November 30

JOURNAL TOPIC:
Every once in a while, often during moments of extreme stress, ordinary people do extraordinary things. What makes this possible? Can you apply this idea over the next few weeks to achieve your academic goals for the semester?

AGENDA:
1. Journal
2. Literature Circles
*Review text and notes to see how each group member is doing
*Discuss questions and take notes for binder "bullets"
*Add to vocabulary, passages, connections, and topics for research
*Continue reading

HW: (As assigned by groups)

LITERATURE CIRCLES

Here are the roles/responsibilities for the Literature Circles.

IMPORTANT NOTE: Please remember to organize your notes by reading assignment (so that each section of your group's binder follows the order of the book), and please also remember to write the PAGE NUMBER(S) where you find the question, passage, word, connection, or idea worth researching. That way we can find it later.

LITERATURE CIRCLES
During this unit you will be in charge of studying a novel as a member of a group. Each group has determined a reading schedule that will enable them to complete the novel by the due date we set in class. Because this will require work outside school, every member of every group has exchanged contact information and agreed to fulfill their commitments. Each of you has also agreed with your colleagues to take responsibility for the following tasks for each reading assignment:

• DISCUSSION QUESTIONS: Identify at least three "deep" questions for each reading that would be worth thinking about out loud with the group;
• OUTSTANDING PASSAGES: Choose at least two passages that stand out, either because they are important to the book (like foreshadowing or character description), or examples of literary elements we have discussed (like symbolism or allusion), or just outstanding writing that you want your group to see;
• VOCABULARY: Write down and define any unfamiliar words or familiar words that are used in unfamiliar ways (for example, on the 7th line of p.7 in the novel Of Mice and Men, George says, “Well, I ain’t gonna remind ya, fear ya do it again.” Fear is a familiar word, but the use here—which is grammatically incorrect but designed to be authentic dialogue—means “for fear” or “I am afraid”). There is no minimum or maximum number of vocabulary words, but you should make CERTAIN that every member of your group understands every word you read—there will be a test to make sure…
• CONNECTIONS: Identify at least three connections per reading between the book and other books you have read, current events, or your own life.
• RESEARCH: Look up background information (online and at the library) on the author, the publication of the book, and any factual references in the book (such as places, people, events and terms) that will help you understand it.

Your group is responsible for keeping a binder with sections for each of these roles (i.e., one tab for discussion questions, one for passages, one for vocabulary, one for connections, and one for background research). Each section should be divided by reading assignment, so that it is easy to find exactly what we’re looking for when we need it (and we WILL need it!). Below each set of questions/passages/words/connections/research you bring to your group for each reading assignment, you should have a header titled DISCUSSION NOTES. This is the place to write down new ideas that come up during your conversation with your group. Because our purpose is to share information to get new ideas, you must have at least two new ideas per section per reading.

Upon completion of the novel and your notes you will be graded—and you will grade the other members of your group—and you will be assigned the final projects for this unit. It will be difficult if not impossible to complete the final projects without diligently maintaining your binder, so be sure you keep it up to date.

November 29

JOURNAL TOPIC:
It has often been said that, "Actions speak louder than words." Discuss two examples from your novel that appear to support or contradict this idea.

AGENDA:
1. Journal/turn in essays
2. Reading quiz
3. Fall Semester: the beginning of the end
*good news about essay final
*good news about vocabulary final
*instructions on literature circles
*schedule

HW: (Per your literature circle's agreement)

November 23

JOURNAL TOPIC:
On Thursday millions of Americans will eat until they are sick. Why?

AGENDA:
1. Journal
2. Caesar final essay assignment



CAESAR FINAL ESSAY ASSIGNMENT

Et tu, Brute?

This quote is one of the best known in the English language. In four syllables Shakespeare creates a powerful moment, reveals aspects of Caesar's character and his relationship with Brutus, and shines a light on thematic elements of the play such as loyalty and ambition.

In a well-organized essay of 3-5 typed and double-spaced pages, choose one of the following questions/themes and answer the question using no fewer than five (5) textual quotes to support your points.

NOTE #1: SEVERAL CHARACTERS IN THE PLAY FELT STRONGLY THAT IT WAS MORE IMPORTANT TO DIE THE RIGHT WAY THAN LIVE THE WRONG WAY. PLEASE HONOR THEIR MEMORIES AND REMEMBER THIS IS AN INDIVIDUAL ASSIGNMENT. BE CONFIDENT IN YOUR UNDERSTANDING, AND RELY ON YOUR NOTES AND TEXTBOOK AS NEEDED. DO NOT CONSULT OTHER SOURCES OR PEOPLE AS YOU WRITE.

NOTE #2: DUST OFF YOUR NOTES ON ARISTOTLE'S SIX ELEMENTS OF TRAGEDY.

