ATTWN 91-119

 April 1, 2015

E.Q: Connect ideas to real world situations.

How do patterns allow for predictions?

Obj: I can connect the text to real life situations.

I can analyze the concept of patterns in my own life.

Starter:

Watch the clip from V for Vendetta.

Make sure to listen carefully.

Infer what V is asking the citizens to do.

Would you participate?

Why?

Revolutionary Speech Clip

 

Vocabulary:

Just (adjective)

- based on or behaving according to what is morally right and fair.

Your Definition;

Context:

Activity: Decide whether acts of vigilantism are justifiable.

 

Activity:

 

1.  Sharing Connections 

 Select one real life vigilante, you may use the Listserv to find ideas.
You are the judge.
In a short answer response:

1.  Decide whether or not that person should be convicted of his/her crime.
Explain your rationale.
2.  Analyze your response.  Do you believe that acts of vigilantes can be justifiable? Why or why not?
 

We will share out these ideas as a class.

2.  Chunked Reading

Find a partner to read the pages listed below.  Summarize each section out loud.

91-94

104-106

Analyze what happened to Mrs. Rogers.

What patterns are starting to appear?

116-119

What pattern do the characters discover?

How do patterns then allow for predictions?

3.  Connecting Patterns to Real Life

 Read the article Recognizing Our Patterns and How to Change Them

What patterns do we keep?

How can we improve upon them?

Closure:

Write a half page reflection on what you learned about patterns in your life.

Homework

121-150

ATTWN 63-89

March 31, 2015

E.Q: Compare what the text says explicitly to what can be inferred.

Connect ideas to real world situations.

Obj: I can compare what the text states to what is inferred.

I can connect the text to real life situations.

Starter:

Review your profile you created yesterday

Do you have a picture?

Do you have at least ten facts to present to the class?

Add anything you deem necessary.

Vocabulary:

Vigilante (noun): a member of a self-appointed group of citizens who undertake law enforcement in their community without legal authority, typically because the legal agencies are thought to be inadequate.

Your Definition:

Context:

Activity: Give examples of popular vigilantes.

Activity:

1.    Presentations

 Each of you will take turns sharing the profile you created for your character.

2.  Chunked Reading

Chapter 4

1.  Wargrave

2.  Vera, MacArthur, Marston, Lombard

3.  Rogers, Blore, Armstrong

4.  Brent

Everyone read Chapter 5, Sub 1

3.  Inferring

Read over your character's alibi.

In the left column, write out the quote as it appears in the text.

In the right column, infer and explain what you think really happened.

Add this information to your profile.

What does the text state?	What does it really mean?

4.  Making Connections

Select one real life vigilante, you may use the Listserv to find ideas.
You are the judge.
In a short answer response, decide whether or not that person should be convicted of his/her crime.
Explain your rationale.

We will share out these ideas as a class.

Closure:

Based on your own opinion, is vigilantism just?

Why or why not?

Homework
Read 90-119

ATTWN 30-61

March 30, 2015

E.Q: Create a product that demonstrates knowledge of the characters.

Obj: I can demonstrate that I understand the text by designing my own product.

Starter:

What character did you find to be the most interesting?

What sparked your interest?

Vocabulary:
Profile (noun)-

1: the shape of a head or face that is seen or drawn from the side
2: the shape of something that is seen against a background

3: a brief written description that provides information about someone or something

 Your Definition:

Context: 

Activity: Create a profile for a character in ATTWN.

Activity:

1.  Chunked Reading

Based on the character you are assigned, read the coordinating pages:

Mr. & Mrs. Rogers: V

Vera: V

Dr. Armstrong: VI, VII

Wargrave: VII

Marston:VIII

BloreIX

MacArthur: X

Lombard: XI

Brent: XII

Everyone must read Chapter 3, 1-2

2.  Character Profile

As a class, we will design a profile template that each of you will use.

 We will decide on at least FIVE elements that must be included on the profile.

This profile will inform the reader about explicit and inferred details.

As we continue to read, we will add information to help solve the mystery.

YOU are RESPONSIBLE for the product AND it MUST include at least 10 facts.

FIVE facts that we collaborated on.

FIVE facts that you find interesting or important to share.

 3.  Presentations

 Each of you will take turns sharing the profile you created for your character.

Closure:

What character do you think invited everyone?

Is it a madman?woman?

Why is it that person?

Homework:

Read ATTWN 62-93

ATTWN 1-30

March 27, 2015

E.Q: Who has been invited to Soldier Island?

Infer why they were invited above everyone else.

Infer how they feel about this situation?
Obj: I can draw conclusions based on textual evidence.

Starter:

Free Write Friday

( Remember this should be 1/2 page.)

