World Lit: Cirlce 7, Violence

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
  • ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia
  • ELAGSE9-10RL4 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
  • ELAGSE9-10RL5 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

Learning Target
Students will learn about circle 7 of Dante’s Inferno (Violence), and participate in a fishbowl discussion to mimic the structure of the circle.

Activator
Dante’s Inferno In Under 2 Minutes

Work Session
Let’s talk circle 7: Violence! This circle is structured a little differently than the others, because there are three “types” of violence, and Dante punishes each one differently.

Let’s look at the Shmoop summary of these cantos, describing circle 7.

After we talk about what’s going on in this circle, I want everyone to do your collaborative poster activity for the day!!! Tape it up to the board, and while everyone is up and moving around anyway, gather your stuff because we’re having a FISHBOWL DISCUSSION!

You guys will be set up into three rings, just like circle 7 was in 3 rings. The innermost ring is going to be our speakers. These four people will be throwing their opinions out there and responding to questions from people in the middle circle, the questioners. The questioners will ask anything they want to the people in the middle circle. Finally, in the outermost circle we will have the recorders. The recorders will be taking notes over everything that’s going on between the questioners and the speakers.

You can move between circles if you so desire We will switch it up if people want to.

After we finish our debate, I want everyone to pair off with a note taker and discuss and copy the notes, so that everyone has a written copy of the notes. At the bottom of your notes, I want you to write a short paragraph summarizing the discussion we had today, and turn that in.

So what’s the topic of our discussion? Well, some of you might have seen a viral video last spring of a Jasper County, GA, boy. He’s a kindergartner in trouble and about to be paddled. If you’re not familiar, let’s check out the news stories:

So here’s the topic of your debate: Corporal punishment (aka spanking) in schools. Keeping with our theme of “the punishment fits the crime” and Dante’s law of Symbolic Retribution, do you think paddling in schools is acceptable? Do you think it fits the crime? Who should be allowed to paddle a student? Do you think it is an effective punishment? What about the mom going to jail for truency? Is that an appropriate punishment? If not, what would have been? What if the kid were a high schooler who was skipping?

Closing Session
Collaborative poster project activity! Only 2 more left after today!

Assessment
Formative (Notes, Poster activity)

Differentiation
Students will be set in different rings of the debate based on interest and readiness. Learning styles (auditory, visual, kinesthetic).

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