective: SWBAT explain how a name can be a symbol in prose. SWBAT describe what their name means in their own prose.
Do-Now: Why did your parents give you the name you have? Do you know what your name means? Do you like your name? If you could change your name, would you? What would you change it to? Explain.
Today: 1) What does your name mean?
2) Class will read “My Name” from “The House on Mango Street” and discuss how the author’s name is used as a symbol.
3) Students will write their own “My Name” in prose describing the origins of their name and how it has affected their lives.
4) Students will share their “My Name” prose out loud with the class.
5) Begin editing your play
Exit Slip: Do you feel the meaning of your name suits your personality? Explain why or why not.
Homework: Continue editing/revising your play. Final copy due Monday, January 23
Do-Now: Why did your parents give you the name you have? Do you know what your name means? Do you like your name? If you could change your name, would you? What would you change it to? Explain.
Today: 1) What does your name mean?
2) Class will read “My Name” from “The House on Mango Street” and discuss how the author’s name is used as a symbol.
3) Students will write their own “My Name” in prose describing the origins of their name and how it has affected their lives.
4) Students will share their “My Name” prose out loud with the class.
5) Begin editing your play
Exit Slip: Do you feel the meaning of your name suits your personality? Explain why or why not.
Homework: Continue editing/revising your play. Final copy due Monday, January 23
Friday, January 13, 2012
Tuesday, January 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: Today you will be writing the final act of your play. This will include the play’s resolution and denoument. Do you plan on having your character’s problems resolved? Why or why not?
Today: 1) Students will pair up and complete an acting exercise focused on responding to other actors.
2) Students will begin writing the third act of their plays.
3) Students will switch plays with a partner and critique each other's work.
Exit Slip: What final changes do you feel you might make to your play? Why do you feel these changes are necessary to improve your play?
Homework: Finish writing Act 3 of your play.
Do-Now: Today you will be writing the final act of your play. This will include the play’s resolution and denoument. Do you plan on having your character’s problems resolved? Why or why not?
Today: 1) Students will pair up and complete an acting exercise focused on responding to other actors.
2) Students will begin writing the third act of their plays.
3) Students will switch plays with a partner and critique each other's work.
Exit Slip: What final changes do you feel you might make to your play? Why do you feel these changes are necessary to improve your play?
Homework: Finish writing Act 3 of your play.
Thursday, January 12, 2012
Friday, January 13
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: Today you will be working on the second act of your play. This act should include your play’s climax (the turning point of the play or highest point of action). How will you make your climax effective in creating suspense for your audience?
Today: 1) Students will complete acting exercise "Using Tactics"
2) Students will begin writing the second act of their plays.
3) Students will share the second act of their plays with a peer to receive constructive feedback.
Exit Slip: Based on the advice from your peers, what changes might you make on your second act?
Homework: Finish writing Act 2 of your play.
Do-Now: Today you will be working on the second act of your play. This act should include your play’s climax (the turning point of the play or highest point of action). How will you make your climax effective in creating suspense for your audience?
Today: 1) Students will complete acting exercise "Using Tactics"
2) Students will begin writing the second act of their plays.
3) Students will share the second act of their plays with a peer to receive constructive feedback.
Exit Slip: Based on the advice from your peers, what changes might you make on your second act?
Homework: Finish writing Act 2 of your play.
Wednesday, January 11, 2012
Thursday, January 12
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: Today you will be working on the setting and first act of your play. Why is the setting of the play important? How will the setting of your play help to create the play’s mood?
Today: 1) Students will complete the acting exercise "Contentless Scene 2"
2) Students will begin working on the setting and first act of their plays
3) Students will share their character lists, settings and first acts with their peers.
Exit-Slip: Based on the advice from your peers, what changes might you make on the first pieces of your play?
Homework: Finish writing the setting and first act of your play.
Do-Now: Today you will be working on the setting and first act of your play. Why is the setting of the play important? How will the setting of your play help to create the play’s mood?
Today: 1) Students will complete the acting exercise "Contentless Scene 2"
2) Students will begin working on the setting and first act of their plays
3) Students will share their character lists, settings and first acts with their peers.
Exit-Slip: Based on the advice from your peers, what changes might you make on the first pieces of your play?
Homework: Finish writing the setting and first act of your play.
Tuesday, January 10, 2012
Wednesday, January 11
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: Today you will be working on your character list for your play. What do you feel makes a character believable? How do you intend on making your characters seem “real” to your audience?
Today: 1) Students will pair up and complete the acting exercise “One Two Three Four Five Six Seven."
2) Class will complete the acting exercise "Contentless Scene 1" using student volunteers.
3) Students will begin working on their character list.
4) Students will exchange lists with their peers, critiquing each other’s characters and giving advice.
Exit Slip: Based on the advice from your peers, what changes might you make to your character list?
Homework: Finish your character list
Do-Now: Today you will be working on your character list for your play. What do you feel makes a character believable? How do you intend on making your characters seem “real” to your audience?
Today: 1) Students will pair up and complete the acting exercise “One Two Three Four Five Six Seven."
2) Class will complete the acting exercise "Contentless Scene 1" using student volunteers.
3) Students will begin working on their character list.