OPTION 1
The competing values of loyalty and ambition form a major theme of the play. Given what you know about individual characters and the throng's response to Brutus and Antony at Caesar's funeral, describe this theme and Shakespeare's attitude toward it (i.e., tone). Be sure to analyze these in terms of Aristotle's six elements.

OPTION 2
What is the role of belief systems and superstition in the play? How were characters and events influenced by elements such as gods, dreams, and portentous signs? Be sure to analyze these in terms of Aristotle six elements.

OPTION 3
Who is the protagonist of this play? Be sure to analyze in terms of Aristotle's six elements.

HW: Complete essay and turn in (typed, 12-point, 1" margins, double-spaced, NO EXCEPTIONS) at the beginning of class on Monday, November 29.


Happy Thanksgiving!

November 22

JOURNAL TOPIC:
Describe something you believed as a child but don't anymore. Why did you believe it in the first place? What changed?

AGENDA:
1. Journal
2. Quiz on Act V
3. Caesar final essay topics/collaborate with group on pre-write ideas

HW: Organize Caesar notes and assignments for easy reference

ACT V Questions & Discussion

Hope you're enjoying ACT V's tragic exclamation points. As you read, think about our discussions of ambition, power, and idealism. Why do Brutus and Cassius plan to kill themselves? Do they meet their ends in similar or different fashions? What omens (think birds) does Cassius see on the way to battle, and how do they cause him to reflect on his life? What do Brutus' last few lines suggest about the people he trusted and his own values? What about his character suggests that Brutus, and not Caesar, is the true tragic hero?

You are welcome to post comments with any questions or ideas about the reading for each other (and me, and whoever else reads this) to consider. This is not a formal assignment, just an opportunity for three periods of Honors students to give/get feedback. Reminder: Don't be shy, but-- since you don't know who'll be in the audience-- please be professional, especially if/when you disagree.

November 19

JOURNAL TOPIC:
How is it that people in close relationships (friends, spouses, siblings, parents/children) so often have disagreements because of misunderstanding or miscommunication?

AGENDA:
1. Journal
2. Working groups & literature circles
*How to finish Caesar
*How to begin the novel
*How to work as a team
*Schedule

HW:
(depends on working group agreement; make sure you and your colleagues understand and agree to each others' expectations)

November 18

JOURNAL TOPIC:
To what extent can we predict, influence or even control the future?

AGENDA:
1. Journal
2. Discuss HW questions/Act IV
3. Finale/ "Friends, Romans, countrymen..."
4. Vocab review

HW: Study for vocab test tomorrow

November 17

JOURNAL TOPIC:
We all encounter emergencies-- illness, earthquakes, stalled cars, the occasional zombie apocalypse--so what can you do to be prepared? Describe planning or training for something that might actually happen.

AGENDA:
1. Journal
2. Discuss HW
3. "Friends, Romans, countrymen..."


HW:
1. Read Act IV Scene iii (quiz tomorrow) & answer questions on p.897
2. Review vocabulary

November 16

JOURNAL TOPIC:
Describe a school rule you think is ridiculous and explain how/why you would change it.

AGENDA:
1. Journal/library
2. Quiz?
3. "Friends, Romans, countrymen..."

HW:
1. Read "Eulogy for a Fallen Leader" on p.882.
2. Write a paragraph in which you compare the eulogy with Antony's speech.
3. Write a second paragraph in which you criticize or defend using violence to express disagreement with leadership or policy.

November 15

JOURNAL TOPIC:
What is Mark Antony talking about in his speech at Caesar's funeral? Translate the main points of the speech into colloquial English.

AGENDA:
1. Journal
2. Vocab this week: review/all lists are fair game for Fri. quiz
3. Act III quiz
4. "Friends, Romans, countrymen, lend me your ears..."

HW:
1. Read Scenes i & ii in Act IV

November 11/ long weekend questions & ideas about ACT III

Hope you're enjoying ACT III and Marc Antony's gift of gab. As you read, think about our discussions of loyalty, logic and leadership. How does Antony handle his oh-so-delicate situation-- how does he manage to stay out of trouble without turning his back on Caesar, and what is the "Mischief" he refers to after riling up the crowd? Why does Brutus allow him to speak over Cassius' objections? As to the crowd, how could they change their minds from supporting Brutus to hating him so quickly? What was Shakespeare trying to say about the mob by allowing poor Cinna the Poet to be assaulted in a case of mistaken identity?

You are welcome to post comments with any questions or ideas about the reading for each other (and me, and whoever else reads this) to consider. This is a first for us, so I'm not counting it as a formal assignment, just an opportunity to get some feedback from three periods of Honors students. (Also feel free to post any strategies that are helping you memorize Antony's speech.) Don't be shy, but-- since you don't know who'll be in the audience-- please be professional, especially if/when you disagree.

