Objective: SWBAT list THREE elements from the set of “Death of a Salesman” that are used to create mood and describe how each of these elements creates mood.
Do-Now: Students will complete an anticipatory set for “Death of a Salesman.”
Today: 1) Go over Anticipation Guide
2) Review setting and mood
3) Class will begin reading the setting of “Death of a Salesman” pp. 10-12, looking for elements of the setting that are being used to create mood.
4) In pairs, students will read pp. 12-17, focusing on the dialogue between Linda and Willy and how the mood of the dialogue is affected by the setting of the play.
Exit Slip: Look back at the play’s setting and list THREE elements of the setting that are used to create mood. Explain how these elements create the mood of the first scene.
Friday, March 30, 2012
Thursday, March 29, 2012
Friday,March 30
Objective: SWBAT modernize a scene from Othello and present the scene to the class.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Rehearse "Othello" Scenes
2) Present "Othello" Scenes
3) Extra-Credit Opportunity: Alternate Ending: Write a new ending for "Othello." You may start your alternate ending at any point in Act 5 and may, ultimately, change the outcome of the play. You may use existing characters and/or create new characters. Your ending should be written in play format and should be a MINIMUM of TWO pages long. Successful completion of this assignment will earn you TWENTY extra-credit points.
Exit Slip: Group Reflection: How do you feel your presentation went today? What do you feel went well? What might you have done differently?
Homework: Extra-Credit Due Monday, April 9!!!
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Rehearse "Othello" Scenes
2) Present "Othello" Scenes
3) Extra-Credit Opportunity: Alternate Ending: Write a new ending for "Othello." You may start your alternate ending at any point in Act 5 and may, ultimately, change the outcome of the play. You may use existing characters and/or create new characters. Your ending should be written in play format and should be a MINIMUM of TWO pages long. Successful completion of this assignment will earn you TWENTY extra-credit points.
Exit Slip: Group Reflection: How do you feel your presentation went today? What do you feel went well? What might you have done differently?
Homework: Extra-Credit Due Monday, April 9!!!
Wednesday, March 28, 2012
Thursday, March 29
Objective: SWBAT modernize a scene from "Othello" and present the scene to the class.
Do-Now: What do you believe is the theme/message of “Othello?” What do you believe Shakespeare wanted his audience to learn from watching this play?
Today: 1) Finish watching "O."
2) Finish working on "Othello" Project
Exit Slip: How was the ending of the film adaptation of “Othello” similar/different to the play’s ending? Which ending do you feel was more powerful? Why?
Homework: "Othello" Project DUE TOMORROW!!!
Do-Now: What do you believe is the theme/message of “Othello?” What do you believe Shakespeare wanted his audience to learn from watching this play?
Today: 1) Finish watching "O."
2) Finish working on "Othello" Project
Exit Slip: How was the ending of the film adaptation of “Othello” similar/different to the play’s ending? Which ending do you feel was more powerful? Why?
Homework: "Othello" Project DUE TOMORROW!!!
Tuesday, March 27, 2012
Wednesday, March 28
Objective: SWBAT modernize a scene from Othello and present the scene to the class.
Do-Now: Do you believe any of the characters could have been removed from "Othello" or were all the characters Shakespeare included necessary? Explain.
Today: 1) Continue watching "O."
2) Continue working on "Othello" Project
Exit Slip: Do you feel each of the lead parts in the film adaptation “O” were cast correctly? What actors might you have chosen to play the parts instead?
Do-Now: Do you believe any of the characters could have been removed from "Othello" or were all the characters Shakespeare included necessary? Explain.
Today: 1) Continue watching "O."
2) Continue working on "Othello" Project
Exit Slip: Do you feel each of the lead parts in the film adaptation “O” were cast correctly? What actors might you have chosen to play the parts instead?
Monday, March 26, 2012
Tuesday, March 27
Objective: SWBAT modernize a scene from Othello and present the scene to the class.
