Accelerated Language Arts 8

1.     Opening A.    Engaging the Reader: Homework Focus Question (3 minutes) B.    Reviewing Learning Targets (2 minutes)   I can analyze how the structures of the narrative and the play versions of “Pyramus and Thisbe” affect meaning. I can make connections between a theme in A Midsummer Night’s Dream with a theme of the myth “ Pyramus and Thisbe. ” 2.     Work Time A.    Whole Group Discussion: Comparing and Contrasting Narrative Structures (20 minutes) B.    Chalk Talk and Gallery Walk: The Theme of Parental Control (15 minutes) 3.     Closing and Assessment A.    Whole Group Share (5 minutes) 4.     Homework A.    QuickWrite: Write a paragraph to answer the question: How is the theme of parental control similar and different in each text? B.  Read a lot over Thanksgiving break. C.  If you need to turn in your DC...

1.      Opening A.    Engaging the Reader: Homework Focus Question (5 minutes) B.    Reviewing Learning Targets (4 minutes) •      I can identify the narrative structure of the myth “Pyramus and Thisbe.” *  I can use the plot structure to summarize the myth “Pyramus and Thisbe.” 2.      Work Time A.    Narrative Structure of “Pyramus and Thisbe” (20 minutes) B.    Summarizing the Plot (10 minutes) 3.      Closing and Assessment A.    Partner Share (6 minutes) 4.      Homework A.    QuickWrite: Write a paragraph to answer the question: How did the thirst of the lioness propel the action in the story “Pyramus and Thisbe”?     B.  Read a good book. AR Protocol Reminder: Get my signature within 3 days of starting a book.  Take a test within 3 days of finishing a book.  T...

1. Opening A. Engaging the Reader: Homework Focus Question (5 minutes) B. Reviewing Learning Targets (2 minutes) • I can analyze Shakespeare’s use of tragedy within a comedy. • I can explain why Shakespeare wrote the play “Pyramus and Thisbe” into A Midsummer Night’s Dream. 2. Work Time A. Drama Circle: Act 5, Scene 1 (25 minutes) B. Author’s Craft: Comparing and Contrasting the Play within the Play (10 minutes) 3. Closing and Assessment A. Making Connections between A Midsummer Night’s Dream and “Pyramus and Thisbe” (3 minutes) 4. Homework A. Reread 5.1.114–179 and complete the Unit 2, Lesson 5 Packet. B.  Read a good book.

1. Opening A. Engaging the Reader: Homework Focus Question (5 minutes) B. Reviewing Learning Targets (2 minutes) • I can express the gist of the story “Pyramus and Thisbe.” • I can use different strategies to identify the meaning of unfamiliar words and phrases in “Pyramus and Thisbe.” • I can analyze the word choice, tone, and meaning in the story “Pyramus and Thisbe.” 2. Work Time A. Finding the Gist of “Pyramus and Thisbe” (15 minutes) B. Determining the Meaning of Unfamiliar Words and Phrases (10 minutes) C. Analyzing Word Choice, Tone, and Meaning (10 minutes) 3. Closing and Assessment A. Whole Group Share (3 minutes) 4. Homework A. Reread the story “Pyramus and Thisbe” and complete the Unit 2, Lesson 4 Packet. B.  Read a good book.

1. Opening A. Engaging the Reader: Focus Question from Homework and Reviewing Learning Targets (5 minutes) • I can analyze how characters try to control one another in A Midsummer Night’s Dream. • I can analyze the poetic language or verse in A Midsummer Night’s Dream. • I can analyze how characters’ words and actions reveal aspects of their character. 2. Work Time A. Mini Lesson: The Meaning of Resolution (5 minutes) B. Drama Circle: 4.1.1–87, 4.1.131–193 (10 minutes) C. World Café (23 minutes) 3. Closing and Assessment A. Adding to the Consequences Flow Chart (2 minutes) 4. Homework A. Reread 4.1.1–87 and 4.1.131–193 and complete the Unit 2, Lesson 3 Packet. B.  Read a good book.

1. Opening A. Engaging the Reader: Partners Share Focus Question from Homework (3 minutes) B. Reviewing the Learning Target (2 minutes)  I can analyze how characters try to control one another in A Midsummer Night’s Dream. 2. Work Time A. Drama Circle: 3.2.366–493 (10 minutes) B. Close Reading: Three Threes in a Row (20 minutes) 3. Closing and Assessment A. Evidence of Control Note-catcher: Puck (10 minutes) 4. Homework A. Continue filling in the Evidence of Control notecatcher (for Puck) if you did not do so in class. B. Reread 3.2.366–493 and complete the Unit 2, Lesson 2 Packet. C.  Read a good book.

1. Opening A. Engaging the Reader: Partners Share Focus Question from Homework and Reviewing Learning Targets (5 minutes) B. Vocabulary Activity: I Have/Who Has (10 minutes) 2. Work Time A. Drama Circle: 3.2.124–365 (17 minutes) B. Written Conversations between Discussion Partners (8 minutes) 3. Closing and Assessment A. Adding to the Consequences Flow Chart (5 minutes) 4. Homework A. Reread 3.2.124–365 and complete the Unit 2, Lesson 1 Packet. B.  Play this Quizlet game to practice/review Shakespearean Vocabulary. C.  Read a good book. D.  Consider signing up on  this form  to bring snacks this week.

