Tag Archive for thugnotes

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)

World Lit: Dante 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

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?

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)

AP Lang: What Really Happened

Standards

  • ELAGSE11-12RI6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Georgia ELA
  • ELAGSE11-12RI7 Integrate and evaluate multiple sources of information presented indifferent media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Georgia ELA
  • ELAGSE11-12RI1 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. Georgia ELA

Learning Target
Students will analyze an article about the veracity of The Crucible and analyze how authors might sensationalize stories to get a specific reaction from the audience.

Opening Session
THUGNOTES!

Work Session
Today we’re reading an article titled “The Crucible: Fact or Fiction?” that really goes into some awesome detail about exactly what happened in history versus in the play.

Read and SOAPSTone the article, then make a T-chart in which you list the events of history on one side and the alternate events of the play on the other. Then, I want you to consider why Miller might have made some of the specific choices that he did to rewrite history.

Write a paragraph in which you specifically name one or two of the ways Miller changed history, then analyze WHY he made that decision. What affect did that change have on the play? On the audience? Or did he change the play for a completely different reason, such as racism or another prejudice?

Closing Session
With whatever time we have left, grab your books and read Act III. You will need to have the entire act read when you get back here on Monday 🙂

Assessment Strategies
Formative (T-charts and paragraph checks)

Differentiation
Process (Scaffolding, annotated text as needed)

World Lit: The Battle With Humbaba

Standards: 

  • ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • ELAGSE9-10RL3 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 read the beginning of The Epic of Gilgamesh and reading comprehension questions.

Opening Session: Crash Course Mythology: The Epic of Gilgamesh

Work Session:
We’re going to be reading the first section of The Epic of Gilgamesh, The Prologue and The Battle With Humbaba. We will read these together as a class and discuss as we read. After we finish reading, we’re going to do a little characterization activity! Everyone is going to make a bubble map with Gilgamesh’s name in the center. Then, in five outer bubbles, I want you to list five adjectives that describe Gilgamesh. Once you’ve gotten those, go back to the text and find evidence in the form of a quote to support each adjective. You need to properly cite the quotes in MLA format, using a parenthetical citation. Our edition of the text is translated by N.K. Sandars.

Closing Session: After finding our quotes, let’s look back to the text at the Critical Reading questions on page 24. In your notebooks, please answer questions 1-4 to close out our day.

Assessment: Formative (Notebook check for questions)

Differentiation: Process (Scaffolding, Learning Styles).

World Lit: Recap!

Standard: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target: I can understand rhetorical devices and find examples of them in “Caesar’s Funeral Speech” from Julius Caesar.

Opening Session: Caesar THUGNOTES!

Work Session: VOCAB!!!

  1. Visage
  2. Puissant
  3. Emulation
  4. Interred
  5. Ambitious
  6. Honorable
  7. Grievously
  8. Coffers
  9. Heir
  10. Bequeath

And I swear to you, we WILL have a quiz this week, and I WILL NOT FORGET!! Sheesh…

After vocab, we will recap the questions you guys did last Thursday and Friday. Then, I’ll give you your assignment for tomorrow while I’m out. Have fun!

Closing Session: Share out rhetorical devices.

Assessment: Informal – book check

Differentiation: Process – reading in groups or solo.