Do-Now: Look back at Othello’s final speech at the end of the play. What does he say about himself? How does this affect your opinion of him? Do you feel Othello is a victim or did he deserve his fate?
Today: 1) Class will begin to watch "O."
2) Continue working on Othello Project
Exit Slip: What are your initial reactions to "O?" How has “Othello” been modernized in the film? Do you feel the movie is still staying true to the same themes as the play?
Homework: Othello Project Due FRIDAY!!!
Do-Now: Look back at Othello’s final speech at the end of the play. What does he say about himself? How does this affect your opinion of him? Do you feel Othello is a victim or did he deserve his fate?
Today: 1) Class will begin to watch "O."
2) Continue working on Othello Project
Exit Slip: What are your initial reactions to "O?" How has “Othello” been modernized in the film? Do you feel the movie is still staying true to the same themes as the play?
Homework: Othello Project Due FRIDAY!!!
Friday, March 23, 2012
Monday, March 26
Objective: SWBAT evaluate the effectiveness of the resolution in the conclusion of Othello.
Do-Now: How do you predict Othello will end? What other characters may die? Why? Will Iago get away with his plan or will he be caught? Explain.
Today: 1) Class will finish reading Act 5, Scene 2, examining Othello’s reaction to learning the truth about Desdemona and Iago.
2) Continue working on "Othello" project
Exit Slip: Do you believe Iago got what he deserved in the end? Explain. How would you have punished Iago for what he did to Othello and the others?
Homework: "Othello" Project Due FRIDAY!!!
Do-Now: How do you predict Othello will end? What other characters may die? Why? Will Iago get away with his plan or will he be caught? Explain.
Today: 1) Class will finish reading Act 5, Scene 2, examining Othello’s reaction to learning the truth about Desdemona and Iago.
2) Continue working on "Othello" project
Exit Slip: Do you believe Iago got what he deserved in the end? Explain. How would you have punished Iago for what he did to Othello and the others?
Homework: "Othello" Project Due FRIDAY!!!
Thursday, March 22, 2012
Friday, March 23
Objective: SWBAT evaluate Othello’s reasons for killing Desdemona.
Do-Now: Describe how Iago was able to convince Othello that Desdemona was having an affair with Cassio. Do you predict Othello will give Desdemona a chance to explain herself before he punishes her? Explain.
Today: 1) Class will begin reading Act 5, Scene 2 pp. 271-283, examining Othello’s soliloquy as he decides to kill Desdemona.
2) Class will watch the film version of the scene from "Othello"
3) Continue working on "Othello" project
Exit Slip: Was Othello justified in killing Desdemona? Why do you believe he felt that murder was the only way to punish her for being unfaithful?
Do-Now: Describe how Iago was able to convince Othello that Desdemona was having an affair with Cassio. Do you predict Othello will give Desdemona a chance to explain herself before he punishes her? Explain.
Today: 1) Class will begin reading Act 5, Scene 2 pp. 271-283, examining Othello’s soliloquy as he decides to kill Desdemona.
2) Class will watch the film version of the scene from "Othello"
3) Continue working on "Othello" project
Exit Slip: Was Othello justified in killing Desdemona? Why do you believe he felt that murder was the only way to punish her for being unfaithful?
Wednesday, March 21, 2012
Thursday, March 22
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) 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 them to?
2) Begin working on "Othello" project
Exit Slip: How does Iago's plan to kill Cassio fail? Why did Iago need both Roderigo and Cassio to die? What might Iago do now that Cassio is still alive?
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) 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 them to?
2) Begin working on "Othello" project
Exit Slip: How does Iago's plan to kill Cassio fail? Why did Iago need both Roderigo and Cassio to die? What might Iago do now that Cassio is still alive?
Tuesday, March 20, 2012
Wednesday, March 21
Objective: SWBAT describe how a song can be used as foreshadowing in a play.
