Tag Archive for figurative language

AP Lit: Battle Royale

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.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). 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.11-12.1 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

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

Warm Up
Grammar, Voice, and Independent Reading

Activator
Vocab quiz

New Vocab for the week:

  • metonymy
  • synecdoche
  • hyperbole
  • imagery
  • symbol

Work Session

In groups of 3 read “Battle Royale” from Invisible Man in textbook, p. 285.

In those groups, complete one of the essays (Teacher choice per group): 1, 3, 5, or 8.

Teacher is circulating, helping direct essays.

Closing Session
Discuss some of the answers from the essays.

Assessment Strategies
Thumbs up thumbs down, weather the students are able to understand how the battle royal is a symbol of white society keeping black people fighting each other.

Oedipus Part II, Second Half!

Standards

RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range.<br/><br/>By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9—10 text complexity band independently and proficiently.
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.2 Determine a theme or central idea of a text and analyze in detail 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.

Activator

More figurative language…

Learning Target

Scholars will finish Oedipus and then compose a letter of speech about the play.

Work Session

Welcome back to class, everyone! I hope your week has started off well 🙂

Today we’re going to finish reading Oedipus the King, the same way we’ve been reading it so far. Afterwards, I’d like you guys to do a short writing assignment before we review our figurative language. Here’s the deal, and… guess what! You have a choice!!

Option A: Pretend you are Oedipus. Before you blind yourself, write a letter to the people of Thebes explaining what has happened. Do you feel guilty? Should you have listened to the prophet? What advice do you have for the people you used to rule? How are you going to punish yourself for what you’ve done and why? Give me 2-4 paragraphs, and don’t forget to put it in letter format!

Option B: We talked several times about the tragic flaw (hamartia) in Oedipus, which, in this case, was hubris. Hubris is an extreme pride and way of thinking that you’re better than everyone else or exempt from the same restraints as everyone else. How would the story of Oedipus differed if he had not had this tragic flaw? Write a summary in 2-4 paragraphs where you explain how Oedipus the King would have turned out if he had not had this tragic flaw.

Closing Session

A man is pushing his car along the road when he comes to a hotel. He shouts, “I’m bankrupt!” Why?

Assessment

Letters will be graded for RL.9-10.2: Analysis

Differentiation

Length can be varied, student choice in the letter/speech assignment.

Figurative Language Has Invaded Your Playlist!!!

Standards

W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Activator

Figurative language song!

Learning Target

Scholars will search their own playlists to find examples of figurative language, and write these examples down on giant posters to hang in the hallway.

Work Session

Welcome to Thursday!!

Guys, I have a secret to tell you.

Something has invaded your phones. Like a virus, only… scarier.

FIGURATIVE LANGUAGE (aaaaiiiieeeee!!!!)

(thanks for the dramatic shrieks!)

Today in class we’re going to be making some big posters with examples of figurative language on them. But I’m not one of those lame-o teachers who thinks that examples like “I have a mountain of laundry at home” are cool examples (that’s a lie), I’m one of those awesome teachers that lets you find examples from popular music.

On your phones.

So, here’s what we’re going to do! I’ll give you the list of the literary devices we’ve been studying on the board, and I’ll hang posters around the class with the literary devices written on them. Your job is to play with your phone, find lyrics that fit the literary devices, and then go write those lyrics up on the giant poster.

Da Rules:
-SCHOOL APPROPRIATE!! Don’t put up any lyrics with bad words.
-Have me check your examples before you put them on the poster 🙂

Your lyrics can be from any song and any genre so long as there are no curse words. Double check with me if you’re not sure if a word is a curse word.

You have all day to work on this – enjoy!!

Closing Session

There was a green house. Inside the green house there was a white house. Inside the white house there was a red house. Inside the red house there were lots of babies. What is it?

Assessment

Posters will be informally assessed, students should turn in their lists, students will be checked off as they go as formative assessment.

Differentiation

Student interest, technology use, students may work with partners if needed.

Oedipus Villanelles

Standards

RL.9-10.10 – Common Core State Standards

By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range.<br/><br/>By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9—10 text complexity band independently and proficiently.

L.9-10.5 – Common Core State Standards

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

RL.9-10.2 – Common Core State Standards

Determine a theme or central idea of a text and analyze in detail 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.

 

Activator

Oedipus Rex,
Resources:

 

 

 

Learning Target

Scholars will read the second half of part I of Oedipus Rex, then examine the villanelle poetic form.
 

Work Session

Welcome to FRIDAY! Today we’re kicking it off by reading the second half of part I of Oedipus. You guys liking the play so far?

As you recall from yesterday, we’re reading with individuals reading their parts, and the rest of us reading the chorus together…or, you might say, chorally. Remember to follow along in the book as we read, because it can get kind of confusing with an entire class reading together.

I just love the drama in this play, don’t you?

Anyway, after we finish reading this section, we’re going to look at some poetry – specifically, the villanelle. I love this format! And next week you guys are going to write your own 😀 Let’s read some about Oedipus, shall we? Let’s look at the figurative language used here, too!
Resources:

 

 

 

Closing Session

Riddle time! Lighter than what I am made of,
More of me is hidden than is seen,
I am the bane of the mariner,
A tooth within the sea.
What am I?
 

Assessment

Informal assessment of reading aloud.
 

Differentiation

Students will read chorally or individually depending on their reading level.

Oedipus Part I and Some Figurative Language!

Standards

RL.9-10.10 – Common Core State Standards

By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range.<br/><br/>By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9—10 text complexity band independently and proficiently.

RI.9-10.4 – Common Core State Standards

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

 

Activator

The full story of Oedipus…
Resources:

 

 

 

Learning Target

Scholars will read the first half of part I of Oedipus and review the literary devices we learned about earlier in the week.
 

Work Session

Today we’re going to start out by….READING THE PLAY! DundunDUN! Here’s how it’s gonna roll: I’ll assign parts to people who want to read a larger part. The rest of you will read together as the chorus. Yup! TOGETHER! Because that’s what the chorus DOES.

We will read the first half of part I today 🙂 Then we’ll do a little talking and maybe a bit of question answering before moving on to the ever popular FIGURATIVE LANGUAGE IN MUSIC! (*applause*)

This is kind of like a combination review and game, which I hope you guys enjoy. Tomorrow we will be working with some ACTUAL POETRY, some real live examples of this figurative language in poetic action.
Resources:

 

 

 

Closing Session

Riddle time! A woman has 7 children, half of them are boys. How can this be possible?
 

Assessment

Informal assessment of reading aloud.
 

Differentiation

Students will read chorally or individually depending on their reading level.