Ms. Oing English 2
Unit 4: Lessons of History
Agenda: 1/7/13
• DOL Warmup
• Thematic Focus
Reminders
• tomorrow
 Bring pencil for scantron assessment
• this week
 AoW 15 Friday
Thematic Focus
• On a sheet of paper, reflect on the following
quote:
 “Fellow citizens, we cannot escape history.”
-Abraham Lincoln
Thematic Focus
• At your table, choose a letter (A, B, C, D) and
write it on your paper
A. In what way do you think the lessons of history
are important?
B. In what ways is history kept alive?
C. What are some ideas, stories, concepts, or
conflicts that never change throughout history?
D. What kinds of stories and experiences might
you expect to read about in this unit?
•
If there are only 3 in your group, no one
chooses D
Thematic Focus
• On your paper brainstorm a list of your favorite
books, stories, movies, TV shows, comics, or
games
• For each work you list:
1. Identify the primary conflict faced by the
protagonist
2. Who/what is the enemy in the work?
3. What makes the struggle between the
protagonist and the enemy so interesting?
Ms. Oing English 2
Unit 4: Lessons of History
Agenda: 1/8/13
• SUB
• Benchmark Pre-Assessment
Reminders
• today
 Thematic Focus
• this week
 AoW 15 Friday
Ms. Oing English 2
Unit 4: Lessons of History
Agenda: 1/9/13
• DOL WarmUp
• Thematic Focus Review
• Literary Concepts
Reminders
• this week
 AoW 15 Friday
• next week
 Reading Journal Monday
 Vocabulary 4-1 Definitions Thursday
 AoW 16 Friday
Thematic Focus Review
• What makes the struggle between protagonist
and enemy so compelling?
Irony: Four Square
• Textbook p543-544
• In each quadrant
 Topic
 Definition in your own words
 5 examples
 Use color!
• At your tables, decide who is A, B, C, D
A.
B.
C.
D.
Irony
Verbal Irony
Situational Irony
Dramatic Irony
• If only 3, A & B are done by same person
Ms. Oing English 2
Unit 4: Lessons of History
Agenda: 1/10/13
• DOL WarmUp
• Irony Review
• “Two Friends”
Reminders
• today
 Irony Foursquare
• tomorrow
 AoW 15
• next week
 Reading Journal Monday
 Vocabulary 4-1 Definitions Thursday
 AoW 16 Friday
Irony
• irony: contrast between what is expected to
happen and what actually happens
 opposites
• verbal irony: what is said is opposite of what is
meant
• situational irony: contrast between what
character/reader expects what and happens
• dramatic irony: contrast between what
character knows and what reader/audience
knows
Irony or no?
• An old man turns 98, wins the lottery and dies
the next day
• It’s a black fly in your Chardonnay
• It’s like rain on your wedding day
• It’s a free ride when you’ve already paid
• It’s the good advice that you just didn’t take
• It’s a traffic jam when you’re already late
• A no-smoking sign on your cigarette break
• It’s like 10,000 spoons when all you need is a
knife
“Two Friends”
• TB p546
Ms. Oing English 2
Unit 4: Lessons of History
Agenda: 1/11/13
• DOL WarmUp
• Turn ‘n’ Talk
• Review “Two Friends”
• “Cranes”
Reminders
• today
 AoW 15
• next week
 Reading Journal Monday
 DOL & Reflection Wednesday
 Vocabulary 4-1 Definitions Thursday
 AoW 16 Friday
Turn ‘n’ Talk
• Get out your AoW
• Turn to someone at your table who also did it
 If no one at your table did it, find someone who
has
 Odd man out? Find a pair and make a 3some
• Write down on the back of your reflection the
name of your TnT partner
• Share
3. Three things you found interesting
2. Two questions you have after reading
1. One new thing you learned
“Two Friends”
• Who or what was the enemy in “Two Friends”?
“Cranes” p585
• Read story silently or take turns reading aloud
to group in private/12-inch voices
• As you read (or after, for homework)
 Create a time line to show the different phases of
the relationships between Songsam and his
childhood friend.
 List major events in the relationship
 Describe the changes in Songsam’s attitude
toward Tokchae
• Notable dates/ages:
 Main action in 1952, characters are 20 years old
 Flashback on p586 characters are 5-6 years old
 Flashback on p587-588 characters are 12
Ms. Oing English 2
Unit 4: Lessons of History
Agenda: 1/14/13
• DOL WarmUp
• Grammar: Verbals
• Review “Cranes”
• War Poetry
Reminders
• today
 Reading Journal
 “Cranes” Timeline
• this week
 DOL & Reflection Wednesday
 Vocabulary 4-1 Definitions Thursday
 AoW 16 Friday
Grammar: Verbals
• verbal: verb form that acts as an adjective, a
noun, or an adverb
a. The dog smiled as he went after the ball.
b. Smiling, the dog went after the ball.
•
Charlie was working at a factory.
•
Working at a factory changed Charlie’s view
of the production system.
