Othello Unit Calendar – v29 SUNDAY MONDAY TUESDAY WEDNESDAY MARCH 2012 4 11 THURSDAY 1 FRIDAY 2 SATURDAY 3 For Othello unit: - Vocab. handouts (stage directions & highfrequency archaic sight words) - HW: review vocab. handouts 5 - All-Day PD 12 Finish watching Act 1 TCAP Review: testtaking strategies PPT HW: none 6 - Othello Day 1 7 - Othello Day 2 8 - Othello Day 3 9 - Othello Day 4 Pre-reading - STRD: 2.g. (d) - DGP Sentence 8 - Students complete the Othello pre-assessment - Othello pre-assessment handout HW: none Pre-reading - STRD: 3.d., 3.b., 5.a. - DGP Sentence 8 - Introduce Huck Finn/ Othello literary analysis paper - Lesson 1 from SSF - 2 roleplays + - Draw character triangle on board - HF/Othello paper exp+ rubric HW: none EDRM602 Data Collection: informally observe & take notes on students’ roleplaying the scenarios in SSF Lesson 1 Pre-reading - STRD: 3.b., 3.c., 5.a., 2.a. - DGP Sentence 8 - Introduce Othello lit portfolio (checklist+rubric) - First half of class: groups get together to read & plan informal presentation of their article - Remainder of class: informal group jigsaw presentations for each of the pre-reading articles - Othello portfolio checklist + rubric - Othello resources list - Note catcher handout for the jigsaw articles HW: based on what we talked about yesterday and today, write a prediction of what will happen in the play Watch Act 1 - STRD: 3.b., 3.c., 1.g. (f), 4.b. - DGP Sentence 8 Quiz - Watch Act 1 - Discuss responses to questions in Act 1 viewing note catcher - Act 1 vocab. list - Vocabulary web template - Act 1 scene synopses handout - Act 1 viewing note catcher - Act 1, Scene 1 No Fear Shakespeare text - Character Map (SSF) - Prompt half-sheet HW: 1) read Act 1, Scene 1, 2) write a GIST stmt after reading each page 3) write a 1-pg response to race language prompt 13 14 15 16 TCAPs TCAPs TCAPs 10 17 TCAPs 1 Othello Unit Calendar – v29 18 19 - Othello Day 5 20 - Othello Day 6 21 - Othello Day 7 22 - Othello Day 8 23 Read Act 1, Scenes 2-3 - STRD: 3.b., 3.c., 5.c., 5.d., 4.d. - DGP Sentence 9 - Recap Act 1, Scene 1 - Read Scene 2 in reading groups & fill out note catcher - Act 1, Scenes 2 reading note catcher HW: write 5 doubleentry journal entries for all of Act 1—think about/look for key passages having to do with race and other themes, characterization, symbolization, or any other textual or personal significance Watch Act 2 - STRD: 1.g. (f), 5.c. - DGP Sentence 9 - Read modern translation of Act 1, Scene 3 - Begin watching Act 2 - Class set of No Fear Shakespeare version of Act 1, Scene 3 - Act 2 vocab. list - Act 2 scene synopses handout - Act 2 viewing note catcher - Act 2, Scene 1 reading note catcher HW: 1) read Act 2, Scene 1, 2) complete the Act 2, Scene 1 note catcher, 3) write a modern translation of Iago’s soliloquy in Act 2, Scene 1 Watch Act 2 - STRD: 3.d., 3.c., 4.b. - DGP Sentence 9 - Finish watching Act 2 - Discuss Act 2 viewing note catcher - Act 2 viewing note catcher from yesterday HW: finish Act 1 assignments in preparation for Act 1 Portfolio Checkpoint day tomorrow Read Act 2, Scenes 2-3 - STRD: 3.d., 3.c., 5.c. - DGP Sentence 9 - Discuss Act 2, Scene 1 and/or discuss modern translations of Iago’s soliloquy in Act 2, Scene 1 - Read Act 2, Scenes 2-3 in reading groups and complete reading note catcher - Act 1 Portfolio check - Act 2, Scenes 2-3 reading note catcher – students just do translations on their own notebook paper HW: for Act 2, Scenes 1-2 write 3 double-entry journal entries—think about/look for: key passages having theme, characterization, symbolization, or any other textual or personal significance. 