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WELCOME TO 2 ND SEMESTER

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Welcome to 2 nd Semester. Welcome to your new classes… We have a new semester and a new beginning. You are all starting this class with an A, and we need to review our rules, procedures, and expectations to maintain those grades. - PowerPoint PPT Presentation

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Page 1: Welcome to 2 nd  Semester

WELCOME TO 2ND SEMESTER

Page 2: Welcome to 2 nd  Semester

SECOND SEMESTER…

Welcome to your new classes… We have a new semester and a new beginning. You are all starting this class with an A, and we

need to review our rules, procedures, and expectations to maintain those grades.

Your writing test is less than a month away, your CST is approaching as well.

As a teacher and as a school, we have lost our patience with students who do not plan to follow the necessary expectations of students.

Page 3: Welcome to 2 nd  Semester

A REMINDER OF THE EXPECTATIONS1) ENTERING THE CLASSROOM

You will enter the classroom quietly, take your seat and start your journal write.

I will call on you randomly, and if you haven’t completed the work the will stand and write against the wall. If this becomes a problem, your parent/guardian will receive a phone call home.

Page 4: Welcome to 2 nd  Semester

TARDIES WILL STOP NOW. Aside from when you first come arriving

to school in the morning, there is a new tardy policy.

If you come late to 2nd period, 3rd period, or DEAR, your name will be written on the board along with the number of minutes you came late. You will then stay after class, and we will call your parent or guardian together.

Page 5: Welcome to 2 nd  Semester

CLASSROOM BEHAVIOR You know how to act. You know what it means to

be respectful of your peers, your teacher, and yourself. Do it.

If you talk to me in a way that is defiant, you will be asked to step outside and collect yourself. If you can’t get it together, your going to Mr. Sanders office and going home. You are students, and I am your teacher. This is how the world works. As a school, we are not preparing you for the real world, if we do not teach you how to respect and treat your authority figures.

Page 6: Welcome to 2 nd  Semester

REALITY CHECK…WHERE WE ARE AND WHERE WE NEED TO BE

Based on your final exams, over half of you are receiving proficient or advanced; EXCELLENT WORK!

That means around 40% of you are receiving Basic or Below Basic. This needs to change!

Students, we need to look alive in class, takes notes and be prepared. Your grades are reflecting your class focus.

Take a look at your print out to see where you stand.

Page 7: Welcome to 2 nd  Semester

LOOK OVER YOUR REPORTS You will see a list of standards. You will track yourself. Listen to my instructions, and you can

complete the rest on your own.

Page 8: Welcome to 2 nd  Semester

IN ORDER TO IMPROVE OUR SCORES WE NEED TO

Make sure we are prepared everyday! Do you have a notebook? Is it organized? Do you have a pen/pencil/paper? Do you have the right mindset? Do you have your homework?

Listen and take notes in-class. The formula is easy:

Pay attention in class + preparedness = success!

Page 9: Welcome to 2 nd  Semester

IT’S A NEW DAY TO… GET ORGANIZED Remember those notebooks/binders I wanted?

Get them! I need one binder or notebook for ELA only.

Warm up (Journal Write, Paragraph Correction, Word of the Day)

Grammar Notes (this will be on the novel we are learning) Test/quizzes/CST practice Other

There will be a check on Thursday or Friday. Those of you who do not have it, will be writing standards. If you do not have it on Monday, You will receive a phone call home.

Page 10: Welcome to 2 nd  Semester

FINAL HOUSEKEEPING Calling all novels!

I need your copies of the Messenger by Friday. I will have a list of students who do not have the novel and have not given me money for the novel, so your parents will be billed. You were told you cannot keep the novel, and if you lost it, you will pay for it. ‘Nuff Said.

Page 11: Welcome to 2 nd  Semester

BACK TO CAESAR!! Let’s get back to Mr. Shakespeare.

Major Characters? One sentence summary of each

Major Events One sentence summary of each

Page 12: Welcome to 2 nd  Semester

WRITE A ONE SENTENCE SUMMARY EXPLAINING… WHO EACH CHARACTER IS AND/OR

WHY EACH CHARACTER/EVENT IS IMPORTANT

Julius Caesar

Brutus

Cassius

Casca

Calphurnia

Major Characters Major Events*Celebration for Caesar

*Soothsayer

*Cassius/Brutus conversation

*Caesar offered Crown

*Crazy Night of Fire

Page 13: Welcome to 2 nd  Semester

HOMEWORK Act II, Scene 1 Study Guide Questions

Page 14: Welcome to 2 nd  Semester

JOURNAL WRITE…UNDERSTANDING CASSIUS

Think of a time you felt jealous of someone. Who were you jealous of? Why? Did they own more than you? Get more attention than you? Have more power than you? Take something you thought you

deserved?

