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World Lit: Iliad Story Time, day 1!

Standards

  • ELAGSE9-10SL2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. Georgia ELA
  • ELAGSE9-10SL3 Evaluate and/or reflect on a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Georgia ELA

Learning Target
Students will hear an overview of the Iliad and practice mindful note-taking as they listen.

Opening Session

Let’s make a quick KWL chart! Has anyone studied Greek mythology before? Maybe The Odyssey? We’ll do a KWL chart together on the board, filling in the Know and Want-to-know sections now.

Work Session

It’s Iliad Story Time!

This is one of those units where you really need to have a lot of background information going in. Fortunately, this is stuff that was meant to be told aloud, as a story. So I’m going to narrate the background leading up to the story of the Iliad while you guys are taking notes. I have a copy of the notes as well, which you can read right here:

The Iliad Story Notes

My third block, Ms. Hannah will be relating the story! You should be taking notes while I do so.

Closing Session
To close out the day, let’s do a quick think-pair-share. Think for a minute about the most interesting thing you heard today, then share with your neighbor. We’ll take a few volunteers to share out afterwards.

Assessment
Formative (note taking, participation)

Differentiation
Process (learning styles, scaffolding)

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World Lit: Frida Kahlo Gallery Walk

Standards

  • ELAGSE9-10RL7 Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment. Georgia ELA
  • ELAGSE9-10SL4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Georgia ELA
  • 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 ELA

Learning Target
I can create a graphic representation of my cultural identity and present it to my classmates.

Opening Session
Split the class in half; half the class hangs their posters on one side of the hallway, the other half on the other side.

Work Session
Gallery Walk and Meet the Artist

  • Students on the left side of the hallway stand next to their posters.
  • Students on the right side of the hallway walk up to the posters on the left to look at the posters and listen to the artist explain their work.
  • Artists standing next to their posters use their notecards to tell viewers about their piece.
  • After half the class period is over, switch to the other side.

Closing Session
Write a reflection – which pieces were particularly meaningful to you? What was it like to do this project? Were you surprised by any of your classmates’ work? Did you
surprise yourself?

Assessment
Summative (poster/gallery walk)

Differentiation
Process (scaffolding, framework), learning style (visual)

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World Lit: Frida Kahlo Poster Work Day 2

Standards

  • ELAGSE9-10RL7 Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment. Georgia ELA
  • ELAGSE9-10SL4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Georgia ELA
  • 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 ELA

Learning Target
I can create a graphic representation of my cultural identity and present it to my classmates.

Opening Session
Grab your poster and art supplies and get ready for your work day!

Work Session
You will have all day to finish coloring your Frida Kahlo poster. If you don’t finish today, you will need to finish for homework and BRING IT BACK TOMORROW for our gallery walk!

Closing Session
Finish making your notecard and practice explaining your poster to your neighbor.

Assessment
Summative (poster)

Differentiation
Process (scaffolding), learning style (visual)

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AP Lit: Battle Royale, Day 2

Standards

  • RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Common Core State Standards English
  • RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) Common Core State Standards English
  • RI.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Common Core State Standards English

Objective
Scholars will be able to identify symbols and understand their meaning in an extended text.

Warm Up
Read to class “A Horation Notion” What do you think it is about?

Activator
What part of what we read yesterday was most striking to you? What part was most surprising? What do you think that the author is trying to say?

Work Session

Reading the “Battle Royale” section again, identify various symbolic aspects of the fight scene and how it symbolizes how black people are turned against each other.

Read “What is an initiation story) on page. 296. Answer either question 1 or 2 (student choice)

Closing Session
Review

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World Lit: Frida Kahlo Poster Work Day

Standards

  • ELAGSE9-10RL7 Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment. Georgia ELA
  • ELAGSE9-10SL4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Georgia ELA
  • 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 ELA

Learning Target
I can create a graphic representation of my cultural identity and present it to my classmates.

Opening Session
PBS America – Frida Kahlo

Work Session
You’ll have all day to work on your Frida Kahlo poster. Here’s the prompt again:

  • Create a poster inspired by Frida Kahlo’s Self-Portrait on the Borderline between Mexico and the United States. You may follow the painting’s format as closely as you wish (by putting yourself in the middle and surrounding yourself with objects related to your culture) or not at all. Your poster should be on standard 8.5×11 printer paper, in color (or shaded black and white, like a charcoal or pencil sketch). You will present your poster to your peers in a gallery-walk format using a notecard for reference.

Closing Session
Write a paragraph (or bullet points) on a notecard describing the various elements of your poster and how they relate to your cultural identity.

Assessment
Summative (poster)

Differentiation
Process (scaffolding), learning style (visual)

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