1 of the entries must pertain to race in some way. DGP Test #2 (over sentences 5-9) 24 Othello themes handout? *****ACT 1 PORTFOLIO CHECKPOINT DAY***** Formal Observations: Judy Sayre-Grim (#2) 2 Othello Unit Calendar – v29 25 26 – Othello Day 9 27 - Othello Day 10 28 - Othello Day 11 29 - Othello Day 12 30 - Othello Day 13 Read Act 2, Scene 3 - STRD: 3.d., 3.c., 5.c., 1.e. - DGP Sentence 10 - Discuss Act 2, Scene 2 - Finish reading Act 2, Scene 3 in reading groups and complete reading note catcher - Exit ticket: Summarize the play thus far (through Act 2, Scene 3) - Act 2, Scene 3 reading note catcher – students just do translations on their own notebook paper HW: for Act 2, Scene 3 write 3 double-entry journal entries—think about/look for: key passages having theme, characterization, symbolization, or any other textual or personal significance. Character’s Objectives/ Subtext - STRD: 3.d., 3.c., 4.d. - DGP Sentence 10 - Lesson 11 (subtext) from SSF book - PPT (Subtext_v1.ppt) - Exit ticket prompt HW: respond to prompt about impact on your understanding of today’s reading and modern performance (see HWfor32712_v2.docx) Watch Act 3 - STRD: 3.b., 3.c., 1.g. (f), 2.g. (d) - DGP Sentence 10 - Introduce the Modern Translation Performance Assessment - Watch Act 3 - Act 3 vocab. list - Act 3 scene synopses handout - Act 3 viewing note catcher - Modern Translation Performance Assessment + Rubric handouts HW: finish Act 2 assignments in preparation for Act 2 Portfolio Checkpoint day tomorrow Watch Act 4 - STRD: 3.b., 3.c., 1.g. (f), 2.g. (d) - DGP Sentence 10 - Watch Act 4 - Act 4 vocab. list - Act 4 scene synopses handout - Act 4 viewing note catcher - Model for themes (quotes + explanations) HW: identify 4 themes through Act 3 and write 2 quotes + explanations for each of them Modern Translation Performance Assmt. (for scenes in Acts 3-4) - Work Day 1 - STRD: 3.d., 3.b., 3.c., 5.c. - DGP Sentence 10 quiz - Assign groups and scenes (5-6 groups and each scene in Acts 3-4) - Group work time to write modern script - Othello Modern Scene Plan handout HW: group-identified work Formal Observations: Lisa Garcia (#2) *****ACT 2 PORTFOLIO CHECKPOINT DAY***** 31 Formal Observations: Lisa Garcia (#3) 3 Othello Unit Calendar – v29 SUNDAY APRIL 2012 MONDAY 2 3 SPRING BREAK 8 TUESDAY WEDNESDAY 4 THURSDAY 5 FRIDAY 6 7 SPRING BREAK SPRING BREAK 9 - Othello Day 14 SOLO TEACHING 10 - Othello Day 15 SOLO TEACHING 11 - Othello Day 16 SOLO TEACHING 12 - Othello Day 17 SOLO TEACHING 13 - Othello Day 18 SOLO TEACHING Modern Translation Performance Assmt. (for scenes in Acts 3-4) - Work Day 2 - STRD: 3.d., 3.b., 3.c., 5.c. - DGP Sentence 11 - Group work time to write modern script - Othello Modern Scene Plan handout HW: group-identified work Modern Translation Performance Assmt. (for scenes in Acts 3-4) Work Day 3 - STRD: 3.d., 3.b., 3.c., 5.c. - DGP Sentence 11 - Group work time to write modern script / rehearse HW: group-identified work Modern Translation Performance Assmt. (for scenes in Acts 3-4) - Work Day 4 - STRD: 2.a. - DGP Sentence 11 - Group work time to rehearse HW: group-identified work Modern Translation Performance Assmt. (for scenes in Acts 3-4) Performance Day 1 - STRD: 2.a. - DGP Sentence 11 - 1st set of groups perform - Guided performancewatching handout HW: 1) for those who performed today, write a 1-pg response about whether and how this process helped you learn/ better understand the particular scene 2) for those who did NOT perform today, write a reflection comparing & contrasting the performances today w/ your original interpretation of the scenes – ½ page for each performance EDRM602 Data Collection: informally observe & take notes as groups perform their modern scene scripts + students’ 1-pg responses Modern Translation Performance Assmt. (for scenes in Acts 3-4) Performance Day 2 - STRD: 2.a. - DGP Sentence 11 quiz - 2nd set of groups perform - Guided performancewatching handout HW: 1) for those who performed today, write a 1-page response about whether and how this process helped you learn/ better understand the particular scene 2) for those who did NOT perform today, write a 1pg reflection comparing & contrasting the performances today w/ your original