Monday, November 4, 2019

1. Opening
A. Engaging the Reader: Reviewing Gist (8 minutes)
B. Reviewing Learning Targets (1 minute)

•     I can determine a theme of A Midsummer Night’s Dream.
*  I can analyze how characters’ words and actions reveal aspects of their character.

2. Work Time
A. Drama Circle: Act 1, Scene 1, Part 2 (18 minutes)
B. Analyzing Theme: Evidence of Control Note-catcher (17 minutes)

3. Closing and Assessment
A. Previewing Homework (1 minute)

4. Homework
A. Reread 1.1.130–257 and complete the structured notes.
B.  Read a good book

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Wednesday, February 12, 2020

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Tuesday, November 12, 2019

Agenda  1. Opening A. Engaging the Reader: Discussing the Focus Question (10 minutes) “What are the consequences of Oberon’s attempts to control others using the ‘love-in-idleness’ flower?” * “Who does Lysander try to control while he is under Oberon’s spell?” We will begin reading Act 3 today, which features Bottom and the other tradesmen rehearsing for their play. B. Reviewing Learning Targets (1 minute) • I can analyze the theme of control in A Midsummer Night’s Dream. • I can analyze the poetry and the prose language in A Midsummer Night’s Dream and how each contributes to meaning and tone.  prose = regular, non-rhyming language 2. Work Time A. Drama Circle: Act 3, Scene 1, Part 1 (20 minutes)  --starting on page 69 (3.1.1) and ending on page 73 (3.1.75). What do you remember about the play within the play? The group of tradesmen, directed by Peter Quince, have decided to perform a play for Theseus and Hippolyta’s wedding. They have been meeting in the woods t
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Monday, February 3, 2020

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Pass up Unit 1, Lesson 13 Packet Debrief Socratic Seminars & pass back feedback/rubrics 1.      Opening A.    Engaging the Reader: Sharing Structured Notes (3 minutes) B.    Reviewing the Learning Target (2 minutes) I can determine the gist of excerpts of Brown v Board of Education . I can use evidence from Brown v. Board of Education to support my understanding of the text and the desegregation of schools in the South. 2.      Work Time A.    Building Background Knowledge: Brown v. Board of Education (8 minutes) B.    Reading Brown v. Board of Education Excerpts (27 minutes) 3.      Closing and Assessment A.    Reviewing the Learning Targets and Previewing Homework (5 minutes) 4.      Homework Finish all parts of Unit 2, Lesson 1: Read Chapter 7, pages 124-140 in A Mighty Long Way and complete the structured notes. Also, f inish making gist notes for each paragraph of Brown v. Board of Education. Work on your Genius Hour project to
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