Do-Now: Based on Othello’s actions, do you believe he is now fully convinced that Desdemona is cheating on him? What might he do now because he believes she cheated? What evidence from the text leads you to believe this?
Today: 1) Review foreshadowing
2) Class will read Act 4, Scene 3. How can Desdemona’s “Willow” song be viewed as foreshadowing? What might be about to happen next in the play?
3) Writing Assignment: Re-read Emilia’s monologue at the end of the scene. What are Emilia’s opinions on husbands and marriage? Do you agree or disagree with each of these opinions? Explain and give examples. Response should be a minimum of TEN complete sentences.
4) Introduce "Othello" Project
Exit Slip: How is Desdemona's "Willow" song used as foreshadowing in the play? What is the song about? How does the song hint and what will happen later in the play?
Do-Now: Based on Othello’s actions, do you believe he is now fully convinced that Desdemona is cheating on him? What might he do now because he believes she cheated? What evidence from the text leads you to believe this?
Today: 1) Review foreshadowing
2) Class will read Act 4, Scene 3. How can Desdemona’s “Willow” song be viewed as foreshadowing? What might be about to happen next in the play?
3) Writing Assignment: Re-read Emilia’s monologue at the end of the scene. What are Emilia’s opinions on husbands and marriage? Do you agree or disagree with each of these opinions? Explain and give examples. Response should be a minimum of TEN complete sentences.
4) Introduce "Othello" Project
Exit Slip: How is Desdemona's "Willow" song used as foreshadowing in the play? What is the song about? How does the song hint and what will happen later in the play?
Monday, March 19, 2012
Tuesday, March 20
Objective: SWBAT evaluate the effectiveness of figurative language in Othello.
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) Review figurative language: simile, metaphor, personification and hyperbole.
2) Class will begin to read Act 4, Scene 2 examining Othello’s use of figurative language as he insults Desdemona.
3) In groups, students will finish reading Act 4, Scene 2. Why is Roderigo upset at Iago? How does Iago respond? What is Iago’s new plan?
4) Iago's Web of Lies: Fill out a web to represent how Iago has managed to get each of the play's characters "caught" in his web of lies. What has he been doing/saying to get each character under his control and/or use each character for his own evil work?
Exit Slip: Find one of each (simile, metaphor, personification) in Act 4, Scene 2 of "Othello," copy the line and page #, and label which type of figurative language the line represents.
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) Review figurative language: simile, metaphor, personification and hyperbole.
2) Class will begin to read Act 4, Scene 2 examining Othello’s use of figurative language as he insults Desdemona.
3) In groups, students will finish reading Act 4, Scene 2. Why is Roderigo upset at Iago? How does Iago respond? What is Iago’s new plan?
4) Iago's Web of Lies: Fill out a web to represent how Iago has managed to get each of the play's characters "caught" in his web of lies. What has he been doing/saying to get each character under his control and/or use each character for his own evil work?
Exit Slip: Find one of each (simile, metaphor, personification) in Act 4, Scene 2 of "Othello," copy the line and page #, and label which type of figurative language the line represents.
Friday, March 16, 2012
Monday, March 19
Objective: SWBAT evaluate the effectiveness of Iago’s trick to prove to Othello that Desdemona is cheating on him.
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 miserably by knowing or to be ignorant and made happy by not knowing? Explain.
Today: 1) What "proof" has Iago offered to show Desdemona is having an affair?
2) Class will begin reading Act 4, Scene 1. How is dramatic irony being used in this scene? What does Othello believe he is seeing? What is he really seeing?
3) In groups, students will finish reading Act 4, Scene 1. How does Othello begin to treat Desdemona? Do you feel Othello has been given enough proof to believe she has been cheating on him?
4) Class will watch a video clip of Act 4, Scene 1 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?
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 miserably by knowing or to be ignorant and made happy by not knowing? Explain.
