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World Lit: Circle 5, Wrath

Standards

  • 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
  • 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

Learning Target
Students will understand circle 5 of Dante’s Inferno and how the punishment fits the law of symbolic retribution.

Activator
Journal: Would you say that revenge is a sin? Would you take revenge if someone killed your mother?

Work Session
Synthesis: Write a humorous short story of a page describing a character who is either wrathful or sullen. For these short stories, we’re looking for petty vengeance, funny revenge, sort of maniacal-laugh comedy. This assignment is intended to be funny, so practice style and diction that shows humor!

Closing Session
VOCAB QUIZ!!!

Assessment
Formative (TOTD, class discussions)

Differentiation
Process (guided notes); Product (choice of poster activity)

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World Lit: Circle 3, Gluttony

Standards
  • 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
  • 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

Learning Target
Students will learn about circle 3 of Dante’s Inferno and then analyze the design choices of an artist representing the 9 circles of Hell as characters.

Opening Session
THUGNOTES!

Work Session
Welcome to Circle 3: GLUTTONY!

Today we are going to read a Sparknotes Summary of circle 3, canto VI. This particular circle isn’t in our book, so we’re turning to some outside sources for it. After we finish the discussion of the circle, you’ll do your collaborative poster project activity for the day, and then…. dundunDUN! We have a VIDEO!

This is an episode of the TV show Face Off, which is on Syfy, and it’s all about movie makeups. In this challenge, the contestants had to make characters inspired by Dante’s Inferno, which I think you will appreciate:

http://www.syfy.com/faceoff/videos/509-mortal-sins

 

Closing Session
After we watch the video, I want you to write about what happened and why. Consider the guy that went home on Face Off. What did he do wrong? If you had his assignment in the challenge, how would you interpret it and what would you create? Be creative, feel free to draw a picture! Also consider the guy who won the challenge. What was it about his character that made it so compelling and cool? How did his specific choices on what to emphasize or leave out create a stronger character?

Assessment
Formative (TOTD, class discussions)

Differentiation
Process (guided notes); Product (choice of poster activity)

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World Lit: Circle 2, Lust

Standards

  • 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
  • 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

Learning Target
I will understand how circle 2 in Dante’s Inferno shows the law of symbolic retribution, and I will analyze Dante’s perspective on the characters from The Iliad who are in Circle II (Paris, Helen, and Achilles).

Opening Session
Classics Summarized: Dante’s Inferno

Work Session
Welcome to day 2 of the Inferno, everyone! Today we’re going to be finishing reading Canto III, then following it up with Canto V. In other words, yesterday we talked about circle 1: Limbo, and today we are talking about circle 2: Lust. Yep, that’s right ladies and gents, today it’s sins of the flesh!

One of the interesting things about Dante’s Inferno is that he puts a bunch of famous historical and literary figures into the story. As we’re reading, you might recognize a couple names – specifically, do Paris, Helen, and Achilles sound familiar? I want you to consider the placement of those three characters in Hell. After we finish reading, get out a sheet of paper for me. I want you to write three paragraphs – one for each Paris, Helen, and Achilles. For each of them, answer the following:

  1. Do you think this character belongs in Circle 2 (Lust) of Hell?
  2. If yes, why? If no, why not AND where would be a better place for them?
  3. Why do you think Dante chose to put them in this specific circle of Hell?

Get your three paragraphs done, turn them in, and then complete your poster activity for the day!

Closing Session
Ticket out the door – choose your poster activity for the day and complete it, then hang it on the board.

Assessment
Formative (TOTD, class discussions)

Differentiation
Process (guided notes); Product (choice of poster activity)

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World Lit: Introducing Dante’s Inferno!

Standards

  • 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
  • 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

Learning Target
I can understand the background and historical context of Dante’s Inferno and the cultural experiences that led Dante to write the story.
Opening Session
This is a trailer for the video game Inferno, which should give you an idea of how cool this upcoming reading will be!

Work Session
We are starting off today by taking a few background notes from this lovely presentation: https://www.filepicker.io/api/file/OePphMtkQZeCRr3HZouX and using this lovely guided notes sheet: https://www.filepicker.io/api/file/HSwiZqXCQ4fG0kig7CKg. The idea here is to give you some background info on the story and who Dante was. When we finish that, we’re going read Canto I!

Closing Session
VOCAB!!! Your quiz will be next Wednesday!!

  1. Flounders
  2. Tremulous
  3. Zeal
  4. Putrid
  5. Despicable
  6. Lamentation
  7. Scorn
  8. Reprimand
  9. Shade (as in, Virgil is a shade)
  10. Incontinence

Assessment
Formative (TOTD, class discussions, note checks)

Differentiation
Process (guided notes); Product (choice of poster activity)

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World Lit: Presenting a Solution Essay, DUE TODAY!!!

Standards

  • ELAGSE9-10W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Georgia ELA
    • ELAGSE9-10W1.a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. Georgia ELA
    • ELAGSE9-10W1.b Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. Georgia ELA
    • ELAGSE9-10W1.c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Georgia ELA
    • ELAGSE9-10W1.d Establish and maintain an appropriate style and objective tone. Georgia ELA
    • ELAGSE9-10W1.e Provide a concluding statement or section that follows from and supports the argument presented. Georgia ELA

Learning Target
Students will compose an argumentative essay in which they advocate for a solution to the social issue they have been researching.

Opening Session
Trade essays with a friend and read over what they have so far. Give your friend some feedback on how they can strengthen their argument.

Work Session
Today you will be composing your social issue solution essay.

  • 500-750 words (yes, that is a maximum! You can’t be too long or your presentations will run over time)
  • Formal style
  • Must present a solution to the same social issue you researched earlier this semester. I understand you probably cannot propose a solution to fix, for example, all racism in the whole wide world ever forever, but you can propose something that will help the issue in your own community. That is what you should focus on.
  • MLA format: Times New Roman size 12, double spaced, MLA heading, etc.
  • Your essay will be due Friday, turned in to our class Google Drive.

Closing Session
TURN IT IN!!!

Assessment
Summative (essay)

Differentiation
Process (varied length, scaffolding, interest)

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