Page 15: Welcome to 2 nd  Semester

PARAGRAPH CORRECTIONToday we will exsamine character

motives, and flaws. Two signfigant motives are jealously and peer presure. More specifically Cassius convinces Brutus to submit to peer pressure the question becomes “Do we blame brutus?” it wasn’t his idea yet he didn’t followd Cassius.

(13)

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VOCABULARY REMINDER…MOTIVE

Motive

Page 17: Welcome to 2 nd  Semester

UNDERSTANDING CASSIUS…THINK PAIR SHARE

Define jealousy. 1) What makes

people jealous? 2) Is it natural? 3) Can it ever be a

good thing? 4) How far can it

push you?

What I think What are my partner thinks

1) 1)

2) 2)

3) 3)

4) 4)

Page 18: Welcome to 2 nd  Semester

ACT II- WHAT HAPPENED?1) Shortly before dawn on March 15 (the

ides of March), Brutus walks in his garden, unable to sleep, brooding over the decision he must make. He receives an anonymous letter (from Cassius) urging him to act on Rome's behalf. Cassius and the conspirators visit Brutus and finalize their plans. Brutus' wife, Portia, urges him to reveal his secret to her.

Page 19: Welcome to 2 nd  Semester

ACT II, SCENE 2- Overview, read the translation. Key Scene focus- pg. 79Shortly after dawn on March 15, Caesar and his wife

Calpurnia are both awake because of the storm. Caesar intends to go to the Capitol, but Calpurnia urges him to stay home because of the many threatening omens. Caesar agrees to stay home for her sake, until Decius, one of the conspirators, convinces him that he must not seem to be afraid of his wife's superstitions. The other conspirators meet at Caesar's house to make sure he does not decide to stay at home.

Page 20: Welcome to 2 nd  Semester

ACT II, SCENE 3- OVERVIEW, THEN ACT IT OUT

3) Artemidorus, one of Caesar's supporters, has learned about the plot against Caesar. He reads a letter of warning he has written, then waits in the street for Caesar to pass by.

Page 21: Welcome to 2 nd  Semester

ACT II, SCENE 4 4) Portia, uneasy about the plot, sends

the servant Lucius to go and see what is happening at the Capitol. She then meets the soothsayer, who increases her concern as he predicts danger for Caesar.

Page 22: Welcome to 2 nd  Semester

“Aye, but not gone” What does that mean?

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HOMEWORK Read the text, answer study questions

Scene 2, Scene 3, and Scene 4

Page 24: Welcome to 2 nd  Semester

JOURNAL WRITE Have you ever felt betrayed? Did you

ever feel like a friend, family member, or teacher broke your trust? Why? How did that feel?

Has anyone ever felt that way towards you?

Page 25: Welcome to 2 nd  Semester

PARAGRAPH CORRECTIONToday we will act out Skits for Julius

Caesar. After we had read the translation of the scene we will break into groups to read and preform the original shakespeare. If you want to rewrite some of the language you may. be sure to stick to the plot!

(8 errors)

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WORD OF THE DAY: CONSPIRACY

Conspiracy

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FOLLOW THE STEP-BY-STEP INSTRUCTIONS

1. Get in groups2. Read translation3. Take out text4. Assign roles (I have suggested roles

but you do not need to use them)5. Rewrite and practice!6. Perform

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All it takes is one bad seed to ruin the whole apple… What does this mean? How does it relate to Julius Caesar?

Page 29: Welcome to 2 nd  Semester

2 WEEKS UNTIL YOUR CST!!! Feb 14-16 Narrative Practice Feb 17-21 Response to Literature

practice Feb 22-24 Persuasive Feb 25- 28 Summary

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JOURNAL WRITE Fact: Prisons are built based on literacy rates.

What does this mean? The government looks at how students score on

English exams, and then decide how many students may end up in jail.

Fact: The California State government looks at 7th grade writing exams to determine how many end up in jail, and how many students can be productive members of society. How does this statistic make you feel? Why?

Page 31: Welcome to 2 nd  Semester

GRADED JOURNAL WRITE…20 MINUTESChoose 1 of 2 prompts: Write a narrative about the best

Valentine’s Day you could imagine. Write about the best trip to Knott’s

Berry Farm you could imagine. In the case of both topics, make

sure you include all elements of plot and narrative writing.

Page 32: Welcome to 2 nd  Semester

JOURNAL WRITE HELP When you see that you need to write a

narrative, immediately you should think I need a setting and characters. I need a conflict. I need rising actions. I need a climax. I need falling actions. I need a resolution.