4) Students will exchange lists with their peers, critiquing each other’s characters and giving advice.
Exit Slip: Based on the advice from your peers, what changes might you make to your character list?
Homework: Finish your character list
Friday, January 6, 2012
Monday, January 9
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) Introduce Playwriting Project
2) Students will pair up and complete the acting exercise “Make Your Partner Smile”
3) Brainstorming for Playwriting Project
Exit Slip: Write down a description of your play’s plot as well as how the characters you intend to use.
Homework: Begin working on the final copy of your "The Things I Carry" essay
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) Introduce Playwriting Project
2) Students will pair up and complete the acting exercise “Make Your Partner Smile”
3) Brainstorming for Playwriting Project
Exit Slip: Write down a description of your play’s plot as well as how the characters you intend to use.
Homework: Begin working on the final copy of your "The Things I Carry" essay
Thursday, January 5, 2012
Friday, January 6
Objective: SWBAT make inferences about characters based on the physical, mental, and emotional things they are carrying.
Do-Now: What happened to Lavender? Why does Jimmy Cross feel responsible for this? Who does Jimmy blame for what happened to Lavender? What does this show you about Jimmy?
Today: 1) Class will discuss Ted Lavender’s death and its use as a climax (turning point) in the story. Why is this event significant to all of the men? What emotional weight are they now carrying? How might this affect them?
2) Class will continue reading “The Things They Carried” pp. 17-23, focusing on the men’s reaction to Lavender’s death and the emotional baggage the men are now carrying as a result of his death.
3) In groups, students will finish reading “The Things They Carried,” pp. 23-26, finishing their charts.
4) Work on the First and Fifth paragraph for "The Things I Carry Essay"
Exit Slip: What do you feel was the most important thing that was carried by the men? Why do you feel this thing was the most significant? Explain.
Homework: Finish your rough draft for "The Things I Carry Essay"
Do-Now: What happened to Lavender? Why does Jimmy Cross feel responsible for this? Who does Jimmy blame for what happened to Lavender? What does this show you about Jimmy?
Today: 1) Class will discuss Ted Lavender’s death and its use as a climax (turning point) in the story. Why is this event significant to all of the men? What emotional weight are they now carrying? How might this affect them?
2) Class will continue reading “The Things They Carried” pp. 17-23, focusing on the men’s reaction to Lavender’s death and the emotional baggage the men are now carrying as a result of his death.
3) In groups, students will finish reading “The Things They Carried,” pp. 23-26, finishing their charts.
4) Work on the First and Fifth paragraph for "The Things I Carry Essay"
Exit Slip: What do you feel was the most important thing that was carried by the men? Why do you feel this thing was the most significant? Explain.
Homework: Finish your rough draft for "The Things I Carry Essay"
Wednesday, January 4, 2012
Thursday, January 5
Objective: SWBAT make inferences about characters based on the physical, mental, and emotional things they are carrying.
Do-Now: What are some of the items Lieutenant Jimmy Cross is carrying? What do these items show you about him? Explain.
Today: 1) Class will continue reading “The Things They Carried,” pp. 8-13, focusing on the internal and external conflicts the men are facing and how the items they carry show these conflicts.
2) In groups, students will continue reading “The Things They Carried,” pp. 13-17 charting the characters and the items they are carrying.
3) Create Outline for "The Things I Carry" Essay using your brainstorming homework from last night:
1st Paragraph: What is important about the things we carry? What can they show others about us? What can they show us about ourselves?
2nd Paragraph: List the PHYSICAL items you carry and what each item shows about you (both to yourself and others).
3rd Paragraph: List the MENTAL items you carry and what each item shows about you (both to yourself and others).
4th Paragraph: List the EMOTIONAL items you carry and what each item shows about you (both to yourself and others).
5th Paragraph: Choose the item you carry that you feel reveals the MOST about who you are as a person. Explain why you feel this item reveals the most about you.
Exit Slip: What are some of the non-tangible things they men are carrying? (The mental and emotional things the men are carrying?)
Homework: Begin working on the rough copy of your "The Things I Carry Essay."
Do-Now: What are some of the items Lieutenant Jimmy Cross is carrying? What do these items show you about him? Explain.
Today: 1) Class will continue reading “The Things They Carried,” pp. 8-13, focusing on the internal and external conflicts the men are facing and how the items they carry show these conflicts.
2) In groups, students will continue reading “The Things They Carried,” pp. 13-17 charting the characters and the items they are carrying.
3) Create Outline for "The Things I Carry" Essay using your brainstorming homework from last night:
1st Paragraph: What is important about the things we carry? What can they show others about us? What can they show us about ourselves?
2nd Paragraph: List the PHYSICAL items you carry and what each item shows about you (both to yourself and others).
3rd Paragraph: List the MENTAL items you carry and what each item shows about you (both to yourself and others).
4th Paragraph: List the EMOTIONAL items you carry and what each item shows about you (both to yourself and others).
5th Paragraph: Choose the item you carry that you feel reveals the MOST about who you are as a person. Explain why you feel this item reveals the most about you.
Exit Slip: What are some of the non-tangible things they men are carrying? (The mental and emotional things the men are carrying?)
Homework: Begin working on the rough copy of your "The Things I Carry Essay."
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