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American Lit: Hysteria!

Standard: ELAGSE11-12RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Learning Target: I can relate the motif of hysteria in The Crucible to modern society.

Opening Session: Muse – Hysteria. Is this song a good representation of the concept of hysteria? What does it tell you about hysteria? Do you like it? Why or why not?

Work Session: Today we’re going to finish reading Act I of The Crucible in the book, then we’re going to flip to page 131 in Springboard and talk about hysteria. How do you see hysteria in the end of the act, when the girls are screaming out accusations?

How do you see hysteria in the real world?

Flip to the next page and choose one of the 3 scenarios under the Narrative Writing Prompt. Working on your own, write a short scene in which you show the scenario and how easily hysteria can happen.

Closing Session: Share your scenario!

Assessment: Informal – scenarios for completion

Differentiation: Process, product

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World Lit: Rhetorical Devices Scavenger Hunt

Standard: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target: I can understand rhetorical devices and find examples of them in “Caesar’s Funeral Speech” from Julius Caesar.

Opening Session: Caesar THUGNOTES!

Work Session: We’re going to start today by checking out this PowerPoint on rhetorical devices:

Rhetorical Devices

After that, I want you guys to flip to Antony’s “Friends, Romans, Countrymen” Speech in your play, and grab a sheet of paper and a partner. Go on a rhetorical device “Scavenger hunt” in the play and find as many examples as you can of the rhetorical devices we talked about today used in the speech!

At the end of class, we will compare our rhetorical devices, and I actually have another PowerPoint to show you some examples from the speech, in case you were struggling a bit 🙂

MLK and JC Embedded Assessment

Closing Session: Share out rhetorical devices.

Assessment: Informal – book check

Differentiation: Process – reading in groups or solo.

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American Lit: MORE CRUCIBLE!!

Standard: ELAGSE11-12RL2 Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Learning Target: I can cite evidence from The Crucible to answer text-dependent questions.

Opening Session: Grab a sheet of paper and my highlighters (or your own art supplies) and spend a few minutes drawing a symbolic representation of a love triangle. You can’t use any people – only symbols, but your symbols should clearly show the relationship between the 3 people in your triangle.

Work Session: Let’s continue reading in The Crucible! The goal is to read from page 25-36 today. You guys will read the parts of the characters, and I will read the long sections of text aloud.

Closing Session: Present your love triangles you drew during the opening session to the class!!

Assessment: Informal – love triangles will be a completion grade

Differentiation: Process (learning style, visual, audio, kinesthetic)

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American Lit: Pivotal Scene 1, take 2

Standard: ELAGSE11-12RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Learning Target: I can interpret a dramatic scene in multiple ways.

Opening Session: THUGNOTES!

 

Work Session: After our independent reading, I would like everyone to grab their books! Yesterday I read the first half of Act I of The Crucible with you guys, and today you will work on activity 2.5 on page 127 of your books.

We will re-read the pivotal scene together, then I want you guys to work on this

Closing Session: NEW VOCAB WORDS!

  1. Conjureverb engage in plotting or enter into a conspiracy, swear together; ask for or request earnestly; summon into action or bring into existence, often as if by magic
  2. Contentionnoun a point asserted as part of an argument; the act of competing as for profit or a prize; a contentious speech act; a dispute where there is strong disagreement
  3. Subservientadj. compliant and obedient to authority; abjectly submissive; characteristic of a slave or servant; serving or acting as a means or aid
  4. Partisanadj. devoted to a cause or party; adhering or confined to a particular sect or denomination or party; noun a pike with a long tapering double-edged blade with lateral projections; 16th and 17th centuries; a fervent and even militant proponent of something; an ardent and enthusiastic supporter of some person or activity
  5. Calumnynoun an abusive attack on a person’s character or good name; a false accusation of an offense or a malicious misrepresentation of someone’s words or actions
  6. Iniquitynoun absence of moral or spiritual values; an unjust act; morally objectionable behavior
  7. Solemnlyadv. in a grave and sedate manner
  8. Ascertainverb learn or discover with certainty; be careful or certain to do something; make certain of something; establish after a calculation, investigation, experiment, survey, or study; find out, learn, or determine with certainty, usually by making an inquiry or other effort

Differentiation: Process (kids make work in groups)

Assessment: Informal – book check

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World Lit: Caesar and Today

Standard:  
ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE9-10W2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Learning Target: I can write about the similarities and differences in the Ancient Roman oligarchy and the people in power in modern America; I understand how Caesar was killed because he wanted to help the people, and how that relates to the modern #blacklivesmatter civil rights movement.

Opening Session: Daily video!

Work Session: Today we’re going to spend more time relating Julius Caesar’s rule in Rome to modern-day America. You guys have a writing prompt, and I’m going to give you the entire block to work on it:

Is Caesar Relevant Today?

Throughout this unit, we have thoroughly discussed the idea of the “1%” vs. the “99%.” We said we thought that Julius Caesar might have been killed by the other senators (aka conspirators, oligarchy, 1%, upper class, patricians) because Caesar was always doing good things for the people of Rome. The senators didn’t like that Caesar was taking away their power and giving it to the regular people (aka 99%, plebeians) and so they hatched a plan to murder Caesar.

 

How can we see this same conflict in modern society? What conflicts do you see in today’s world between the “1%” and the “99%”? How do those conflicts play out in similar and different ways to how they played out in Julius Caesar? For example, in Caesar, the patricians murdered Caesar because he was taking their power away. Is there a “patrician” class in modern America? If so, what powers do they have, and how do they work to keep or expand their power? In way ways is a modern “patrician” class similar and different to the patricians of Ancient Rome? Write a 3-5 paragraph essay in which you compare and contrast the class conflicts in Rome to the class conflicts of today. ELAGSE9-10W1: Argumentative writing.

 

Closing session: Get with a partner and tell them about the essay you just wrote. When your partner tells you what they wrote, write a 2-sentence summary of your partner’s essay and turn it in.

Assessment: Essays will be graded

Differentiation: Annotated texts offered as needed (content, process); shortened length requirement (product).

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