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Ms. Oing English 2 Unit 4: Lessons of History. Agenda: 1/7/13 DOL Warmup Thematic Focus.

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Presentation on theme: "Ms. Oing English 2 Unit 4: Lessons of History. Agenda: 1/7/13 DOL Warmup Thematic Focus."— Presentation transcript:

1 Ms. Oing English 2 Unit 4: Lessons of History

2 Agenda: 1/7/13 DOL Warmup Thematic Focus

3 Reminders tomorrow  Bring pencil for scantron assessment this week  AoW 15 Friday

4 Thematic Focus On a sheet of paper, reflect on the following quote:  “Fellow citizens, we cannot escape history.” -Abraham Lincoln

5 Thematic Focus At your table, choose a letter (A, B, C, D) and write it on your paper A.In what way do you think the lessons of history are important? B.In what ways is history kept alive? C.What are some ideas, stories, concepts, or conflicts that never change throughout history? D.What kinds of stories and experiences might you expect to read about in this unit? If there are only 3 in your group, no one chooses D

6 Thematic Focus On your paper brainstorm a list of your favorite books, stories, movies, TV shows, comics, or games For each work you list: 1.Identify the primary conflict faced by the protagonist 2.Who/what is the enemy in the work? 3.What makes the struggle between the protagonist and the enemy so interesting?

7 Ms. Oing English 2 Unit 4: Lessons of History

8 Agenda: 1/8/13 SUB Benchmark Pre-Assessment

9 Reminders today  Thematic Focus this week  AoW 15 Friday

10

11 Ms. Oing English 2 Unit 4: Lessons of History

12 Agenda: 1/9/13 DOL WarmUp Thematic Focus Review Literary Concepts

13 Reminders this week  AoW 15 Friday next week  Reading Journal Monday  Vocabulary 4-1 Definitions Thursday  AoW 16 Friday

14 Thematic Focus Review What makes the struggle between protagonist and enemy so compelling?

15 Irony: Four Square Textbook p In each quadrant  Topic  Definition in your own words  5 examples  Use color! At your tables, decide who is A, B, C, D A.Irony B.Verbal Irony C.Situational Irony D.Dramatic Irony If only 3, A & B are done by same person

16 Ms. Oing English 2 Unit 4: Lessons of History

17 Agenda: 1/10/13 DOL WarmUp Irony Review “Two Friends”

18 Reminders today  Irony Foursquare tomorrow  AoW 15 next week  Reading Journal Monday  Vocabulary 4-1 Definitions Thursday  AoW 16 Friday

19 Irony irony: contrast between what is expected to happen and what actually happens  opposites verbal irony: what is said is opposite of what is meant situational irony: contrast between what character/reader expects what and happens dramatic irony: contrast between what character knows and what reader/audience knows

20 Irony or no? An old man turns 98, wins the lottery and dies the next day It’s a black fly in your Chardonnay It’s like rain on your wedding day It’s a free ride when you’ve already paid It’s the good advice that you just didn’t take It’s a traffic jam when you’re already late A no-smoking sign on your cigarette break It’s like 10,000 spoons when all you need is a knife

21 “Two Friends” TB p546

22 Ms. Oing English 2 Unit 4: Lessons of History

23 Agenda: 1/11/13 DOL WarmUp Turn ‘n’ Talk Review “Two Friends” “Cranes”

24 Reminders today  AoW 15 next week  Reading Journal Monday  DOL & Reflection Wednesday  Vocabulary 4-1 Definitions Thursday  AoW 16 Friday

25 Turn ‘n’ Talk Get out your AoW Turn to someone at your table who also did it  If no one at your table did it, find someone who has  Odd man out? Find a pair and make a 3some Write down on the back of your reflection the name of your TnT partner Share 3. Three things you found interesting 2. Two questions you have after reading 1. One new thing you learned

26 “Two Friends” Who or what was the enemy in “Two Friends”?

27 “Cranes” p585 Read story silently or take turns reading aloud to group in private/12-inch voices As you read (or after, for homework)  Create a time line to show the different phases of the relationships between Songsam and his childhood friend.  List major events in the relationship  Describe the changes in Songsam’s attitude toward Tokchae Notable dates/ages:  Main action in 1952, characters are 20 years old  Flashback on p586 characters are 5-6 years old  Flashback on p characters are 12

28 Ms. Oing English 2 Unit 4: Lessons of History

29 Agenda: 1/14/13 DOL WarmUp Grammar: Verbals Review “Cranes” War Poetry

30 Reminders today  Reading Journal  “Cranes” Timeline this week  DOL & Reflection Wednesday  Vocabulary 4-1 Definitions Thursday  AoW 16 Friday

31 Grammar: Verbals verbal: verb form that acts as an adjective, a noun, or an adverb a.The dog smiled as he went after the ball. b.Smiling, the dog went after the ball. Charlie was working at a factory. Working at a factory changed Charlie’s view of the production system. As a working man, Charlie had plenty of time to contemplate the production system. Charlie contemplates ways to work on the production system.

