Human Rights Around the World
GPS alignment - I'd like feedback - this seems kind of long IMO

Focus standards: RL 1, 2, 3, 4, 5; LSV 2, 4
Other included standards: RC 2; W 1, 2, 3, 4

I want students to understand
  • put
  • a
  • list
  • here

Essential Questions

1) How do we figure out what is the right thing to do?
2) How does evidence make an essay stronger?
3) How do I find effective supporting evidence?
4) What should I do when confronted with challenging text?

Skills and concepts: alliteration, analogy, anecdote, assonance, ballad, bibliography, consonance, deduction, description, exposition, fact, format (document), genre, haiku, hyperbole, limerick, line, main idea, metaphor, meter, narration, near rhyme, onomatopoeia, opinion, order of importance, personification, plagiarism, rhyme scheme, simile, slant rhyme, spatial order, stanza, thesis, tone, topic, true rhyme, visual rhyme, works cited page

Assessments: ONE should be display-able

1)Quiz on dramatic techniques, referencing characters & events from the play
2)Written response linked to a theme from the play (patriotism, sacrifice, ambition, vanity, revenge) - students will read a short story that illustrates a theme also found in the play, and will identify the theme and compare how the two works illustrate it, using examples from each work to support their explanation.
3)Presentation on whether or not Brutus should be held as an example for others to follow (trial format; not sure how to do this)
4)Create script from a scene in a self-selected reading novel

Learning Plan

1)Read and understand the play – use modern version at home, then watch a movie using the original language in class. Note: will need to go over & quiz on summary first; language has been a barrier to surface-level understanding, preventing further exploration
2)Write – For homework or freewrite time in class (not sure which yet), students will choose from a list of writing prompts that touch on themes in Julius Caesar (choosing a different prompt each day).
3)Provide support – Students will revise their freewrites to include examples from the play that illustrate their ideas.
4)Presentation – Projection: We will go outside to the parking lot. Students, in pairs, will start perhaps 50 yards apart. One student will begin walking toward the other. The second student should call the first one’s name. When the first student hears the second, he/she should stop walking. We will practice this twice: once with the students facing each other, then with the first student facing away.
5)Presentation – Acting: Later, the students will go to the auditorium and “scatter” through the seats, with pencil and paper (should be at least 2 seats away from anyone else in any direction). They will be called up one by one and will choose an index card from a box. The index card will have a “dramatic line” with some direction. Each student will state his/her name, then perform the line chosen. While not performing, the students will write down the names of the performers & what line each student performed. Note - I need to give students a paper with the lines written out & labeled A-H, so that they don't have to write out every line; it took too long last time. Listeners should write the performer's name & the letter of the line.
6)Script analysis – Students will discuss the format of the play; how they know who's talking, where actors are placed, how they should move, etc.

Possible movie tie-ins


Do not copy out the prompt. Write out the title and the date at the top of the page. For full credit, at least 1/2 page must be in response to the prompt. The other half may be a freewrite. Responses that stay on topic for the full page will receive extra credit.

  • First experiences are often memorable. Describe a first experience that was important and why it mattered.
  • What skills should students be expected to master in their English classes? What makes those skills important? Are there any skills that are sort of important but do not require mastery? Why or why not?
  • Look at your list of skills from yesterday. What can students DO to prove they have learned them?
  • Look at the skills from [Wednesday] and the way that students will prove them from [Thursday]. Based on that, what activities should students do in class to learn those skills?
  • Thanks to the work of US Senator Bill Smith (R-GA), Georgia gets more federal money than other states do. Is it right to continue to elect him? Why or why not?
  • If you were an employer, usually paying $10/hr, what would you do with an employee who usually tries to complete his/her work but fails more than half the time?
  • How do you know when you should keep trying, and when you should accept defeat?
  • You are the principal at a high school. Both the softball team and volleyball team need new uniforms, but there is only money to buy one set. How do you decide what to do?
  • You are a basketball coach. Your best player is struggling in math, and if he does not pass he will be ineligible to play during the later part of the season. His teacher is willing to stay after school to help him, but that means he will miss practice. How do you decide what to do?
  • You are a middle-school teacher. Several of your students complete little of their work and often do not pay attention. They say “we do not care if we get low grades because the school needs to send us to high school to meet AYP.” You know that they are not prepared for high school. How do you decide what to do?
  • You are a parent. Your boss asks you to work an extra shift on Saturday, and you need the money. However, you have no one who can watch your four-year-old except your teenage daughter, and you’d promised her she could spend the day with her friends. How do you decide what to do?
  • Your boss asks you to work an extra shift on Saturday, and you need the money. However, you have no one who can watch your four year old except your teen, and you'd promised they could spend the day with their friends. How do you decide what to do?