English 10 Week 16: 12/20/10-12/23/10 Introducing The Tempest

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ENGLISH 10 WEEK 16:
12/20/10-12/23/10
Introducing The Tempest (unit three) and
continuing MCAS prep
MONDAY 12/20/10
LEARNING GOALS: SWBAT
1. MAKE PREDICTIONS ABOUT THE UNIT THREE TEXT (THE TEMPEST) BY LOOKING AT
ART AND COMPOSING A SHORT POEM OR STORY USING WORDS FROM THE PLAY.
Do Now:




Describe your
experiences with
reading Shakespeare
last year.
What was difficult about
reading Romeo and
Juliet?
What did you enjoy
about reading that play?
What reading strategies
did you use to
understand difficult
language?
Agenda:
1.
2.
3.
4.
5.
6.
Do Now
Preview learning goals
Review Friday– anticipation
guide and essential
questions--- how do they
connect?
Collect HW
Why do we make predictions
about a text and do prereading activities? How do
these kinds of activities help
us understand what we read?
Preview/pre-reading activity
#2
TUESDAY 12/21/10
LEARNING GOALS: SWBAT
1. DESCRIBE THE MAIN CHARACTERS IN THE TEMPEST BY MAKING CONNECTIONS
BETWEEN THE CHARACTERS DESCRIPTION NOTES AND THE PICTURE ACTIVITY FROM
YESTERDAY.
2. EXPLAIN THE HISTORICAL CONTEXT OF THE PLAY.
Do Now:


Review: Think back to the
two pre-reading activities
we’ve done so far (the
anticipation guide activity
and yesterday’s picture
activity)
Make a prediction: what do
you think this play is going
to be about? Explain
your prediction in at
least four complete
sentences.
Agenda:
1.
2.
3.
4.
5.
Do Now
Preview the unit: what are we
going to be doing while we
read? What kind of work will
we do? What will the big
assessments be?
Character description and
matching characters from
notes to pictures from
yesterday’s activity.
Notes on historical context
http://www.youtube.com/watc
h?v=DDyGl2uIQ-Q
EXIT TICKET!
Tuesday 12/21/10
Learning Goals: SWBAT
1. Describe the main characters in The
Tempest by making connections between the
characters description notes and the picture
activity from yesterday.
2. Explain the historical context of the play.
1.
In your own words, describe three characters
from The Tempest and describe their
relationship to each other.
1.
What was happening in the world when
Shakespeare wrote this play?
WEDNESDAY 12/22/10 (DOUBLE BLOCK)
LEARNING GOALS: SWBAT
1. DESCRIBE THE CHARACTERS AND SUMMARIZE THE MAIN EVENTS IN ACT ONE OF
THE TEMPEST.
2. COLLABORATE TO DRAMATIZE ONE OF THE NARRATIVE THREADS BY PARTICIPATING
IN A TABLEAU.
Do Now: Review from
yesterday
In your own words, describe
three characters from The
Tempest and describe their
relationship to each other.

What was happening in the
world when Shakespeare
wrote this play?

Homework: Due Monday
January 3, 2011



1. Analysis chart for Act One
2. Test Prep Packet
Agenda:
1.
2.
3.
4.
5.
6.
Do Now
Read and act out Act I,
scene i.
Pass out Act One, scene 2
reading comprehension
questions
Continue reading (acting
out) Act I, scene ii.
Partner work– go over
reading comprehension
questions
Exit Ticket
PREVIEW OF: THE TEMPEST AC T I, SCENE 1
The play begins with
a tempest– a storm
created by Prospero
and Ariel as a way
to disorient
Prospero’s enemies
who happen to be
sailing by his island
on their way back to
Itlaly from Africa,
where King Alonso
‘s daughter was just
married. Prospero
wants them to be
frightened and
stranded on his
island. This storm
sets up all of the
important action in
the entire play.
SUMMARY OF 1.1
The scene takes place on a ship in the middle of a
storm.
 Boatswain and Master and Mariners are trying
to control the ship but the noblemen are bossing
them around.
 The ship appears to be sinking.
 Gonzalo says that they want to hang the
boatswain when they get back to land.