Today: 1) What "proof" has Iago offered to show Desdemona is having an affair?
2) Class will begin reading Act 4, Scene 1. How is dramatic irony being used in this scene? What does Othello believe he is seeing? What is he really seeing?
3) In groups, students will finish reading Act 4, Scene 1. How does Othello begin to treat Desdemona? Do you feel Othello has been given enough proof to believe she has been cheating on him?
4) Class will watch a video clip of Act 4, Scene 1 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?
Thursday, March 15, 2012
Friday, March 16
Objective: SWBAT evaluate how Desdemona’s handkerchief is being used as proof of her affair.
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) Teacher will review dramatic irony. What does Iago know that none of the other characters in the play know? What does Othello believe about Desdemona?
2) Class will begin reading Act 3, Scene 4. How is the handkerchief causing Othello to believe Desdemona is having an affair?
3) In groups, class will finish reading Act 3, Scene 4. How is Cassio treating Bianca? How does she react to this treatment? How is the handkerchief used to implement Cassio in an affair?
4) Class will discuss the importance of the handkerchief in Scene 4. What does the handkerchief symbolize to each of the characters?
5) Defending Desdemona: Iago has Othello convinced that Desdemona is having an affair with Cassio. Find evidence from the play to prove that Desdemona is actually loyal to Othello. What has she done/said to prove herself as a loyal wife to him? You should find at least THREE to FIVE examples from the text which show she is faithful and loves Othello. For each example, copy the line and page number and write a brief explanation for how this line proves Desdemona is innocent.
Exit Slip: Draw a picture of an item you own that is priceless to you.
Homework: Write a paragraph describing the priceless object you drew. Where did you get this item? Why is it so priceless to you? What does it symbolize for you?
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) Teacher will review dramatic irony. What does Iago know that none of the other characters in the play know? What does Othello believe about Desdemona?
2) Class will begin reading Act 3, Scene 4. How is the handkerchief causing Othello to believe Desdemona is having an affair?
3) In groups, class will finish reading Act 3, Scene 4. How is Cassio treating Bianca? How does she react to this treatment? How is the handkerchief used to implement Cassio in an affair?
4) Class will discuss the importance of the handkerchief in Scene 4. What does the handkerchief symbolize to each of the characters?
5) Defending Desdemona: Iago has Othello convinced that Desdemona is having an affair with Cassio. Find evidence from the play to prove that Desdemona is actually loyal to Othello. What has she done/said to prove herself as a loyal wife to him? You should find at least THREE to FIVE examples from the text which show she is faithful and loves Othello. For each example, copy the line and page number and write a brief explanation for how this line proves Desdemona is innocent.
Exit Slip: Draw a picture of an item you own that is priceless to you.
Homework: Write a paragraph describing the priceless object you drew. Where did you get this item? Why is it so priceless to you? What does it symbolize for you?
Wednesday, March 14, 2012
Thursday, March 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: How did Iago get a hold of Desdemona's handkerchief? How does Iago plan on using Desdemona's handkerchief to convince Othello she is having an affair with Cassio? Explain.
Today: 1) Class will finish reading Act 3, Scene 3 of Othello.
Exit Slip: Do you believe that Othello lacks self-confidence? What evidence can you find from the play to show Othello may not have confidence in himself? How does Iago play on Othello’s lack of confidence?
Do-Now: How did Iago get a hold of Desdemona's handkerchief? How does Iago plan on using Desdemona's handkerchief to convince Othello she is having an affair with Cassio? Explain.
Today: 1) Class will finish reading Act 3, Scene 3 of Othello.
Exit Slip: Do you believe that Othello lacks self-confidence? What evidence can you find from the play to show Othello may not have confidence in himself? How does Iago play on Othello’s lack of confidence?
Tuesday, March 13, 2012
Wednesday, March 14
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: How has Iago been tricking Othello in Act 3? What has he been saying/doing to convince Othello he is on his side, while at the same time leading Othello to believe Desdemona is unfaithful? Explain.
