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.