32 Grammar: Verbals How to identify verb vs. verbal? 1.Identify the subject 2.Identify the verb 3.Look for verbals (not always there)

33 “Cranes” Before the war, what relationship did Songsam and Tokchae have? Now, what relationship would you say they have? Why? What is the enemy?

34 War Poetry At the top of your group paper, write down “Heads” or “Tails”  Heads=“Do not weep, maiden, for war is kind” p580  Tails=“the sonnet-ballad” p579 In your poem, look for examples of verbal irony. Write down the words/phrases on your paper, and explain how it shows verbal irony. Extra Credit: #6 p581

35 Ms. Oing English 2 Unit 4: Lessons of History

36 Agenda: 1/15/13 DOL WarmUp Vocabulary 4-1 Definitions from Night

37 Reminders tomorrow  DOL & Reflection Wednesday this week  Vocabulary 4-1 Definitions Thursday  AoW 16 Friday

38 Vocabulary Definitions 1.Teacher reads word 2.Class repeats word 3.Teacher reads sentence 4.Students individually guess word’s meaning 5.Repeat 1-4 to end 6.Students get definitions for HW  Do NOT use word as part of definition  Definitions must be 3 words or more long  Definition must match both part of speech and way word is used in sample sentence

39 from Night, p594 Copy the following chart onto your paper and complete while reading Reframed Sentence: What do you consider the worst circumstance in this portion of Wiesel’s concentration camp experiences? Explain. Night Cause of Situation How the Author and Other Victims are Treated Psychological Effects on Victims How People Try to Cope Author’s Purpose in Telling About Events

40 Ms. Oing English 2 Unit 4: Lessons of History

41 Agenda: 1/16/13 DOL WarmUp Conviction

42 Reminders today  DOL & Reflection tomorrow  Meet in A-402  Vocabulary 4-1 Definitions this week  AoW 16 Friday next week  Reading Journal Tuesday  Vocabulary 4-1 Sentences Tuesday  DOL & Reflection Wednesday  Vocabulary 4-1 Review & Quiz Thursday  AoW #17 Friday

43 Conviction On a piece of binder paper, copy the following sentence starter:  I deeply believe ______________________ Complete with your most deeply-held values and beliefs Next copy and complete the following sentence:  To defend those beliefs, I would_____________

44 Conviction At your table groups, think of 2-3 people (historical figures, contemporary leaders, etc) who have stood up for their convictions in some way. Write down their names on your papers and answer: a.What do they have in common? b.Were they successful in achieving their goals? c.How are they different from one another?

45 Ms. Oing English 2 Unit 4: Lessons of History

46 Agenda: 1/17/13 Computer Lab

47 Ms. Oing English 2 Unit 4: Lessons of History

48 Agenda: 1/18/13 DOL WarmUp Turn ‘n’ Talk Grammar: Verbals-Gerunds Style: Tone

49 Reminders today  AoW 16 next class  Reading Journal  Vocabulary 4-1 Sentences next week  DOL & Reflection Wednesday  Vocabulary 4-1 Review & Quiz Thursday  AoW #17 Friday

50 Turn ‘n’ Talk Get out your AoW Turn to someone at your table who also did it  If no one at your table did it, find someone who has  Odd man out? Find a pair and make a 3some Write down on the back of your reflection the name of your TnT partner Share 3. Three things you found interesting 2. Two questions you have after reading 1. One new thing you learned

51 Grammar: Verbals-Gerunds (continue on notes from last week) gerund: verbal ending in –ing that acts as a noun  Thinking hurts my brain.  Walking is good exercise  I love running. gerund phrase: gerund plus its modifiers and complements  I remember packing a suitcase and carrying it out to the kitchen, standing very still for a few minutes, looking carefully at the familiar objects all around me.

52 Practice: Gerunds Rewrite these sentences, changing parts of them into gerund phrases. Underline each gerund phrase.  When I tell the story, it makes me squirm.  Telling the story makes me squirm. 1.I asked a lot of questions about the war, but it didn’t help me find answers. 2.I worked in the factory; it couldn’t silence the howls of war in my head. 3.My modest antiwar activities included support for the campaign of Eugene McCarthy.

