Act 2

Julius Caesar Act 2 Scenes 1,2 3 and 4

Monday;  

What is your impression of Portia

Calpurnia's Visions: How do you react to a "nightmare"?

Goal: Discuss and analyze ACT 2 Students will read, analyze and discuss Julius Caesar Students will relate to the concepts of betrayal and deception in modern society.

Brutus' side- Scene 1: Caesar's view- Scene 2

1. Students will read and review Act 2 Scene 1
 2. Students will read and discuss Act 2 sc 2
** Students should complete their work packets
3. Review packet

The Rising Action:
1. Students will read and discuss Act 1 scenes 3 and 4
2. Answer packet questions
3. Act 2 Test on Tuesday, 5/1

Group Questions:

Act 2 Analysis

Goal: Analysis of  ACT 2
Students will interpret/ analyze act 2

1. Students will answer the following character analysis questions:

Answer all questions.  Use SPECIFIC examples from the text.  (Minimum of 7 sentences per answer.)

1. Review Portia's and Calpurnia's roles thus far in the play.Write out three quotes for each character that epitomize their roles.  Explain what each quote reveals about their personalities.

2. List all of the conspirators that have been introduced in Acts 1 and 2

3. How does Brutus feel in each scene?
Discuss his emotions in each scene and support it with SPECIFIC EXAMPLES FROM THE STORY.

4.LIST EACH INSTANCE WHERE BRUTUS OVER RULES CASSIUS.  Is this what Cassius expected?  How can this foil his plan?

5. Begin in Act 1 (This will continue through Act 5)
Make a timeline of each step of the conspiracy plan - complete Act 2

6. Which character can you relate to (positively or negatively) ?  What qualities do they posses?  In what ways can you relate to them?

7. List and discuss all warnings that Caesar has received to this point in the story.

Please turn your work into www.turnitin.com

8.  Begin Plot structure worksheet

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

Act 1

JC Act 1

Wednesday and Thursday, 4/26

Thinking About Thinking: (Meta cognitive Thinking)
 Define the word BETRAYAL
Write a question about the concept of forgiving someone
(Be ready to answer and discuss the concept of forgiveness)

Students will relate to the concepts of betrayal and deception in modern society.
Tuesday: (After Assigning Parts)
1. Students will review Act 1
2. Students will read and discuss Act 1 
** Students should complete their work packets
3. Review packet
4.Go to Study Island and complete the assignment for Act 1

Answer 15 questions and get an 80%

5. Quiz on Act 1

REVIEW LINK\

Remember to complete character lists
-Find a way to mark characters as Friends of Caesar / Foes of Caesar


Discuss Caesar and Brutus as a paradox

Homework for Monday:
Read, highlight and take notes on Act 2 scene 2

Act 1 and 2 Vocab test Friday, 5/4.

***Students should read the translated version on their own

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Intro to JC

Caesar Intro

Links: To Review
The Globe
http://bhscomp1.blogspot.com/2016/02/the-globe_4.html

Drama Terms
http://bhsworldlit.blogspot.com/2014/01/drama-terms_31.html


Julius Caesar Review:
http://bhsworldlit.blogspot.com/2014/02/julius-caesar-review.html

Intro to Julius Caesar

Bell ringer:  Discuss one way in which people can be manipulated.  Give an example

Goal: Students will explore the historical background to Julius Caesar
Students will discuss PARADOX

1. In the packet, students will read "An Introduction to Julius Caesar"
2. Student will read and take notes on "A Brief History of the Roman Empire"

Roman Empire Link:

http://www.softschools.com/timelines/roman_empire/timeline_9/
3. Review Caesar's Timeline: http://www.softschools.com/timelines/julius_caesar_timeline/33/

Paradox:

Paradox can prove to be very revealing about human nature and the way that we speak. If someone says to you "I'm a compulsive liar," do you believe them or not? That statement in itself is a paradox, because it is self contradictory, which is precisely what a paradox is.
At the most basic level, a paradox is a statement that is self contradictory because it often contains two statements that are both true, but in general, cannot both be true at the same time. In the aforementioned example, can someone be both a compulsive liar yet telling the truth at the same time?

