Planning Your Week: February 29-March 4
M 2/29: Due: reading of The Tempest Act II Scenes 1-2 with character tracker & completed questions
T 3/1:  Quiz on The Night Circus Part I p. 1-116.
Th 3/3: Registration (bring your documents to class)
F 3/4: Vocab. Unit 5 Quiz
 
Learning Goal: Draw connections between the characters and themes of The Tempest and those of The Night Circus; develop literary analysis skills.
Focus Standards:  ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 
Monday, February 29

1. Introduce vocabulary unit 5 (reading passage and word slide show).
2. View Act I Scenes 1&2 of The Tempest.
3. Discuss/analyze The Tempest Act II, using the study guide. Consider the characters who open Act II: Gonzalo, Adrian, Antonio, Sebastian, Alonso—add characterization and supporting quotes from the text to your character tracker. 

*Homework: Review Act II Scenes 1-2; fill in character tracker and complete the Socratic seminar questions.
 
Tuesday, March 1

1. Assess reading/analysis of The Night Circus through p.116 (Part I Quiz).
2. Compose a literary analysis for Part I.

  
 
Wednesday, March 2

1. Bell ringer: Vocab unit 5 completing the sentences
2. View the counseling registration video.

1. Quick-write:  Reader Response quotes: “There’s nothing ill can dwell in such a temple. If the ill spirit have so fair a house, good things will strive to dwell with’t.” (I, ii, 457-459) and “Misery acquaints a man with strange bedfellows.” (II, ii, 40-41)
2. The Tempest Socratic Table Discussion:  With your table mates, choose 5 questions from Act I along with all 5 questions for Act II to discuss.  Write a summary of the table discussion including additional questions the discussion brought forth.
3. Preview Act III Socratic discussion questions.
4. Read Act III, complete discussion questions & fill in theme/character tracker

Thursday, March 3

1. Bell ringer: Vocab unit 5 vocabulary in context
2. Finish reading The Tempest Act III
3. Complete registration for 2016-17 with counselors.

 
Friday, March 4

1. Vocab Unit #5  Assessment

1. Read/analyze The Tempest, focusing on Miranda and Ferdinand’s exchange of private vows.

1. Review their first encounter (Act I Scene 2 Lines 490-613).
2. Consider how Ferdinand and Miranda’s love has or has not evolved from Act I to Act III
3. Write a claim statement (topic sentences) that makes a claim about the growth (or lack thereof) of their love/relationship.
4. Compose the rest of the paragraph using at least four quotes (two from Act I and two from Act III), which support your claim; incorporate at least three vocabulary words from unit 6.

Planning Your Week: February 22-26
F 2/26: Finish PSAT Language Practice assignment on USA Test Prep; Vocab. Unit 4 quiz.
M 2/29: Quiz on The Night Circus Part I p. 1-116.

Monday, February 22
LG: Develop skills for analyzing the poetry of Shakespeare. ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) 

1. Analyze unit 4 words
2. Introduce PSAT Language Practice assignment on USA Test Prep (due Friday).
3. Introduce The Night Circus and reading schedule.
4. Assign theme & character development trackers.

*Homework: Work on USA Test Prep due Friday. Vocab. Unit 4 quiz Friday.

Tuesday, February 23—PSAT Review Day
LG: Develop skills for analyzing the poetry of Shakespeare. ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)

1. Review PSAT score reports; identify target areas for improvement.
2. Sign Up for USA test prep; complete one domain test based on your score report area of needed improvement.
3. Review “The Betrayed Duke Prospero” PBS video.
4. Prepare group scenes for Act I, Scene 2; focus on blocking, stage directions, physical gestures, and voice inflection.
5. Annotate the scene
6. Write the actions that your groups need to complete
7. Prepare props and timing
8. Perform the scene
9. Summarize the exposition

*Homework: Work on USA Test Prep due Friday. Vocab. Unit 4 quiz Friday.
 
Wednesday, February 24
LG: Develop skills for analyzing the poetry of Shakespeare. ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)
 

1. Perform group scenes for Act I, Scene 2; focus on blocking, stage directions, physical gestures, and voice inflection; analyze characters and themes introduced in Act I (using the character & theme tracker graphic organizers)
2. Compose a response to the Theme: Revenge and Mercy prompt.

*Homework: Work on USA Test Prep due Friday. Vocab. Unit 4 quiz Friday.

Thursday, February 25
LG: Develop and strengthen writing by planning, focusing on addressing what is most significant for a specific purpose and audience. ELACC9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)

1. Read Act II Scenes 1-2; analyze the scenes with Socratic seminar questions, character and theme trackers, and reader response questions.