53 Practice: Gerunds 1.I asked a lot of questions about the war, but it didn’t help me find answers.  Asking a lot of questions about the war didn’t help me find answers. 2.I worked in the factory; it couldn’t silence the howls of war in my head.  Working in the factory couldn’t silence the howls of war in my head. 3.My modest antiwar activities included support for the campaign of Eugene McCarthy.  My modest antiwar activities included supporting the campaign of Eugene McCarthy.

54 Style: Tone tone: the attitude a writer takes toward his or her subject  diction: word choice vocabulary syntax: arrangement and order of words  emotions conveyed in reading Examples of tone:  bitter  cynical  serious  angry  funny  detached

55 Style: Tone “The Artilleryman’s Vision” TB p646 How do you think the speaker feels about the incidents he describes? Use evidence to support.  tormented “rousing even in dreams a devilish exultation and all the old mad joy in the depths of my soul” (ln20) “With the patter of small arms, the warning s-s-t of the rifles, (these in my vision I hear or see,)” (ln24) crashing, smoking, guns, swords, suffocating, movement, grime, heat, rush, bombs, rockets

56 Style: Tone Read “look at this)” p648 On the blank side of the index card, write your names and your guess what the tone of the author is On the lined side of the index card, write evidence from the poem to support your answer.

57 Ms. Oing English 2 Unit 4: Lessons of History

58 Agenda: 1/22/13 DOL WarmUp Vocabulary 4-1 Review Point of View

59 Reminders today  Reading Journal  Vocabulary 4-1 Sentences tomorrow  DOL & Reflection Wednesday this week  Vocabulary 4-1 Review & Quiz Thursday  AoW #17 Friday

60 Vocabulary Review: Unit 4-1 Column 1: Fill in the words & parts of speech Column 2: Your best recollection of the definition Column 3: Rate your knowledge/comfort with the word now Column 4: The actual definition, from your chart or dictionary (for HW) atrocity (n) din (n) respite (n) stature (n) emaciated (adj) fanatical (adj) interminable (adj) notorious (adj) pensive (adj) rejuvenated (adj)

61 Assert Yourself What does it mean to be “assertive”? What are advantages of acting assertively? What are disadvantages of acting assertively?

62 “The Prisoner Who Wore Glasses” p653 Follow along with the recording As you listen, write down 5-10 quotes that demonstrate from which point of view the story is told. Discuss (or written for HW/extra credit):  Is this third-person limited or third-person omniscient?  Why is the story told this way?  How would it be different if Brille were the narrator?

63 Ms. Oing English 2 Unit 4: Lessons of History

64 Agenda: 1/23/13 DOL WarmUp Grammar: Verbals-Participles South African History

65 Reminders today  DOL & Reflection tomorrow  Vocabulary 4-1 Review & Quiz this week  AoW #17 Friday

66 Grammar: Verbals-Participles (continue on notes from last week) participle: verbal ending in –ing or -ed that acts as an adjective  We’ll meet at the swimming pool.  Don’t forget your hiking boots.  The exhausted mother went to the store. participial phrase: participle with its modifiers and complements  usually modifies the subject of a sentence Floating in the pool, I marveled at the clouds. Biting his victim, the vampire felt a momentary thrill.  must be located next to noun being modified

67 Grammar: Verbals-Participles participles are written as present or past  present: end in –ing  past: end in –ed, -en, -d, -t, -n, or –ne depends on the past-tense form of the verb in question VERBPRESENTPAST to interestinterestinginterested to carrycarryingcarried to writewritingwritten to havehavinghad to burnburningburnt to breakbreakingbroken to dodoingdone

68 Practice: Participles Rewrite each group of sentences as a single sentence containing 1+ participial phrases. Underline each participial phrase.  The memory has been buried for years. It comes back when he hears her name.  The memory, buried for years, comes back when he hears her name. 1.Varenka carries herself unusually erect. She tips her head back in a regal way. 2.He dances every dance with her. He whirls her around. He feels giddy and light as air. 3.The colonel drops to one knee. He inspires the crowd’s applause. 4.Near her house he stops. He hears strange, evil music.

69 Practice: Participles 1.Varenka carries herself unusually erect. She tips her head back in a regal way.  Varenka carries herself unusually erect, tipping her head back in a regal way. 2.He dances every dance with her. He whirls her around. He feels giddy and light as air.  He dances every dance with her, whirling her around, feeling giddy and light as air. 3.The colonel drops to one knee. He inspires the crowd’s applause.  The colonel, dropping to one nee, inspires the crowd’s applause. 4.Near her house he stops. He hears strange, evil music.  Near her house he stops, hearing strange, evil music.

70 South African History Open TB to p662 Cloze read  Teacher reads aloud, students follow along  When teacher pauses, students (as a class) FLUENTLY fill in word that was left out  Teacher continues What is apartheid? Who was Nelson Mandela? Why was he important to South African history?

