Quarter 3, Week 4 of 10

Tuesday, January 31

(Plan is for Periods 4, 5, and 6 ONLY!)

Due Today: INB Check #7; Staging Notebook Meeting #4 and Storyboard

Learning Target: RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions...

Classwork

1. Do Now: Read and annotate Quarter 3, Week 4 of 10. Attach to the NEXT PAGE of your INB.
2. After: Setup INB for today's Image Analysis. Choose one of the four options for note-taking.
3. Then: Watch Othello with Image Analysis note-taking guide
4. Next: Continue group meetings for EA 1 performance and write the introduction to your scene. You will need to know the critical perspective from which your group plans on interpreting the scene to do this.
5. During: INB Check #7

From	To	# of Stamps	Assignment Name	Score	Peer Initial
12/20	1/22	/8	INB Check #7	Do not write

Target Practice: I understand the critical perspective my group is using to interpret our scene for EA 1. Fist-5?

Homework

• Continue Reading your British Literature book independently. A Letter of Intent/Proposal for your creative activity is due Feb. 10 by 2:15.
• Begin rehearsing the scene with your group. Performances begin February 13, and conclude on February 17. We will be going in the order of the play, starting with ACT I, Scene i. EXCEPTION: filmed performances are due on Google Classroom by midnight on February 17.

Wednesday, February 1

 or 

Thursday, February 2

Due Today: Meeting #4 and Storyboard

Learning Target: SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions... L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Classwork

1. Do Now: Setup INB for today's Image Analysis. Choose one of the four options for note-taking.
2. After: Conclude Othello with Image Analysis note-taking guide
3. Then: Setup Socratic Seminar #2 for next class (Period 1: this will be Tuesday's class)
4. Next (time-permitting): Continue group meetings for EA 1 performance and schedule rehearsal times between now and February 12. The first performances will be on January 13.

Target Practice: I am ready to have a Socratic Seminar that discusses major themes, contemporary relevance, or symbolic value in Othello. Fist-5?

Homework

• Complete at least one question and one comment to open Socratic Seminar #2. It must relate to themes, relevance, or symbolism in Othello AND make a direct reference to the play OR contemporary piece of literature, film, or art.
• Continue Reading your British Literature book independently. A Letter of Intent/Proposal for your creative activity is due Feb. 10 by 2:15.
• Begin rehearsing the scene with your group. Performances begin February 13, and conclude on February 17. We will be going in the order of the play, starting with ACT I, Scene i. EXCEPTION: filmed performances are due on Google Classroom by midnight on February 17.

Looking Ahead...Last Chance to Get Help from Ms. Kristi and Socratic Seminar #2!

Quarter 3, Week 3 of 10

Remember to keep track of your group meetings in the Staging Notebook! There are five required meets + group chart and reflection!

Monday, January 23 or Tuesday, January 24

Due Today: Email activity from winter break.

Learning Target:RL.11-12.10 By the end of Grade 12, read nad comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently. SL.11-12.1 Arrive prepared for and participate effectively in a range of collaborative discussions.

Classwork

This lesson is for Periods 4, 5, and 6 ONLY!

1. Do Now: Read and annotate Quarter 3, Week 3 of 10. Attach it to your INB.
2. After: Setup Socratic Seminar #1 and write personal goal for the day. (this should already be done. If not, complete it now).
3. Then: 2 round Socratic Seminar about similar themes in The Canonization, The Right to Love, and Othello.
• Round 1: Similarities and Differences Between The Right to Love, The Canonization, and Othello
• Round 2: The Critical Lens (cultural, feminist, marxist, archetypal, reader-response)
4. Next: Personal Reflection (Did I meet my personal goal for the day?)
5. Time-Permitting: Meet with group to determine strategies, next steps, roles, etc.

Target Practice: I can demonstrate my understanding of universal themes in music, poetry, and drama through a collaborative discussion. Fist-5?

Homework

• Continue reading your British Literature book independently. GO TO GOOGLE CLASSROOM and respond to the IR prompt. your Letter of Intent/Proposal due date has been moved to Feb. 10.
• Conduct another meeting with your group. MAKE SURE YOU ADDRESS ALL OF THE PROMPTS ON EACH MEETING DAY (worksheets provided in SECTION 5 of your INB).

Tuesday, January 24 or Wednesday, January 25

Due Today: Staging Notebook Meetings # 1 and 2

Learning Target: L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. SL.11-12.1.C Propel conversations by posing and responding to questions...and promote divergent and creative perspectives.