Caesar as a PARADOX:
1. A great general
2. Charismatic in politics
3. Decisive in his judgements
4. Sharp in his evaluations of men

(However/ Paradoxically)
1. He is deaf in one ear
2. Prone to fevers and epilepsy
3. Unable to compete with Cassius by swimming in the Tiber River fully armed
4. Afflicted with a sterile marriage
5. He professes to fear nothing yet is extremely superstitious
6. He thinks he is above flattery, yet he is especially vulnerable to it.

All of this is a paradox because he had aspirations to be above MORTAL weakness


Brutus is a PARADOX
1.1. Strengths different- weaknesses similar

A. Truly noble Roman from an ancient family whose glory it had been to defend the personal liberties of Rome (Roman Tradition)
B. Good rapport with courageous and noble wife
C. Genuinely kind to servants
D. Trustworthy in friendship
E. Finds Caesar's ambition for power distasteful and vulgar

**Brutus's "Hubris" is  pride of family and country -- on these he is vulnerable to flattery even though he too, feels that he is above it.

R11.A.2 Identify, interpret, describe and analyze literary devices in fictional and literary nonfictional texts.

__________________________________________________________

hinking About Thinking: (Meta cognitive Thinking)
Bell Ringer:
Tuesday - Define the word BETRAYAL
-Wednesday- Write a question about the concept of forgiving someone
(Be ready to answer and discuss the concept of forgiveness)

Students will relate to the concepts of betrayal and deception in modern society.
Friday, 4/20::
1. Students will review Act 1 Scene 1
2. Students will read and discuss Act 1 sc 2
** Students should complete their work packets
3. Review packet

Monday and Tuesday
1. Students will read and discuss the remainder of Act 1
2. Answer packet questions
3. Quiz on Act 1

REVIEW LINK

Closure: (Each day)
Discuss Caesar and Brutus as a paradox

***Students should read the translated version on their own

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

Study Island

There are 6 Study Island exercises
Please complete them today.
Answer 10 questions AND receive a grade of 75%

IF you do not receive a grade of 75%, continue taking the test until you obtain that score.

Have an awesome day.  It's raining, be safe outside today!

Caesar Intro

Links: To Review
The Globe
http://bhscomp1.blogspot.com/2016/02/the-globe_4.html

Drama Terms
http://bhsworldlit.blogspot.com/2014/01/drama-terms_31.html


Julius Caesar Review:
http://bhsworldlit.blogspot.com/2014/02/julius-caesar-review.html

Intro to Julius Caesar

Bell ringer:  Discuss one way in which people can be manipulated.  Give an example

Goal: Students will explore the historical background to Julius Caesar
Students will discuss PARADOX

1. In the packet, students will read "An Introduction to Julius Caesar"
2. Student will read and take notes on "A Brief History of the Roman Empire"

Roman Empire Link:

http://www.softschools.com/timelines/roman_empire/timeline_9/
3. Review Caesar's Timeline: http://www.softschools.com/timelines/julius_caesar_timeline/33/

Paradox:

Paradox can prove to be very revealing about human nature and the way that we speak. If someone says to you "I'm a compulsive liar," do you believe them or not? That statement in itself is a paradox, because it is self contradictory, which is precisely what a paradox is.
At the most basic level, a paradox is a statement that is self contradictory because it often contains two statements that are both true, but in general, cannot both be true at the same time. In the aforementioned example, can someone be both a compulsive liar yet telling the truth at the same time?

Caesar as a PARADOX:
1. A great general
2. Charismatic in politics
3. Decisive in his judgements
4. Sharp in his evaluations of men

(However/ Paradoxically)
1. He is deaf in one ear
2. Prone to fevers and epilepsy
3. Unable to compete with Cassius by swimming in the Tiber River fully armed
4. Afflicted with a sterile marriage
5. He professes to fear nothing yet is extremely superstitious
6. He thinks he is above flattery, yet he is especially vulnerable to it.

All of this is a paradox because he had aspirations to be above MORTAL weakness


Brutus is a PARADOX
1.1. Strengths different- weaknesses similar

A. Truly noble Roman from an ancient family whose glory it had been to defend the personal liberties of Rome (Roman Tradition)
B. Good rapport with courageous and noble wife
C. Genuinely kind to servants
D. Trustworthy in friendship
E. Finds Caesar's ambition for power distasteful and vulgar

**Brutus's "Hubris" is  pride of family and country -- on these he is vulnerable to flattery even though he too, feels that he is above it.

R11.A.2 Identify, interpret, describe and analyze literary devices in fictional and literary nonfictional texts.