71 South African History apartheid: segregation of the black majority in South Africa from the white minority  Afrikaner: white South African of Dutch descent being assertive against apartheid landed blacks in prisons (like Brille) Nelson Mandela  Anti-apartheid activist  Established democracy in South Africa South Africa’s first black president

72 South African History In your table groups, do the Activity Link on p663 end of class or HW)

73 Ms. Oing English 2 Unit 4: Lessons of History

74 Agenda: 1/24/13 DOL WarmUp Quiz: Vocabulary 4-1 William Shakespeare

75 Reminders today  Vocabulary 4-1 Review & Quiz tomorrow  AoW #17 Friday

76 Vocabulary Quiz I will distribute tests when it is quiet Fill in the blanks with the correct words from the word bank  Points will be deducted if word is misspelled Turn test over on desk when finished  Non-disruptive electronics use is welcome once test is completed Remain quiet until everyone is finished or time is up

77 Vocabulary Quiz Reflection Copy & complete the following sentences on the back of your quiz 1.On this quiz I scored a _____. 2.I expected to score a _____. 3.The reason(s) why I did/not meet my expectation is/are ___________________. *You WILL still be doing a Word Wall this grading period, just on a separate sheet of paper

78 William Shakespeare So which is it: literature or history? Why can/can’t he be both? Shakespeare’s World, pp  First three groups to finish all five questions on scavenger hunt wins

79 Ms. Oing English 2 Unit 4: Lessons of History

80 Agenda: 1/25/13 DOL WarmUp Turn ‘n’ Talk Elizabethan Language

81 Reminders today  AoW 17 next class  Reading Journal next week  DOL & Reflection Wednesday  Vocabulary 4-2 Definitions Thursday  AoW #18 Friday

82 Turn ‘n’ Talk Get out your AoW Turn to someone at your table who also did it  If no one at your table did it, find someone who has  Odd man out? Find a pair and make a 3some Write down on the back of your reflection the name of your TnT partner Share 3. Three things you found interesting 2. Two questions you have after reading 1. One new thing you learned

83 Elizabethan Language Why is Shakespeare so hard to read!?  Poetic format  Old/retired vocabulary  Different word order in sentences

84 Poetic Format regarded as “superior” writing used to give subtext about characters  societal hierarchy  level of education used to give subtext about content  subject matter  signified end of scenes/acts *Since poems are written in strict rhyme and/or meter, words had to be re-arranged, split, or contracted

85 Old/Retired Language Second-person familiar pronouns similar to “tu” in Spanish, or “kimi” in Japanese SingularPluralModern Subjectthouyeyou Objecttheeyou Possessive Adjectivethy thine (if noun starts with vowel) your Possessive Nounthineyours

86 Old/Retired Language Verb Inflections  with second-person familiar pronouns, verbs ended in –est, -’st, or –st give‘st sing‘st  third-person singular, substitutes –th for –s does -> doth gives -> giveth

87 Old/Retired Language Irregular verbs Presentyouarehavewillcanshalldo Presentthouarthastwiltcanstshaltdost Pastthouwasthadstwouldstcouldstshouldstdidst

88 Word Order modern: subject-verb-object  I want cookies.  I walked the dog.  I read books. Elizabethan: object-subject-verb  Cookies I want.  The dog I walked.  Books I read.

89 Ms. Oing English 2 Unit 4: Lessons of History

90 Agenda: 1/28/13 DOL WarmUp Shakespearean Drama Julius Caesar I,i-ii

91 Reminders today  Reading Journal this week  DOL & Reflection Wednesday  Vocabulary 4-2 Definitions Thursday  AoW #18 Friday

92 Shakespearean Drama IMPORTANT TERMS TO KNOW  Hint: Write these down! A tragedy is a story in which a series of actions leads to the downfall of the tragic hero A tragic hero  Possesses importance or high rank  Exhibits extraordinary talents  Displays a tragic flaw—an error in judgment or defect in character—that leads to downfall  Faces downfall with courage and dignity

93 Shakespearean Drama Reminders  Terms we’ve had before; only write down if you don’t remember them or weren’t here soliloquy: long speech given by character while alone on stage to reveal private thoughts/intentions aside: character’s quiet remark to the audience or another character that no one else on stage is supposed to hear

94 Julius Caesar Open TB to p689 Build Background, Roman Politics Do you believe the Roman Senate was justified in its fear that Caesar would try to control the government too much? Why?

95 Julius Caesar I,i The play begins on February 15, the religious feast of Lupercal. Today the people have a particular reason for celebrating. Julius Caesar has just returned to Rome after a long civil war in which he defeated the forces of Pompey, his rival for power. Caesar now has the opportunity to take full control of Rome.

