10TH GRADE ENGLISHMONDAY

21 OCT. 2013AS YOU COME IN . . . Place your Purple “Tacking Persuasive Strategies”Quote Tracker and Golden Theme Quote Tracking Handout on Your DeskAgenda: Turn in Poster (if finished over weekend) Add to Golden Theme Quote Tracking Handout Gallery Walk SGQ Review Vocabulary Charades Homework:• Study for TOMORROW’S Act III Vocab and Comprehension Test on Tuesday, 10/22.

GOLDEN THEME QUOTE TRACING HANDOUT

Please add the following ACT, SCENE, and LINES to theme #1:1.“Revenge! About! Seek! Burn! Fire! Kill! Slay! Let / not a traitor live!” (III.ii.205-206).2.“Most noble Caesar! We’ll revenge his death!” (III.ii.244).3.“Tear him for his bad verses! Tear him for his bad verses! / …. It is no matter, his name’s Cinna; pluck / but his name out of his heart, and turn him going” (III.iii.30-34).4.“Tear him, tear him!/[They attack him.] Come, brands, ho! Firebrands! To Brutus’, to Cassius’! / Burn all! Some to Decius’ house and some to Casca’s / some to Ligarius’! Away, go!” (III.iii.35-38).

GALLERY WALK

• Silently walk to a poster.• On your purple colored Rhetorical Strategies

Quote Tracking Handout, write the quote under the appropriate rhetorical strategy.

LEARNING TARGETS

1. I can identify 2 ways Artemidorus is prevented from reaching Caesar with his warning letter.

2. I can translate, “Et tu, Brute?” and explain how Caesar feels when Brutus stabs him.

3. I can explain how Caesar feels when he says, “Then fall Caesar.”

4. I can define a logical fallacy and summarize a logical fallacy that Brutus makes in his funeral speech.

5. I can infer what the horrible death of Cinna the poet may symbolize.

VOCABULARY CHARADES!

• Choose a partner• I’ll assign you a word• Create a skit to help us remember your vocab

word• The audience will guess what your vocab word is