 

Vocabulary:

Activity:

1.  Partner Read

With a partner read pages 1-30.

 

You will notice the book is divided into large chapters with smaller sub chapters inside.

For each sub chapter, write a 1-2 sentence summary.

Please write the summaries in the ATTWN Google Doc provided.

2.  Journal Entry

Look back over your summaries.

Individually, pick one character that intrigued you the most.

 Infer how they feel about the dinner party and the other guests.  

What is his/her expectation of the party?

Write your response from that characters perspective.

Please write at least a half page.

If you do not complete this in class, please finish for homework.

Closure:

What is your initial impression of this book?

From a literary aspect, how does it compare to Beowulf and Hamlet.

Homework:

Read pages 30-61
ATTWN Journal Entry

Character Presentation

March 26, 2015

E.Q: What did you learn about characterization and characters in Hamlet?

Obj: I can fully apply my knowledge of characterization.

Starter:

You will be presenting in small groups.  

Consider what information you should share with your peers.

Character

3 Characteristics

Why you chose them

Character Design

Explanation

 

Vocabulary:

Pattern

Full Definition of PATTERN

1.:  a form or model proposed for imitation :  exemplar

2:  something designed or used as a model for making things <a dressmaker's pattern>

3:  an artistic, musical, literary, or mechanical design or form

4:  a natural or chance configuration <frost patterns> <the pattern of events>

5:  a length of fabric sufficient for an article (as of clothing)

6a :  the distribution of shrapnel, bombs on a target, or shot from a shotgun

b :  the grouping made on a target by bullets

7:  a reliable sample of traits, acts, tendencies, or other observable characteristics of a person, group, or institution <a behavior pattern> <spending patterns>

8a :  the flight path prescribed for an airplane that is coming in for a landing

b :  a prescribed route to be followed by a pass receiver in football

9:  test pattern

10:  a discernible coherent system based on the intended interrelationship of component parts 

11:  frequent or widespread incidence <a pattern of dissent> <a pattern of violence>

How do you define pattern?

Activity:

1.  Small Group Presentations

Use the information from your starter to share your characterization.

Did you have the same ideas?
Did you learn anything new?

2. Self- Reflection

Please respond to each question in 2-3 sentences.

What do you think is a fair grade for the work you have handed in?

What did you do best in this assessment task?

What did you do least well in this assessment task?

What did you find was the hardest part?

What was the most important thing you learned in doing this assessment task?

If you had more time to complete the task, would you change anything? What would you change, and why?

3.   And Then There Were None Prologue

 

What tone does this poem set?

Why do you believe Agatha Christie uses this as the prologue?

Predict how it will connect to the text.

Closure:

What was your favorite presentation today?

Why?

What did you learn from it?

You are Cordially Invited

March 25, 2015

E.Q:Who killed who?

Obj: I can solve mysteries based on using inferences.

Starter:

Journal Entry

You are cordially invited to a dinner party.

You do not by whom.

The only information you are given is the address.

You are to be taken to a secluded mansion that no one has lived in in years.

What do you do?

Do you decline?

Do you go?

Explain your decision and predict what will happen while there.

Write this as a journal entry. 

Vocabulary
Inference- a conclusion reached on the basis of evidence and reasoning.
Part of Speech: noun
Your own Definition:
Activity: What does it look like to infer something?

1.  Clue

Play one round of Clue.

What skills do you have to use?

How were you able to solve the murder of Mr. Body?

When else might you use these skills?

 

2.  Whodunit?

In your same groups, select one of the two scenarios:

The Bank Robbery

The Kelley Murder

I will give you the appropriate envelope.

At your table, take turns pulling out a sheet of paper and reading the clue.

As you are reading, have one person scribe the clues.

Once you have read all the clues put them together to tell the story.

3.  Reflect

What skills did you have to use this time?

How was this similar and different to Clue?

Why do you think these activities were conducted today?

Closure:

Based on your knowledge of inferences, where are you currently on the learning target?

Remember it is on a scale of 1-4.

Why did you select that level of understanding?

You Are Cordially Invited

March 23, 2015

E.Q: Analyze a character and determine distinguishable characteristics.

Obj: I can distinguish specific characteristics of a character with textual evidence. 

 

Starter:

 

What have you learned about your character from this project so far?

How do you or someone you know relate to this character?

 

  Final Project Instructions

Review the requirements for the final project.

DUE DATE: MARCH 26

 

Activity:

1.  Last Day of Work

Today is the last day you will have to work on this assignment in class.

 

Use this time to get feedback, ask questions, work, etc.

 

Make sure that you review the rubric.

 

You need:

 

an analysis

 

character design

 

short answer explanation.

