Macbeth

Macbeth image

Shakespeare’s Life and Works Group Project:

In class, you were separated into groups and tasked with researching a specific part of William Shakespeare’s life.

Directions: 

  1. Get into groups of 4 or 5. I need 5 groups total.

  2. Research your assigned topic using credible sites: PBS.org, Biography.com, History.com, etc.

  3. Create a Padlet including media (pics/ vids) for your assigned section.

  4. Sections:

    1. Shakespeare’s Childhood/ Schooling/ Upbringing

    2. Personal Life/ Marriages/ Kids

    3. Theater Career (Beginning/ Development

    4. Published Works/ Writing Style

    5. Death/ legacy

  5. Include a bibliography

    • Last name, first name. “Article, Pic/ Vid Title.” Site found. Date Accessed. Link.

    • Example


Resources

View the Shakespeare’s Life and Works group presentation notes here: Links to Presentations by Period.

Macbeth Packet: Second Quarter Unit- Macbeth.

Macbeth Audio: Click here to listen to the entire Macbeth play.

Full list of Elizabethan Terms: Elizabethan Language Terms RWT

NOTE: We are reading Macbeth through the digital textbook. Please go to www.my.hrw.com and log into your account or access it through your Dadeschools portal.

Students: the Macbeth packet has been uploaded into your Class Notebook via the handout tab.  Please copy the document and upload it into a separate tab.


Need Help Understanding Macbeth?

(Side note: There is a bit of foul language; however the analysis is stellar.)

Try this video.


Macbeth Performances

Date of Performances: February 8-11, 2016

(Please check the list below for the date of your group’s performance.)

You must come prepared to present on your assigned day.

List of Performers

 

How will you be graded?

Macbeth Rubric SS

Scoring System

16-14= A

13-11= B

10- 8= C

7-5= D

4-0= F

Start Practicing

What are some things to keep in mind as you practice your chosen Macbeth scenes?

  1. All parts must be memorized! Only for extreme circumstances, I have allowed students to use note cards. During your performance, you will be allowed to ask for a line to be read for you if you absolutely need it, but every time you use a line reader, your grade will decline.

  2. Props/Staging: What kind of props are you going to use? Fake swords (NO REAL KNIVES), cloaks, make up, etc.  How will you decorate the front of the classroom to bring your classmates into Macbeth‘s world? Your job is to make it as realistic as possible. Do not go out and purchase a ton of materials. Utilize the items you have at home and get creative.

  3. Where will your group practice? You have a full two weeks to prepare. Choose a location either at school or off campus that you can practice your lines. The more you practice, the better your performance, the higher your grade. I also recommend videotaping yourselves so you can see what your mistakes are prior to coming to class.

  4. Practice. Practice. Practice. AND Practice.


     

Quarter 1- English II Lesson Plan

Teacher:           Ms. Ellis                                               Robert Morgan Educational Center
Grade Level & Subject: 10th Grade/ English 2
Lesson and/or Unit: HMH Collection 1: Ourselves and Others
Amount of Time: 11 Weeks
 
LAFS:

LAFS.910.L.2.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
LAFS.910.L.3.4.a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
LAFS.910.RL.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.
LAFS.910.RL.1.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
LAFS.910.RL.1.3 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.
LAFS.910.RL.2.4 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).
LAFS.910.RL.2.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
LAFS.910.RL.2.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
LAFS.910.SL.1.1.a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
 Learning Focus: Close Reading and evidence tracking through annotation.

Student Learning Objective: The student will be able to use digital technology to practice close reading and evidence tracking when analyzing multiple selections presented in diverse formats. The student will synthesize ideas about these analyses and will present their findings in a variety of products.

Objectives by Text: The student will be able to…

  • “What of This Goldfish, Would You Wish?”- analyze the impact of cultural background on point of view.
  • “The Wife’s Story”- analyze structures of a story and character development.
  • Court Opinion from Texas v. Johnson & “American Flag Stands for Tolerance”- analyze a Supreme Court decision, cite evidence used to make inferences in an editorial, and compare tone in two texts by analyzing the impact of word choice.
  • “My So-Called Enemy”– analyze how a director unfolds a series of ideas to advance a purpose and a point of view.
  • from The Universal Declaration of Human Rights unpack the aspects of a seminal document and examine its meaning.
  • “The Lottery” – analyze a writer’s choice in terms of pacing, word choice, tone, and mood.
  • “Without Title”- support inferences about theme.

