unit 4 mrs. gehrt. thursday 1/23/14 activities close read with “getting acquainted with...

Unit 4

Mrs. Gehrt

Thursday 1/23/14

Activities• Close Read with “Getting

Acquainted with Shakespeare”– 1st read= 5 Ws/1H– 2nd read= 1. What is the author’s

purpose? What evidence from the text leads you to this? 2. What conclusion is the reader most likely to draw about Shakespeare based on paragraph 2? What evidence from the text supports this conclusion?

– 3rd read= Write a paragraph explaining what you think it would be like to grow up like Shakespeare did. Use specific evidence form the text to support your writing.

ObjectiveStudents will…• Determine who and what

the text is mainly about• Cite textual evidence• Explain what they think it

would be like to grow up like Shakespeare did.

Getting Acquainted with Shakespeare

• After the first read list the following about the article:– Who– What– Why– When – Where– How

Getting Acquainted with Shakespeare

• After the second read answer the questions below…– What is the author’s purpose? What evidence

from the text leads you to this?

– What conclusion is the reader most likely to draw about Shakespeare based on paragraph 2? What evidence from the text supports this conclusion?

Getting Acquainted with Shakespeare

• After the third read answer the question below…– Write a paragraph explaining what you think it

would be like to grow up like Shakespeare did. Use specific evidence from the text to support your writing.

Friday 1/24/14

Activities• Independent Reading

ObjectiveStudents will…• Read and analyze their text • Complete the activities required for

their poster boards which may include: Summarizing the events of their text, examining literary elements (protagonist, antagonist, conflict, resolution, etc.) in relation to their text, evaluating their text and making recommendations for improvement, rating their text, creating quiz questions, inventing a new/different ending, creating illustrations to depict parts of their text.

Students will…• Read and analyze their text • Complete the activities required for their poster

boards which may include: – Summarizing the events of their text– Examining literary elements (protagonist, antagonist,

conflict, resolution, etc.) in relation to their text– Evaluating their text and making recommendations for

improvement– Rating their text– Creating quiz questions– Inventing a new/different ending– Creating illustrations to depict parts of their text

Monday 1/27/14 & Tuesday 1/28/14

SNOW DAYS

Wednesday 1/29/14

Activities• Late Start• Independent Reading• Reading Log Side 1 Due

(Check in by 2/3/14)

ObjectiveStudents will…• Read and analyze their text • Complete the activities required for

their poster boards which may include: Summarizing the events of their text, examining literary elements (protagonist, antagonist, conflict, resolution, etc.) in relation to their text, evaluating their text and making recommendations for improvement, rating their text, creating quiz questions, inventing a new/different ending, creating illustrations to depict parts of their text.

Thursday 1/30/14

ActivitiesPeriods 2, 4/5 & 9: MAP Reading TestPeriods 3 & 6/8: Shakespeare Bio Questions

ObjectiveStudents will…Read the articleDetermine the correct answer

Friday 1/31/14

ActivitiesPeriods 3 & 6/8: MAP Reading TestPeriods 2, 4/5, & 9: Shakespeare Bio Questions

ObjectiveStudents will…Read the articleDetermine the correct answer

Monday 2/3/14

Activities• -Journal: One of the major

themes of the play Macbeth, which we are going to read, is deception. In a few sentences, write about a time when you were deceived, back-stabbed, misled, or betrayed.

• -A&E Biography DVD: Shakespeare

ObjectiveStudents will…• Recall a time when they

were deceived• Evaluate the content of the

DVD• List information about

Shakespeare

Tuesday 2/4/14

ActivitiesClose Read with “A Look at Shakespeare’s London”• 1st read= 5 Ws/1H• 2nd read= What does the author

want us to know about Shakespeare? What textual evidence leads you to this? What two pieces of evidence from the text support the conclusion that Shakespeare was “lucky?”

• 3rd read=Put yourself in the shoes of an actor during Shakespeare’s time. What is your opinion of the job they did? What evidence from the text supports your opinion?

ObjectiveStudents will…• Determine who and what

the text is mainly about• Cite textual evidence

A Look at Shakespeare’s London

After the first read list:– Who– What– Why– When – Where– How

After the second read answer the questions below

• What does the author want us to know about Shakespeare? What textual evidence leads you to this?

• What two pieces of evidence from the text support the conclusion that Shakespeare was “lucky?”

Then check your work in with Mrs. Gehrt

Complete a “close read” of the article.

A Look at Shakespeare’s London

Final question• Answer your third and final

question• This question will count as

a QUIZ grade!• See Mrs. Gehrt if you need

assistance• Don’t forget to quote the

text• For example, in paragraph 2

the author states, “….

Poster• If we have time...• Make a poster that includes

the who, what, why ,when, where and how AND the answers to your questions.

A Look at Shakespeare’s London

• After the first read list the following about the article:– Who– What– Why– When – Where– How

A Look at Shakespeare’s London

• After the second read answer the questions below…– What does the author want us to know about

Shakespeare? What textual evidence leads you to this?

– What two pieces of evidence from the text support the conclusion that Shakespeare was “lucky?”

A Look at Shakespeare’s London

• After the third read answer the question below…– Put yourself in the shoes of an actor during

Shakespeare’s time. What is your opinion of the job they did? What evidence from the text supports your opinion?

Wednesday 2/5/14

Activities• Independent Reading

ObjectiveStudents will…• Read and analyze their text • Complete the activities required for

their poster boards which may include: Summarizing the events of their text, examining literary elements (protagonist, antagonist, conflict, resolution, etc.) in relation to their text, evaluating their text and making recommendations for improvement, rating their text, creating quiz questions, inventing a new/different ending, creating illustrations to depict parts of their text.

Thursday 2/6/14

Activities• Shakespeare Timeline• Using the information from

the two readings (“A Look at Shakespeare’s London” and “Getting Acquainted with Shakespeare”) and the A&E Biography information, students will create a timeline illustrating important events from Shakespeare’s lifetime. Color and graphics required.

ObjectiveStudents will…• Record important events in

chronological order• Design graphics relevant to

content

Shakespeare TimelineRequirements• Can work with an elbow

partner• 20 dates in chronological

order• Title• Color• Pictures/graphics (be

creative)

Didn’t get points for your Reading Log?Show Mrs. Gehrt before you leave today (2/7/14) and receive HALF CREDIT!!!

Friday 2/7/14

Activities• Independent Reading

ObjectiveStudents will…• Read and analyze their text • Complete the activities required for

their poster boards which may include: Summarizing the events of their text, examining literary elements (protagonist, antagonist, conflict, resolution, etc.) in relation to their text, evaluating their text and making recommendations for improvement, rating their text, creating quiz questions, inventing a new/different ending, creating illustrations to depict parts of their text.

Monday 2/10/14

ActivitiesMAP English Test

ObjectiveN/A

Activities• Independent Reading

ObjectiveStudents will…• Read and analyze their text • Complete the activities required for

their poster boards which may include: Summarizing the events of their text, examining literary elements (protagonist, antagonist, conflict, resolution, etc.) in relation to their text, evaluating their text and making recommendations for improvement, rating their text, creating quiz questions, inventing a new/different ending, creating illustrations to depict parts of their text.