96 Julius Caesar I,i In the opening scene, a group of workmen, in their best clothes, celebrate in the streets. They are joyful over Caesar’s victory. The workers meet Flavius and Marullus, two tribunes— government officials—who supported Pompey. The tribunes express their anger at the celebration, and one worker responds with puns. Finally, the two tribunes scatter the crowd.

97 Julius Caesar I, ii TB p695  Follow along with movie in book (book has good footnotes about unfamiliar vocabulary!) On a piece of binder paper you will be handing in at the end of class for credit, make an evaluation of the following topics, citing at least one quote (more is better) to support 1.How Cassius feels about Caesar 2.How Caesar feels about Cassius (Purple/blue words don’t count for quotes)

98 Ms. Oing English 2 Unit 4: Lessons of History

99 Agenda: 1/29/13 DOL WarmUp Vocabulary 4-2 Definitions Julius Caesar I,iii

100 Reminders tomorrow  DOL & Reflection this week  Vocabulary 4-2 Definitions Thursday  AoW #18 Friday

101 Vocabulary Definitions 1.Teacher reads word 2.Class repeats word 3.Teacher reads sentence 4.Students individually guess word’s meaning 5.Repeat 1-4 to end 6.Students get definitions for HW  Do NOT use word as part of definition  Definitions must be 3 words or more long  Definition must match both part of speech and way word is used in sample sentence

102 Julius Caesar How does Cassius feel about Caesar?  “Ye gods! It doth amaze me / A man of such a feeble temper should / So get the start of the majestic world / And bear the palm alone” (I,ii, ). How does Caesar feel about Cassius?  “Such men as he be never at heart’s ease / Whiles they behold a greater than themselves, And therefore are they very dangerous. I rather tell thee what is to be feared / Than what I fear, for always I am Caesar” (I,ii, ).

103 Julius Caesar I,iii TB p706  Follow along with movie in book (book has good footnotes about unfamiliar vocabulary!) On a piece of binder paper you will be handing in at the end of class for credit, make an evaluation of the following topics, citing at least one quote (more is better) to support 1.Why Casca is nervous/anxious 2.Why Cassius needs Brutus’ support (may use quotes from yesterday’s scene as well)

104 Julius Caesar I,iii 1.Why Casca is nervous/anxious  “But never till tonight, never till now, / Did I go through a tempest dropping fire. / Either there is a civil strife in heaven, / Or else the world, too saucy with the gods, / Incenses them to send destruction” (I,iii,9-13). 2.Why Cassius needs Brutus’ support  “O, he sits high in all the people’s hearts, / And that which would appear offense in us, / His countenance, like richest alchemy, / Will change to virtue and to worthiness” (I,iii, ).

105 Ms. Oing English 2 Unit 4: Lessons of History

106 Agenda: 1/30/13 DOL WarmUp Julius Caesar II,i

107 Reminders today  DOL & Reflection tomorrow  Meet in A-402 computer lab  Vocabulary 4-2 Definitions this week  AoW #18 Friday

108 Julius Caesar II,i TB p714  Follow along with movie in book (book has good footnotes about unfamiliar vocabulary!) On a piece of binder paper you will be handing in at the end of class for credit, make an evaluation of the following topics, citing at least one quote (more is better) to support 1.Brutus’ certainty of the rightness of the plan 2.How bloodthirsty the conspirators are

109 Julius Caesar II,i 1.Brutus’ certainty of the rightness of the plan  "Between the acting of a dreadful thing / And the first motion, all the interim is / Like a phantasma or a hideous dream. / The genius and the mortal instruments / Are then in council, and the state of man, / Like to a little kingdom, suffers then / The nature of an insurrection" (II,i,63-69).

110 Julius Caesar II,i 2.How bloodthirsty the conspirators are  “Let us be sacrificers, but not butchers, Caius. / We all stand up against the spirit of Caesar, / And in the spirit of men there is no blood. / O that we then could come by Caesar’s spirit / And not dismember Caesar!” (II,i, )  “Let [Antony] not die, / For he will live and laugh at this hereafter” (II,i, ).