 

Assessment For Learning (Summative or Formative): 

  • Research paper/ Documented Essay: Analytical Essay (Summative)
  • Portfolio Reflection Assessment
  • Peer Assessment
  • Oral Assessment/ Discussion Participation
  • Project-based Presentation/ Assessment
  • Timed Writing Assessment
  • Standardized Test Practice Assessment
  • Analytical Reading Log/ Dialectical Journal
  • Other:

By Week:

  1. English 2 Reading/ Writing Baseline
  2. Summer Reading Assignments
  3. Social Justice Manifesto Presentation
  4. Frayer Model- Collection 1 Vocab
  5. NRI Identifying Sentences and Fragments Quiz
  6. NRI Components of a Sentence #1 Quiz
  7. NRI Components of a Sentence #2 Quiz/ Fall Writing Interim
  8. NRI Connecting Clauses with Colons and Semicolons Quiz
  9. NRI Punctuating with conjunctions Quiz
  10. NRI Parts of Speech #3 Quiz
  11. ThinkCERCA Quarter 1 Average
Characteristics of the Exemplary Work Product/Lesson Outcome:

 see FSA Writing rubric

Key/Essential Questions: What is the impact of cultural background and point of view?

 

Key/Academic Vocabulary: HMH Collection 1 & Write Starts

discriminate, diverse, inhibit, intervene, rational (frayer model)

 (See weekly daily Starts Words)

Materials/Items Needed: HMH Collection 1 (digital or copies made by teacher), Write Starts Grade 10
Bellringer/Engage:

  • Grammar Practice (No Red Ink Quizzes)
  • Journal/ Writing Practice (Write Starts)
  • Group Discussion
  • Vocabulary Practice (Write Starts)
  • Other:

Write Starts Vocab./ No Red Ink (NRI)

Week 1: Acquiesce

Week 2: Banal, Chide/ NRI Diagnostic

Week 3: Dogmatic, Efface/ NRI Identifying Sentences and Fragments Practice

Week 4: (sign-up for HRW) Fastidious, Garner, Heresy/ NRI Iden. Sent. and Frag. Quiz, NRI Components of a Sentence #1 Practice

Week 5: Innocuous, Jettison, / NRI Components of a Sent. #1 Quiz, NRI Components of a Sent. #2 Practice

Week 6: Sagacious, Languid/ NRI Components of a Sent. #2 Quiz, NRI Connecting Clauses w/ Colons & Semicolons Practice

Week 7: Mitigate, Novel, Orthodox, Parsimonious, Quail/ NRI Conn. Clauses w/ Colons & Semicolons Quiz, NRI punctuation w/ conjunctions practice

Week 8: Recalcitrant, Sonorous, Trenchant/ NRI punctuation w/ conjunctions quiz, NRI adjectives practice

Week 9: Umbrage, Volition, Waft/ NRI adjectives quiz, NRI Identifying Parts of Speech #3 practice

Week 10: Sanguine, Yammer, Zenith/ NRI Identifying Parts of Speech #3 quiz, NRI Commonly Confused Words #2 practice

Week 11: Abrogate, Belie, Capricious/ NRI Commonly Confused Words #2 Quiz, NRI Active and Passive Voice practice

Activities: 

Week 1: Introduction, syllabus, tablets, Summer Reading projects due.

Week 2: Introduction to HMH Collection 1: Ourselves and Others. Group Manifesto Project/ presentations

Week 3: Finish group presentations. Teach NRI Sentences and Fragments. Sign up for Digital HRW textbook (my.hrw.com). “What of This Goldfish, Would You Wish?” by Etgar Keret, Introduce analysis essay (tablet distribution)

Week 4: Wrap up group presentations. Teach NRI Components of a Sentence #1. Review ThinkCERCA questions missed on HW. Interim Essay (District), “The Wife’s Story” by Ursula Le Guin, character development chart, Speaking Activity: discussion, Introduce parts of an essay/ types of essays (tablet distribution)