*Homework: Work on USA Test Prep due Friday. Vocab. Unit 4 quiz Friday.

Friday, February 26
LG: Develop skills for analyzing the poetry of Shakespeare. ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) 

1. Assess Vocab. Unit 4.
2. Review Act II; compare/contrast film adaptation with original text.
3. Compose a response to the Theme: Utopia prompt; review Gonzalo’s description of a utopia in Act II Scene 1 Lines 152-172 and compare/contrast with your description of a utopia.

*Homework: Read The Night Circus Part I p. 1-116 by Monday.
​

Planning Your Week: February 8-12
M 2/8: Bring a copy of your two famous pieces for your portfolio (excerpt from your nonfiction book, Poetry Out Loud poem, or another passage/poem you choose); bring a printed article for comparison to your nonfiction book (consult Cobb Digital Library databases to find an article; MAS Ultra or any of the history databases are good places to start).
W 2/10: Bring a rough draft of your nonfiction book assignment (3 paragraphs); read Act I.i of The Tempest
Th 2/11: Portfolio Check #1
F 2/12: Nonfiction book assignment due
After the break, we will begin reading The Night Circus by Erin Morgenstern; please obtain a copy soon!
Monday, February 8

1. Review units 1-3 p. 42-44
2. Write a reflection for one of your famous pieces.
3. Review Rescuing Malcolm X From His Calculated Myths and revise your comparison/contrast paragraph for this article and “Learning to Read”; review lead-ins, transitions, and citations to enhance your writing style.
4. Finish "Where I'm From" Presentations

*Homework: Nonfiction book assignment rough draft (3 paragraphs) due Wednesday; Nonfiction final draft due in Google Drive or bring a hard copy  (printed) by Friday 10:08 a.m.
Tuesday, February 9
Learning Goal: Become acclimated to Shakespeare’s language by exploring words and phrases from the play and using them to represent an image.  

1. Review units 1-3 p. 47-8
2. Explore Shakespeare’s world: Elizabethan language, the Globe Theatre, culture, history, and overview of The Tempest.
3. View images Visual Texts and Shakespeare’s Language; Word/Phrase Bank and write poems/prose passages to share.
   • View the images, selecting one that inspires you.
   • Study the picture and construct a hypothetical narrative based on the elements you see.
   • Using a list of Shakespearean terms and phrases, choose lines that relate to the picture and your hypothetical narrative.
   • Without adding ANY words (articles, prepositions, etc.) students must juxtapose phrases and words to tell the story of their painting.

1. Discuss themes that emerge from the images and poems and create a list for the unit study of The Tempest.
2. Write a reflection for your Shakespearean poem.

*Homework: Bring a rough draft of each paragraph of your nonfiction book assignment (3 total paragraphs) tomorrow; Read Act I, Scene 1 of The Tempesthttp://www.folgerdigitaltexts.org/PDF/Tmp.pdf Don’t worry if you don’t understand. Nonfiction book assignment due in Google Drive or in hard copy (printed) by Friday 8:20 a.m.
Learning Goal: Define the elements of drama, explain the difference between comedies and tragedies, and understand how to analyze a play.
Wednesday, February 10

1. Analyze rough drafts; revise lead-ins, evidence, and analysis
2. Analyze, rehearse, and perform Act I Scene 1 (pantomime, self-reflection, group discussion; add dialogue).
   • Annotate the scene
   • Write the actions that your groups need to complete
   • Prepare props and timing
   • Perform the scene
3. Compare/contrast student performances with professional adaptations of the play.

*Homework: Nonfiction book assignment due in Google Drive or in hard copy (printed) by Friday 8:20 a.m.
Learning Goal: Develop skills for analyzing the poetry of Shakespeare.
​Thursday, February 11

1. Complete Portfolio Check #1:

• Cover sheet and binder
• 5 original pieces
• 5 reflections on original pieces
• 2 famous authors’ works (a poem or a passage from a book)
• 2 reflections on famous authors’ works

2. Prepare group scenes for Act I, Scene 2; focus on blocking, stage directions, physical gestures, and voice inflection.

• Annotate the scene
• Write the actions that your groups need to complete
• Prepare props and timing
• Perform the scene
• Summarize the exposition

*Homework: Nonfiction book assignment due in Google Drive or in hard copy (printed) by Friday 8:20 a.m.
Learning Goal: Develop skills for analyzing the poetry of Shakespeare.
 Friday, February 12

1. Submit nonfiction book assignment.
2. Perform group scenes for Act I, Scene 2; focus on blocking, stage directions, physical gestures, and voice inflection; perform and  summarize the exposition

*Homework: Enjoy your break!
Learning Goal: Collaborate with peers to analyze a scene and develop a performance.