Page 33: Welcome to 2 nd  Semester

GRADE YOUR PEERS Use the a rubric to grade your peers

4 3 2 1 Grammar 0-2 errors 3-5 errors 7-10 errors More than 10 Capitalization 0-2 errors 3-5 errors 7-10 errors More than 10 Punctuation 0-2 errors 3-5 errors 7-10 errors More than 10 Spelling 0-2 errors 3-5 errors 7-10 errors More than 10 Setting Clearly described

using a lot of detail Described using some detail

Mentioned I don’t know what the setting is

Characters Clearly described using a lot of detail

Described using some detail

Mentioned I don’t know who is in this story

Conflict Clearly established through rising actions

Established Somewhat established

I don’t know what the conflict is

Resolution Clearly established through falling actions

Established Somewhat established

I don’t know what the resolution is

Narrative Techniques

Includes multiple lines of dialogue and suspense

Uses dialogue Uses suspense Does not demonstrate at all

Page 34: Welcome to 2 nd  Semester

AN EXAMPLE OF AN OPENING PARAGRAPH

I wake up to a phone, “Ms. Roth, this is Mr. Sanders. School has been cancelled today, due to a city-wide Valentine’s Day celebrashion!” “wow” I say to myself “This is going to be the bestest Valentines Day in the world!” As I am getting out of bed I see something on my dresser. Still half asleep I rub my eyes. I cannot beleive what I see before me A VENTI STARBUCKS DRINK!

Page 35: Welcome to 2 nd  Semester

LET’S CHECK THIS AGAINST THE RUBRIC Let’s first check for grammar, then capitalization,

then punctuation, then spelling. (Find the errors!)

I wake up to a phone, “Ms. Roth, this is Mr. Sanders. School has been cancelled today, due to a city-wide Valentine’s Day celebrashion!” “wow” I say to myself “This is going to be the bestest Valentines Day in the world!” As I am getting out of bed I see something on my dresser. Still half asleep I rub my eyes. I cannot beleive what I see before me A VENTI STARBUCKS DRINK!

Page 36: Welcome to 2 nd  Semester

READY, SET, GO! Get started on your Journal Writes. When you are done, take out your Julius

Caesar and your translations. Begin reading Act III, Scene II. When you are done, begin the Act III,

Scene 2 Study guide questions.

Page 37: Welcome to 2 nd  Semester

JOURNAL WRITEHave you ever lost someone you loved or

admired?If you could speak at their funeral what

would you say?

How do you want to be remembered?

Page 38: Welcome to 2 nd  Semester

PARAGRAPH CORRECTIONWhen mark Antony sees Caesars

dead body he is horrified. He is determinned to get revenge on his friends murderers. he gets back at them very clever when he speak at Caesar’s funeral.

Page 39: Welcome to 2 nd  Semester

WORD OF THE DAY: EULOGY

Page 40: Welcome to 2 nd  Semester

QUICK REVIEWCaesar is stabbed at the Senate.

Mark Antony walks in and is HORRIFIED!

Open to page 105- let’s examine what he has to say

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WHY IS MARK ANTONY SO UPSET? What does he say to Brutus?

How does Brutus react?

Why is Cassius suspicious?

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EXAMINE THE FUNERAL ORATIONS- 115 What does Brutus say?

Why?

How does Antony first respond? Then follow up?

Page 43: Welcome to 2 nd  Semester

READS THE WILL- PAGE 129 What does he say?

How does he incriminate the conspirators?

Class work: With a partner, complete act III, scene 2

study guide questions.

Page 44: Welcome to 2 nd  Semester

HOMEWORK: JOURNAL ENTRY 2 From the perspective of your character

What do you think of Caesar’s murder?

What do you think of the funeral orations?

Page 45: Welcome to 2 nd  Semester

JOURNAL WRITE Do you believe in the expression,

“What goes around, comes around?” Why?

Can you think of examples when this saying is true or not true?

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WORD OF THE DAY Def: Sentence:

Example: Non-ExampleNaïve

Page 47: Welcome to 2 nd  Semester

MANIPULATION

Manipulation

Page 48: Welcome to 2 nd  Semester

LET THE KILLING SPREE BEGIN! Act III, Scene 3

Victim 1: Cinna

See your play, page 135 and hand out

Page 49: Welcome to 2 nd  Semester

CAN POWER KEEP YOU HUMBLE?Antony is getting a little too big for his

britches…

In Act IV, Scene 1, we see him starting to change.

Let’s read the summary, and see how is attitude differs.

Page 50: Welcome to 2 nd  Semester

CASSIUS…UP TO THE SAME OLD NONSENSE

“Once a dog, always a dog”

Read the summary of Act IV, Scene 2 and 3 to see how Cassius continues to turn on his friends.

Page 51: Welcome to 2 nd  Semester

THE QUESTION BECOMES… What do you think of Brutus?

He turned on his best friend, but… Did he have reason? Did he truly believe it was for Rome?

