Thursday, February 6

• Read Act I, scene i

• Brainstorm Antonio's and Bassanio's character traits

 

Friday, February 7

• Read the rest of Act I

• ​provide line references for charater traits given for brainstorming on Antonio and Bassanio

 

Monday, February 10

Questions for Act I, scene iii:

 

1) Does Shylock have the money to lend Antonio? Where will he get it from?

2) What are some stereotyps of Jews that Shylock exhibits?

    Provide proof (line references)

3) How is Antonio so sure he can pay back the debt?

    Provide proof (line references)

 

Wednesday, February 12

1) Complete the activity on the sample block and point-by-point paragraphs.

 

 

 

 

Wednesday, February 20 

1) If you did not do so in class, please answer questions for Act II, scenes iii-v.

 

 

 

 

2) Please find as many literary devices as you can from Act II, scenes ii-v. Provide line references as well as explanations for how this device has been demonstrated. The person with the most correct devices found will get a prize!

 

Friday, February 21

1) Finish reading Act II

2) Complete all questions for Act II (see attachment above)

 

Tuesday, February 25

Mr. Sheeler's presentation today gives details about the IB IOC evaluation process. To practice this type of assessment, we will be following the same criteria for the culminating task for the Shakespeare unit. Presentations will happen next week. Further detail to follow.

 

According to the rubric given for the selection from MOV that was provided to you, please perform your own analysis to share with your group and the class tomorrow. Some things to keep in mind:

 

1) Overall connection with the text (i.e. themes, main ideas)

2) Literary devices - How do various devices add to the passage, or the play as a whole? How might it reveal information about theme, character, plot, etc.?

3) Character - How does this passage add to character development? Does it confirm for us what we think of the character up to this point? Does it change character relationships, emphasize relationships, etc.?

4) Context/Background - How does this passage reflect what we already know about the writer's motives, intentions, influences, etc.?

* DO NOT explain what is happening in the passage. Rather, assume the listener already knows what it means. Use what is in the passage to further critique the play as a whole, or major ideas, concepts, attitudes.*

 

Thursday, February 27

1) Finish reading Act III, scene ii. 

2) Provide further analysis for the rest of the scene using the above things to consider in Tuesday's homework posting.