•
As a working man, Charlie had plenty of time
to contemplate the production system.
•
Charlie contemplates ways to work on the
production system.
Grammar: Verbals
• How to identify verb vs. verbal?
1. Identify the subject
2. Identify the verb
3. Look for verbals (not always there)
“Cranes”
• Before the war, what relationship did Songsam
and Tokchae have?
• Now, what relationship would you say they
have? Why?
• What is the enemy?
War Poetry
• At the top of your group paper, write down
“Heads” or “Tails”
 Heads=“Do not weep, maiden, for war is kind”
p580
 Tails=“the sonnet-ballad” p579
• In your poem, look for examples of verbal
irony. Write down the words/phrases on your
paper, and explain how it shows verbal irony.
Extra Credit: #6 p581
Ms. Oing English 2
Unit 4: Lessons of History
Agenda: 1/15/13
• DOL WarmUp
• Vocabulary 4-1 Definitions
• from Night
Reminders
• tomorrow
 DOL & Reflection Wednesday
• this week
 Vocabulary 4-1 Definitions Thursday
 AoW 16 Friday
Vocabulary Definitions
1. Teacher reads word
2. Class repeats word
3. Teacher reads sentence
4. Students individually guess word’s meaning
5. Repeat 1-4 to end
6. Students get definitions for HW
 Do NOT use word as part of definition
 Definitions must be 3 words or more long
 Definition must match both part of speech and
way word is used in sample sentence
from Night, p594
• Copy the following chart onto your paper and
complete while reading
Night
Cause of Situation
How the Author and
Other Victims are
Treated
Psychological Effects on
Victims
How People Try to Cope
Author’s Purpose in
Telling About Events
• Reframed Sentence: What do you consider the
worst circumstance in this portion of Wiesel’s
concentration camp experiences? Explain.
Ms. Oing English 2
Unit 4: Lessons of History
Agenda: 1/16/13
• DOL WarmUp
• Conviction
Reminders
• today
 DOL & Reflection
• tomorrow
 Meet in A-402
 Vocabulary 4-1 Definitions
• this week
 AoW 16 Friday
• next week
 Reading Journal Tuesday
 Vocabulary 4-1 Sentences Tuesday
 DOL & Reflection Wednesday
 Vocabulary 4-1 Review & Quiz Thursday
Conviction
• On a piece of binder paper, copy the following
sentence starter:
 I deeply believe ______________________
• Complete with your most deeply-held values
and beliefs
• Next copy and complete the following sentence:
 To defend those beliefs, I would_____________
Conviction
• At your table groups, think of 2-3 people
(historical figures, contemporary leaders, etc)
who have stood up for their convictions in some
way.
• Write down their names on your papers and
answer:
a. What do they have in common?
b. Were they successful in achieving their goals?
c. How are they different from one another?
Ms. Oing English 2
Unit 4: Lessons of History
Agenda: 1/17/13
• Computer Lab
Ms. Oing English 2
Unit 4: Lessons of History
Agenda: 1/18/13
• DOL WarmUp
• Turn ‘n’ Talk
• Grammar: Verbals-Gerunds
• Style: Tone
Reminders
• today
 AoW 16
• next class
 Reading Journal
 Vocabulary 4-1 Sentences
• next week
 DOL & Reflection Wednesday
 Vocabulary 4-1 Review & Quiz Thursday
 AoW #17 Friday
Turn ‘n’ Talk
• Get out your AoW
• Turn to someone at your table who also did it
 If no one at your table did it, find someone who
has
 Odd man out? Find a pair and make a 3some
• Write down on the back of your reflection the
name of your TnT partner
• Share
3. Three things you found interesting
2. Two questions you have after reading
1. One new thing you learned
Grammar: Verbals-Gerunds
• (continue on notes from last week)
• gerund: verbal ending in –ing that acts as a
noun
 Thinking hurts my brain.
 Walking is good exercise
 I love running.
• gerund phrase: gerund plus its modifiers and
complements
 I remember packing a suitcase and carrying it
out to the kitchen, standing very still for a few
minutes, looking carefully at the familiar objects
all around me.
Practice: Gerunds
• Rewrite these sentences, changing parts of
them into gerund phrases. Underline each
gerund phrase.
 When I tell the story, it makes me squirm.
 Telling the story makes me squirm.
1. I asked a lot of questions about the war, but it
didn’t help me find answers.
2. I worked in the factory; it couldn’t silence the
howls of war in my head.
3. My modest antiwar activities included support
for the campaign of Eugene McCarthy.
Practice: Gerunds
1. I asked a lot of questions about the war, but it
didn’t help me find answers.
 Asking a lot of questions about the war didn’t
help me find answers.
2. I worked in the factory; it couldn’t silence the
howls of war in my head.
 Working in the factory couldn’t silence the howls
of war in my head.
3. My modest antiwar activities included support
for the campaign of Eugene McCarthy.
 My modest antiwar activities included
supporting the campaign of Eugene McCarthy.
