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DIY Flood Thursday

Standard:

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

Learning Target: I can write a narrative to develop an imagined event, creating my own flood myth for the modern era.

Opening Session: Ancient Chinese Great Flood Myth

Work Session: Welcome back! Today we are going to start off with a 20-30 minute jaunt into the computer lab to do our next formative assessment. Remember, go to http://www.socrative.com and then click “Student Login.” Put in the room name BRISTOWLIT and then your name, and make sure you do LastName, FirstName. Then take the quiz!

After that, we’re going to return to the classroom and everyone is going to draw a flood myth from a hat. Wait, what? Yep! You heard that right! So not only are there flood stories from Christianity/Judaism/Islam and from Gilgamesh and from ancient China, there are actually flood stories from almost every culture in the whole world! And today you’re going to get a chance to read one and then write your own!

As you write your own flood story, please keep the following requirements in mind:

  • §  Your story must have a flood that destroys everything
  • §  Your flood must have at least one survivor who has to rebuild the world
  • §  You need to include the reason the gods decided to destroy the world with a flood
  • §  You need to include one “inspiration” detail from the flood story you drew out of my hat (ie the survivors in the story you chose took refuge in a tree; the survivors in the story you write do the same thing).
  • §  You should include a color illustration
  • §  Be neat and creative, because we will hang these up in the hallway!!!

You will have the remainder of class to work on your own flood story. Put a lot of effort into this one!

Closing Session: Book talk – It’s Kind of a Funny Story by Ned Vizzini.

Assessment: Flood myths will be graded

Differentiation: Process (partner option), product (visuals or comic versions permitted as needed

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Noah’s Wednesday

Standard:

  • ELAGSE9-10RI8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Learning Target: I can evaluate an argument in a text, assessing the writing for bias, based on an article comparing the Genesis flood story (Noah’s Ark) to that in The Epic of Gilgamesh.

Opening Session: Noah’s Ark

Work Session: Welcome to a shiny new month, everyone! Today we’re going to be continuing with our discussion of Gilgamesh, and reading a lil bit of nonfiction about it I found this article online that compares the flood we read about in Gilgamesh to the flood that’s written in the book of Genesis in the Bible…but….

..before we get into that, let’s actually do some comparison in our own minds, shall we? I know a lot of you guys are familiar with Noah’s story from the Bible, but just in case we need a refresher, I will read the story aloud to y’all while you follow along in the textbook (it starts on page 44). Now, with that read, let’s talk about comparing the two!

There is a lot of controversy over which story came first – Gilgamesh or Genesis – and this article talks a little about why it’s so important to so many people. However, one thing we need to consider when we read articles – especially ones from the internet – is something called bias.

bi·as

/ˈbīəs/

Noun:
Prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair.
Verb:
Show prejudice for or against (someone or something) unfairly: “the tests were biased against women”; “a biased view of the world”.
Synonyms: noun. prejudice – inclination – partiality – tendency verb. influence – prejudice

Interesting concept, right? If an author is prejudiced, or biased, towards one side or another, sometimes that belief comes across in their writing. It’s important for us, as scholars, to realize when an author is biased. Just because an author is biased does not mean they’re wrong – so don’t think I’m saying that – but it does mean that they’re unwilling to consider another point of view, or at least that they’re not considering another point of view in this particular piece.

Do you think an author can really make a good argument if they refuse to consider any other points of view? Do you think the author of this article is willing to look at the other side of things?

We’ll talk about what this means today while we read the article together and answer some questions

Closing Session: Book talk – The Fault in Our Stars by John Green

Assessment: Article questions may be graded.

Differentiation: Process (annotated text provided as needed)

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How Old Holly Came To Be

Standard:

  • 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.)
  • 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.

Learning Target: I will analyze the short story “How Old Holly Came To Be,” considering the author’s choices of words and text structure, determining how these things cumulatively shape the meaning of the story.

Activator: This is the author of the short story we’re going to read today, Patrick Rothfuss, reading an excerpt from his novel, The Wise Man’s Fear. The novel is set in the same world as the short story we’re going to read today.

Work Session: Welcome to Wednesday! Today we’re starting a run of 4 stand-alone lessons on short stories. Each of these days we will have an assignment, and if you do the assignment and turn it in, I’ll kill a 0 in the gradebook for you. On that note, each of these days will focus on different standards, so those will correlate to the zeroes I replace.

SO! Let’s get started on day 1! This first story is called “How Old Holly Came To Be” by Patrick Rothfuss. The story is fantasy, but it reads similarly to the mythology or traditional Biblical stories we’ve read in class. This story is set in the same universe as The Name of the Wind (we did a book talk about that one, remember?) and The Wise Man’s Fear (from today’s daily video). Fortunately, however, you don’t need to be familiar with the world to understand the story. We will read it together as a class.