Is he innocent and naïve? Did he really believe the anonymous letter? Did he really believe that Caesar would become a tyrant?

Is he just a plain, old buffoon? Can we forgive a man for falling for obviously tricks?

Is he clever? Did he know exactly what he was doing?

Page 52: Welcome to 2 nd  Semester

PERSUASIVE RESPONSE… As you know, we need to review persuasion.

Step 1) Review key terms. Step 2) Put them to action

Apply these terms to one of the three essay prompts

Question 1: People never change. Using “Julius Caesar” argue either for or against this question.

Question 2: Brutus should be punished for his actions. Using “Julius Caesar” argue either for or against this question.

Question 3: Antony is justified in his plan for revenge. Using “Julius Caesar” argue either for or against this question.

Page 53: Welcome to 2 nd  Semester

Introduction

Thesis

Evidence

Counterargument

Rebuttal

Conclusion

Page 54: Welcome to 2 nd  Semester

PERSUASIVE ESSAY FRAME

Page 55: Welcome to 2 nd  Semester

JOURNAL WRITE: Write a summary of your weekend.

If you need to go day-by-day, you can

Done early: Reflect What does Black History Month mean to

you?`

Page 56: Welcome to 2 nd  Semester

PARAGRAPH CORRECTIONWe only have 2 classes left until

the cst writing test. As you know we will spend today reviewing summary writing and our next class practice our response to litterature. You will also recieve a review packet of writing skills to help you practice over the week end.

Page 57: Welcome to 2 nd  Semester

WORD OF THE DAY: RELEVANT

Relevant

Page 58: Welcome to 2 nd  Semester

PACKET INTRODUCTION In this packet, you will find all the resources you

need to practice for your CST Writing test on March 1, 2011. As you know, you may receive a number of different writing prompts on the CST Writing; you may be asked to write a summary, persuasive essay, narrative, or response to literature. In this packet, you will find reviews of each type or genre, worksheets to help you practice your writing skills, and writing prompts with rubrics and sample papers.

Page 59: Welcome to 2 nd  Semester

SUMMARY REVIEW Genre 1: Summary Writing As students and adults, we use summary writing all the time. When you write a summary, you

restate something you have read in your own words. There are 3 main steps to summarizing o Identify the main idea o Identify the supporting details o Put the main idea and supporting details in your own words. But, how do you do those steps? o How to identify the main idea Read the passage once Ask your, “What is this passage about?” The answer to this question is the topic Ask yourself, “What is the author trying to tell me about the topic?” This is your main idea Double check: Reread the passage to see that the sentences are related to and/or refer to the main

idea. o How to identify the supporting details Read the passage again Highlight the parts of the passage that prove the main idea Do not highlight ideas that are only a little bit related o Restate in your own words Write the main idea in your own words. This means that instead of copying it from the text, you use

synonyms and other different words to show that you understand what the author wrote. Add the most important details Mirror the way that the author organizes the passage. If the author talks about coffee and then tea, you need to talk about coffee and then tea Remember: When you are writing a summary, don’t just tell the details that are nice to know, only

include the key ideas!

Page 60: Welcome to 2 nd  Semester

PRACTICE Your opinion

Before

(True/ False)

“Bats” Textual Evidence

to support or disprove your opinion (paragraph #)

What you KNOW

After

(Answer according to the text)

1. A bat is a type of bird.

2. Bats have feathers on their wings.

3. Bats give birth to babies like humans

4. Male bats eat more than female bats.

5. Bats react to sound waves to locate their food.

6. Bats do not sleep.

7. Bats are dangerous to humans

8. Humans kill bats.

9. Bats are important to our environment.

10. All bats suck blood for nourishment (food.)

11. Arnold Schwartzenegger is a blood-sucking bat.

Page 61: Welcome to 2 nd  Semester

LET’S READ: BATSIn the distant past, many people thought bats had magical powers, but times have changed.

Today, many people believe that bats are rodents, that they cannot see, and that they are more likely than other animals to carry rabies. All of these beliefs are mistaken. Bats are not rodents, are not blind, and are no more likely than dogs and cats to transmit rabies. Bats, in fact, are among the least understood and least appreciated of animals.

 Bats are not rodents with wings, contrary to popular belief. Like all rodents, batsare mammals, but they have a skeleton similar to the human skeleton. The bones in bat wings are

much like those in arms and the human hand, with a thumb and four fingers. In bats, the bones of the arms and the four fingers of the hands are very long. This bone structure helps support the web of skin that stretches from the body to the ends of the fingers to form wings.

