October 5-9
Monday, October 5
9.4.1.1 Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
9.4.3.3 Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
- Hand in personal narrative essays if you haven't already. They are due today!
- hand in Locust books
- While the Locust Slept Summary Test
- When you finish with the test we will review the last MCA prep, "Queen of the Nile and talk about the grading for these.
- Then, we will do the MCA prep "Catalina de Erauso"
This week's vocab packet will look a little different. We will start them on Wednesday, review them on Friday, and have the test next Tuesday.
Formative Assessment: Calling on different students at random when reviewing the MCA prep, "Queen of the Nile."
Tuesday, October 6
9.4.3.3 Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
- hand out Much Ado About Nothing Books
- Background on Shakespeare and Much Ado About Nothing — study guides.
- watch the following mini-bio on Shakespeare and fill out the first page of your study guide. You may work with the person sitting next to you after the film.
- Review answers
- Explain the start of the play and then listen to Act 1, scene 1, stopping as necessary to clarify meaning.
- Work with a partner on the Act 1, scene 1 questions in the study guide.
Formative Assessment: calling on students at random when reviewing the study guide questions. Going around the room to check progress of students as they work.
Wednesday, October 7
9.4.4.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact
of specific word choices on meaning and tone (e.g., how the language evokes
a sense of time and place; how it sets a formal or informal tone).
9.11.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
- Review Act 1, scene 1 study guide questions. Discuss as a large group.
- Distribute Much Ado About Nothing Week 1 Vocab packet. Explain procedure for these packets.
- 30 minutes to work on the vocab packets
- Listen to Act 1, scene 2 if there is time.
Formative Assessment: calling on students at random when reviewing the study guide questions. Going around the room to check progress of students as they work.
Thursday, October 8
need copies of Homophones handout and a list of sentences using them and more dry-erase markers.
9.4.3.3 Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
- Listen to Act 1, scene 3
- Time to work on the rest of Act 1 study guide questions and vocab packet
Formative Assessment: race to the board game.
Friday, October 9
9.4.3.3 Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
- Finish study guide questions for Act 1 and discuss.
- Watch Act 1 of the movie (20 minutes)
- Work on vocab packet
- Race to the Board Homophones game
- Divide into groups and I will read a sentence using a homophone from the handout. When your group knows which one it is, race to the front and write it on the board in your column.
Formative Assessment: calling on students at random when reviewing the study guide questions.