Style: Tone
• tone: the attitude a writer takes toward his or
her subject
 diction: word choice
• vocabulary
• syntax: arrangement and order of words
 emotions conveyed in reading
• Examples of tone:
 bitter
 cynical
 serious
 angry
 funny
 detached
Style: Tone
• “The Artilleryman’s Vision” TB p646
• How do you think the speaker feels about the
incidents he describes? Use evidence to
support.
 tormented
• “rousing even in dreams a devilish exultation and
all the old mad joy in the depths of my soul” (ln20)
• “With the patter of small arms, the warning s-s-t of
the rifles, (these in my vision I hear or see,)” (ln24)
• crashing, smoking, guns, swords, suffocating,
movement, grime, heat, rush, bombs, rockets
Style: Tone
• Read “look at this)” p648
• On the blank side of the index card, write your
names and your guess what the tone of the
author is
• On the lined side of the index card, write
evidence from the poem to support your
answer.
Ms. Oing English 2
Unit 4: Lessons of History
Agenda: 1/22/13
• DOL WarmUp
• Vocabulary 4-1 Review
• Point of View
Reminders
• today
 Reading Journal
 Vocabulary 4-1 Sentences
• tomorrow
 DOL & Reflection Wednesday
• this week
 Vocabulary 4-1 Review & Quiz Thursday
 AoW #17 Friday
Vocabulary Review: Unit 4-1
• Column 1: Fill in the words & parts of speech
atrocity (n)
din (n)
respite (n)
stature (n)
emaciated (adj)
fanatical (adj)
interminable (adj)
notorious (adj)
pensive (adj)
rejuvenated (adj)
• Column 2: Your best recollection of the
definition
• Column 3: Rate your knowledge/comfort with
the word now
• Column 4: The actual definition, from your chart
or dictionary (for HW)
Assert Yourself
• What does it mean to be “assertive”?
• What are advantages of acting assertively?
• What are disadvantages of acting assertively?
“The Prisoner Who Wore
Glasses” p653
• Follow along with the recording
• As you listen, write down 5-10 quotes that
demonstrate from which point of view the story
is told.
• Discuss (or written for HW/extra credit):
 Is this third-person limited or third-person
omniscient?
 Why is the story told this way?
 How would it be different if Brille were the
narrator?
Ms. Oing English 2
Unit 4: Lessons of History
Agenda: 1/23/13
• DOL WarmUp
• Grammar: Verbals-Participles
• South African History
Reminders
• today
 DOL & Reflection
• tomorrow
 Vocabulary 4-1 Review & Quiz
• this week
 AoW #17 Friday
Grammar: Verbals-Participles
• (continue on notes from last week)
• participle: verbal ending in –ing or -ed that acts
as an adjective
 We’ll meet at the swimming pool.
 Don’t forget your hiking boots.
 The exhausted mother went to the store.
• participial phrase: participle with its modifiers
and complements
 usually modifies the subject of a sentence
• Floating in the pool, I marveled at the clouds.
• Biting his victim, the vampire felt a momentary
thrill.
 must be located next to noun being modified
Grammar: Verbals-Participles
• participles are written as present or past
 present: end in –ing
 past: end in –ed, -en, -d, -t, -n, or –ne
• depends on the past-tense form of the verb in
question
VERB
PRESENT
PAST
to interest
interesting
interested
to carry
carrying
carried
to write
writing
written
to have
having
had
to burn
burning
burnt
to break
breaking
broken
to do
doing
done
Practice: Participles
• Rewrite each group of sentences as a single sentence
containing 1+ participial phrases. Underline each
participial phrase.
 The memory has been buried for years. It comes back when he
hears her name.
 The memory, buried for years, comes back when he hears her
name.
1.
Varenka carries herself unusually erect. She tips her head
back in a regal way.
2.
He dances every dance with her. He whirls her around. He
feels giddy and light as air.
3.
The colonel drops to one knee. He inspires the crowd’s
applause.
4.
Near her house he stops. He hears strange, evil music.
Practice: Participles
1. Varenka carries herself unusually erect. She tips her
head back in a regal way.

Varenka carries herself unusually erect, tipping her head
back in a regal way.
2. He dances every dance with her. He whirls her around.
He feels giddy and light as air.

He dances every dance with her, whirling her around,
feeling giddy and light as air.
3. The colonel drops to one knee. He inspires the crowd’s
applause.

The colonel, dropping to one nee, inspires the crowd’s
applause.
4. Near her house he stops. He hears strange, evil music.
 Near her house he stops, hearing strange, evil music.
South African History
• Open TB to p662
• Cloze read
 Teacher reads aloud, students follow along
 When teacher pauses, students (as a class)
FLUENTLY fill in word that was left out
 Teacher continues
• What is apartheid?
• Who was Nelson Mandela?
• Why was he important to South African history?