Mockingbird: Final Discussion

To Kill a Mockingbird Essay Questions

Directions:  Answer ALL 4 essay questions. Each question must be answered with a well written paragraph. Each paragraph should contain specifically cited details from the story to support your answer. Each detail must be explained.  You may use your book and notes to find examples to support your answers.

Remember to RESTATE the question and provide support

1.  Although criticized openly, Atticus is respected throughout the town of Maycomb. Why is this true? Why do people criticize him? How is it possible to prove that the majority of the town still respects him even after the loss at the trial?

2. Explain how the importance of the line, "it is a sin to kill a mockingbird." How does this line show up multiple times throughout the novel? What is a "mockingbird" in this novel?

3. Scout and Jem mature through the course of the novel. What changes do they go through, and what causes these changes?

4. How does the real Boo Radley compare to the stories that the children have heard in the town? What lesson can you learn from this?

5. If Harper Lee were to discuss society and human nature, what would she say?  What aspects of social behavior does Lee want to stress to the reader?  

5. B. In a short statement, write and explain one lesson that Lee conveys to her readers.

Materials: Novel, Packets, Smart Board, highlighters, pens

Standard - CC.1.3.9-10.J

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Standard - CC.1.4.9-10.K

Write with an awareness of the stylistic aspects of composition. • Use precise language and domain-specific vocabulary to manage the complexity of the topic. • Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.

Standard - CC.1.3.9-10.K

Read and comprehend literary fiction on grade level, reading independently and proficiently.

TKAM - End of book

Thursday, April 12
Read chapter 28
**Quiz
-Review packet

Friday, 4/13
Finish reading chapters 29-31 for Monday, 4/16
-Complete packet and journals

Friday, 4/13-
VOCAB QUIZ 16-31

Have a great weekend.  We will finish discussing the book on Monday and Tuesday.  Be ready for TYPE Quizzes.

Have an awesome weekend!!!!

Good luck on Friday's Bio Exam!!!!!!!!!

TKAM chapters 26-27

Tuesday, 4/10
In class:
1. Read chapter 26
2. Complete packet and journals
3. Vocab test 16-31 on Friday, 4/13

Please have all work caught up

We will review chapter 26 on Wednesday, 4/11
We will review ch 27 on Thursday, 4/12 and complete in-class readings.
Please read up to chapter 27 for Thursday.

TKAM 20-26

Wednesday, 3/4/18

1. Vocab Quiz Chapters 7-15

2. Finish reading chapter 20

3. Analyze the trial;  Class activity

Thursday

4. Homework for Thursday, 3/5:  Read chapters 21-22

Friday

5. Friday, 3/6 - Comprehensive test on literature/ literary terms

Weekend Homework

6. Weekend Homework:  Read up to and including chapter 25

Standard - CC.1.3.9-10.J

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Standard - CC.1.4.9-10.K

Write with an awareness of the stylistic aspects of composition. • Use precise language and domain-specific vocabulary to manage the complexity of the topic. • Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.

Standard - CC.1.3.9-10.K

Read and comprehend literary fiction on grade level, reading independently and proficiently.

Mockingbird 15-18

Keep working on your packet and journals.

By Wednesday, 3/28

 Read Chapter 15-16

Homework over break - Read up to and including chapter 18.

Be ready for Type 1,2, and 3 quizzes.

Vocab quiz on 7-15 on Wednesday, 4/4


Mastery Test on all terms and selections of literature:  Friday, 4/6

Goal: Students will cover chapters 15-18 in TKAM by Tuesday,4/3

          Students will discuss the following concepts: Poverty,  Racism, Courage
          Students will identify literary terms:  Metaphor, simile,  Conflict, Allusion
          Students will review vocabulary from the text

Standard - CC.1.3.9-10.J

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Standard - CC.1.4.9-10.K

Write with an awareness of the stylistic aspects of composition. • Use precise language and domain-specific vocabulary to manage the complexity of the topic. • Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.

Standard - CC.1.3.9-10.K

Read and comprehend literary fiction on grade level, reading independently and proficiently.

Mockingbird 11- TBD

By Monday,3/26

Mockingbird Chapters 11- 13

Quiz - Possible

In Class, students will break into groups and complete the following:

-Create 5 talking points for each chapter

-List at least one quote from each chapter to be discussed

-Work on packet -Literary term section

By Tuesday, 3/24

Students will read chapter 14 and complete all packet work up to this section

Quiz??????