111 Ms. Oing English 2 Unit 4: Lessons of History

112 Agenda: 1/31/13 Computer Lab

113 Reminders today  Vocabulary 4-2 Definitions tomorrow  AoW #18

114 Ms. Oing English 2 Unit 4: Lessons of History

115 Agenda: 2/1/13 DOL WarmUp Turn ‘n’ Talk Julius Caesar II,i-iv

116 Reminders today  AoW #18 next class  Reading Journal next week  Vocabulary 4-2 Sentences Tuesday  DOL & Reflection Wednesday  Vocabulary 4-2 Review & Quiz Thursday  AoW #19 Friday

117 Turn ‘n’ Talk Get out your AoW Turn to someone at your table who also did it  If no one at your table did it, find someone who has  Odd man out? Find a pair and make a 3some Write down on the back of your reflection the name of your TnT partner Share 3. Three things you found interesting 2. Two questions you have after reading 1. One new thing you learned

118 Julius Caesar II,i-ii TB p722  Follow along with movie in book (book has good footnotes about unfamiliar vocabulary!) On a piece of binder paper you will be handing in at the end of class for credit, make an evaluation of the following topics, citing at least one quote (more is better) to support 1.How involved Portia is in the conspiracy 2.How well Caesar listens to his wife’s counsel 3.How hard it is to change Caesar’s mind

119 Token Point Questions Why is the discussion (end of II,i) with Ligarius important? Why are II,iii and II,iv included? What purpose do they serve to the story?

120 Ms. Oing English 2 Unit 4: Lessons of History

121 Agenda: 2/4/13 DOL WarmUp Julius Caesar III,i

122 Reminders today  Reading Journal tomorrow  Vocabulary 4-2 Sentences this week  DOL & Reflection Wednesday  Vocabulary 4-2 Review & Quiz Thursday  AoW #19 Friday

123 CAHSEE Schedule TuesdayTimesWednesday CAHSEE ELA 8:00am-11:30amCAHSEE Math Lunch11:30am-12:00pmLunch 4 th Period12:07pm-12:35pm4 th Period 3 rd Period12:42pm-1:25pm5 th Period 2 nd Period1:32pm-2:15pm6 th Period 1 st Period2:22pm-3:05pm7 th Period

124 Julius Caesar II,i-ii 1.How involved Portia is in the conspiracy  Not at all “Portia, go in awhile, / And by-and-by thy bosom shall partake / The secrets of my heart. / All my engagements I will construe to thee, / All the charactery of my sad brows” (II,i, ).

125 Julius Caesar II,i-ii 2.How well Caesar listens to his wife’s counsel  Somewhat well (does at first, then changes mind by someone ELSE’S counsel) “Calpurnia here, my wife, stays me at home” (II,ii,75). “How foolish do your fears seem now, Calpurnia! / I am ashamed I did yield to them. / Give me my robe, for I will go” (II,ii, ).

126 Julius Caesar II,i-ii 3.How hard it is to change Caesar’s mind  Not terribly hard “Mark Antony shall say I am not well, / And for thy humor I will stay at home” (II,ii,55-56). “This dream is all amiss interpreted; / It was a vision fair and fortunate” (II,ii,83-84). “the Senate have concluded / To give this day a crown to mighty Caesar. / If you shall send them word you will not come, / Their minds may change” (II,ii,93-96).

127 Julius Caesar III,i TB p736  Follow along with movie in book (book has good footnotes about unfamiliar vocabulary!) On a piece of binder paper you will be handing in at the end of class for credit, find one or more quotes to support the following statements 1.Caesar’s high opinion of himself 2.Cassius’ fear what will happen if Antony speaks to the public 3.Antony’s apparent opinion of the conspirators 4.Antony’s actual opinion of the conspirators

128 Ms. Oing English 2 Unit 4: Lessons of History

129 Agenda: 2/5/13 DOL WarmUp Vocabulary 4-2 Review

130 Reminders today  Vocabulary 4-2 Sentences tomorrow  DOL & Reflection this week  Vocabulary 4-2 Review & Quiz Thursday  AoW #19 Friday next week  Reading Journal Monday  DOL & Reflection Wednesday  Unit Test Thursday  Book Review Friday

131 Vocabulary Review: Unit 4-2 Column 1: Fill in the words & parts of speech Column 2: Your best recollection of the definition Column 3: Rate your knowledge/comfort with the word now Column 4: The actual definition, from your chart or dictionary (for HW) bedlam (n) chaos (n) commodity (n) conviction (n) tirade (n) cower (v) perpetrate (v) acute (adj) irrelevant (adj) ruefully (adv)

132 Ms. Oing English 2 Unit 4: Lessons of History

133 Agenda: 2/6/13 DOL WarmUp Vocabulary 4-2 Review Julius Caesar III,ii

134 Reminders today  Vocabulary 4-2 Sentences  DOL & Reflection tomorrow  Vocabulary 4-2 Review & Quiz this week  AoW #19 Friday next week  Reading Journal Monday  DOL & Reflection Wednesday  Unit Test Thursday  Book Review Friday

135 Vocabulary Review: Unit 4-2 Column 1: Fill in the words & parts of speech Column 2: Your best recollection of the definition Column 3: Rate your knowledge/comfort with the word now Column 4: The actual definition, from your chart or dictionary (for HW) bedlam (n) chaos (n) commodity (n) conviction (n) tirade (n) cower (v) perpetrate (v) acute (adj) irrelevant (adj) ruefully (adv)

