Tag Archive for powerpoint

Magical Realism

Standards

  • 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 ELA
  • 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 examine the genre and themes of The Alchemist by participating in a class discussion so that I can gain a deeper understanding of the text.

Opening Session
Magical Realism
Magical_Realism_Power_Point

Work Session
Alchemist Value Line (yes/no/maybe) class discussion (students must defend their position on the value line)

The Alchemist Value Line questions

Vocab!!

  1. Alchemist
  2. sacristy
  3. pasture
  4. zenith
  5. seminary
  6. omen
  7. Philosopher’s Stone
  8. caravan
  9. primitive
  10. levanter

 

Closing Session

Now that we have some background information, it’s time to start the book! Read The Alchemist to the star on page 21 🙂

Assessment
Formative (class discussion, notes, value line)

Differentiation
Learning style (kinesthetic, visual)

World Lit: Introducing Gilgamesh

Standards:

  • ELAGSE9-10RL7 Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment.
  • ELAGSE9-10W2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Objective: Students will learn about The pic of Gilgamesh and the culture from which it came, as well as consider their own cultural perspectives and how it relates to their fears.

Opening Session: Let’s review the Hero’s Journey chart we went over yesterday. We will choose another movie together as a class (something most of us have seen!) and see how it fits on the chart!

Work Session: After we review the hero’s journey, let’s look at the first story that ever followed the monomyth trope. eah, that makes it basically the oldest story in the world. It’s called The pic of Gilgamesh, and it comes to us from Ancient Sumeria. It’s a pretty important story, and you may even have discussed it in your World History classes.

I have a another PowerPoint that talks about the story, its origins, and its importance:

gilgamesh power point

And after we go over the PowerPoint, let’s watch this video. This should give you some idea of the cultural significance of the story!

http://www.learner.org/courses/worldlit/gilgamesh/watch/

Closing Session: Now that we’ve discussed the cultural perspective of Ancient Sumeria and how the story of Gilgamesh written about overcoming the fear of death, I want you to go back to the paragraphs you wrote yesterday about what you’re afraid of. Consider your own cultural perspective – as a teenager, a student, or even an ethnic or religious background, and write me another paragraph. o you think your cultural perspective influenced what you’re afraid of? Why or why not?

Assessment Strategies: Formative (paragraph checks, discussion participation)

Differentiation: Process (Scaffolding, high-interest topics, learning styles)

World Lit:Welcome to the Hero’s Journey!

Standards:

  • ELAGSE9-10RL7 Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment.
  • ELAGSE9-10W2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Objective: Students will be able to synthesize the concept of the hero’s journey with the everyday world around them and understand how authors use the hero’s journey as a trope in world literature.

Opening Session: After Independent Reading, I would like everyone to write a short paragraph describing something that you fear. Be specific in what you’re afraid of, and explain why it scares you.

Work Session: After we consider what we’re afraid of and why, and maybe have a couple of people share their paragraphs, we’re going to talk about a concept called the Hero’s Journey. Let’s start with a video!

https://www.ted.com/talks/matthew_winkler_what_makes_a_hero

After our video, let’s get more specific about what the hero’s journey entails. I have a PowerPoint that’ll go over the details of the journey:

heroandquest Hero’s Journey

Closing Session: Let’s close the day by looking at some famous examples of the Hero’s Journey – how about some movies? We will make a hero’s journey chart together for the movies Finding Nemo, Moana, and The Lion King.

Assessment Strategies: Formative (paragraph checks, discussion participation)

Differentiation: Process (Scaffolding, high-interest topics, learning styles)

Welcome to World Literature!

Welcome, everyone, to the FIRST day of spring semester, and WELCOME to my World Literature class!

Standard: ELAGSE9-10W2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Learning Target: I will write a letter to introduce myself to the class.

Opening Session: Transcript check – everyone in the right place?

Work Session: Today we’re going to kick it off with a little introductory PowerPoint!

Welcome to World Literature!

Next up on our list, we’re going to go over the syllabus and discuss class procedures, policies, and so on. If you get this syllabus signed and returned to me before Friday, I’ll give you a free 100 on a daily grade!

Syllabus_Bristow_HonorsWorldLit_Spring2018

Finally, with whatever time we have left, I would like for you to write a letter of introduction and tell me and the class a little about yourself 🙂 This will be due at the end of class tomorrow.

LETTER OF INTRODUCTION_1

Closing Session: Share out and tell  us about yourself!

Differentiation: Product (modified letter directions)

Assessment: Students will be given a daily grade for their letter of introduction.

World Lit: Presentation Time!

Standard: ELAGSE9-10SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Learning Target: I can present my research on pre- and postcolonial Ibo culture to my classmates.

Opening Session: Let’s draw group numbers from a hat to see who will present first, second, and third! I’ll give the three groups a chance to set up and talk while I queue up your PowerPoints, and then we will begin!

Work Session: Please be respectful of your peers as we present! I will give a restroom and stretch and wiggle break after every 3 presentations.

Closing Session: Reflect upon your group members and fill out the Group Member Evaluation Form.

Assessment: Formal (presentations and PowerPoints)

Differentiation: Process (scaffolding), Product (choice in medium)