**Be ready for a type 2 quiz

By Wednesday

Students will read up to chapter 16

1. Take quiz....No books

2. Make sure your packet work and character lists are completed.

3. Homework for Tuesday After vacation 4/3  (Read chapters ____________ To be announced)

4. Journals

5. Complete ALL sections of the packet

Mockingbird 1-11

Mockingbird 

To Kill a Mockingbird

Goal: Students will cover chapters 1-11 in TKAM by Friday, 2/23

          Students will discuss the following concepts: Poverty,  Racism, Courage
          Students will identify literary terms:  Metaphor, simile, Conflict, Allusion
          Students will review vocabulary from the text

**Be ready for a type 2 quiz 

1. Take quiz....No books

2. Make sure your packet work and character lists are completed.

3. Homework for Monday (Read chapters 5-6)

4. Journals

Homework for Monday, 3/19

Students will review homework 
Students will read chapter 6 for homework and note three events for discussion

Wednesday, 3/21
Read chapters 7 through 9 and complete packet work
vocab test on the first two sections- chapters 1-6

Friday, 3/23
Read chapters 10 and 11 and complete packet work

**Be sure to keep up with journals and packet work

links for journal uploads are on www.turnitn.com

To Kill a Mockingbird Web Quest

Assignment: 

1. Complete webquest by the end of period 8 on Monday, 3/18

2.Wednesday, March 13, you will be broken into groups and explain and answer 1 section of the webquest

3. Read chapters 1 and 2 for class on Wednesday 3/20.  Expect a quiz:  type 1

4. You are expected to keep up with the journals.  See TKAM Journals under LINKS on the blog.

5. Mastery Test- Friday, March 29th- All terms from all units throughout the year.

Definitions and connections to literature

6. Read chapters 3-4 for Friday, 3/22

Quiz on chapters 3-4

**Be ready for a type 2 quiz tomorrow (Friday)- Ch 3-4

A. Take quiz....No books

B. Make sure your packet work and character lists are completed.

C. Homework for Monday (Read chapters 5-8)

D. Journals

Homework for Monday, 

Students will review homework 
Students will read chapter 8 over the weekend for homework and note three events for discussion

 Mockingbird Webquest

TO KILL A MOCKINGBIRD WEB QUEST

What is the purpose of our WebQuest?: With any piece of literature, understanding the historical context of the novel can be just as important as the text itself. The information in this WebQuest will provide you with essential information about the social, political, and economic climate in the South during the 1930s, along with important author information and background. By providing you with this background knowledge, you will be able to better understand character motivation and action, author point of view, and the important messages within To Kill a Mockingbird.

TO KILL A MOCKINGBIRD WEB QUEST

 

PART 1

Directions:  Research the following websites for each category and answer the questions below in complete sentences.

THE SCOTTSBORO BOYS TRIAL

THE SCOTTSBORO TRIALS

 LINK 1: The Scottsboro Boys  http://famous-trials.com/scottsboroboys

LINK 2: http://www.law.umkc.edu/faculty/projects/FTrials/scottsboro/scottsb.htm

-  Read about the Famous American Trials, "The Scotsboro Trials."  Begin reading the article on the bottom of the webpage and hit "cont." to continue onto the next page.

-  Answer the questions below in complete sentences

-  Be sure to click on links (blue) for full descriptions

1. a.  What were The Scottsboro Boys known for? Who were they? What did they do? How did they get in so much trouble?

   b. The Scottsboro Boys’ attorneys were extremely incompetent. How did the defense attorneys show their lack of experience?

   c. Were The Scottsboro Boys ever pardoned of their wrongful convictions?
   
    d. Define hoboing

2.  Who is Haywood Patterson?

3.  What started the altercation between the black and white youths?

4.  Who is Orville Gilley? 

5.  Nine African Americans made up the Scottsboro Boys, who are they?

6.  Who are the two girls that said a gang of twelve blacks with pistols and knives raped them?

7.  Do you feel the boys received a fair trial?  Why or why not?  Be sure to explain your answer.

8.  Who is Harry Emerson and what did he influence Bates to do?

9.  What is your overall opinion of what these boys had to experience?  Be sure to explain.

  

HARPER LEE

Bio Link 1:

https://www.biography.com/people/harper-lee-9377021

Bio Link 2:

https://www.britannica.com/biography/Harper-Lee

10.  Who is Harper Lee? 

11.  What work is she most famous for writing?

12.  To Kill a Mockingbird won what award?

13.  Harper Lee is a descendant of whom?

14.  Who were the characters Finch and Dill based on?

JIM CROW

http://www.ferris.edu/JIMCROW/what.htm

History of the Jim Crow Laws

15. Where did the term, “Jim Crow,” originate from?16. After the year 1900, what did the term, “Jim Crow,” become identified with?