interpretation of the scenes – ½ page for each performance EDRM602 Data Collection: informally observe & take notes as groups perform their modern scene scripts + students’ 1-page responses ****ACTS 3-4 PORTFOLIO CHECKPOINT DAY**** SPRING BREAK SATURDAY SPRING BREAK 14 4 Othello Unit Calendar – v29 15 16 - Othello Day 19 SOLO TEACHING 17 - Othello Day 20 SOLO TEACHING 18 - Othello Day 21 SOLO TEACHING 19 - Othello Day 22 SOLO TEACHING 20 - Othello Day 23 SOLO TEACHING 21 Discussion: Acts 3-4 - STRD: 2.a., 5.d., 4.d. - DGP Sentence 12 - Discuss/review Acts 3-4 (specifics TBD - race? themes? symbols? characterization?) - handouts: add HW: write a 1.5-pg response to the discussion we had in class today Watch Act 5 Read Scene 1 - STRD: 3.d., 3.c., 1.g. (f), 5.c. - DGP Sentence 12 - Watch Act 5 - Read Scene 1 as a class (choral reading) - Act 5 vocab. list - Act 5 scene synopses handout - Act 5 viewing note catcher - Act 5, Scene 1 reading note catcher Read Act 5, Scene 2 - STRD: 3.b., 3.c., 2.g. (d) - DGP Sentence 12 - Read Scene 2 in small groups - Ask for volunteers to act out the scene in front of the class - Handout 14 from SSF - Act 5, Scene 2 reading note catcher HW: complete graphic organizer by responding to prompts in Handout 14 from SSF; support your responses with textual evidence—we will discuss your responses in class tmrw EDRM602 Data Collection: informally observe & take notes as students act out the scene for the class Wrap-up Othello - STRD: 3.b., 3.c., 4.d. - DGP Sentence 12 - Lesson 25 from SSF - Students need their HW out from last night HW: write 5 higher-level thinking questions in prep. for our Socratic Seminar tomorrow Wrap-up Othello - STRD: 2.a., 4.b. - DGP Sentence 12 quiz Othello Portfolios are DUE on Monday, April 23rd. Formal Observations: Judy Sayre-Grim (#3) HW: write at least 1-pg response to the prompt (use lesson 19 from SSF to make prompt) re: the symbolism of the handkerchief Formal Observations: Lisa Garcia (#4)? - Socratic Seminar HW: 1) 1) respond in 1+ pages to prompt re: the use of bodily-kinesthetic strategies to help you learn Othello 2) begin thinking about the argument you want to make for the HF/Othello paper, which we’ll begin formally working on tmrw in class 3) FINAL PORTFOLIOS ARE DUE ON MONDAY!!! EDRM602 Data Collection: Students’ responses to prompt above Formal Observations: Judy Sayre-Grim (#4) – BUT NOT FOR THIS CLASS—one of the freshmen classes 5 Othello Unit Calendar – v29 Standards Key: 1.e. – Summarize, synthesize, and evaluate literary, expository, and technical texts 1.g. (f) – Analyze form, function, and definition of words in given context 1.g. (f) – Develop vocab. power aligned with reading 2.a. – Write or speak for a specific purpose and audience 2.g. (d) – Interpret the prompt and construct an appropriate response 3.b. – Use standard (academic) English usage in writing, including subject/verb agreement, agreement of pronoun and its antecedent, parallel structure, and correct modifiers 3.c. – Write in complete sentences (varying the types of sentences using appropriate patterns/transitions and punctuation) 3.d. – Punctuate correctly, including apostrophes, commas, semi-colons, colons, and dashes 4.b. – Uses higher-level questioning skills as an approach to understanding texts 4.d. – Evaluate the language, content, structure, meaning, and significance of both familiar and previously unseen oral, written, and visual texts 4.d. – Express an informed, independent, and unique response to texts 5.a. – Establish a purpose for reading 5.c. – Understands how to paraphrase text 5.c. – Synthesizes and organizes information for a final written/spoken product 5.d. – Selects and locates information appropriate for a specific purpose or audience and justifies the selection 6.c. – Read and determine theme (the message the author is conveying about life or people in relation to the topic) = EDRM602 data collection day 6