After our reading, I have a chart and a set of questions for you all to answer. You’ll have until the end of class to work on these, and then we will come back together as a class and discuss.

 

  1. Examine all the parts of the story that are considered “good,” “bad,” “both,” or “neither.” List them on the chart below, along with the paragraph where the story says that. Keep in mind that some things may appear more than once, and may change category as the story goes on. (DOK1)
Category Good Bad Both Neither
Element from the story Example: Warm sun (1)
  1. Who is the protagonist of the story? What makes them the protagonist? (DOK2)
  1. Who is the antagonist of the story? What makes them the antagonist? (DOK2)
  1. What is the tone of this story? How does the tone change from the beginning of the story to the end? Why do you think the author chose to shift the tone that way? (DOK3)
  1. Why do you think the author chose to structure the story how he did? Does the story remind you of any other stories you’ve read? (DOK3)
  1. Look in our textbook on p. 38: “Genesis 1-3: The Creation and the Fall.” Read this story and write a paragraph analyzing the similarities and differences in the stories. What is the tone of each? Who are the protagonist and antagonist in each? Do you think that the author of “Old Holly” was inspired by “Genesis 1-3”? (DOK4)

Closing Session:  Let’s discuss as a class: What things on the chart moved around? Why do you think they changed? What was the “turning point” in the story where things moved from one column to another?

Assessment: Questions and chart will be used to remediate a previous grade.

Differentiation: Learning style (auditory, visual); process (annotated text)

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The Epic of Monday

Standard:

§  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.)

Learning Target: I will analyze the imagery in Gilgamesh and its impact on the tone of the story.

Opening Session: A good Gilgamesh summary video! This will catch you up from yesterday and preview today’s reading as well:

Work Session: So, today we’re starting off with a quick review of the Hero’s Journey archetype that we’ve been talking about, which is always fun :) After our daily video, though, we’re diving right into Gilgamesh again! Today we’re reading about the flood, which is a story with a lot of historical significance. Tomorrow we’ll read some nonfiction about the way this story affected the world when it was first discovered.

…After we finish reading, I want you guys to look at the concept of imagery. Imagery, as you probably recall from 9th lit, is when you have very descriptive words in the story you’re reading. Words that paint a picture in your head, or call to mind the five senses. Words that really make you feel like you’re there. Today we’re going to do a brief imagery project.

1.     Find an example of imagery in The Epic of Gilgamesh.

2.     Write the quote from the book with an MLA citation (We will go over this).

3.     Which of the five senses does this quote evoke? (Sight, hearing, taste, smell, touch)?

4.     Draw an illustration of this piece of imagery.

Closing session: When you’re finished, we’ll leave them on our desks and have a brief gallery walk. Awesome standouts will be displayed on the classroom wall  We will also do a book talk today to introduce you to another hero’s journey story you might like to read.

Assessment: Imagery illustrations will be assessed.

Differentiation: Learning style (visual, kinesthetic); product (drawings).

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Welcome to the Hero’s Journey!

Standard:

  • 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.

Learning Target: I will analyze how an author unfolds a series of events, understanding the Hero’s Journey metastory and how modern stories fit into that framework.

Opening Session: STAR TREK! Where ma nerds at?

Work Session: After our video on Gilgamesh, we’re going to talk about the main focus of this unit – the Hero’s Journey.

Here are some diagrams that will show a bit about the journey – we’ll look at them together in class today and then use some examples.

Now that we have looked at these diagrams, I want you guys to make me an example. Choose a story you’ve read or watched recently, and figure out how it fits on the Hero’s Journey diagram. Draw the diagram on your paper, and write one sentence for each step of the hero quest.

Next up: The story! Just in case any of you guys are reading from home or ISS or something, here is a link to the full text of Gilgamesh. We’re reading excerpts from this text in our book – you want to search in the PDF for The Battle with Humbaba, The Death of Enkidu, The Story of the Flood, and The Return.

Epic of Gilgamesh, Translated by N.K. Sandars

And today we’re going to read the first two of those sections, plus the prologue. Afterward, we’re going to talk about the things that make Gilgamesh into an archetypal hero. What’s that? Archetype?

ar·che·type/ˈärk(i)ˌtīp/

Noun:
1.     A very typical example of a certain person or thing.

2.     An original that has been imitated.

After we finish reading the beginning of Gilgamesh today, you guys should finish your hero’s journey diagram to turn in, and that’s it today! Have a great weekend!

 

Closing Session: Ticket out the door! 3-2-1: 3 things you’re excited to learn this unit, 2 questions you have, and 1 fun thing you did over break

Differentiation: Learning style (visual, auditory); Interest (movie choice)

Assessment: Hero quest diagrams can be formatively checked for understanding.

© Osborne 10th Grade World Literature
CyberChimps