 Although bats cannot see colors, they have good vision in both dim and bright light. Since most

bats stay in darkness during the day and do their feeding at night, they do not use their vision to maneuver in the dark but use a process called echolocation. This process enables bats to emit sounds from their mouths that bounce off objects and allow them to avoid the objects when flying. They use this system to locate flying insects to feed on as well. Typically, insect-eating bats emerge at dusk and fly to streams or ponds where they feed. They catch the insects on their wingtip or tail membrane and fling them into their mouths while flying.

Page 62: Welcome to 2 nd  Semester

There are about 1,000 species of bat, ranging in size from the bumblebee bat, which is about an inch long, to the flying fox, which is 16 inches long and has a wingspan of five feet. Each type of bat has a specialized diet. For seventy percent of bats, the diet is insects. Other types of bats feed on flowers, pollen, nectar, and fruit or on small animals such as birds, mice, lizards, and frogs. One species of bat feeds on the blood of large mammals. This is the common vampire bat, which lives only in Latin America and is probably best known for feeding on the blood of cattle. Unfortunately, in an attempt to control vampire bat populations, farmers have unintentionally killed thousands of beneficial fruit- and insect-eating bats as well.

 Bats, in fact, perform a number of valuable functions. Their greatest economic value is in eliminating insect pests.

Insect-eating bats can catch six hundred mosquitoes in an hour and eat half their body weight in insects every night. In many tropical rain forests, fruit-eating bats are the main means of spreading the seeds of tropical fruits. Nectar-feeding bats pollinate a number of tropical plants. If it were not for bats, we might not have peaches, bananas, mangoes, guavas, figs, or dates.

 Today, the survival of many bat species is uncertain. Sixty percent of bats do not survive past infancy. Some are

killed by predators such as owls, hawks, snakes and other meat-eating creatures, but most are victims of pesticides and other human intrusions. In Carlsbad Caverns, New Mexico, where there were once 8 million bats, there are now a quarter million. At Eagle Creek, Arizona, the bat population dropped from 30 million to 30 thousand in six years.

 Bats often have been burdened with a bad reputation, perhaps because they are not the warm, cuddly sort of

animal we love to love. However, their unusual physical features should not lead us to overestimate their harm or to underestimate their value. Instead, we should not only appreciate bats, but also protect them from harm and advocate for them.

Page 63: Welcome to 2 nd  Semester

NOW LET’S WRITE OUR SUMMARYFirst we must follow our steps:Step 1: Identify the Main IdeaRead the passage, determine the topic, determine what the author is

trying to tell you about the topic, make sure the sentences in the passage prove this point.

Step 2: Identify the Supporting DetailsReread the passage, highlight all the sentences that support the

main idea, do not highlight the ones that are only slightly related. Step 3: Summarize in your own wordsRestate the main idea and supporting details in your own words.

Make sure you include the details in the same order as the author.   

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NEED MORE HELP?What’s important What’s interesting and not

important

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LET’S WRITE A SUMMARY Main Idea:

Supporting Details:

Page 66: Welcome to 2 nd  Semester

Your opinion

Before

(True/ False)

Alabama 1963 Textual Evidence

to support or disprove your

opinion (paragraph #)

What you KNOW

After

(Answer according to the text)

1. Blacks and Whites went to school together.

2. Jim Crow was a Civil Rights Activist.

3. All White people in the South were racist.

4. It was illegal for the NAACP to meet.

5. All Christians fought for equality.

6. Towns were segregated.

7. Public Safety commissioners worked hard to keep violence under control and protect Black people from racist Whites.

8. George Wallace was a comedian in Vegas.

Page 67: Welcome to 2 nd  Semester

Letter from Birmingham Jail: Birmingham in the 1960’s The following is King’s description of Birmingham in 1963. -From: Clayborne Carson, ed., The Autobiography of Martin Luther King, Jr. (New York: Warner Book,

1998) If you had visited Birmingham before the third of April in the one hundredth-anniversary year of the

Negro's emancipation, you might have come to a startling conclusion. You might have concluded that here was a city which had been trapped for decades in a Rip Van Winkle slumber; a city whose fathers had apparently never heard of Abraham Lincoln, Thomas Jefferson, the Bill of Rights, the Preamble to the Constitution, The Thirteenth, Fourteenth, and Fifteenth Amendments, or the 1954 decision of the United States Supreme Court outlawing segregation in the public schools.

If your powers of imagination are great enough to enable you to place yourself in the position of a Negro baby born and brought up to physical maturity in Birmingham, you would picture your life in the following manner:

You would be born in a Jim Crow hospital to parents who probably lived in a ghetto. You would attend a Jim Crow school. You would spend your childhood playing mainly in the streets because the "colored" parks were abysmally inadequate. When a federal court order banned park segregation, you would find that Birmingham closed down its parks and gave up its baseball team rather than integrate them.