Classwork

1. Do Now: Create a new 4-square graphic organizer to use while watching Othello today. Choose one of the four image analysis prompts for note-taking while you watch.
2. After: Attach the SMELL graphic organizer to the NEXT PAGE of your INB. You will use this after viewing Othello today to analyze one of the monologues. Make sure to write the act, scene, line #s, page, and character name at the top of the page.
3. Then: Meeting #3 with your group
4. Next: Identify YOUR CHARACTER'S key lines OR a key dialogue you have with another character in the scene. Be prepared to act those lines in our next class with Ms. Kristi from MAPA.

Target Practice: I can demonstrate my comprehension of Shakespeare's Othello through verbal performance and written analysis of specific words and phrases. Fist-5?

Homework

• Continue reading your British Literature book independently. GO TO GOOGLE CLASSROOM and respond to the IR prompt. your Letter of Intent/Proposal due date has been moved to Feb. 10.
• Conduct another meeting with your group. MAKE SURE YOU ADDRESS ALL OF THE PROMPTS ON EACH MEETING DAY (worksheets provided in SECTION 5 of your INB).

Thursday, January 26 or Friday, January 27

Due Today: Staging Notebook Meeting #3

Learning Target: SL.11-12.1.C Propel conversations by posing and responding to questions... and promote divergent and creative perspectives.

Classwork
This lesson is for PERIOD 1 ONLY!

1. Do Now: Create a new 4-square graphic organizer to use while watching Othello today. Choose one of the four image analysis prompts for note-taking while you watch.
2. After: Meeting #4 (Staging Notebook) Includes yellow storyboard
3. During: Independent Reading progress check
4. Next: Create INB Check #7
   

   From	To	# of Stamps	Assignment Name	Score	Peer Initial
   12/20	1/22	/8	INB Check #7	Do not write

Target Practice: I and my group are ready to begin rehearsing our scene for performance in two weeks. Fist-5?

Homework

• Continue reading your British Literature book independently. GO TO GOOGLE CLASSROOM and respond to the IR prompt. your Letter of Intent/Proposal due date has been moved to Feb. 10.
• Conduct another meeting with your group. MAKE SURE YOU ADDRESS ALL OF THE PROMPTS ON EACH MEETING DAY (worksheets provided in SECTION 5 of your INB).

Looking Ahead...Rehearsing for word meaning!

Quarter 3, Week 2 of 10

Tuesday, January 17 or Wednesday, January 18

Due Today: Scene/Company Choice

Learning Target: RL.11-12.10 By the end of Grade 12, read nad comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently. SL.11-12.1b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles.

Classwork

1. Do Now: Read and annotate Quarter 3, Week 2 of 10. Attach it to the next page of your INB.
2. After: Create the four-square graphic organizer from last class and continue watching Othello.
1. Title: Image Analysis
2. Today's date at the top-left
3. Section titles: 1) Notes on ______(choose from blue/orange paper), 2) Summary of Act__, Scene__ to Act__, Scene__, 3) Prediction, Critical Perspective? Why? (of your prediction)
3. Then: Complete Creating Acting Companies activity on WB p. 171-73 and commit to scene for EA 1.
4. Next: Attach Staging Notebook documents to Section 5 of your INB. Each paper gets a separate page. Today's activity can count for Meeting #1 if you complete ALL of the sections.

Target Practice: I can work with a group to choose a scene from Othello and begin preparing collaboratively for a performance. Fist-5? 

Homework

• Finish Staging Notebook entry for Meeting #1.
• Sign-up for Independent Reading on Google Classroom by Friday @ midnight
• Proposal/Letter of Intent EXTENDED TO FEBRUARY 10!

Thursday, January 19 or Friday, January 20

Due Today: Draft of proposal/letter of intent for IR

Learning Target: RL.11-12.10 By the end of Grade 12, read nad comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently. SL.11-12.1 Arrive prepared for and participate effectively in a range of collaborative discussions.

Classwork

This Lesson is for PERIOD 1 ONLY! PERIODS 4, 5, AND 6 will be participating in a MAPA performance activity!

1. Do Now: Setup Socratic Seminar #1 and write personal goal for the day. (this should already be done. If not, complete it now).
2. After: 2 round Socratic Seminar about themes in The Canonization and The Right to Love. 
• Round 1: Similarities and Differences Between The Right to Love, The Canonization, and Othello
• Round 2: The Cultural Criticism Lens
3. Then: Reflection (Did I meet my personal goal for the day? Evidence?)
4. Next: Create the four-square graphic organizer from last class
• Title: Image Analysis
• Today's date at the top-left
• Section titles: 1) Notes on ______(choose from blue/orange paper), 2) Summary of Act__, Scene__ to Act__, Scene__, 3) Prediction, Critical Perspective? Why? (of your prediction)
5. Time-Permitting: Continue watching Othello.

Target Practice: I can demonstrate my understanding of universal themes in music, poetry, and drama through a collaborative discussion. Fist-5?

