Teacher Name/Collaborative Group: Emily Garrison/ English Department

Week of: 12/2-12/13

Unit Details: Honors: Julius Caesar; On-level: Night
Desired Results--What do we want students to know and do?

Essential Standard(s)-

RI 9-10. 6 Determine an author's point of view, perspective, or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
W 9-10.7 Conduct short as well as more sustained research projects to answer a question, including a self-generated question, or
solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating an
understanding of the subject under investigation.

Learning Target(s)/Objective(s) in Student Friendly Language-

I can identify and explain literary and stylistic techniques the author uses to support his position.

Evidence-How will we know they learned?

Precision Chart Target 2:

(rubric) I can identify and explain literary and stylistic techniques the author uses to support his position.

Meets Expectations I can identify and explain literary and stylistic techniques the author uses to support his position.

Approaching I attempt to identify AND explain literary and stylistic techniques the author uses to support his position,
Expectations but my response is lacking in explanation.

Below Expectations I can identify and explain literary and stylistic techniques the author uses to support his position.

Learning Plan--Plan for instruction, intervention, and extension.

Monday/Tuesday Wednesday/Thursday Friday/Monday Tuesday/Wednesday Thursday/Friday

12/2-12/3 12/4-12/5 12/6-12/9 12/10-12/11 12/12-12/13
On-Level: On-Level: On-Level: On-Level: -On-Level:
Direct Instruction/Modeling Direct Instruction/Modeling Direct Instruction/Modeling
(I Do): (I Do): (I Do): Guided Practice/Group Student/Teacher
- Rhetoric - Rhetorical - Model: Work Conferences
Introduction Appeals Review: Explaining the (We Do):
Notes (20 Ads author’s use of Meme Analysis- Author’s
minutes) - Model: rhetorical Purpose Independent Work
- Note-taking guide Identifying appeals/writing (You Do)
Independent Work Study for semester exam
rhetorical appeals ACE paragraphs
(You Do) Make-up Work
using “9/11 in “9/11 Address
Guided Practice/Group Address to the to the Nation” Study for semester exam
Work Nation” Make-up Work
(We Do): Guided Practice/Group
- Rhetoric Guided Practice/Group Work
Matching Task Work (We Do):
Cards with (We Do): - Group Practice:
explanations (20 Identifying
minutes) SRI rhetorical appeals
- In groups of 4, using “President
students match Obama's Remarks
the task cards to on Trayvon
the rhetorical Martin Ruling”
appeal. and
- Explaining
Independent Work rhetorical appeals
(You Do) using “President
- Must explain why Obama's Remarks
each example is on Trayvon
credibility, Martin Ruling”
emotion, or
reason/fact (cite Independent Work
words/phrases (You Do)
from example).
- Write ACE
paragraph
explaining the
author’s use of
rhetoric to
develop/advance
his purpose.
 Learning Plan--Plan for instruction, intervention, and extension.

Monday/Tuesday Wednesday/Thursday Friday/Monday Tuesday/Wednesday Thursday/Friday

12/2-12/3 12/4-12/5 12/6-12/9 12/10-12/11 12/12-12/13

Honors: Honors: Honors: Honors: Honors:

Guided Practice/Group Independent Work Guided Practice/Group Direct Instruction/Modeling Direct Instruction/Modeling
Work (You Do) Work: (I Do): (I Do):
(We Do): Review skill: I can identify Review skill: I can identify
- Act II- Julius SRI and explain author’s author’s technique/purpose
Caesar technique. And model using:
- Act II, Scene II Finish Act II quote analysis Last Diary Entry of John Student/Teacher
- Omens, Rituals, “On Revenge” Sir Francis Wilkes Booth Conferences
and Soothsayers Bacon
- Identify rhetorical Independent Work
appeals and (You Do) Independent Work
Independent Work compare to Caesar. (You Do)
(You Do) - Discuss “public -Ask students to discuss Study for semester exam
revenge” which Sir similarities between Brutus Make-up Work
- Quote analysis (out Bacon and Booth in regards to
of class) distinguishes from how they view tyranny and
“private revenge.” their role in preventing it.
- Was his
assassination
driven more by Guided Practice/Group
public or personal Work:
revenge?
- Consider how
Shakespeare may - Act IV and V-
have framed or Julius Caesar
exaggerated - Quote Analysis
characters’
motivations.

- Act III- Julius

Caesar
- Quote Analysis