South African History
• apartheid: segregation of the black majority in
South Africa from the white minority 1948-1994
 Afrikaner: white South African of Dutch descent
• being assertive against apartheid landed
blacks in prisons (like Brille)
• Nelson Mandela
 Anti-apartheid activist
 Established democracy in South Africa
• South Africa’s first black president
South African History
• In your table groups, do the Activity Link on
p663 (due @ end of class or HW)
Ms. Oing English 2
Unit 4: Lessons of History
Agenda: 1/24/13
• DOL WarmUp
• Quiz: Vocabulary 4-1
• William Shakespeare
Reminders
• today
 Vocabulary 4-1 Review & Quiz
• tomorrow
 AoW #17 Friday
Vocabulary Quiz
• I will distribute tests when it is quiet
• Fill in the blanks with the correct words from the
word bank
 Points will be deducted if word is misspelled
• Turn test over on desk when finished
 Non-disruptive electronics use is welcome once
test is completed
• Remain quiet until everyone is finished or time
is up
Vocabulary Quiz Reflection
• Copy & complete the following sentences on
the back of your quiz
1. On this quiz I scored a _____.
2. I expected to score a _____.
3. The reason(s) why I did/not meet my
expectation is/are ___________________.
*You WILL still be doing a Word Wall this grading
period, just on a separate sheet of paper
William Shakespeare
• So which is it: literature or history?
• Why can/can’t he be both?
• Shakespeare’s World, pp683-685
 First three groups to finish all five questions on
scavenger hunt wins
Ms. Oing English 2
Unit 4: Lessons of History
Agenda: 1/25/13
• DOL WarmUp
• Turn ‘n’ Talk
• Elizabethan Language
Reminders
• today
 AoW 17
• next class
 Reading Journal
• next week
 DOL & Reflection Wednesday
 Vocabulary 4-2 Definitions Thursday
 AoW #18 Friday
Turn ‘n’ Talk
• Get out your AoW
• Turn to someone at your table who also did it
 If no one at your table did it, find someone who
has
 Odd man out? Find a pair and make a 3some
• Write down on the back of your reflection the
name of your TnT partner
• Share
3. Three things you found interesting
2. Two questions you have after reading
1. One new thing you learned
Elizabethan Language
• Why is Shakespeare so hard to read!?
 Poetic format
 Old/retired vocabulary
 Different word order in sentences
Poetic Format
• regarded as “superior” writing
• used to give subtext about characters
 societal hierarchy
 level of education
• used to give subtext about content
 subject matter
 signified end of scenes/acts
*Since poems are written in strict rhyme and/or
meter, words had to be re-arranged, split, or
contracted
Old/Retired Language
• Second-person familiar pronouns
Singular
Plural
Modern
Subject
thou
ye
you
Object
thee
you
you
Possessive Adjective
thy
thine (if noun
starts with
vowel)
your
your
Possessive Noun
thine
yours
yours
• similar to “tu” in Spanish, or “kimi” in Japanese
Old/Retired Language
• Verb Inflections
 with second-person familiar pronouns, verbs
ended in –est, -’st, or –st
• give‘st
• sing‘st
 third-person singular, substitutes –th for –s
• does -> doth
• gives -> giveth
Old/Retired Language
• Irregular verbs
Present you
are
have
will
can
shall
do
Present thou art
hast
wilt
canst
shalt
dost
Past
hadst wouldst
couldst
shouldst
didst
thou wast
Word Order
• modern: subject-verb-object
 I want cookies.
 I walked the dog.
 I read books.
• Elizabethan: object-subject-verb
 Cookies I want.
 The dog I walked.
 Books I read.
Ms. Oing English 2
Unit 4: Lessons of History
Agenda: 1/28/13
• DOL WarmUp
• Shakespearean Drama
• Julius Caesar I,i-ii
Reminders
• today
 Reading Journal
• this week
 DOL & Reflection Wednesday
 Vocabulary 4-2 Definitions Thursday
 AoW #18 Friday
Shakespearean Drama
• IMPORTANT TERMS TO KNOW
 Hint: Write these down!
• A tragedy is a story in which a series of actions
leads to the downfall of the tragic hero
• A tragic hero
 Possesses importance or high rank
 Exhibits extraordinary talents
 Displays a tragic flaw—an error in judgment or
defect in character—that leads to downfall
 Faces downfall with courage and dignity
Shakespearean Drama
• Reminders
 Terms we’ve had before; only write down if you
don’t remember them or weren’t here
• soliloquy: long speech given by character
while alone on stage to reveal private
thoughts/intentions
• aside: character’s quiet remark to the audience
or another character that no one else on stage
is supposed to hear
Julius Caesar
• Open TB to p689
• Build Background, Roman Politics
• Do you believe the Roman Senate was justified
in its fear that Caesar would try to control the
government too much? Why?
Julius Caesar I,i
• The play begins on February 15, the religious
feast of Lupercal. Today the people have a
particular reason for celebrating. Julius Caesar
has just returned to Rome after a long civil war
in which he defeated the forces of Pompey, his
rival for power. Caesar now has the opportunity
to take full control of Rome.