17. What Supreme Court case upheld segregation, or “separate but equal?”

18. Who was Booker T. Washington? What was his stance on the segregation debates?

19.      What was Jim Crow?

20.      Stetson Kennedy, the author of Jim Crow Guide, offered seven simple rules for Blacks to follow.  Name all seven.

21.      Give an example of a Jim Crow sign.

22.      What is lynching?

23.      What are lynch mobs?

THE GREAT DEPRESSION

There is nothing to complete in this section.  We discussed this in OMM

http://history1900s.about.com/od/1930s/p/greatdepression.htm

http://www.english.illinois.edu/MAPS/depression/photoessay.htm

http://www.history.com/topics/great-depression

http://www.neabigread.org/books/grapesofwrath/readers-guide/historical-context/

http://www.pbs.org/wgbh/americanexperience/features/timeline/rails-timeline/

http://www.history.com/topics/dust-bowl

http://livinghistoryfarm.org/farminginthe30s/water_02.html

https://www.thebalance.com/what-was-the-dust-bowl-causes-and-effects-3305689

PREJUDICE AND RACISM

http://archive.adl.org/hate-patrol/racism.html#.U0Krb6hdXVo

http://www.apa.org/pi/oema/resources/brochures/participation.aspx?item=1

http://archive.adl.org/hate-patrol/racism.html#.U0Krb6hdXVo

34.      Define prejudice.

35.      What is stereotyping and provide an example?

36.      What is race and provide an example?

37.      Do people still display acts of prejudice or racism today?  Use an example to explain your answer.

38.      Name five things you can do to fight prejudice and racism.

38.  Name five groups that are currently trying to end prejudice.

40.  Will we ever become a society that is free from judging others?  Why or why 

not?

Macomb Map

LINK 1:– Maycomb County Map

41. Based on the Maycomb County map, the Finch’s live next door to whom?

42. Whose house is the school behind? 

Part II

PRE-READINGS AND QUESTIONS

Please provide short, simple answers:

A.      How important are parents in shaping their children’s values and beliefs?

B.      What is the role of the community in shaping young people’s values and beliefs?

C.      How can we ensure that people are treated equally even though they differ in race, wealth, religion, etc.?

D.      How fair is our country’s justice system?

E.      What makes people good or bad?

F.      What do you remember about being in first through third grade?

G.      What was important during that time?

Review info: (Please read the following information)

COMPARE & CONTRAST

1930s: During the Great Depression, unemployment rose as high as 25%; the New Deal program of government-sponsored relief leads to a deficit in the federal budget. 
1960: After a decade of record-high American production and exports, unemployment dips to less than 5 percent, while the federal government runs a small surplus. 
Today: Unemployment runs between 5 and 6 percent, while the federal government works to reduce a multi-billion dollar deficit amidst an increasingly competitive global economy. 

1930s: Schools are racially segregated; emphasis in the classroom was on rote learning of the basics. 
1960: Although backed up by force at times, school integration laws were being enforced; the 1959 launch of the Soviet satellite Sputnik leads to math and science gaining increased importance. 
Today: School populations are as racially diverse as their communities; classes include a focus on combining subjects and problem-solving skills. 

1930s: Only property owners who were white and male could serve on juries. 
1960: Women and minorities could now serve on juries; while the Supreme Court ruled that eliminating jurors from duty on the basis of race is unconstitutional, many trials still exclude blacks and Hispanics. 
Today: All registered voters are eligible to serve on juries, although in many cases prosecution and defense teams aim to create a Jury with a racial balance favorable to their side. 

1930s: A big trial serves as a entertainment event for the whole town and a child who has been to the movies is unusual. 
1960: Television was becoming the dominant form of popular entertainment, while families might see films together at drive-in movie theaters. 
Today: Although television and film are still large presences, computers and computer games swiftly gain a share in the entertainment market. Trials still provide public entertainment and are featured on their own cable channel.  

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.