136 Julius Caesar III,ii TB p747 On a piece of binder paper you will be handing in at the end of class for credit, find one or more quotes to support the following statements 1.Brutus’ love for Rome or willingness to make sacrifices for the good of Rome 2.Antony’s words showing Caesar was not ambitious, as Brutus said 3.Antony’s words rousing the crowd to be angry at the conspirators 4.Caesar’s generosity in his will

137 Ms. Oing English 2 Unit 4: Lessons of History

138 Agenda: 2/7/13 DOL WarmUp Vocabulary 4-2 Quiz Translating Shakespeare

139 Reminders today  Vocabulary 4-2 Review & Quiz tomorrow  AoW #19 next week  Reading Journal Monday  DOL & Reflection Wednesday  Unit Test Thursday  Book Review Friday

140 Vocabulary Quiz I will distribute tests when it is quiet Fill in the blanks with the correct words from the word bank  Points will be deducted if word is misspelled Turn test over on desk when finished  Non-disruptive electronics use is welcome once test is completed Remain quiet until everyone is finished or time is up

141 Vocabulary Quiz Reflection Complete the following sentences on the back of your quiz 1.On this quiz I scored a _____. 2.I expected to score a _____. 3.The reason(s) why I did/not meet my expectation is/are ___________________. *You WILL still be doing a Word Wall this grading period, just on a separate sheet of paper

142 Translating Shakespeare Get out notes from 1/25 on “Elizabethan English” Using those rules, translate the following modern phrases into Elizabethan  I want to hear you sing.  She did poorly on her work when her uncle was ill.  He gives many gifts each Christmas.  Your voice sounds lovely when you speak.  Why do you speak such mean words?

143 Translating Shakespeare I want to hear you sing.  Thee I want to hear sing.  Thy song I want to hear.

144 Translating Shakespeare She did her work poorly when her uncle was ill.  Her work she didst poorly when her uncle wast ill.  Her work she didst poorly when ill her uncle wast.  When her uncle wast ill, her work she didst poorly.  When ill her uncle wast, her work she didst poorly.  Whilst her uncle ailed, her work she didst poorly.

145 Translating Shakespeare He gives many gifts each Christmas.  Many gifts he giveth each Christmas.  Many gifts doth he give each Christmas.

146 Translating Shakespeare Your voice sounds lovely when you speak.  Lovely thy voice sounds when thou speakest.  Lovely sounds thy voice when thou speakest.

147 Translating Shakespeare Why do you speak such mean words?  Why speakest thou such mean words?  Wherefore speakest thou such mean words?

148 Translating Shakespeare 1.Take out of poetic form. Write as regular sentences, one sentence per line. 2.Identify subject, verbs, objects. Re-order to modern rules. Shorten long and confusing sentences 3.Look at any given footnotes in book; write relevant info 4.Footnote unfamiliar words; look up definitions 1.Modern dictionary 2.Shakespeare dictionary 5.Identify any figurative language (similes, metaphors, idioms, personification, allusion) & explain 6.Re-write in modern English

149 Ms. Oing English 2 Unit 4: Lessons of History

150 Agenda: 2/8/13 Turn ‘n’ Talk: AoW The Power of Shakespeare’s Rhetoric

151 Reminders today  AoW #19 next class  Reading Journal this week  DOL & Reflection Wednesday  Unit Test Thursday  Book Review Friday

152 Turn ‘n’ Talk Get out your AoW Turn to someone at your table who also did it  If no one at your table did it, find someone who has  Odd man out? Find a pair and make a 3some Write down on the back of your reflection the name of your TnT partner Share 3. Three things you found interesting 2. Two questions you have after reading 1. One new thing you learned

153 Shakespeare’s Rhetoric Complete worksheet for assigned scenes in table groups You are welcome to use only the following resources for help  Modern dictionary (or dictionary.com)  Shakespearean dictionary (or ShakespearesWords.com)  Your textbook  Your table mates One piece of paper per group, put names of all group members who did the work of period or HW for Monday

154 Ms. Oing English 2 Unit 4: Lessons of History

155 Agenda: 2/11/13 Julius Caesar IV

156 Reminders MonTuesWedThursFri *Reading Journal *Shakespeare’ s Rhetoric (if not turned in last Friday) *DOL & Reflection *Late Start Collab *Meet in C- Commons *Unit Test*Word Wall & Practice *Book Review