If you went shopping with your mother or father, you would trudge along as they purchased at every counter except one, in the large or small stores. If you were hungry or thirsty, you would have to forget about it until you got back to the Negro section of town, for in your city it was a violation of the law to serve food to Negroes at the same counter with whites.

Page 68: Welcome to 2 nd  Semester

If your family attended church, you would go to a Negro church. If you attended your own Negro church and wanted to play safe, you might select a church that didn't have a pastor with a reputation for speaking out on civil rights. If you wanted to visit a church attended by white people, you would not be welcome. For although your white fellow citizens would insist that they were Christians, they practiced segregation as rigidly in the house of God as they did in the theater.

If you wanted to contribute to and be a part of the work of the National Association for the Advancement of Colored People, you would not have been able to join a local branch. In the

state of Alabama, segregationist authorities had been successful in enjoining the NAACP from performing its civil rights work by declaring it a "foreign corporation" and rendering its activities illegal.

If you wanted a job in this city-one of the greatest iron- and steel producing centers in the nation-you had better settle on doing menial work as a porter or laborer. If you were fortunate enough to get a job, you could expect that promotions to a better status or more pay would come, not to you, but to a white employee regardless of your comparative talents.

If you believed your history books and thought of America as a country whose governing officials whether city, state, or nation are selected by the governed, you would be swiftly disillusioned when you tried to exercise your right to register and vote. Your race, constituting two-fifths of the city's population, would have made up one-eighth of its voting strength.

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You would be living in a city where brutality directed against Negroes was an unquestioned and unchallenged reality. One of the city commissioners, a member of the body that ruled municipal affairs, would be

Eugene "Bull" Connor, a racist who prided himself on knowing how to handle the Negro and keep him in his "place." As commissioner of public safety, Bull Connor, entrenched for many years in a key position in the Birmingham power structure, displayed as much contempt for the rights of the Negro as he did defiance for the authority of the federal government.

You would have found a general atmosphere of violence and brutality in Birmingham. Local racists intimidated, mobbed, and even killed Negroes with impunity. One of the more vivid examples of the terror of Birmingham was the castration of a Negro man, whose mutilated body had then been abandoned on a lonely road. No Negro home was protected from bombings and burnings. From the year 1957 through January 1963, while Birmingham was still claiming that its Negroes were "satisfied," seventeen unsolved bombings of Negro churches and homes of civil rights leaders occurred.

In Connor's Birmingham, the silent password was fear. It was a fear not only on the part of the black oppressed, but also in the hearts of the white oppressors. Certainly Birmingham had its white moderates who disapproved of Bull Connor's tactics. Certainly Birmingham had its decent white citizens who privately deplored the maltreatment of Negroes. But they remained publicly silent. It was a silence born of fear-fear of social, political, and economic reprisals. The ultimate tragedy of Birmingham was not the brutality of the bad people, but the silence of the good people.

In Birmingham, you would be living in a community where the white man's long-lived tyranny had cowed your people, led them to abandon hope, and developed in them a false sense of inferiority. You would be living in a city where the representatives of economic and political power refused to even discuss social justice with the leaders of your people.

You would be living in the largest city of a police state, presided over by a governor-George Wallace whose inauguration vow had been a pledge of "segregation now, segregation tomorrow, segregation forever!" You would be living, in fact, in the most segregated city in America.

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JOURNAL WRITE/WARM UPStep 1: List every novel or short story you have ever read (Skip 3

lines between each title)Step 2: Write the name of the author next to the textStep 3: Under the name of the novel, write what the novel is

about, the main characters and the themes. Example: House on Mango Street by Sandra Cisneros This novella is about Esperanza’s desire to have a home of her

own. She explores this desire by showing the realities of life for the women in her neighborhood.

Characters: Esperanza, Sally, Mama, Papa Themes:

Page 71: Welcome to 2 nd  Semester

PARAGRAPH CORRECTIONThis is you’re last paragraph

correction before your exam. In this correction I want to remind you all how important it is to read over your work. You must check for spelling erors run-on sentences and fragments. Don’t be forgetting that spelling grammar and punctuation is just as important as what you write!

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WORK PACKETSIn this packet, we will review the key

steps to writing an effective response to literature, review key vocabulary to use in your response to literature, break down writing prompts, and practice brainstorming your response to literature essays.

Page 73: Welcome to 2 nd  Semester

What is an effective response to literature? An effective response will do more than merely retell the story.

It may state why the author wrote the passage and what it means (You must show you understand the big idea and theme!)

In an effective response to literature the author will show that he/she has thought about the meaning of the passage and do more than simply describe and summarize it (You need to dig deeper!)

An effective response to literature includes details the writer uses to support the statements and interpretations you made. The writer should also pull specific details from the passage to support the interpretation. (Prove what you say with evidence).

