Tag Archive for human decency

OMNOMNOMNOM GLUTTONY!!

November 3, 2016 / / No comments

Standard:

  • RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

Learning Target: I will learn about circle 3, then I will analyze design choices of an artist’s interpretation of the 9 circles of Hell as characters, understanding what the artist chose to emphasize in their treatment of Dante’s work.

Opening Session: Daily video! You know I can’t let you get away without watching 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

After we watch the video, we will end class with this prompt: 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!

Closing Session: Ticket out the door: Poster project activity (see Monday’s post…or the sheet I gave you… you know, the one you kept in your binder, right? yeah that one…)

Assessment: Prompt responses will be graded; TOTDs will be graded at the end of the unit.

Differentiation: Process (student choice in poster activity); Product (various media of responses to prompt).

Wednesdays of the Flesh

November 2, 2016 / / No comments

Standard:

  • RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

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 lovers Paolo and Francesca, who are trapped in that circle of Hell.

Activator: Classics Summarized: Dante’s Inferno! This is a good summary and some background information in case you missed what we talked about yesterday… or forgot 😉

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!

After we finish reading, we’re going to read this article about Paolo and Francesca and annotate it as we go (woah!! Annotations!). These two lovers are swept together in Hell for all eternity. It’s a sad story! Now, a question, for your ticket out the door: You all read Romeo and Juliet in 9th lit. Do you think those two lovers, like Paolo and Francesca, are here in circle 2 of Hell?

Ponder on that one! Tomorrow we discuss circle 3: Gluttony!

Closing Session: Do your TOTD closing activity from the collaborative poster sheet I gave you yesterday (see the post below this one!).

Assessment: Annotations will be formatively checked, TOTDs will be graded at the end of the unit.

Differentiation: Process (splitting the class, highlighters given for annotations as needed, partner work options, student choice on TOTD)

Computer Lab Friday!

October 11, 2013 / / No comments

Welcome to the lab, everyone! What a great way to end the short week 🙂

Standard:

Learning Target: Students will finish, type, and turn in their Dante’s Inferno essay.

Activator:

Welcome to lab 201, everyone! We’re here today for you to type and print your Caesar/Dante essay 🙂 What are you still reading the blog for? Get to work!!

Oh, here’s a little inspiration for you, if you need it 🙂 This was on the Syfy show Face Off last Tuesday. The makeup was inspired by Dante’s punishment for the sin of sloth:

Syfy-Face-Off-Season-5-Episode-9-Mortal-Sins-Spotlight-Challenge-Tate-Sloth-1

NOT Testing Thursday!

October 10, 2013 / / No comments

With all the excitement of your break, we decided we’d skip the test for this unit. I think we have some activities planned that will be more valuable to you than wasting a whole class period on a test 🙂

Standard: RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target: Students will discuss the ideas of fairness and equality, and debate the idea of right vs. wrong in a given situation.

Activator: Dante’s Summary

Today we’re starting off with an activity brought to you by Ms. Jones of 1st block 🙂 We’re going to discuss the concepts of fairness and equality and whether or not those always mean the same thing 😀 Sounds like fun, right?

Afterwards, I’m going to tell you a little story about Tarzan, Jane, and their friends. I want you guys to listen to the story and then make a simple determination: in this scenario, which person acted the best, and which person acted the worst? Write a short explanation for why you think these people were the best and worst – and remember, no one is perfect, and best and worst are relative terms.

After we finish the Tarzan activity, I want to take a few minutes to continue polishing your Dante’s Essay drafts. Remember, computer lab tomorrow to type and turn in your essay!!

Welcome to Wednesday!

October 9, 2013 / / No comments

This whole starting on a Wednesday thing is pretty cool. I could get used to the 6-day weekend!

Standard: RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target: Students will write a rough draft of their Dante’s Inferno essay.

Activator: Finishing the Dante’s Inferno video from last Wednesday!

Today we’re going to be drafting our ESSAY for this unit! I know, right? Here’s the prompt:

Dante’s Argumentative Essay!

We all know that in Julius Caesar, Brutus and Cassius killed Julius Caesar, and they didn’t feel very guilty about it. But when Brutus and Cassius turn up in Dante’s Inferno, we see they have received the worst possible punishment – alongside Judas Iscariot, Brutus and Cassius are being gnawed on by Satan himself.  Did Brutus and Cassius deserve what they got? Was their sin of backstabbing Caesar as bad as Judas’s sin of backstabbing Jesus? Are they really the WORST people that have ever lived? Are the traitors against their masters really the worst sinners of all? Why did Dante choose to put these two people in the deepest depths of hell?

In a well-developed essay of 750 words, you should examine Dante’s choice of punishment for Brutus and Cassius, answering all of the questions above.

Essay Requirements:

  • 750 words
  • 2 quotes from each Dante’s Inferno and Julius Caesar
  • MLA Format (heading, name and page numbers, parenthetical citations, formal language [no slang, contractions, or profanity], no 1st person [I, me, my, we, us, our, or you])
  • Must be an argumentative essay – do not forget to make a claim, back it up, and include a counterargument!
  • Due date: Friday, October 11th.

I know I’m not giving you guys a huge amount of time to work on this big essay, but we are going to have all day in class to draft and then all day Friday in the lab to finish up. And let’s be honest, if I gave you a week and a half, would you actually use the extra time?

Probably not 🙂 I know you guys.

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