Today, we watched the first half of the "Julius Caesar" film (1970).
Prior to watching, students completed an anticipation guide that consisted of a series of statements related to the story. The statements were things like "it it sometimes acceptable to betray your friends", and students had to agree or disagree with the statements.
As students watched the film, they had to complete questions on a worksheet. The worksheet was meant to help guide them through the difficulties of Shakespeare's language and help them understand the plot of the story.
Tomorrow, we'll finish the movie.
Thursday, October 14, 2010
Tuesday, October 12, 2010
Tuesday, October 12
I hope that all of the students had a safe and productive four day weekend. Now it’s back to work.
We’re starting a reading of Shakespeare’s play Julius Caesar. Shakespeare can be extremely difficult for students, so I am doing my best to help them understand the language and the setting of the play. Another good resource is the SparkNotes website:
www.sparknotes.com
At this website, students can read versions of Shakespeare’s plays in modern English, so it will be easier to understand.
Here’s the week’s schedule:
T- Discussion of Shakespeare’s language, background to the play
W- Most 10th graders will take the PSAT; those who do not (or students in my later classes) will read “The Demon Lover” by Elizabeth Bowen as a filler activity
Th- Students will complete an anticipation guide on Julius Caesar; we will begin watching a film version of the play (this will hopefully aid them when we finally start reading the play, next week)
F- Finish the film version of the play; writing activity
We’re starting a reading of Shakespeare’s play Julius Caesar. Shakespeare can be extremely difficult for students, so I am doing my best to help them understand the language and the setting of the play. Another good resource is the SparkNotes website:
www.sparknotes.com
At this website, students can read versions of Shakespeare’s plays in modern English, so it will be easier to understand.
Here’s the week’s schedule:
T- Discussion of Shakespeare’s language, background to the play
W- Most 10th graders will take the PSAT; those who do not (or students in my later classes) will read “The Demon Lover” by Elizabeth Bowen as a filler activity
Th- Students will complete an anticipation guide on Julius Caesar; we will begin watching a film version of the play (this will hopefully aid them when we finally start reading the play, next week)
F- Finish the film version of the play; writing activity
Thursday, October 7, 2010
Thursday, October 7
Today, we began our discussion of William Shakespeare. We had a short introductory PowerPoint on William Shakespeare. Students then took a quiz on Shakespeare.
Finally, we ended with a packet of worksheets to help students learn how to read Shakespeare's language.
Have a great four day weekend, everyone!
Finally, we ended with a packet of worksheets to help students learn how to read Shakespeare's language.
Have a great four day weekend, everyone!
Wednesday, October 6, 2010
Wednesday, October 6
Today we had a test on fiction! The test was a series of questions on plot, POV, character, setting, etc.
After the test, we started discussing our new unit. For the next two weeks or so, we'll be reading Shakespeare's "Julius Caesar." AWESOME!! I can't wait.
After the test, we started discussing our new unit. For the next two weeks or so, we'll be reading Shakespeare's "Julius Caesar." AWESOME!! I can't wait.
Tuesday, October 5, 2010
Monday, October 4, 2010
Monday, October 4
We focused on point of view. I taught the three most common POV's to students: 1st person, 3rd person limited, and omniscient.
Students then had to complete a writing assignment that would demonstrate their understanding of the different POV's.
Students then had to complete a writing assignment that would demonstrate their understanding of the different POV's.
Friday, October 1, 2010
Friday, October 1
Today we had a class discussion on the short story "Harrison Bergeron."
We also did a group activity where students were assigned different "handicaps" and asked to complete an assignment. This was done to make students think about what it would be like to live in the time of the story, where citizens were given handicaps in an effort to make everyone "equal."
We also did a group activity where students were assigned different "handicaps" and asked to complete an assignment. This was done to make students think about what it would be like to live in the time of the story, where citizens were given handicaps in an effort to make everyone "equal."
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