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In general, there are 4 types Response to Literature prompts that you may be asked Type 1: Experiences and Connections: These questions

will ask you to make connections between a story you just read and stories you have read in the past or your own life. (Text-to-text, text-to-self connections)

What are the similarities between the main character and another character you have read about in the past?

How might the plot of this story parallel that of another story you have read?

What are the parallels between what happens in the story and current events?

How are some of the events in the story similar to your own experiences?

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Type 2: Feelings and Emotions: These prompts will ask you about how the story made you feel or think

How does this story make you feel? What are your thoughts about what happened

to the main character How would you feel if you were the main

character What is your perspective (opinion) on how the

main character handled a particular situation

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Type 3: Predictions and Inference:

These prompts ask you to read and guess what might happen next in the story. You may also be asked to guess how a character should resolve a conflict.

What do you predict will happen next? What action(s) would you take if you were in

the same situation as the main character? What assumptions can you make about why

the main character behaved the way he/she did?

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I Type 4: Interpretations and Judgments:

These prompts may ask you to interpret the message/lesson in a story and ask you to judge a character’s actions.

What is the big idea or theme (lesson/moral) the author is trying to convey?

In your opinion, did the main character in the story take the right action?

What was meant when the main character said __________________?

What qualities lead you to believe that the main character is a good/bad person?

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THWord (Image) Definition Response or Examples Theme

Express

Trait

Point of View

Analyze

Compare/Contrast

Perspective

Connect/ Connection

Infer/ Inference

Interpret/ Interpretations

Parallel

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JOURNAL WRITE What did you think of the writing test?

Hard, easy, medium?

Did you include a beginning, middle, end, dialogue, suspense, check for spelling?

Write a summary of what you wrote about

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BACK TO JULIUS CAESAR We need to get back to the play! We will watch the play and take guided

notesKey Scene Key Line

What happened? Who said it?What does it mean?

What happened? Who said it?What does it mean?

What happened? Who said it?What does it mean?

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JOURNAL WRITE Have you ever had a dream that woke

you because it seemed so life-like? Have you ever had a dream about

something in your past that was bothering you? What were they? What happened? How did you respond after?

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PARAGRAPH CORRECTIONwhat did you thinks of the CST

writing test? was the promp easy medium or hard? Did u include all elements of narrative writing like exposition conflict and dialogue?

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WORD OF THE DAY: SUBCONSCIOUS Quick note: students often confuse the

words Conscious and conscience

Conscious: the state of being alert or “with-it”

Conscience: your sense of morals

Subconscious

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QUICK CATCH-UP Major Events

Act I Act II Act III Act IV, Scene 1

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ACT IV, SCENE 2 What happens?

Brutus is camped out with his army and followers

Brutus sees an army approaching… What the heck…it’s Cassius!!

Cassius approaches Brutus in an angry or hostile way

Why?!

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ACT IV, SCENE 3…THE FIGHT! PG. 149

Read the argument We will act out their bickering in

partners

What are they arguing about? How is Brutus insulting Cassius?

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THE TWO MAKE NICE How do the two resolve their

argument?

Um…what happened to Portia?! Doesn’t Brutus seem a little too casual

about this? What does this see about the role his wife

and women play?

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THE HAUNT…. Why is Brutus haunted?

Who does he see? What do you think it means?

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HW: ACT IV, SCENE 3 STUDY GUIDE 4. Who quarrels? Why?5. What does Brutus think of himself?6. Why does Cassius say he is “aweary of

the world”?7. What alibi does Cassius use?8. What news do we hear of Portia? What is

Brutus' reaction?10. Why does Caesar's ghost appear to

Brutus? What does it say to Brutus?

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GET AHEAD! Finish Julius Caesar and complete the

Act V study guide questions.

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JOURNAL WRITE Would you rather take your own

life or have your sworn enemy take it from you? Why? What are the benefits to each side?

Done early? How do you think the play will end?

Who will be alive? Who will die? Why did you make such

predictions?

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PARAGRAPH CORRECTIONToday, we will finish William

Shakespeares “Julius Caesar.” Congradulations on completeing youre first shakespeare play. I hopes you will read much more Shakespeare plays in the future. (7)

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WORD OF THE DAY: OMEN/PORTEND VS. FORESHADOW

Omen/Portend

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ACT V, SCENE 1 Set the stage for the battle… Where? Philippi?

Cassius & BrutusVs.