Julius Caesar I,i
• In the opening scene, a group of workmen, in
their best clothes, celebrate in the streets. They
are joyful over Caesar’s victory. The workers
meet Flavius and Marullus, two tribunes—
government officials—who supported Pompey.
The tribunes express their anger at the
celebration, and one worker responds with
puns. Finally, the two tribunes scatter the
crowd.
Julius Caesar I, ii
• TB p695
 Follow along with movie in book (book has good
footnotes about unfamiliar vocabulary!)
• On a piece of binder paper you will be handing
in at the end of class for credit, make an
evaluation of the following topics, citing at least
one quote (more is better) to support
1. How Cassius feels about Caesar
2. How Caesar feels about Cassius
•
(Purple/blue words don’t count for quotes)
Ms. Oing English 2
Unit 4: Lessons of History
Agenda: 1/29/13
• DOL WarmUp
• Vocabulary 4-2 Definitions
• Julius Caesar I,iii
Reminders
• tomorrow
 DOL & Reflection
• this week
 Vocabulary 4-2 Definitions Thursday
 AoW #18 Friday
Vocabulary Definitions
1. Teacher reads word
2. Class repeats word
3. Teacher reads sentence
4. Students individually guess word’s meaning
5. Repeat 1-4 to end
6. Students get definitions for HW
 Do NOT use word as part of definition
 Definitions must be 3 words or more long
 Definition must match both part of speech and
way word is used in sample sentence
Julius Caesar
• How does Cassius feel about Caesar?
 “Ye gods! It doth amaze me / A man of such a
feeble temper should / So get the start of the
majestic world / And bear the palm alone”
(I,ii,128-131).
• How does Caesar feel about Cassius?
 “Such men as he be never at heart’s ease /
Whiles they behold a greater than themselves,
And therefore are they very dangerous. I rather
tell thee what is to be feared / Than what I fear,
for always I am Caesar” (I,ii,208-212).
Julius Caesar I,iii
• TB p706
 Follow along with movie in book (book has good
footnotes about unfamiliar vocabulary!)
• On a piece of binder paper you will be handing
in at the end of class for credit, make an
evaluation of the following topics, citing at least
one quote (more is better) to support
1. Why Casca is nervous/anxious
2. Why Cassius needs Brutus’ support
•
(may use quotes from yesterday’s scene as well)
Julius Caesar I,iii
1. Why Casca is nervous/anxious
 “But never till tonight, never till now, / Did I go
through a tempest dropping fire. / Either there
is a civil strife in heaven, / Or else the world,
too saucy with the gods, / Incenses them to
send destruction” (I,iii,9-13).
2. Why Cassius needs Brutus’ support
 “O, he sits high in all the people’s hearts, / And
that which would appear offense in us, / His
countenance, like richest alchemy, / Will change
to virtue and to worthiness” (I,iii,157-160).
Ms. Oing English 2
Unit 4: Lessons of History
Agenda: 1/30/13
• DOL WarmUp
• Julius Caesar II,i
Reminders
• today
 DOL & Reflection
• tomorrow
 Meet in A-402 computer lab
 Vocabulary 4-2 Definitions
• this week
 AoW #18 Friday
Julius Caesar II,i
• TB p714
 Follow along with movie in book (book has good
footnotes about unfamiliar vocabulary!)
• On a piece of binder paper you will be handing
in at the end of class for credit, make an
evaluation of the following topics, citing at least
one quote (more is better) to support
1. Brutus’ certainty of the rightness of the plan
2. How bloodthirsty the conspirators are
Julius Caesar II,i
1. Brutus’ certainty of the rightness of the plan
 "Between the acting of a dreadful thing / And
the first motion, all the interim is / Like a
phantasma or a hideous dream. / The genius
and the mortal instruments / Are then in
council, and the state of man, / Like to a little
kingdom, suffers then / The nature of an
insurrection" (II,i,63-69).
Julius Caesar II,i
2. How bloodthirsty the conspirators are
 “Let us be sacrificers, but not butchers, Caius. /
We all stand up against the spirit of Caesar, /
And in the spirit of men there is no blood. / O
that we then could come by Caesar’s spirit /
And not dismember Caesar!” (II,i,166-170)
 “Let [Antony] not die, / For he will live and laugh
at this hereafter” (II,i,190-191).
Ms. Oing English 2
Unit 4: Lessons of History
Agenda: 1/31/13
• Computer Lab
Reminders
• today
 Vocabulary 4-2 Definitions
• tomorrow
 AoW #18
Ms. Oing English 2
Unit 4: Lessons of History
Agenda: 2/1/13
• DOL WarmUp
• Turn ‘n’ Talk
• Julius Caesar II,i-iv
Reminders
• today
 AoW #18
• next class
 Reading Journal
• next week
 Vocabulary 4-2 Sentences Tuesday
 DOL & Reflection Wednesday
 Vocabulary 4-2 Review & Quiz Thursday
 AoW #19 Friday
Turn ‘n’ Talk
• Get out your AoW
• Turn to someone at your table who also did it
 If no one at your table did it, find someone who
has
 Odd man out? Find a pair and make a 3some
• Write down on the back of your reflection the
name of your TnT partner
• Share
3. Three things you found interesting
2. Two questions you have after reading
1. One new thing you learned
Julius Caesar II,i-ii
• TB p722
 Follow along with movie in book (book has good
footnotes about unfamiliar vocabulary!)