 

2. Journal Entry

You are cordially invited to a dinner party.

You do not by whom.

 

The only information you are given is the address.

 

You are to be taken to a secluded mansion that no one has lived in in years.

 

What do you do?

 

Do you decline?

 

Do you go?

 

Explain your decision and predict what will happen while there.

 

Write this as a journal entry.

Closure:

What do you still have to finish for your project?

Remember you need to have everything done by class on THURSDAY.

Peer Edit/ Revision

March 20, 2015

E.Q: How do your peers effectively characterize characters from Hamlet?

How can your peers improve upon their analysis?

Obj: I can generate critical, effective feedback that is beneficial to my peers.

Starter:

Free Write Friday

Remember, this should be a half page, double-spaced response.

If you are struggling with a topic respond to the prompt below.

 

  Final Project Instructions

Review the requirements for the final project.

DUE DATE: MARCH 26

Activity:

1.  Peer Edit

Character Design Form

You are responsible for providing feedback for TWO classmates.

Please answer ALL questions posed in the document.

5 minutes to read

10 minutes to complete peer edit form

10 minutes to go over feedback

Repeat

2.  Revising

Consider the feedback that you were given.

Go back to your essay and revise where necessary.

When finished with revisions, please begin working on the second part.



3. ALTERNATE
If you did not peer edit in class, find one person to peer edit for over the weekend.
Then, in a short answer response, answer the question:

How can I use class time more effectively?


Closure:

What feedback helped you the most?
What feedback helped you the least?
Why?

Character Analysis Day Two

March 19, 2015

E.Q: Analyze a character and determine distinguishable characteristics.

Obj: I can distinguish specific characteristics of a character with textual evidence. 

Starter:

Reflect on the work you have so far.

Write yourself a positive and a delta.

Your goal for today is to turn your delta in a positive.

 

Activity:

 1.  5-Step Plan

By TOMORROW, you MUST have a COMPLETE rough draft.

What do you need to do to accomplish this goal?

Create a 5 step plan for yourself.

2.  Put it In Action

Begin your plan.

 

  Final Project

Review the requirements for the final project.

 

DUE DATE: MARCH 26

 

Closure:

How effective was your plan?

What do you still need to do tonight for homework?

Drafting

March 18, 2015

E.Q: Analyze a character and determine distinguishable characteristics.

Obj: I can distinguish specific characteristics of a character with textual evidence. 

 

Starter:

 What do you want to accomplish by the end of the day?

Remember you need to have a full draft by Friday.

 

  Final Project

Review the requirements for the final project.

 

DUE DATE: MARCH 26

 

 

Activity:

 

1.  Continue Researching

 

  Gather all textual evidence and outside resources that support characteristics determined yesterday.

 

 

2.  Drafting

Once you have all your information, begin writing.

Start with your first body paragraph.

LEAVE YOUR INTRODUCTION FOR LATER!

Closure:

How well did you succeed in accomplishing your goal from the starter?

 

 

Hamlet Work Day

March 17, 2015

E.Q: Characterize a character from Hamlet.

Obj: I can distinguish specific characteristics of a character with textual evidence.

 

Starter:

Which character do you think you will analyze?

  Why?

Vocabulary:

IT'S DUE TODAY!!!

Activity:

1. Final Project

Review the requirements for the final project.

 

DUE DATE: MARCH 26

2. Brainstorming

Which character do you definitely want to analyze?

 What evidence do you already have?

Which characteristics are you identifying?

How will you begin researching?

Create a rough outline for your paper.

3.  Evidence

Find at least ONE  outside source for your paper.

Revise your outline including the evidence.

Closure:

What outside source did you find?

Prove that this is a credible sources..

End of Hamlet

March 16, 2015

E.Q: Characterize Hamlet throughout the play.

Obj: I can analyze and identify characteristics of Hamlet throughout the play.

Starter:

Summarize Hamlet.

Write a one sentence synopsis for each act.

 

 

Vocabulary:

Use Viva Vocab for the 30 words you need by the end of the unit.

 

DUE TUESDAY, MARCH 17th.

 

Activity:
 

1. BBC Production of Hamlet

Royal Shakespeare Company

Act Five, Scene Two Part One

Act Five, Scene Two Part Two

As you watch, consider what is similar and different.

How does it compare to what you envisioned?

 

 

2.  60 Seconds or Less

In small groups you will create a skit for Hamlet.

The catch, you have to have all of the main ideas in your skit, and it can only be ONE minute.

a.  Analyze the play.

What are the ideas you must keep?

b.  Adaptation

How do you want to create setting?

 Dialogue?

c.  Casting

How will you portray characters?

d.  Map it out.

Create the script.

e.  Rehearse.