Enjoy the four-day weekend and Happy Veterans Day. Remember to thank someone who's made your life more peaceful.

November 10

JOURNAL TOPIC:
We're taking the next two days off in honor of Veteran's Day, which was originally intended to celebrate peace- specifically, the end of World War I. (for more on the history of the holiday go to http://www1.va.gov/opa/vetsday/vetdayhistory.asp) Since the word veteran means "one with experience," describe how you intend to honor someone with military or other experience who has made your life peaceful.

AGENDA:
1. Journal
2. Caesar: ACT II

HW:
1. Caesar: ACT III (*reading quiz Mon. 11/15); as you read, ask yourself: Why does Shakespeare kill Caesar in ACT III instead of waiting until the end?
2. Memorize Marc Antony's speech on p.872-3 ("Friends, Romans, countrymen...")

November 9

JOURNAL TOPIC:
Why do you think gangs exist, and what is your opinion of them? Compare gangs with other social organizations such as the family, the military, or sports teams-- how are they similar and how are they different?


AGENDA:
1. Journal
2. Quiz on Act I
3. Analyze indirect characterization and exposition
4. Begin reading Act II

THE LIFE AND DEATH OF JULIUS CAESAR

For those moments when you find yourself without your twenty-pound textbook but absolutely HAVE to read some of Shakespeare's work (Source: http://shakespeare.mit.edu/julius_caesar/full.html):


The Life and Death of Julies Caesar

November 8

JOURNAL TOPIC:
Shakespeare's plays were performed "in the round." What are the advantages and disadvantages of telling a story in this way? Consider the perspectives of the author, the actors, the stagehands and the audience.

AGENDA:
1. Journal/check HW
2. Brief background: William Shakespeare (and how you can avoid the fate of so many generations of H.S. students who have needlessly suffered while reading the greatest writer ever to use the English language)
3. Julius Caesar Act I/Scenes i-ii


HW: Read Act I/Scene iii (possible quiz Tue. 11/9)

November 5

JOURNAL TOPIC:
Some elements of ancient Rome and present-day America create the impression that "might makes right." However, force doesn't always lead to the best decisions or results. What does? Describe the principles and qualities you think are important for effective leadership.


AGENDA:
1. Journal/turn in L.A. #5
2. Finish Caesar prequel
3. Introducing Julius Caesar


HW:
1. Find five contemporary allusions to Julius Caesar (and no, Caesar salad doesn't count...)
2. Answer the following questions: Who was Plutarch? How did reading Plutarch's work help Shakespeare write Julius Caesar?

November 4

JOURNAL TOPIC:
After you won and lost the lottery in last week's journal, students wondered what it would be like to lose everything. What effect would being homeless and penniless have on your personality and your life? How would you cope?


AGENDA:
1. Journal
2. Continue Caesar prequel notes (analyze characters' personal/political decisions & begin predicting what will happen as Caesar takes power)

HW: Literature Analysis #5 due tomorrow (this is the last required L.A. for the fall semester; each additional L.A. will earn extra credit)

November 3

JOURNAL TOPIC:
Think of someone for whom you feel nothing but enmity. Now imagine that tomorrow morning you wake up to discover that you and this person are two heads on the same body. Describe your day.


AGENDA:
1. Journal/discuss HW & freedom
2. Continue Caesar prequel notes (make sure to capture setting details, inciting incident, and three examples of dialogue that suggest a particular tone, diction or technique)

HW:
1. Review vocabulary
2. Work on Literature Analysis #5 (due Friday, 11/5)

November 2

JOURNAL TOPIC:
One major factor in politics is loyalty. What role does loyalty play in Caesar's and Pompey's careers? What do you think are the benefits and drawbacks of making decisions based on loyalty?


AGENDA:
1. Continue notes on Caesar's rise to power (note: for plot development, focus on foreshadowing)


HW:
1. Journal
2. Paragraph: Appolonius tells Caesar's daughter that, "Freedom isn't something to be given, it is something to be taken." What does he mean? Do you agree? Why/why not?
3. Work on Literature Analysis #5 (due Friday, 11/5)

November 1

JOURNAL TOPIC: (If you aren't in class to watch this scene from Caesar please make sure to get the notes)
When Sulla enters the Roman Senate, he challenges the senators by saying they do not represent the people. Why? How does he support his point? Compare the Roman senators with modern American senators; are Sulla's observations applicable to modern leaders?

AGENDA:
1. Prequel to Shakespeare's Julius Caesar
2. Take notes on: setting, characters, plot development, and don't forget to answer the journal question

HW:
1. Define "rubicon" and explain its relevance to Sulla's arrival
2. Finish journal