• On a piece of binder paper you will be handing
in at the end of class for credit, make an
evaluation of the following topics, citing at least
one quote (more is better) to support
1. How involved Portia is in the conspiracy
2. How well Caesar listens to his wife’s counsel
3. How hard it is to change Caesar’s mind
Token Point Questions
• Why is the discussion (end of II,i) with Ligarius
important?
• Why are II,iii and II,iv included? What purpose
do they serve to the story?
Ms. Oing English 2
Unit 4: Lessons of History
Agenda: 2/4/13
• DOL WarmUp
• Julius Caesar III,i
Reminders
• today
 Reading Journal
• tomorrow
 Vocabulary 4-2 Sentences
• this week
 DOL & Reflection Wednesday
 Vocabulary 4-2 Review & Quiz Thursday
 AoW #19 Friday
CAHSEE Schedule
Tuesday
CAHSEE
ELA
Lunch
4th Period
3rd Period
2nd Period
1st Period
Times
8:00am-11:30am
Wednesday
CAHSEE
Math
11:30am-12:00pm
Lunch
12:07pm-12:35pm
4th Period
12:42pm-1:25pm
5th Period
1:32pm-2:15pm
6th Period
2:22pm-3:05pm
7th Period
Julius Caesar II,i-ii
1. How involved Portia is in the conspiracy
 Not at all
•
“Portia, go in awhile, / And by-and-by thy bosom
shall partake / The secrets of my heart. / All my
engagements I will construe to thee, / All the
charactery of my sad brows” (II,i,304-308).
Julius Caesar II,i-ii
2. How well Caesar listens to his wife’s counsel
 Somewhat well (does at first, then changes
mind by someone ELSE’S counsel)
•
•
“Calpurnia here, my wife, stays me at home”
(II,ii,75).
“How foolish do your fears seem now, Calpurnia!
/ I am ashamed I did yield to them. / Give me my
robe, for I will go” (II,ii,105-107).
Julius Caesar II,i-ii
3. How hard it is to change Caesar’s mind
 Not terribly hard
•
•
•
“Mark Antony shall say I am not well, / And for
thy humor I will stay at home” (II,ii,55-56).
“This dream is all amiss interpreted; / It was a
vision fair and fortunate” (II,ii,83-84).
“the Senate have concluded / To give this day a
crown to mighty Caesar. / If you shall send them
word you will not come, / Their minds may
change” (II,ii,93-96).
Julius Caesar III,i
• TB p736
 Follow along with movie in book (book has good
footnotes about unfamiliar vocabulary!)
• On a piece of binder paper you will be handing
in at the end of class for credit, find one or more
quotes to support the following statements
1. Caesar’s high opinion of himself
2. Cassius’ fear what will happen if Antony speaks
to the public
3. Antony’s apparent opinion of the conspirators
4. Antony’s actual opinion of the conspirators
Ms. Oing English 2
Unit 4: Lessons of History
Agenda: 2/5/13
• DOL WarmUp
• Vocabulary 4-2 Review
Reminders
• today
 Vocabulary 4-2 Sentences
• tomorrow
 DOL & Reflection
• this week
 Vocabulary 4-2 Review & Quiz Thursday
 AoW #19 Friday
• next week
 Reading Journal Monday
 DOL & Reflection Wednesday
 Unit Test Thursday
 Book Review Friday
Vocabulary Review: Unit 4-2
• Column 1: Fill in the words & parts of speech
bedlam (n)
chaos (n)
commodity (n)
conviction (n)
tirade (n)
cower (v)
perpetrate (v)
acute (adj)
irrelevant (adj)
ruefully (adv)
• Column 2: Your best recollection of the
definition
• Column 3: Rate your knowledge/comfort with
the word now
• Column 4: The actual definition, from your chart
or dictionary (for HW)
Ms. Oing English 2
Unit 4: Lessons of History
Agenda: 2/6/13
• DOL WarmUp
• Vocabulary 4-2 Review
• Julius Caesar III,ii
Reminders
• today
 Vocabulary 4-2 Sentences
 DOL & Reflection
• tomorrow
 Vocabulary 4-2 Review & Quiz
• this week
 AoW #19 Friday
• next week
 Reading Journal Monday
 DOL & Reflection Wednesday
 Unit Test Thursday
 Book Review Friday
Vocabulary Review: Unit 4-2
• Column 1: Fill in the words & parts of speech
bedlam (n)
chaos (n)
commodity (n)
conviction (n)
tirade (n)
cower (v)
perpetrate (v)
acute (adj)
irrelevant (adj)
ruefully (adv)
• Column 2: Your best recollection of the
definition
• Column 3: Rate your knowledge/comfort with
the word now
• Column 4: The actual definition, from your chart
or dictionary (for HW)