1) Class 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.
Do-Now: How has Iago been tricking Othello in Act 3? What has he been saying/doing to convince Othello he is on his side, while at the same time leading Othello to believe Desdemona is unfaithful? Explain.
1) Class 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.
Friday, March 9, 2012
Tuesday, March 13
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 here.” Do you agree with this quote? How can you relate it to your own life?
Today: 1) Class will read Act 3, Scenes 1 and 2, analyzing how Iago begins to set his trap for Othello.
Do-Now: Respond to the following quote: “Believe half of what you see and none of what you here.” Do you agree with this quote? How can you relate it to your own life?
Today: 1) Class will read Act 3, Scenes 1 and 2, analyzing how Iago begins to set his trap for Othello.
Thursday, March 8, 2012
Friday, March 9
Objective: SWBAT analyze Iago and describe how he is two-faced based on his actions and dialogue.
Do-Now: Describe a time in your life when someone caught you at your worst. Did you try to explain yourself? Did the person believe you when you told them you didn’t normally act that way? Why is it that actions often speak louder than words.
Today: 1) Class will read Act 2, Scene 3, focusing on how Iago uses the play’s minor characters in order to further his scheme toward revenge on Othello. What web of disaster in Iago beginning to weave? How might his evil get the best of him in the end?
2) Analyzing Iago’s third soliloquy. How can Iago be described as two-faced? Who does he pretend to be? Who is he really?
4) TWO-FACED: Students will divide an Open Mind into two sections. On one side, they will describe who Iago pretends to be and paraphrase what he says to the other characters to convince them he is on their side. On the other side, they will describe who Iago really is and paraphrase his evil plans from his soliloquies.
Exit Slip: If you were Othello, would you have administered the same punishment to Cassio? Explain. What may have been a more appropriate punishment for Cassio based on his crime?
Do-Now: Describe a time in your life when someone caught you at your worst. Did you try to explain yourself? Did the person believe you when you told them you didn’t normally act that way? Why is it that actions often speak louder than words.
Today: 1) Class will read Act 2, Scene 3, focusing on how Iago uses the play’s minor characters in order to further his scheme toward revenge on Othello. What web of disaster in Iago beginning to weave? How might his evil get the best of him in the end?
2) Analyzing Iago’s third soliloquy. How can Iago be described as two-faced? Who does he pretend to be? Who is he really?
4) TWO-FACED: Students will divide an Open Mind into two sections. On one side, they will describe who Iago pretends to be and paraphrase what he says to the other characters to convince them he is on their side. On the other side, they will describe who Iago really is and paraphrase his evil plans from his soliloquies.
Exit Slip: If you were Othello, would you have administered the same punishment to Cassio? Explain. What may have been a more appropriate punishment for Cassio based on his crime?
Wednesday, March 7, 2012
Thursday, March 8
Objective: SWBAT analyze Iago’s misogynistic views on women and explain whether or not his views are accurate or flawed.
Do-Now: What are some common stereotypes associated with women? Do you believe these stereotypes are true? Explain. How are women often characterized as being different from men?
Today: 1) Introduce soliloquy
2) Class will finish reading Act 1, Scene 3. What does Iago reveal about his plans for Othello in his soliloquy? How does Iago show himself to be two-faced in this scene?
3) Class will read Act 2, Scene 1, focusing on the misogynistic comments Iago makes about women. Are these comments accurate or are they bias?
4) Turning the Mirror Around: 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 has a chance to defend herself from Iago by criticizing men the way Iago criticized women.
Exit Slip: What do you think of Iago at this point in the play? What type of person has he shown himself to be? What do you predict may happen to Iago?
Do-Now: What are some common stereotypes associated with women? Do you believe these stereotypes are true? Explain. How are women often characterized as being different from men?