Week 5: Teach NRI Components of a Sentence #2. Review ThinkCERCA questions missed on HW. Court Opinion from Texas v. Johnson by William J. Brennan & “American Flag, Stands for Tolerance” by Ronald J. Allen, Writing activities: comparison, analysis, Teach introductory paragraphs

Week 6: Teach NRI Connecting Clauses w/ Colons & Semicolons. Review ThinkCERCA questions missed on HW.  “My So-Called Enemy” Directed by Lisa Gossels, Speaking activity: argument, Teach body paragraphs

Week 7: Teach NRI punctuation w/ conjunctions. Review ThinkCERCA questions missed on HW. from The Universal Declaration of Human Rights by UN Commission on Human Rights, Teach conclusions

Week 8: Teach NRI adjectives. Review ThinkCERCA questions missed on HW. “The Lottery” by Shirley Jackson, Writing activity: letter, Examine analysis essays

Week 9: Teach NRI Identifying Parts of Speech #3. Review ThinkCERCA questions missed on HW.”Without Title” by Diane Glancy and The Story of Us: American Buffalo (HISTORY video), Speaking activity: Oral Narrative, Synthesize articles read 1st quarter

Week 10: Teach NRI Commonly Confused Words #2. Review ThinkCERCA questions missed on HW.Write drafts 1-2 of analysis essay

Week 11: Teach NRI Active and Passive Voice. Review ThinkCERCA questions missed on HW.Teacher- student writing conferences. Peer review/ final editing of analysis essay. Analytic essay due.

DI: HMH Close Reader: Collection 1

  1. “The Wife’s Story” by Ursula K. Le Guin
  2. from The Universal Declaration of Human Rights by UN Commission on Human Rights
  3. from Towards a True Refuge by Aung San Suu Kyi
  4. Student- Teacher Writing Conferences

Exit Slips:

  • Review daily EQ and objective
Differentiation Notes: Technology Integration
Honors

  1. www.hmhfyi.com Extension activities
  • HP Tablets
  • One Drive
  • One Note Class Notebook
  • No Red Ink
  • ThinkCERCA
  • Padlet
  • Kahoot!
  • Word Processing
  • PowerPoint
  • Internet Resources
  • Graphics/Charts
  • Internet Research
  • Web Cam
  • Interactive whiteboard
  • Class Dojo
  • Remind
  • Teacher Website
  • Movie/ Film
  • Other:
ESE (IEP/ 504)

  •  Extended time
ELL

  •  Extended time
Other: Specified in IEP or 504 plan.
Teacher Strategies – Best Practices

  • Student choice
  • Teacher modeling
  • Cooperative learning
  • Hands-on learning/ manipulatives utilized
  • Small group
  • Higher-ordering thinking skills
  • Real-world connections
  • Criteria charts created (student-driven; supports learning by defining and clarifying a task )
  • Rubrics created (student-centered)
  • Mentor texts
  • Anchor charts (a reference tool that “anchors” new and ongoing learning to key concepts previously introduced)
  • Research/research materials
  • Evidence of assessment for learning (teacher modifies instruction based on students’ understanding)
  • Socratic Circle/ Seminar
  • Other:

Reading Skills

  • Annotation
  • Paraphrase
  • Summarize
  • Chronology/ Timeline
  • Literary Element Analysis
  • Questioning
  • Prediction
  • TPCASTT
  • SOAPSTONE
  • Independent Reading
  • Writing before and after reading
  • Implementing pre, post, or during reading activities
  • Teaching metacognitive strategies/reading strategies
  • Classroom/Literacy library

Vocabulary Skill

  • Greek/ Latin Roots
  • Analogies
  • Context Clues
  • Synonyms/ Antonyms
  • Prefixes/ Roots/ Suffixes
  • Usage

Writing Skill

  • Literary Analysis
  • Pre-Writing
  • Revision/ Peer Editing
  • Reflection/ Self Analysis
  • Informational/ Explanatory
  • Persuasive/ Argumentative
  • Narrative
  • Writing workshop time
  • Teaching grammar and mechanics in context
  • Conferencing
  • Other

 HW: See REMIND texts.

Week 1: Get all appropriate paperwork signed. Summer Reading projects are due on Thursday/ Friday.

