1. English II—February 1, 2016 Daily Warm-up: Often in dramatic texts, a character delivers an extended speech known as a monologue or soliloquy. What might be the author’s purpose for including a monologue/soliloquy? How could a monologue/soliloquy convey characterization? Homework: – Study for Unit 1 Vocabulary Test (Friday). – Practice oral performance for Friday (remember students will be chosen at random to perform). – Reading Plus homework due Sunday at 11:59. – We will go to the library on Thursday.

2. English II— Unit 1 Vocabulary Test Friday’s Vocabulary Test will be review of Lessons 1, 2, and 3 Vocabulary. The test will be multiple choice. Students are to review the words for homework in preparation for the test on Friday.

3. English II—Lesson 1 Vocabulary 1. precipitous: dangerously high or steep. 2. subtle: delicately complex and understated. 3. muted: quiet and soft. 4. zealous(ly): intensely active, devoted, or diligent. 5. obliterate: to remove or destroy all traces of; do away with; destroy completely. 6. conscientious(ly): controlled or done according to one’s inner sense of what is right; principled. 7. chronology: the sequential order in which past events occur. 8. permeate: to pass through or every part of. 9. brink: a crucial or critical point, especially of a situation or state beyond which success or catastrophe occurs. 10. disperse: to drive or send off in various directions; scatter.

4. English II—Lesson 2 Vocabulary The prefix inter- means “between”, and the prefix intra- means “within”. intramural—adj. within an institution. intercom—n. device for communicating between rooms. interlaced—v. lacing together; intermixed. interplay—v. back-and-forth action; action and reaction. intrastate—adj. within a single state. interject—v. insert between two other things intermediary—n. a person who acts as a go-between, especially to settle differences. interrogate—v. question formally. intermittent—adj. stopping and starting at intervals. intravenous—adj. existing or taking place within, or administered into, a vein or veins.

5. English II—Lesson 3 Vocabulary Digression – noun – temporary departure from the main subject in a speech or writing. Dispassionate – adj.- not influenced by strong emotion, and so able to be rational and impartial Disposition- noun – a person’s inherent qualities of mind and character Infamous- adj. – well known for some bad quality and deed Protracted – adj.- lasting for a long time or longer than expected Regress- verb- return to former or less developed state Retort- noun- a sharp, angry, or wittily incisive respond to a remark Systematic – adj.- done or acting to a fixed plan or system Torsion- noun- the act of twisting or the state of being twisted Traction- noun- the action of drawing or pulling something over a surface

6. The Great War There is a Great War coming between the Giants, Knights, and Wizards of this land. To fight in this battle, you must learn the appropriate battle stances. – Giants—Stomp your feet and shout, “Fe Fi Fo Fum!” – Knights—Thrust your sword and shout, “En guard!” – Wizards—Wave your wand and shout, “Shazaam!” Giants beat Knights, Knights beat Wizards, and Wizards beat Giants. If your army loses, you must act defeated: – Giants—Rock back and forth and whimper, “I want my mommy!” – Knights—Prance around shrieking “I’ve been shanked!” – Wizards—Melt to the ground crying, “I’m melting!”

7. Unit 4 Embedded Assessment 1 Your assignment is to research, analyze, and present an oral interpretation of a monologue. Your monologue must be from a work of literature (book or play). You will need to use vocal and visual delivery to convey a complex character’s voice. You will write a sketch of the character you are portraying. You will also evaluate your own and other students’ performances and write a reflection on your oral interpretation of your monologue.

8. Unit 4 Embedded Assessment #1—Perform a Monologue Presenting an Oral Interpretation of Literature The performer provides a thorough written explanation of steps taken to plan the interpretation. The performer writes a reflection that accurately evaluates strengths and weaknesses of the performance. The performer includes an insightful analysis of what has been learned about characterization and oral interpretation. The performer selects a passage of strong literary merit that conveys a complex character. The performer introduces the oral interpretation in an engaging manner. The performer provides well-researched information to place the passage in the context of the work. The performer uses effective vocal and visual delivery strategies to orally interpret a text. The performer engages the audience with eye contact, rarely referring to notes. The performer demonstrates active listening by taking detailed notes and responding thoughtfully to other performances.

9. Complex Character—Lady Macbeth https://www.youtube.com/watch?v=2xHlngY6 Bgkhttps://www.youtube.com/watch?v=IgIIM DAR1DI Bgkhttps://www.youtube.com/watch?v=IgIIM DAR1DI https://www.youtube.com/watch?v=9dgbbtU bgcM https://www.youtube.com/watch?v=6Eb2t- fXD8E

10. Lady Macbeth Character Sketch Lady Macbeth is one of Shakespeare’s most famous and frightening female characters. When we first see her, she is already plotting Duncan’s murder, and she is stronger, more ruthless, and more ambitious than her husband. She seems fully aware of this and knows that she will have to push Macbeth into committing murder. At one point, she wishes that she were not a woman so that she could do it herself. This theme of the relationship between gender and power is key to Lady Macbeth’s character: her husband implies that she is a masculine soul inhabiting a female body, which seems to link masculinity to ambition and violence.

11. Lady Macbeth manipulates her husband with remarkable effectiveness, overriding all his objections; when he hesitates to murder, she repeatedly questions his manhood until he feels that he must commit murder to prove himself. Lady Macbeth’s remarkable strength of will persists through the murder of the king—it is she who steadies her husband’s nerves immediately after the crime has been perpetrated. Afterward, however, she begins a slow slide into madness—just as ambition affects her more strongly than Macbeth before the crime, so does guilt plague her more strongly afterward. By the close of the play, she has been reduced to sleepwalking through the castle, desperately trying to wash away an invisible bloodstain. Once the sense of guilt comes home to roost, Lady Macbeth’s sensitivity becomes a weakness, and she is unable to cope. Significantly, she (apparently) kills herself, signaling her total inability to deal with the legacy of their crimes.

12. Character Sketch Tell about their physical features (hair color, height, etc.). Tell about the character’s personality (funny, serious, quiet, etc.?). Their likes or dislikes. What you know about their preferences and why? Talk about their family (siblings, family history, etc.) What are their beliefs or hobbies? Include anything that makes us see “who” they are. What do you like or dislike about them? Why are you drawn to them? What makes this a complex character?