Antony and Octavius CaesarNeither wants to make the first move (sounds

like a middle school dance to me…)

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LET’S READ THE TRANSLATION Compare it to text (pg. 181)As Brutus’ and Cassius’ army came within sight of their opponents it was apparent that the enemy

was waiting instead of advancing towards them. ‘They’re waiting there and want to talk,’ said Brutus. ‘Wait here, Titonius,’ said Cassius. ‘We have to go out there and talk.’ The two generals rode out towards their opponents. When Octavius saw them coming he turned to Antony. ‘Shall we give the signal to start the battle?’

he said. ‘No Caesar, we’ll wait for them to begin. Let’s go to them. The generals want to talk.’ ‘Don’t move until the signal,’ Octavius instructed his captains. They rode out and met Brutus and Cassius halfway. ‘Words before blows, is it, countrymen?’ said Brutus. ‘Not that we love words better, as you do,’ said Octavius. ‘Good words are better than bad blows, Octavius,’ sid Brutus. Antony sneered. ‘You give good words when you make bad blows, Brutus. Remember the hole you

made in Caesar’s heart, while at the same time crying, “Long live! Hail Caesar!”’ Cassius shook his head and smiled bitterly. ‘Antony,’ he said. ‘We don’t yet know how good your

blows are, but as for your words, they rob the Hybla bees, and leave them without honey.’ ‘And stingless too,’ said Antony. ‘And soundless too,’ said Brutus. ‘Because you’ve stolen their buzzing, Antony, and very wisely, you

threaten before you sting.’ Antony had had enough of this banter. ‘Villains!’ he exclaimed. ‘You didn’t when your vile daggers

clashed against each other in the sides of Caesar. You grinned like apes and fawned like dogs and bowed like slaves, kissing Caesar’s feet, while vile Casca, like a mongrel behind, struck Caesar in the neck.

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WHAT ARE THEY COMPARING HERE? What do they mean by words vs.

blows?

Page 183, line 55“When this sword goes up again..”What does this mean?

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OMEN…GO TO PAGE 185‘Messala,’ he said, ‘it’s my birthday. On this very day Cassius was

born. Give me your hand, Messala. You are my witness that, like Pompey, I’m forced, against my will, to stake all our liberty on a single battle. You know that I’ve always agreed with the philosopher, Epicurus, who rejected portents and fortune telling by dreams. I’ve changed my mind and now I half believe that some things are sent to warn us. As we came from Sardis two mighty eagles swooped down on our foremost banner, and perched there, gorging and feeding from the hands of the soldiers who came with us to Philippi. This morning they were gone and in their place there were ravens, crows and kites flying over our heads, looking down on us as though we were dying prey. Their shadows seemed like a fatal canopy, under which our army lay, ready to die.’

What do we know about omens in this play??

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BRUTUS’ THOUGHTS ON SUICIDE PG 187 ‘According to the stoic philosophy in which

it’s considered cowardly to take one’s own life,’ said Brutus, ‘I criticized Cato for killing himself. I don’t know why, but I do find it cowardly and vile to end the natural course of life for fear of what may happen. I’m arming myself with patience to await the destiny that the powers above us have decided for me.’

What does this mean he thinks about his wife’s action?

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CHARACTER CLARIFICATION See page 3, to see who supports who.

The only people on Mark Antony’s side are him, Octavius, and Lepidus.

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WHAT DOES CASSIUS THINK HAS HAPPENED?

What does he decide to do? Pg. 193 Why does Messala say this happened?

“Mistrust of good success hath done this deed… 195”

What does this quotation say about the play? Cassius in general?

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THE REST FOLLOW SUIT… Open to page 203, what is Brutus

asking people to do? Why? Final words 205-207 What does he say about Caesar? Could we have predicted this?

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THE FINAL PAGES… Let’s read 207-209 What does Antony say about this? Are

you surprised?

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ACT V COMPREHENSION QUESTIONS Act V, Scene 1 1. Where does the scene take place?

2. What do Brutus and Cassius do? Act V, Scene 3 3. How does Cassius die?

4. How does Pindarus earn his freedom?5. What happens to Titinius?

Act V, Scene 4 6. How does Brutus die?

7. What do Antony and Octavius say about Brutus?8. Who wins and becomes ruler of Rome?

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HOMEWORK: FINAL JOURNAL ENTRY Start thinking about your final project Create a Facebook page for one of the

characters from “Julius Caesar” Rewrite and modernize key scenes from

“Julius Ceasar” Create a “Dr. Phil Reunion” of all the

characters from “Julius Ceasar”

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JOURNAL WRITE Would you recommend “Julius Caesar”

to a fellow 7th grader? Someone older?

Would you recommend Shakespeare in general? Why or why not?

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PARAGRAPH CORRECTIONAfter I distributed youre final project

assignment we will watch a version of Julius Caesar. It is a very very old film and you will need to pay close attention. While we are watching I want you to take notes that look like this (8)

What I like What I get What I don’t like

What I don’t get

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GUIDED NOTESWhat I like What I get What I don’t

likeWhat I don’t get

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HOMEWORK Final Journal Entry (Extension) Start Final Project—due 3/14/11