Week 2: Daily Voice Journal entries, ThinkCERCA #1, No Red Ink Diagnostic Assessment, Bring mobile device agreement, and technology fee.

Week 3: Daily Voice Journal entries, ThinkCERCA #2, No Red Ink Sentences and Fragment Practice Exercises

Week 4: Daily Voice Journal entries, ThinkCERCA #3, NRI Components of a Sentence #1 Practice

Week 5: Daily Voice Journal entries, ThinkCERCA #4, NRI Components of a Sent. #2 Practice

Week 6: Daily Voice Journal entries, ThinkCERCA #5, NRI Connecting Clauses w/ Colons & Semicolons Practice

Week 7: Daily Voice Journal entries, ThinkCERCA #6, NRI punctuation w/ conjunctions practice

Week 8: Daily Voice Journal entries, ThinkCERCA #7, NRI adjectives practice

Week 9: Daily Voice Journal entries, ThinkCERCA #8, NRI Identifying Parts of Speech #3 practice

Week 10: Daily Voice Journal entries, ThinkCERCA #9, NRI Commonly Confused Words #2 practice

Week 11: Daily Voice Journal entries, ThinkCERCA #10, NRI Active and Passive Voice practice

Prefixes, Suffixes, and Roots Project

Prefixes, Suffixes, and Roots Project

Due: December 14 (even classes) or December 15 (odd classes)

Prefixes, Suffixes, and Roots Booklet -Updated

Full List of Prefixes, Suffixes, and Roots

Paper Booklet Example from Last Year

(Note: Your booklet will be a digital representation.)

 
PSR Booklet Cover

Your opening slide or screen must contain the cover page information.

PSR Table of Contents

Your table of contents MUST come after your first slide. If you are using Padlet or Glogster, ensure that your order the content in the screen in a logical progression according to my directions.

PSR Prefix Example Page

Example of how to create a prefix page. Your pictures must be appropriate (whether drawn in Photoshop or downloaded from the internet).

PSR Suffix Example Page

Example of how to create a suffix page.Your pictures must be appropriate (whether drawn in Photoshop or downloaded from the internet).

PSR Root Example Page

 

 

 

 

 

 

 

 

Example of how to create a root page.Your pictures must be appropriate (whether drawn in Photoshop or downloaded from the internet).


Grades

Your scores are based on the rubric that is at the end of your Prefix, Suffix, and Roots packet. (Look up! There is a digital copy at the beginning of this post.) Please find the points to letter grade breakdown below.

images-3

Scoring

16-14= A

13-11= B

10-8= C

7-5= D

4-0= F

 

 

 

 

 

 

Introduction to HMH Collection 1: Ourselves and Others

Research a Social Justice Issue and Create a Manifesto Explaining How Your Group Would Fix the INJUSTICE

Stand speak act pic

Directions:

Put yourselves into groups of three (3).

Research a social injustice currently occurring in today’s society. (ISIS beheading Christians/ imposing their religious beliefs on others, other radical groups imposing religious beliefs, Russia invading the Ukraine (human rights), Immigrants traveling to various countries to escape poverty, racism in the US/ Europe, etc.)

You may only choose one (1) social injustice issue.

  • Start research here:

  • Compile your findings into a Prezi presentation. (www.prezi.com)

    • include group member names on the first slide of your Prezi

    • include vital information about:

      • what country or peoples you are concerned about

      • what is going on (give specific details, dates, names, etc.)

      • whether there are people or organizations are already trying to help

  • Add a manifesto to your Prezi (see below)

Create a manifesto with your group members by answering the following questions:

  1. Are you ready to make a declaration? (if not, when will your group be ready? 6 months? a year? college? as an adult?)

  2. What are you ending? (i.e., is it a social injustice: racism, discrimination, gender inequality, LGBTQ+ rights, immigration crisis)

  3. What do you want the world to be like?

  4. What sort of community are you creating?

  5. Who are we? (“We” means you and your group members.)

  6. Who or what are you defeating?

  7. What way of being are you promoting?

  8. What actions are you encouraging?

  9. What can you build so others can live your idea?

Be sure your Prezi is pleasing to the eye. Add graphics, visuals, anything that helps your audience (your classmates/ teacher) understand the information presented.

Be sure your Prezi saves correctly!

 Need an example?

Example of manifesto