Othello Unit Calendar – v32
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 – v32
18
19 - Othello Day 5
20 - Othello Day 6
21 - Othello Day 7
22 - Othello Day 8
23 - Day 8-inbet-9
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
*****ACT 1 PORTFOLIO
CHECKPOINT DAY*****
Formal Observations:
Judy Sayre-Grim (#2)
2
Othello Unit Calendar – v32
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 (Act 2 cont’d.)
- 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)
______________________
EDRM602 Data Collection:
informally observe & take
notes on students’
response to and
performance of the
passage; also, collect
students’ hw tomorrow
(what they wrote in
response to prompt in
HWfor32712_v2.docx)
Watch Act 3
- STRD: 3.b., 3.c., 1.g. (f),
2.g. (d)
- DGP Sentence 10
- Watch Act 3
- Act 3 vocab. list
- Act 3 scene synopses
handout
- Act 3 viewing note
catcher
- Act 2 Portfolio
Checkpoint checklist
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
- Act 2 Portfolio
Checkpoint slips for
grading
- Model for themes
(quotes + explanations)
HW: identify 4 themes
through Act 4 and write 3
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
- Introduce the Modern
Translation Performance
Assessment
- Assign groups and
scenes (5-6 groups and
each scene in Acts 3-4)
- Group work time to read
and plan modern scene
- Modern Translation
Performance Assessment
+ Rubric handouts
- Othello Modern Scene
Plan handout
HW: group-identified
work
31
*****ACT 2 PORTFOLIO
CHECKPOINT DAY*****
Formal Observations:
Lisa Garcia (#2)
3
Othello Unit Calendar – v32
SUNDAY
APRIL 2012
MONDAY
2
3
SPRING
BREAK
8
TUESDAY
WEDNESDAY
4
THURSDAY
5
FRIDAY
6
SPRING
BREAK
SATURDAY
7
SPRING
BREAK
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
read, plan for, and
rewrite modern script
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
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
write modern script
HW: group-identified
work
Modern Translation
Performance Assmt. (for
scenes in Acts 3-4)
- Work Day 5
- 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 Quiz
- 1st set of groups perform
- Guided performancewatching handout
HW: none
EDRM602 Data Collection:
informally observe & take
notes as groups perform
their modern scene scripts
+ students’ 1-pg responses
14
4
Othello Unit Calendar – v32
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
Modern Translation
Performance Assmt. (for
scenes in Acts 3-4) Performance Day 2
- STRD: 2.a.
- 2nd set of groups
perform
- Guided performancewatching handout
HW: your 1) individually
written scene
justifications and your 2)
individually written
reflections are due
tomorrow!!
EDRM602 Data
Collection:
informally observe & take
notes as groups perform
their modern scene
scripts + students’ 1-page
responses
Discussion: Acts 3-4
- STRD: 2.a., 5.d., 4.d.
- DGP Sentence 12
- Discuss/review Acts 34 (specifics TBD - race?
themes? symbols?
characterization? –
PLAN FOR THIS IN
DETAIL)
- Acts 3-4 Portfolio
Checkpoint checklist
HW: 1) write a 1.5-pg
response to the
discussion we had in
class today; 2) finish
Acts 3-4 assignments in
preparation for Acts 3-4
Portfolio Checkpoint
day tomorrow
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 in small
groups
- Act 5 vocab. list
- Act 5 scene synopses
handout
- Act 5 viewing note
catcher
- Act 5, Scene 1 reading
note catcher (on their
own paper)
- Acts 3-4 Portfolio
Checkpoint slips for
grading
Read Act 5, Scene 2
- STRD: 3.b., 3.c., 2.a
- DGP Sentence 12
- Read Scene 2 in small
groups
- Each group acts out the
scene in front of the class
- Respond to exit ticket
writing prompt
- Exit ticket handouts
- Handout 14 from SSF
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
tomorrow
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 Quiz
- Lesson 25 from SSF,
- Students need their HW
out from last night
- Othello post-assessment
Final
Othello
Portfolios
are DUE on
Monday,
April 23rd.
Formal
Observations:
Judy Sayre-Grim (#3)
HW: 1-page response
to prompt about race
through Act 5, Scene 1
*****ACTS 3-4
PORTFOLIO
CHECKPOINT
DAY*****
HW: 1) complete the
Othello post-assessment
2) FINAL PORTFOLIOS ARE
DUE ON MONDAY!!!
Formal
Observations:
Judy Sayre-Grim (#4)
Formal
Observations:
Lisa Garcia (#4)
Formal
Observations:
Lisa Garcia (#3)
5
Othello Unit Calendar – v32
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)
6