Today: 1) Introduce soliloquy
2) Class will finish reading Act 1, Scene 3. What does Iago reveal about his plans for Othello in his soliloquy? How does Iago show himself to be two-faced in this scene?
3) Class will read Act 2, Scene 1, focusing on the misogynistic comments Iago makes about women. Are these comments accurate or are they bias?
4) Turning the Mirror Around: 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 has a chance to defend herself from Iago by criticizing men the way Iago criticized women.
Exit Slip: What do you think of Iago at this point in the play? What type of person has he shown himself to be? What do you predict may happen to Iago?
Tuesday, March 6, 2012
Wednesday, March 7
Objective: SWBAT analyze a character’s motivations for his/her actions.
Do-Now: What do you believe makes a person fall in love with someone? What might a person do/say to make someone fall in love with them? Can love be based entirely on someone’s physical appearance?
Today: 1) Review character motivation. Introduce soliloquy.
2) Class will read Act 1, Scene 3. According to Desdemona, what motivated her to marry Othello?
Exit Slip: According to Othello, what made Desdemona fall in love with him? Do you believe his story? Explain why or why not.
Do-Now: What do you believe makes a person fall in love with someone? What might a person do/say to make someone fall in love with them? Can love be based entirely on someone’s physical appearance?
Today: 1) Review character motivation. Introduce soliloquy.
2) Class will read Act 1, Scene 3. According to Desdemona, what motivated her to marry Othello?
Exit Slip: According to Othello, what made Desdemona fall in love with him? Do you believe his story? Explain why or why not.
Monday, March 5, 2012
Tuesday, March 6
Objective: SWBAT characterize Iago based on his actions, dialogue and influence on other characters.
Do-Now: Characterize Troy from “Fences” based on his actions, dialogue, and interactions with other characters.
Today: 1) Review Characterization: Direct vs. Indirect
2) Introduce Shakespearean Tragedy
3) Class will begin reading Act 1, Scene 1 of “Othello.” How can you characterize Iago based on this scene?
4) Students will read Act 1, Scene 2 of Othello. How can you characterize Othello based on this scene?
5) Discussing the Issue: Barbanzio is upset not only because his daughter married behind his back, but because she married a black man. If this play were set in today’s world, do you feel Barbanzio would have reacted the same way? Is interracial marriage still an issue today? Explain why or why not. (Response should be about 10-15 complete sentences)
Exit Slip: Characterize Iago based on his actions, dialogue, and influence on other characters.
Do-Now: Characterize Troy from “Fences” based on his actions, dialogue, and interactions with other characters.
Today: 1) Review Characterization: Direct vs. Indirect
2) Introduce Shakespearean Tragedy
3) Class will begin reading Act 1, Scene 1 of “Othello.” How can you characterize Iago based on this scene?
4) Students will read Act 1, Scene 2 of Othello. How can you characterize Othello based on this scene?
5) Discussing the Issue: Barbanzio is upset not only because his daughter married behind his back, but because she married a black man. If this play were set in today’s world, do you feel Barbanzio would have reacted the same way? Is interracial marriage still an issue today? Explain why or why not. (Response should be about 10-15 complete sentences)
Exit Slip: Characterize Iago based on his actions, dialogue, and influence on other characters.
Friday, March 2, 2012
Monday, March 5
Objective: SWBAT evaluate the conclusion of a play and compose a deleted scene from the play.
Do-Now: During the course of the play, Troy lost his mistress, Alberta, his wife, Rose, and his son, Cory. Do you feel Troy is to blame for all his losses or is he just a victim of fate? Did Troy ultimately get what he deserved in the end?
Today: 1) Finish reading "Fences." What has changed during the course of the seven years that have passed? Why is Cory so reluctant to forgive his father? Why is Rose willing to give Troy forgiveness?