THE TEMPEST ACT I, SCENE I POSTREADING
Return to your interactive notebooks–
underneath your Do Now for today, draw a line
and write “Summary of Act One, scene 1”.
Summarize this scene by answering the following
questions:
1. Who? Who is involved in this scene and
how are they involved?
2. What? What happens?
3. Where? Where does this scene take place?
4. Why? Why do you think this might be an
important scene?
http://www.youtube.com/watch?v=2XZ091CEgNU&
feature=related

THE TEMPEST ACT ONE,
SCENE 2 GUIDED
READING ASSIGNMENT
LG/SWBAT: Describe the characters
and Summarize the main events in
act one of the tempest.
Reading Comprehension: Answer the following questions as we read Act One, scene 2
(we’ll stop together to answer these). Write your answers on page 86 of your interactive
notebook.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Describe the setting: where does the action in this scene take place?
How does Miranda feel about the shipwreck she witnessed off the coast of the
island?
What does Ariel ask Prospero for on page 29 and how does Prospero react?
What was life like for Ariel before Prospero arrived?
What does Prospero tell his daughter about the shipwreck in lines 33-41?
How old was Miranda when they came to the island and how long have they
been there?
What does Miranda tell her father she remembers about life in Milan before
they came to the island?
What does Prospero tell Miranda about his past? How does Miranda react to
what he tells her?
How did Gonzalo help Prospero?
How does Prospero describe Caliban?
Summarize the conversation between Caliban and Prospero on pages 35-39.
What happens when Ferdinand and Miranda meet?
How does Prospero treat Ferdinand?
IMAGES FROM ACT ONE, SCENE 2
Prospero and
Miranda talk
about the
past and he
tells her the
real story
about who
she is and
how she
ended up on
the island
and why he
created the
storm she
saw.
ACT ONE SCENE 2
Ariel and Prospero
talk about the
storm– Ariel asks
for his freedom
and Prospero gets
angry. Prospero’s
plans are revealed
through this
conversation.
ACT ONE, SCENE 2
Prospero and
Miranda go and
speak with
Caliban, who is
ordered to work
for them and they
argue. Through
this scene we
learn more about
the past– what
happened when
Prospero and
Miranda first
arrived on the
island.
ACT ONE, SCENE 2
Ariel carries out
the next part of
Prosepro’s plans
and leads
Ferdinand to
Miranda where
they fall in love at
first sight.
THURSDAY 12/23/10
LEARNING GOALS: SWBAT
1. REVIEW MCAS READING STRATEGIES FOR ANSWERING LANGUAGE
AND VOCABULARY QUESTIONS.
Do Now:

What questions do you
have about act one of
The Tempest?
Agenda:





Do Now
Review vacation
homework assignments
Mini-lesson on active
reading strategies.
Pass back and go over
graded MCAS
vocab./language
assignment #1
Pass back and go over
MCAS vocab./language
assignment #2.
MCAS STRATEGIES:
1.
2.
3.
4.
5.
THURSDAY 12/23/10
LEARNING GOALS: SWBAT
1. REVIEW MCAS READING STRATEGIES
FOR
ANSWERING LANGUAGE AND VOCABULARY
QUESTIONS.
Preview the questions
Read Actively (annotate the text– margin
summary notes, underline key words/phrases,
paraphrase).
Use process of elimination when answering
multiple choice questions
Re-read short passages
Look back at the text as you answer questions.
OPEN RESPONSE
QUESTIONS
THURSDAY 12/23/10
LEARNING GOALS: SWBAT
1. REVIEW MCAS READING STRATEGIES
FOR
ANSWERING LANGUAGE AND VOCABULARY
QUESTIONS.
Open response questions are connected to a
reading passage.
 You must write one-two well, written and
organized paragraphs.
 You need to include specific and direct quotes
from the passage to support your answer to the
open response question.
 You need to include a topic sentence, two pieces
of evidence, contextualization and analysis.

STEPS FOR ANSWERING
OPEN RESPONSE
QUESTIONS ON THE
MCAS
THURSDAY 12/23/10
LEARNING GOALS: SWBAT
1. REVIEW MCAS READING STRATEGIES FOR
ANSWERING LANGUAGE AND VOCABULARY
QUESTIONS.
1. Turn the promt/ORQ into a question in your own words
Example MCAS ORQ: “Based on the poem, explain how the
poet shows that he feels guilty about killing the man. Use
relevant and specific information from the poem to support
your answer.”

Example KFQ (kid-friendly-question): How does the poet
show that he feels guilty about killing the man?
2. Your answer to the questions becomes your topic sentence.
Make sure you include the title and author in the topic
sentence as well.

Example: In the poem “The Man He Killed” by Thomas
Hardy, the poet shows his guilt over killing the man in
several ways.
3. Make sure you answer the question completely and you use at
least two pieces of evidence to support your answer and you
analyze how your evidence supports your answer to the
prompt.

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