Turn in your Unit 1, Lesson 17 Packet 1. Opening A. Previewing Learning Targets (3 minutes) 2. Work Time A. End of Unit 1 Assessment (40 minutes) 3. Closing and Assessment A. Reviewing Learning Targets (2 minutes) 4. Homework A. Read a good book.  You should be about halfway to your AR goal. B.  Organize your backpack & binder; restock school supplies. C.  If you are going to DC, have a great time.  If you are not, consider signing up on this form to bring snacks next week.

Turn in Unit 2, Lesson 16 Packet. Pass back work/organize binder. * I can analyze the themes of control in A Midsummer Night’s Dream. • I can analyze the poetic language or verse in A Midsummer Night’s Dream. • I can analyze how characters’ words and actions reveal aspects of their character. 1. Opening A. Engaging the Reader: Focus Question from Homework and Reviewing Learning Targets (5 minutes) 2. Work Time A. Drama Circle (10 minutes) B. Completing a Consequences Flow Chart (25 minutes) 3. Closing and Assessment A. Adding to the Evidence of Control Note-catcher (5 minutes) 4. Homework A. Reread 3.2.90–123 and complete the Unit 1, Lesson 17 Packet. B.  Read a good book. C.  Organize your ALA 8 binder and review your work in this unit to get ready for tomorrow's assessment. D.  Check your grades online tonight & see me tomorrow if we should talk before you leave for DC.

* I can analyze how the reader’s perspective is different from Bottom’s in a key scene in A Midsummer Night’s Dream and how this affects the reader. • I can compare the similarities and differences between a key scene in the play and how that scene is portrayed in the film. • I can evaluate the choices the director or actors made in the film. 1. Opening A. Engaging the Reader (5 minutes) B. Reviewing Learning Targets (1 minute) 2. Work Time A. Drama Circle: Read 3.1.76–208 (10 minutes) B. Text to Film Comparison (22 minutes) 3. Closing and Assessment A. Adding to the Evidence of Control Note-catcher (7 minutes) 4. Homework A. Reread 3.1.76–208 and complete the Unit 1, Lesson 16 Packet. B.  Read a good book

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 ...

Unit 1, Lesson 14 1. Opening A. Adding to the Evidence of Control Note-catcher and Reviewing Learning Targets (10 minutes)  I can analyze the poetic language or verse in A Midsummer Night’s Dream.  I can analyze how characters’ words and actions reveal aspects of their character.  I can analyze the theme of control in A Midsummer Night’s Dream. 2. Work Time A. Drama Circle: 2.2.90–163 (10 minutes) B. World Café (20 minutes) 3. Closing and Assessment A. Adding to the Evidence of Control Note-catcher (5 minutes) 4. Homework A. Reread 2.2.90–163 and complete the Unit 1, Lesson 14 Packet. B.  Add to your Control Note-Catcher: What were the full results of Oberon trying to control Demetrius based on what we read today? C.  Read a good book

Unit 1, Lesson 13 1. Opening A. Engaging the Reader: Partners Share Focus Question from Homework and Review Learning Targets (3 minutes) 2. Work Time A. Drama Circle: 2.1.195–276 and 2.2.33–89 (10 minutes) B. Close Reading: Three Threes in a Row (18 minutes) C. Filling Out the Evidence of Control Note-catcher (13 minutes) 3. Closing and Assessment A. Previewing Homework (1 minute) 4. Homework A. Reread 2.1.195–276; 2.2.33–89 B.  Complete the Unit 1, Lesson 13 packet (all parts... yep, even the classwork) C.  Fill out the "Oberon" section of your Evidence of Control Note-Catcher for how/why/when Oberon controls Demetrius.

Unit 1, Lesson 12 Opening A. Engaging the Reader: Discussing the Focus Question (3 minutes) B. Reviewing Learning Targets (1 minute) Work Time A. Feeling Shakespeare’s Rhythm (25 minutes) B. Drama Circle: Act 2, Scene 1, Part 1 (15 minutes) Closing and Assessment A. Previewing Homework (1 minute) Homework A. Reread 2.1.33–60 and 2.1.153–194 and complete the Unit 1, Lesson 12 packet.  Use the play map and the Tips for Reading Shakespeare bookmark to help you. B.  Read a good book

Unit 1, Lesson 11 1. Opening A. Engaging the Reader: Oxymoron (6 minutes) B. Reviewing Learning Targets (2 minutes) 2. Work Time A. Drama Circle (12 minutes) B. Text to Film Comparison (22 minutes) 3. Closing and Assessment A. Whole Group Check-in (3 minutes) 4. Homework A. Reread 1.2.1–107 and complete the Unit 1, Lesson 11 Packet (all parts). B.  Read a good book C.  What is an oxymoron? What oxymorons do you see in Act 1, Scene 2.

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