Julius Caesar III,ii
• TB p747
• On a piece of binder paper you will be handing
in at the end of class for credit, find one or more
quotes to support the following statements
1. Brutus’ love for Rome or willingness to make
sacrifices for the good of Rome
2. Antony’s words showing Caesar was not
ambitious, as Brutus said
3. Antony’s words rousing the crowd to be angry
at the conspirators
4. Caesar’s generosity in his will
Ms. Oing English 2
Unit 4: Lessons of History
Agenda: 2/7/13
• DOL WarmUp
• Vocabulary 4-2 Quiz
• Translating Shakespeare
Reminders
• today
 Vocabulary 4-2 Review & Quiz
• tomorrow
 AoW #19
• next week
 Reading Journal Monday
 DOL & Reflection Wednesday
 Unit Test Thursday
 Book Review Friday
Vocabulary Quiz
• I will distribute tests when it is quiet
• Fill in the blanks with the correct words from the
word bank
 Points will be deducted if word is misspelled
• Turn test over on desk when finished
 Non-disruptive electronics use is welcome once
test is completed
• Remain quiet until everyone is finished or time
is up
Vocabulary Quiz Reflection
• Complete the following sentences on the back
of your quiz
1. On this quiz I scored a _____.
2. I expected to score a _____.
3. The reason(s) why I did/not meet my
expectation is/are ___________________.
*You WILL still be doing a Word Wall this grading
period, just on a separate sheet of paper
Translating Shakespeare
• Get out notes from 1/25 on “Elizabethan
English”
• Using those rules, translate the following
modern phrases into Elizabethan
 I want to hear you sing.
 She did poorly on her work when her uncle was
ill.
 He gives many gifts each Christmas.
 Your voice sounds lovely when you speak.
 Why do you speak such mean words?
Translating Shakespeare
• I want to hear you sing.
 Thee I want to hear sing.
 Thy song I want to hear.
Translating Shakespeare
• She did her work poorly when her uncle was ill.
 Her work she didst poorly when her uncle wast
ill.
 Her work she didst poorly when ill her uncle
wast.
 When her uncle wast ill, her work she didst
poorly.
 When ill her uncle wast, her work she didst
poorly.
 Whilst her uncle ailed, her work she didst poorly.
Translating Shakespeare
• He gives many gifts each Christmas.
 Many gifts he giveth each Christmas.
 Many gifts doth he give each Christmas.
Translating Shakespeare
• Your voice sounds lovely when you speak.
 Lovely thy voice sounds when thou speakest.
 Lovely sounds thy voice when thou speakest.
Translating Shakespeare
• Why do you speak such mean words?
 Why speakest thou such mean words?
 Wherefore speakest thou such mean words?
Translating Shakespeare
1. Take out of poetic form. Write as regular sentences, one
sentence per line.
2. Identify subject, verbs, objects. Re-order to modern
rules. Shorten long and confusing sentences
3. Look at any given footnotes in book; write relevant info
4. Footnote unfamiliar words; look up definitions
1.
2.
Modern dictionary
Shakespeare dictionary
5. Identify any figurative language (similes, metaphors,
idioms, personification, allusion) & explain
6. Re-write in modern English
Ms. Oing English 2
Unit 4: Lessons of History
Agenda: 2/8/13
• Turn ‘n’ Talk: AoW
• The Power of Shakespeare’s Rhetoric
Reminders
• today
 AoW #19
• next class
 Reading Journal
• this week
 DOL & Reflection Wednesday
 Unit Test Thursday
 Book Review Friday
Turn ‘n’ Talk
• Get out your AoW
• Turn to someone at your table who also did it
 If no one at your table did it, find someone who
has
 Odd man out? Find a pair and make a 3some
• Write down on the back of your reflection the
name of your TnT partner
• Share
3. Three things you found interesting
2. Two questions you have after reading
1. One new thing you learned
Shakespeare’s Rhetoric
• Complete worksheet for assigned scenes in
table groups
• You are welcome to use only the following
resources for help
 Modern dictionary (or dictionary.com)
 Shakespearean dictionary (or
ShakespearesWords.com)
 Your textbook
 Your table mates
• One piece of paper per group, put names of all
group members who did the work
• Due @end of period or HW for Monday
Ms. Oing English 2
Unit 4: Lessons of History
Agenda: 2/11/13
• Julius Caesar IV
Reminders
Mon
*Reading
Journal
*Shakespeare’
s Rhetoric (if
not turned in
last Friday)
Tues
*DOL &
Reflection
Wed
*Late Start
Collab
*Meet in CCommons
Thurs
*Unit Test
Fri
*Word Wall &
Practice
*Book Review
Julius Caesar IV, i-iii
• TB p760
• On a piece of binder paper you will be handing
in at the end of class for credit, find one or more
quotes to support the following statements