Homework

• Continue reading IR book and revise proposal/letter of intent as needed. 
• Proposal/Letter of Intent EXTENDED TO FEBRUARY 10!

Looking Ahead...Preparing for a scene performance!

Quarter 3, Week 1 of 10

Monday, January 9 or Tuesday, January 10

Due Today: Gmail Activity for Othello

Learning Target: SL.11-12.1 Arrive prepared for and participate effectively in a collaborative discussion. RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

Classwork

Period 1 ONLY- This is Tuesday's Lesson!

1. Do Now: Read and annotate the purple Quarter 3, Week 1 of 10. Attach it to the NEXT PAGE of your INB.
2. After: Setup the Socratic Seminar graphic organizer on the NEXT PAGE of your INB. Write today's date at the top-left. Once the organizer is created, write your personal goal for the day.
3. Then: Socratic Seminar using activity from your e-mail
• Round 1: Similarities and Differences Between The Right to Love and The Canonization
• Round 2: The Cultural Criticism Lens
4. Next: Complete the Reflection portion of the graphic organizer.

Target Practice: I can speak and listen effectively in a discussion about cultural criticism in two different pieces of literature. Fist-5?

Homework

• Look at the scenes as they are broken-down on WB p. 172-3. Mark at least three that you would be interested in doing for EA 1. THERE WILL BE NO DUPLICATE SCENES. Also, groups will be limited to the number of characters in the scene+1 with a maximum of 5.

Tuesday, January 10 or Wednesday, January 11

Due Today: Top 3 scenes from WB p. 172-3

Learning Target: RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Classwork

Period 1 ONLY- This is Monday's Lesson!

1. Do Now: Title the NEXT PAGE of your INB Image Analysis Prompts. Write today's date at the top-left. Fold the page in half making two columns. about halfway down the page, draw a horizontal line. Title each box with one of the following: 1) Costume, Hair, and Make-Up, 2) Actors, 3) Lighting, 4) Setting and Props. Leave 3-5 lines open at the bottom of the page for an activity at the end of class.
2. After: While watching Shakespeare's Othello, write as many details as possible to describe your given number. Use the paper on your desk as a reference during the film.
3. Then: After watching the film, share your details with classmates and let them share theirs with you. Continue doing this until all four boxes have been FILLED COMPLETELY.
4. Next: Title the space that you left at the bottom of the page Critical Perspective. Make a one to two sentence prediction about something that will happen next in the play. Then, write one to two sentences providing evidence about which critical perspective you used to make this prediction (reader-response, historical, marxist, feminist, or cultural).

Target Practice: I can use critical perspectives to make a prediction about what will happen next in the play. Fist-5?

Homework

• Think about who you want to work with for EA 1. Groups will be limited to the number of characters in the scene+1 with a maximum of 5. You will choose groups and scenes by Monday/Tuesday class next week.

Thursday, January 12 or Friday, January 13

Due Today: EA 1 Group sign-ups begin

Learning Target: RI.11-12.1 7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Classwork

1. Do Now: Attach the yellow Independent Reading instructions to the FIRST PAGE of Section 3. Read and annotate the document using at least three different marks. Write questions/comments about the IR activity in the margins or in the blank space provided below the rubric.
2. After: Attach the blue Quarter 3, EA 1: Dramatic Interpretation instructions to the SECOND PAGE of Section 3. Read and annotate the document using at least three different marks. Write questions/comments about the EA in the margins or in the blank space provided.
3. Then: Address questions/comments about the two major activities.
4. Next: Continue watching Shakespeare's Othello. Create a new note-taking guide in the same format as your last viewing.

Target Practice: I understand and can explain how to complete EA 1: Scene Interpretation and my Independent Reading project for Quarter 3. Fist-5?

Homework

• Choose Independent Reading Title from the list provided and begin reading your book. Final sign-ups will be next week. Here is the list, again: 
• William Shakespeare, Sophocles, George Bernard Shaw, Charles Dickens, Arthur Conan Doyle, Oscar Wilde, Samuel Beckett, Jane Austen, Helen Fielding, Kazuo Ishiguro, Mary Shelley, H.G. Wells, J.R.R. Tolkien, Robert Graves, George Orwell, Bram Stoker, W. Somerset Maugham, Thomas Hardy, Robert Louis Stevenson, Agatha Christie, C.S. Forester, Ian McEwan, Anthony Burgess, Henry James, Joseph Conrad, Ian Fleming.
• Think about who you want to work with for EA 1. Groups will be limited to the number of characters in the scene+1 with a maximum of 5. You will choose groups and scenes by Monday/Tuesday class next week.

Looking Ahead...Choose a scene and group for EA 1! Choose a title to read independently by one of the author's from the list!