157 Julius Caesar IV, i-iii TB p760 On a piece of binder paper you will be handing in at the end of class for credit, find one or more quotes to support the following statements 1.Lepidus is not a good leader 2.Brutus is honorable, while Cassius has flaws 3.Brutus’ wife did not respond well to his leaving Rome 4.Something important will happen to Brutus at Philippi

158 Ms. Oing English 2 Unit 4: Lessons of History

159 Agenda: 2/12/13 Review Shakespeare’s Rhetoric Julius Caesar V Unit Test Review

160 Reminders MonTuesWedThursFri *Reading Journal *Shakespeare’ s Rhetoric (if not turned in last Friday) *DOL & Reflection *Shakespeare’ s Rhetoric (from Friday) *Late Start Collab *Meet in C- Commons *Unit Test*Word Wall & Practice *Book Review *Criterion Essay Final Draft

161 Shakespeare’s Rhetoric Cassius persuades using:  flattery, logic, dishonesty, fear, emotionally charged words Brutus persuades using:  plea to conscience/morality, emotionally charged words Portia persuades using:  reminders of shared bonds, logic, emotionally charged words Calpurnia persuades using:  appeal to pity, emotionally charged words, reminders of shared bonds, fear Antony persuades using:  suggestion, logic, emotionally charged words, bribery

162 Julius Caesar V, i-v TB p778 On a piece of binder paper you will be handing in at the end of class for credit, find one or more quotes to support the following statements 1.Brutus persists in his honor (or his pride that he is honorable) 2.Cassius dies because of a misunderstanding 3.Brutus knows his cause is doomed 4.Antony admired Brutus and saw his reasons for involvement as different than the other conspirators

163 Unit Test Review 50 Multiple Choice Questions 1 Short Essay

164 Unit Test Review Part 1: Literature (25 questions)  Irony  Tone  Point of View  Elizabethan Language  Shakespeare Important terms: tragedy, tragic hero, soliloquy, aside

165 Unit Test Review Part 2: Grammar (15 questions)  Verbals  Gerunds/Gerund Phrases  Participles/Participial Phrases

166 Unit Test Review Part 3: DOL Review (10 questions) Ex: James wanted to go to the park, however; his Mom says he was too sick and needed to rest. What is the best way to correct the underlined section? a.park, however, his Mom says b.park; however, his Mom said c.park; however, his mom says d.park; however, his mom said

167 For My Special Valentines <3 You are welcome to use 1 3”x5” notecard on the multiple choice portion of the test

168 Ms. Oing English 2 Unit 4: Lessons of History

169 Agenda: 2/13/13 Psych Fair

170 Reminders MonTuesWedThursFri *Reading Journal *Shakespeare’ s Rhetoric (if not turned in last Friday) *DOL & Reflection *Shakespeare’ s Rhetoric (from Friday) *Late Start Collab *Meet in C- Commons *Unit Test*Word Wall & Practice *Book Review *Criterion Essay Final Draft

171 Ms. Oing English 2 Unit 4: Lessons of History

172 Agenda: 2/14/13 Book Pass

173 Reminders MonTuesWedThursFri *Reading Journal *Shakespeare’ s Rhetoric (if not turned in last Friday) *DOL & Reflection *Shakespeare’ s Rhetoric (from Friday) *Late Start Collab *Meet in C- Commons *Unit Test *Word Wall & Practice *Book Review *Criterion Essay Final Draft

174 Book Pass Choose one of the books at your table  Look at the front cover  Look at the back cover  Read the first few pages When the timer goes off after 3 minutes, write down  Title & Author  Brief 1-sentence summary  Your opinion When I say “Book Pass”, pass clockwise (left)  When first set of books have visited choose from center

175 Book Pass WITHOUT DISCUSSING WITH YOUR FRIENDS List book choice, ranked in order of preference, 1=highest priority, 8=lowest priority Include at least one reason why you ranked this book here, including reasons why it’s not higher (be honest ;) )  This will help me determine which book for you if your first choice is not available

176 Book Pass 1.The Alchemist by Paulo Coehlo  It’s short and the first chapter was interesting 2.Inherit the Wind by Jerome Lawrence  It’s a play and I like plays 3.The Catcher in the Rye by J.D. Salinger  I heard it has a lot of interesting language 4.Fahrenheit 451 by Ray Bradbury  I put this last because the first chapter was really confusing

177 Ms. Oing English 2 END

178 Final & Unit Tests There is no Form Letter for either test Benchmark Tests  Allowed up to 50 minutes  Turn in when finished Rest until 50m is up, or Get started on Unit Test Unit 3 Test  Turn in Multiple Choice part of test before beginning essay, then pick up textbooks  Write essay on back of answer sheet For an A, must include evidence from textbook AND novel Non-disruptive use of electronics is welcome after both tests are completed and turned in


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