Instruct students to respond briefly in writing to the following prompt: How do the interactions between Portia and Brutus develop a central idea in the text? Instruct students to look at their annotations to find evidence. Ask students to use this lesson’s vocabulary wherever possible in their written responses. Students listen and read the Quick Write prompt. Display the prompt for students to see, or provide the prompt in hard copy. Transition to the independent Quick Write. Students independently answer the prompt using evidence from the text. See the High Performance Response at the beginning of this lesson. Consider using the Short Response Rubric to assess students’ writing. Students may use the Short Response Rubric and Checklist to guide their written responses. Activity 5: Closing 5% Display and distribute the homework assignment. For homework, instruct students to read Act 2.1, lines 335–362 of Julius Caesar (from “Here is a sick man that would speak with you” to “That Brutus leads me on. / Follow me then”) and respond to the following prompt: Explain how the references to “sickness” in lines 347–354 differ in meaning from Brutus’s statement in line 277 that he is “not well in health, and that is all.” Ask students to use this lesson’s vocabulary wherever possible in their written responses. Students follow along. Homework Read Act 2.1, lines 335–362 of Julius Caesar (from “Here is a sick man that would speak with you” to “That Brutus leads me on. / Follow me then”) and respond to the following prompt: Explain how the references to “sickness” in lines 347–354 differ in meaning from Brutus’s statement in line 277 that he is “not well in health, and that is all.” Use this lesson’s vocabulary wherever possible in your written responses.
Instruct students to respond briefly in writing to the following prompt: How do the interactions between Portia and Brutus develop a central idea in the text? Instruct students to look at their annotations to find evidence. Ask students to use this lesson’s vocabulary wherever possible in their written responses. Students listen and read the Quick Write prompt. Display the prompt for students to see, or provide the prompt in hard copy. Transition to the independent Quick Write. Students independently answer the prompt using evidence from the text. See the High Performance Response at the beginning of this lesson. Consider using the Short Response Rubric to assess students’ writing. Students may use the Short Response Rubric and Checklist to guide their written responses. Activity 5: Closing 5% Display and distribute the homework assignment. For homework, instruct students to read Act 2.1, lines 335–362 of Julius Caesar (from “Here is a sick man that would speak with you” to “That Brutus leads me on. / Follow me then”) and respond to the following prompt: Explain how the references to “sickness” in lines 347–354 differ in meaning from Brutus’s statement in line 277 that he is “not well in health, and that is all.” Ask students to use this lesson’s vocabulary wherever possible in their written responses. Students follow along. Homework Read Act 2.1, lines 335–362 of Julius Caesar (from “Here is a sick man that would speak with you” to “That Brutus leads me on. / Follow me then”) and respond to the following prompt: Explain how the references to “sickness” in lines 347–354 differ in meaning from Brutus’s statement in line 277 that he is “not well in health, and that is all.” Use this lesson’s vocabulary wherever possible in your written responses.
Grade_12_Module_2__Unit_2__Lesson_8.docx