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World Lit:Capstone Presentation Creation!

Standard: 

  • 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.

Learning Target: I can create a presentation to communicate the solution to the social issue I have been researching and writing about.

Opening Session: PRESENTATION RUBRIC!! I want to go over the nitty-gritty of EXACTLY what is expected of you for this capstone presentation by going through the whole rubric!

Work Session: Grab a laptop because you have the rest of class to work on your capstone presentations!

Closing Session: If you have any questions or concerns about this presentation – such as you’re going on vacation before the school year ends and you won’t be here to present – come see me NOW!

Assessment: Presentations will be the students’ final exam grades.

Differentiation: Learning style, scaffolding.

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World Lit: USATestPrep!

Standard: ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

  1. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
  2. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
  3. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
  4. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
  5. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Learning Target: I can demonstrate my knowledge on a USATestPrep assessment.

Opening Session: Grab a laptop! We are going to do a diagnostic USATestPrep assessment today.

  1. Log in to USATestPrep. If you’ve never used it before, you’ll need to create an account.
  2. Click “Join a Class” and find my name. Make sure you join the right semester/block class 🙂
  3. Take the assessment I’ve assigned to you!

Work Session: After you finish USATestPrep, you can use the computer to work on any make-up work you have 🙂

Closing Session: Capstone Presentation Preview!!

Assessment: Summative (cultural identity embedded assessment); formative (journal checks, discussion)

Differentiation: Process (scaffolding), product (varied essay length or prompt)

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World Lit: Dante’s Unit Test!

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
  • ELAGSE9-10RL5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. Georgia ELA
  • 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 ELA

Learning Target
The students will demonstrate their knowledge on a comprehensive unit test.

Opening Session
5 minute review time! Study and ask your last minute questions now!

Work Session
It’s time for the TEST!! You will have the entire class period to complete the test. When you’re finished, read in your Independent Reading book.

Closing Session
STICKY NOTE SURVEY! I’ll give a sticky note to everyone. Please write down any feedback you have for this unit and then stick it to the whiteboard. This is totally anonymous and you won’t get in trouble for what you say! It’s just to help me teach better in the future 🙂

Assessment
Summative (unit test)

Differentiation
Process (scaffolding, annotated text)

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World Lit: DIY Inferno Friday!

Standard:
  • 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).

Learning Target: I can modernize Dante’s Inferno and create my own version of Hell; I will analyze the source material of the original text and transform it to my own liking.

Activator: Daily video! This is a parody of a song I’m sure you’ve heard, “Let it Go.” Yes, from Frozen! This is the Dante’s Inferno version!

Work Session: Today you guys will be doing a “Make Your Own Inferno” project. Just follow the directions on the packet and have fun, be creative!!

There will be no major writing project for this unit – THIS PACKET IS YOUR MAJOR WRITING GRADE FOR THIS UNIT. In other words, DO THIS FOR AN EASY A.

Closing Session: Trade your packets with a friend and enjoy how sick and twisted your classmates can be!

Assessment: Packets will be graded

Differentiation: Process (student pull out); product (various means of assessment for different DIY Infernos)

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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 answer the Reading Comprehension questions at the end of the section. This will be graded for accuracy!

Closing Session

VOCAB!! Your quiz will be part of your Dante’s Inferno test, which will be next Tuesday!

  1. Grotesque
  2. Degree
  3. Anguish
  4. Tempest
  5. Perilous
  6. Awe
  7. Writhe
  8. Nimble
  9. Eternal
  10. Haunch

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

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

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