2) Writing Assignment: Between the end of Act 2, Scene 4 and the beginning of Act 2, Scene 5 seven years have passed. What may have happened to Troy and his family during the course of these seven years? Compose a deleted scene (at least TWO full pages) which occurrs at some point during these seven years and gives insight into what life may have been like for the characters. You can use any characters from the play and may create new characters if necessary.
3) Work on your "Fences" Project
Exit Slip: What are your reactions to the conclusion of the play? Do you feel this ending is appropriate? Why or why not? Do you feel all of the play's major conflicts have been resolved by the end of the play? Why or why not?
Homework: Continue to work on "Fences" project: Due Monday, March 19
Do-Now: During the course of the play, Troy lost his mistress, Alberta, his wife, Rose, and his son, Cory. Do you feel Troy is to blame for all his losses or is he just a victim of fate? Did Troy ultimately get what he deserved in the end?
Today: 1) Finish reading "Fences." What has changed during the course of the seven years that have passed? Why is Cory so reluctant to forgive his father? Why is Rose willing to give Troy forgiveness?
2) Writing Assignment: Between the end of Act 2, Scene 4 and the beginning of Act 2, Scene 5 seven years have passed. What may have happened to Troy and his family during the course of these seven years? Compose a deleted scene (at least TWO full pages) which occurrs at some point during these seven years and gives insight into what life may have been like for the characters. You can use any characters from the play and may create new characters if necessary.
3) Work on your "Fences" Project
Exit Slip: What are your reactions to the conclusion of the play? Do you feel this ending is appropriate? Why or why not? Do you feel all of the play's major conflicts have been resolved by the end of the play? Why or why not?
Homework: Continue to work on "Fences" project: Due Monday, March 19
Thursday, March 1, 2012
Friday, March 2
Objective: SWBAT recognize and evaluate a reoccurring theme in a text and explain how the theme relates to the plot of the story.
Do-Now: What fences (both physical and metaphorical) has Troy built in this play? Are there any fences he still has left to build? Explain.
Today: 1) Review the theme of "Fences"
2) Read Act 2, Scene 2. How has Rose and Troy's relationship changed since Troy revealed his affair to Rose? What is ironic about the end of this scene?
3) Read Act 2, Scenes 3 and 4. How has Troy and Rose's relationship changed since the baby was born? What is the state of Troy and Cory's relationship? What is the last fence Troy builds in the end of scene 4?
4) Character Journal: Pretend you are either Troy or Rose and compose a journal entry explaining the choices you have made throughout the play. If you decide to be Troy, explain why you had an affair with Alberta, how you felt when Alberta died, why you chose to bring your baby home, and how things have been between you and Rose. If you are Rose, explain your reactions to Troy's affair, why you chose to take in his baby, and how things have been between you and Troy. Your entry should be at least TEN complete sentences.
Exit Slip: What final fences does Troy build in Act 2, Scenes 2-4? How does he build these fences? Explain.
Do-Now: What fences (both physical and metaphorical) has Troy built in this play? Are there any fences he still has left to build? Explain.
Today: 1) Review the theme of "Fences"
2) Read Act 2, Scene 2. How has Rose and Troy's relationship changed since Troy revealed his affair to Rose? What is ironic about the end of this scene?
3) Read Act 2, Scenes 3 and 4. How has Troy and Rose's relationship changed since the baby was born? What is the state of Troy and Cory's relationship? What is the last fence Troy builds in the end of scene 4?
4) Character Journal: Pretend you are either Troy or Rose and compose a journal entry explaining the choices you have made throughout the play. If you decide to be Troy, explain why you had an affair with Alberta, how you felt when Alberta died, why you chose to bring your baby home, and how things have been between you and Rose. If you are Rose, explain your reactions to Troy's affair, why you chose to take in his baby, and how things have been between you and Troy. Your entry should be at least TEN complete sentences.
Exit Slip: What final fences does Troy build in Act 2, Scenes 2-4? How does he build these fences? Explain.
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