1. Lepidus is not a good leader
2. Brutus is honorable, while Cassius has flaws
3. Brutus’ wife did not respond well to his leaving
Rome
4. Something important will happen to Brutus at
Philippi
Ms. Oing English 2
Unit 4: Lessons of History
Agenda: 2/12/13
• Review Shakespeare’s Rhetoric
• Julius Caesar V
• Unit Test Review
Reminders
Mon
Tues
Wed
*Reading
Journal
*DOL &
Reflection
*Late Start
Collab
*Shakespeare’
s Rhetoric (if
not turned in
last Friday)
*Shakespeare’
s Rhetoric
(from Friday)
*Meet in CCommons
Thurs
*Unit Test
Fri
*Word Wall &
Practice
*Book Review
*Criterion
Essay Final
Draft
Shakespeare’s Rhetoric
• Cassius persuades using:
 flattery, logic, dishonesty, fear, emotionally charged words
• Brutus persuades using:
 plea to conscience/morality, emotionally charged words
• Portia persuades using:
 reminders of shared bonds, logic, emotionally charged
words
• Calpurnia persuades using:
 appeal to pity, emotionally charged words, reminders of
shared bonds, fear
• Antony persuades using:
 suggestion, logic, emotionally charged words, bribery
Julius Caesar V, i-v
• TB p778
• On a piece of binder paper you will be handing
in at the end of class for credit, find one or more
quotes to support the following statements
1. Brutus persists in his honor (or his pride that he
is honorable)
2. Cassius dies because of a misunderstanding
3. Brutus knows his cause is doomed
4. Antony admired Brutus and saw his reasons for
involvement as different than the other
conspirators
Unit Test Review
• 50 Multiple Choice Questions
• 1 Short Essay
Unit Test Review
• Part 1: Literature (25 questions)
 Irony
 Tone
 Point of View
 Elizabethan Language
 Shakespeare
• Important terms: tragedy, tragic hero, soliloquy,
aside
Unit Test Review
• Part 2: Grammar (15 questions)
 Verbals
 Gerunds/Gerund Phrases
 Participles/Participial Phrases
Unit Test Review
• Part 3: DOL Review (10 questions)
Ex: James wanted to go to the park, however; his
Mom says he was too sick and needed to rest.
What is the best way to correct the underlined
section?
a.
b.
c.
d.
park, however, his Mom says
park; however, his Mom said
park; however, his mom says
park; however, his mom said
For My Special Valentines <3
• You are welcome to use 1 3”x5” notecard on
the multiple choice portion of the test 
Ms. Oing English 2
Unit 4: Lessons of History
Agenda: 2/13/13
• Psych Fair
Reminders
Mon
Tues
Wed
*Reading
Journal
*DOL &
Reflection
*Late Start
Collab
*Shakespeare’
s Rhetoric (if
not turned in
last Friday)
*Shakespeare’
s Rhetoric
(from Friday)
*Meet in CCommons
Thurs
*Unit Test
Fri
*Word Wall &
Practice
*Book Review
*Criterion
Essay Final
Draft
Ms. Oing English 2
Unit 4: Lessons of History
Agenda: 2/14/13
• Book Pass
Reminders
Mon
*Reading
Journal
*Shakespeare’
s Rhetoric (if
not turned in
last Friday)
Tues
*DOL &
Reflection
*Shakespeare’
s Rhetoric
(from Friday)
Wed
*Late Start
Collab
*Meet in CCommons
Thurs
Fri
*Unit Test
*Word Wall &
Practice
*Book Review
*Criterion
Essay Final
Draft
Book Pass
• Choose one of the books at your table
 Look at the front cover
 Look at the back cover
 Read the first few pages
• When the timer goes off after 3 minutes, write
down
 Title & Author
 Brief 1-sentence summary
 Your opinion
• When I say “Book Pass”, pass clockwise (left)
 When first set of books have visited all @table,
choose from center
Book Pass
• WITHOUT DISCUSSING WITH YOUR
FRIENDS
• List book choice, ranked in order of preference,
1=highest priority, 8=lowest priority
• Include at least one reason why you ranked this
book here, including reasons why it’s not higher
(be honest ;) )
 This will help me determine which book for you if
your first choice is not available
Book Pass
1. The Alchemist by Paulo Coehlo
 It’s short and the first chapter was interesting
2. Inherit the Wind by Jerome Lawrence
 It’s a play and I like plays
3. The Catcher in the Rye by J.D. Salinger
 I heard it has a lot of interesting language
4. Fahrenheit 451 by Ray Bradbury
 I put this last because the first chapter was
really confusing
Ms. Oing English 2
END
Final & Unit Tests
• There is no Form Letter for either test
• Benchmark Tests
 Allowed up to 50 minutes
 Turn in when finished
• Rest until 50m is up, or
• Get started on Unit Test
• Unit 3 Test
 Turn in Multiple Choice part of test before
beginning essay, then pick up textbooks
 Write essay on back of answer sheet
• For an A, must include evidence from textbook AND
novel
• Non-disruptive use of electronics is welcome
after both tests are completed and turned in