Mr. Verlin Overbrook High School October 27-November 20, 2015

Do Now: Oct. 27  Copy the following key terms and definitions in your notebooks:  Analyze: to break into parts  Interpret: to explain or give meaning  Classify: to determine the class to which an object belongs  Interact: to come together and affect  Exposition: the opening scene(s) where background is established

Do Now: Oct. 29  QUIZ (10 quiz points): write the setting of The Tempest in the opening scene and name at least 3 characters.

Do Now: Oct. 30  In one word, what plot element is used to describe act I of The Tempest and what is its purpose? Which character’s actions were most productive during the opening act of the play? Explain.

Do Now: Nov. 4  Identify the names of the 6 phases of Verlin’s Shakespeare Study Strategy.  Copy and define “rising action”: actions in act II which build to the climax (act III)

Do Now: Nov. 5  List the names of 3 characters in The Tempest you liked best.  Rank them in order of preference 1-3.  For the first character you ranked, list 3 things which made him a comical character.

Do Now: Nov. 9  Define sarcasm. How might it contribute to the humor of an otherwise unpleasant situation?

Do Now: Nov. 12  Take out your plot outlines through Act II scene 2. I will now check your notebooks for completeness.

Do Now: Nov. 16  Copy the following words and their defintions to your notebooks:  Sarcasm: the use of words that mean the opposite of what you want to say in order to insult.  Point of view: the author’s position  Tone: the author’s attitude

Objectives:  The students will be able to define the 5 steps of Verlin's Shakespeare Study Strategy in order to be able to act out the exposition of The Tempest.  …classify elements in the exposition in order to be able to summarize key details in an outline.  …analyze the interaction and development of specific characters over the course of the text in order to plan a 5-paragraph essay on character (CC C).

Objectives:  The students will be able to define sarcasm and identify at least 2 instances of it in act II scene 1 and scene 2.  The students will be able to explain how sarcasm contributes to the overall humor of the play in order to draft a 3-paragraph essay.  Introduction  Body  Conclusion

Focus Lesson: The Tempest (Oct. 27)  Direct Instruction  Exposition  Verlin’s Shakespeare Study Strategy (V3S)   Guided Practice: Act I scene 1  Identification of important parts  Outline Organization  Guided Reading and Note-taking  Exit Ticket: outlines with line #s for key events

Focus Lesson: The Tempest (Oct. 29)  Direct Instruction  Conflict  Internal  External  V3S Review Guided Practice: Act I scene 2  Identification of important parts  Outline Organization  Guided Reading and Note-taking

Focus Lesson: The Tempest (Oct. 30)  Draft at least 5 sentences describing and explaining which character’s actions were most productive during the opening scene of The Tempest.

Focus Lesson: The Tempest (Nov. 2)  Direct Instruction  Rising Action  Log on to  Outline Setup  Cooperative Practice  Finish Act I scene 2 (V3S phase #4 and #5).  Divide into groups of 4 or 5.  Complete phase #3 of the V3S for Act II scene 1. Find the line numbers for the key events you listed on your outline and write them down. Report out.

Focus Lesson: The Tempest (Nov. 2 con’t.)  Guided Practice  Observation: video of Act II scene 1  Interaction: scene acting (bonus points)

Focus Lesson: The Tempest (Nov. 5)  Direct Instruction: 3-paragraph essay plan  Introduction  Attention-getting opening  Background and context  Thesis  Body (1 paragraph)  Conclusion: what Shakespeare characters teach

Focus Lesson: The Tempest (Nov. 9 and 12)  Test: Nov. 18 (act III scene 2):  In groups of 3 everyone will choose a character on the day of the test.  Stephano  Trinculo  Caliban  No memorization is required but you will be tested on your ability to act and read with feeling the first 56 lines of the scene (4 test points, 0=bad, 4=excellent).

Focus Lesson: The Tempest (Nov. 9 and 12)  Guided Practice: tie up act II scenes 1 and 2 of The Tempest continuing with the V3S from the previous class.  Prediction  Summarization  Interpretation  Observation  Interaction

Focus Lesson: The Tempest (Nov. 16)  Guided Practice: Act III scenes 1 and 2  Identification of important parts  Instances of of sarcasm  Shakespeare’s point of view  Violence  Slavery  Guided Reading and Note-taking

Focus Lesson: The Tempest (Nov. 16)  Cooperative Learning  Group #1  Read act III scene 1.  Note the line #s of key events on the plot outline.  Find and explain one instance of sarcasm.  Report out.  Group #1  Read act III scene 2.  Note the line #s of key events on the plot outline.  Explain Shakespeare’s attitude toward violence or slavery.  Report out.

Focus Lesson: The Tempest (Nov. 18)  Do Now: spend 5 minutes rehearsing your 20 lines.  Dramatic Reading Test: The Tempest act III scene 2  Students divided into groups of 3 and chosen for parts  Dramatic reading and interpretation (8 min. max./group)

Focus Lesson: The Tempest (Nov. 19)  Do Now: take out your thesis statements for inspection.  Direct Instruction  Proofreading  Run-on sentences  Independent Practice: essay plan on one Shakespeare’s point of view on violence or slavery. Turn these in by the period end.  Introduction  Body (1 paragraph)  Conclusion

Homework: due Oct. 29  Watch the first minutes of the play on YouTube at -c and come prepared to class tomorrow to discuss what you liked. -c

Homework: due Nov. 2  Read the next 10 pages in your independent reading books.  Take at least 2 more QNTs in your reading logs.

Homework: due Nov. 19  Draft a 1-sentence thesis statement on one of the following topics (10 homework points):  Shakespeare’s point of view on violence  Shakespeare’s point of view on slavery  Be prepared to support your thesis with at least two specific details from the text.  Also consider how your introductory and concluding paragraphs.