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World Lit: Dante Review

Standards

ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia ELA

ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Georgia ELA

ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Georgia ELA

ELAGSE9-10RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) Georgia ELA

Learning Target
Students will review Dante’s Inferno in preparation for their unit test tomorrow.

Opening Session
Did you miss any days on the poster activity? I’ve got them all around the room! Take ten minutes to finish any you might have missed on the day we did them in class.

Work Session
It’s time for JEOPARDY!!!

Jeopardy Round: https://jeopardylabs.com/play/dantes-inferno-jeopardy-5

Double Jeopardy Round: https://jeopardylabs.com/play/bristow-and-mellmans-dantes-inferno-double-jeopardy

Closing Session
FINAL JEOPARDY!!! Category Is: OSBORNE TRIVIA

Assessment
Formative (jeopardy review)

Differentiation
Learning Style (visual, kinesthetic)

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AP Lang: More Argumentative Essay Research

Standards

  • ELAGSE11-12RI7 Integrate and evaluate multiple sources of information presented indifferent media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Georgia ELA
  • ELAGSE11-12W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Georgia ELA
  • ELAGSE11-12W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Georgia ELA
  • ELAGSE11-12W7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Georgia ELA

Learning Target
I can research my chosen topic and compose my argumentative essay.

Opening Session
Grab a laptop! I want to come around and check in with everyone from yesterday and make sure we’re on the right track. I would also like to quickly review MLA formatting and how to do the Works Cited page in Word or using CitationMachine with Google Docs.

Work Session
You will have the entire class period to work on composing your essay!

  • 750 words
  • at least 3 sources
  • at least 1 quote from each source
  • MLA format, including Works Cited page
  • No logical fallacies
  • Use of multiple persuasive appeals
  • Turned into the class Google Drive

Closing Session
About ten minutes before the end of class, trade laptops with a buddy and review what your friend wrote. Give your partner some constructive feedback on their essay!

Assessment
Formative (essay check in), Summative (essay)

Differentiation
Process (scaffolding, research help), product (varied length)

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AP Lang: Argument Essay Research

Standards

  • ELAGSE11-12RI7 Integrate and evaluate multiple sources of information presented indifferent media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Georgia ELA
  • ELAGSE11-12W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Georgia ELA
  • ELAGSE11-12W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Georgia ELA
  • ELAGSE11-12W7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Georgia ELA

Learning Target
I can research my chosen topic for my argumentative essay.

Opening Session
Time to choose your topics! I’ll come around and write down what everyone wants to use for their essay topic, and if you’re not sure, I’ll help you pick something.

Work Session
Grab a laptop and start researching your argumentative essay!!

Your goal today is to find three sources online that you can use in your paper and start writing down quotes you can cite in your essay. You should also go ahead and make the Works Cited page while you are doing your research – you can either enter sources in Word (I’ll show you how) or use CitationMachine.net if you are writing in Google Docs.

Your final essay should be at least 750 words and contain at least 3 citations from at least 3 sources. You should avoid any logical fallacies in your argument and use multiple persuasive appeals.

Closing Session
Check in!! I’ll come around and make sure everyone is on track.

Assessment
Formative (essay check in), Summative (essay)

Differentiation
Process (scaffolding, research help), product (varied length)

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World Lit: Circle 9, Betrayal

Standards

  • ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Georgia ELA
  • ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia ELA
  • ELAGSE9-10RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) Georgia ELA

Learning Target
Students will be able to analyze a theme of Dante’s Inferno and write a short essay explaining it.

Opening Session
STORY TIME! As we descend into the final circle of Hell, we get to meet Satan and the 3 worst sinners in all of history. Two of them are from a story we didn’t read this semester called Julius Caesar. So let’s take a few minutes during our Opening Session to talk about the story of Julius Caesar’s betrayal by Brutus and Cassius!

Work Session
And now we delve into the deepest reaches of Hell – Circle 9, Canto XXXIV. We’re going to be reading it together out of the textbook today, closely working through the poetry as Dante surmounts the most difficult obstacle of all, Satan himself.

Now that we’ve finished Dante’s Inferno, I want you to consider the two themes we have touched on during this unit. The first theme is the idea of symbolic retribution, the idea that the punishment in Hell should fit the sins committed on Earth. The second theme is the idea that the real punishment in Hell is the absence of hope that the torture will ever end.

Choose one of the two themes and write a short essay where you explain how Dante shows this theme in the Inferno. You should write about 3ish paragraphs and cite evidence from the text (you have canto XXXVII in front of you, and I can give you copies of canto I, III, and V).
This is due at the end of class, and don’t forget the poster activity (last one!!)

Closing Session
Do your LAST poster activity and catch up on any you might have missed along the way!

Assessment
Formative (Poster activity), summative (impromptu essay)

Differentiation
Process (scaffolding), Product (varied essay length as needed)

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World Lit: Circle 8, Fraud

Standards

  • ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia
  • ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Georgia
  • ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting  motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Georgia
  • ELAGSE9-10RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) Georgia
  • ELAGSE9-10RL6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Georgia
  • ELAGSE9-10RL9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). Georgia

Learning Target
I can understand circle 8 of Dante’s Inferno by analyzing the theme of symbolic retribution in my area of the circle; I can summarize my ring of circle 8 for my classmates.

Opening Session
Dante’s Inferno – “Oh, Hell!” summary video!

Work Session
Welcome to CIRCLE 8: FRAUD! We are almost done!

So, in circle 8, we see 10 different types of sinners, all variations of fraud, all punished in different ways. You might have noticed the desks are in 10 groups? You’re going to draw a card from my box to be randomly assigned to a group. Your group’s job is to explain who the sinners in your bolgia are, what their sin was, and what their punishment is.

You must include the following information:

  • What are the sinners in your circle called?
  • What is the definition of that word?
  • What is the punishment?
  • How does this show the law of symbolic retribution (the punishment fits the crime)?

You will make a poster with this information on it and present your findings to the class. You’re going to need to include words, illustrations, paragraphs, graffiti, etc. to really show what’s going on in your circle. We’ll hang these posters up outside in the hallway when we’re done with them!!
Good luck!

Closing Session
Collaborative poster activity ticket out the door!

Assessment
Readiness (group work); product (any presentation option); learning style (visual, kinesthetic, auditory).

Differentiation
Formative (presentations, posters, collaborative poster activity)

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