3.  Final Project

Review the requirements for the final project.

 

DUE DATE: MARCH 26

 

Closure:

Which character do you think you will analyze?

  Why?

Act Five, Scene Two

March 13, 2015

E.Q: How would you characterize Hamlet at the end of the play?

Obj: I can characterize Hamlet using textual evidence.

Starter:

Free Write

If you cannot think of anything, respond to the prompt below.

Vocabulary:

Copy both of these documents.

Use Viva Vocab for the 30 words you need by the end of the unit.

DUE TUESDAY, MARCH 17th.

Hamlet Vocab 

Activity:

1.  Character Symbol Sharing

In small groups, you will share what you and your group associated with your character.

Checklist

1. Select Character

2.  Select ONE quote that best represents the character overall.

3.  Select ONE symbol that will represent the character. 

4. Select ONE song that will also support the character and symbol.

5.  Explain your reasoning in selecting the symbol and song.

6. CREATE

2.  Act Five, Scene Two

 Electronic Copy

Characters:

Hamlet

Horatio

Osric

Lord

Claudius

Laertes

Gertrude

Fortinbras

First Ambassador

Discussion
Interpret the conversation between Horatio and Hamlet.
Characterize Hamlet based on what he tells Horatio.
Describe the interaction between Hamlet and Osric.
How does Laertes and Claudius' plan work out?
Explain the relationship between Horatio and Hamlet.   

3.  Royal Shakespeare Company

Act Five, Scene Two Part One

Act Five, Scene Two Part Two

As you watch, consider what is similar and different.

How does it compare to what you envisioned?

Closure:

Overall, what did you think about the play?

REMINDERS
Please finish the benchmark by the end of the evening.

Act Five, Scene One

March 12, 2015

E.Q: How do symbols allow readers to understand characters?

Obj: I can identify and create symbols to represent characters.

Starter:

What do skulls symbolize in literature?

 

Vocabulary:

Copy both of these documents.

Use Viva Vocab for the 30 words you need by the end of the unit.

Hamlet Vocab 

 

 Activity:

 

1.  Act Five, Scene One

 

 Electronic Copy

 

Characters:

Gravedigger

Other

Hamlet

Horatio

Laertes

Priest

Gertrude

Claudius

Discussion

Interpret the conversation the gravediggers are having.

What is significant about their comments regarding Ophelia's death?

Explain Hamlet's behaviors in the graveyard.

Analyze the texts comment on death.

2.  Royal Shakespeare Company

Act Five, Scene One Part One

Act Five, Scene One Part Two

Compare and Contrast the original text to the BBC production.

 

3.  Character Symbols

 

In small groups, you will work together to create a symbol for a character of your choice.

 

To Do List

1. Select Character

2.  Select ONE quote that best represents the character overall.

3.  Select ONE symbol that will represent the character. 

4. Select ONE song that will also support the character and symbol.

5.  Explain your reasoning in selecting the symbol and song.

6. CREATE
7. Share

Closure:

We have one final scene.

Predict how the play will end.

Act Four, Scene Seven/ Remediation

March 11, 2015

E.Q: Compare and contrast the Royal Shakespeare Company's production of Hamlet to the original text.

Obj: I can identify similarities and differences between the BBC production and original text.

Starter:

"Somebody that I used to Know" - Gotye

Relate the lyrics and the video to Hamlet.

(Consider what happened in the reading yesterday.)
Why do you think the actors chose this song?

 

Vocabulary:

Copy both of these documents.

We will review 5 words as a class, and you will also create your own unique set of terms.

Use Viva Vocab for this element.

You need 30 words by the end of the unit.

Hamlet Vocab 

Activity:

1.  Royal Shakespeare Company

Hamlet Act Four, Scene One 
 Hamlet Act Four, Scene One Continued 

Compare and Contrast this play to the original.

 Make a list of items on the Google Doc for today.  

 2.  Act Four, Scene Seven

Electronic Copy

Characters

Claudius

Laertes

Messenger

Gertrude

Discussion

How would you characterize Laertes?

Predict how Laertes and Claudius' plan will go.

Explain the significance of what happened with Ophelia.

 

3.  Royal Shakespeare Company

  Scene Two and Three

Compare and Contrast this clip to the original play.

 Add the list of items on to the Google Doc for today. 

4.  Vocab/Remediation

With the remaining time, work on either your viva vocab or benchmark 2/18 remediation.

Benchmark 2/18 Remediation

Please read Charles Dickens' Baron of Grogzwig.

As you read, find pieces of textual evidence that exemplify indirect characterization.

Fill out the chart using 5 different examples.

Baron of Grogzwig

Chart

Closure:

Predict what will happen in the final act.