Tag Archive for cartoon

Happy Halloween!!

Happy Halloween!

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.
  • 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.

Learning Target: I can understand “The Legend of Sleepy Hollow” and answer questions relating to the text; I can see the differences in various interpretations of the story (adapted text, original text, cartoon).

Opening Session: Head down to the lab for another formative assessment! This will be quick – 20 minutes tops – and then back upstairs!

Work Session: 

Today we’re going to watch the awesomeness that is The Legend of Sleepy Hollow! This is a really cool short story that has been adapted into film many times over the years, including a Disney version and a really horrid Johnny Depp version. But today we’re reading an adapted version of the original short story, which you can find online here, and we’re watching an awesome old-school Disney version, which you can download and watch for yourself right here.

But before we do the video, we’re going to read the legend itself, and answer a few questions. I’ll give you guys most of the class to work on this – yes, it is going to be graded – and then with half an hour left to go we’ll swap over to the video. If you’re working from home, here are the questions we’re doing!

The Legend of Sleepy Hollow Questions

Name__________________________

Reading Comprehension 

 

Summarizing.  Choose the best phrase to complete each sentence.  Then write the complete statements on your paper.

 

1.  Ichabod often got to spend time with Katrina because _____ (he helped her with her spelling, she took singing lessons from him, he was very good looking).

2.  When Ichabod left the Van Tassels’ party, he was very sad because _____ (he thought parties shouldn’t end, something had gone wrong between him and Katrina, Brom Bones had threatened him).

3.  After the party, Ichabod met what he thought was the Headless Horseman, and Ichabod _____ (disappeared, died of fright, threw a pumpkin at the rider).

 

Interpreting.  Write the answer to each question on your paper.

 

1.  What was one possible explanation for why the people of Sleepy Hollow acted as if they were in a dream?

2.  What does the behavior of Katrina Van Tassel tell you about her?

3.  What probably really happened to Ichabod on his way home from the Van Tassels’ party?

 

For Thinking and Discussing.  What were some of the humorous details that Washington Irving included in his supernatural story, “The Legend of Sleepy Hollow”?

Understanding Literature 

 

Point of View.  “The Legend of Sleepy Hollow,” like many other legends, is told from the third-person point of view.  This “all knowing” or omniscient point of view allows the story teller to include everything he or she wants the reader or listener to know, and to be objective as possible.

 

Here are some statements from, “The Legend of Sleepy Hollow.”  On your paper, identify those that would not have been included if Ichabod himself had been telling the story.

 

1.  “His feet looked as big as shovels.  His head was small, and flat on top.”

2.  “He was thought to know more than most of the men around, and to be more of a gentleman.”

3.  “She was just 18, round and red-checked and pretty.  She dressed to show off her beauty.”

4.  “From the moment Ichabod saw the Van Tassel farm, his peace of mind was over.”

5.  “Brom…liked to dash through the valley on horses at midnight.”

6.  “Next morning, the old horse was found eating grass at his mater’s gate.”

 

 

Writing

 

 

Imagine that you are Ichabod Crane.  Write a paragraph using the first-person point of view o explain your disappearance.

Closing Session: Trick or treat! Turn your paper into me in exchange for a piece of candy, and then let’s quickly go over some Halloween Safety!!!

Assessment: Questions will be graded

Differentiation: Learning styles (visual; auditory) process (modified/adapted text)

The Epic Flood of Thursdays!

Standard: RI.9-10.8. 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: Students will read a nonfiction article comparing the Genesis flood to the flood in Gilgamesh, and learn about bias and finding reliable sources.

Activator: Noah’s Ark

Welcome to a shiny new Thursday, 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

Study Guide/Essay Thursday!

Standard:

Learning Target: Students will work on their study guide and Julius Caesar essay.

Activator: The Animated Julius Caesar

Welcome back to THURSDAY! Today we’re going to take some time in class to (by hand) finish your Julius Caesar essays. Hardly anyone finished while we were in the lab on Monday, so we are going to finish them today! I’ll give you guys to the skinny bell where all you’re allowed to do is work on the essay unless it’s finished and turned in.

After that, if you would like to work on your study guide for tomorrow’s test (dun dun DUN!!!!) then you may do so. That’ll be all we get done today, and remember, tomorrow is test day!!!!! Also, enjoy the animated Caesar while you work on your study guide 🙂

Friday Is Not a Fairy Tale…

Welcome to Thursday and welcome to our NEW UNIT!!! WHOOOOOOOOO!!!! I’m pretty excited about this one, guys 🙂 I’m calling it Life Is Not a Fairy Tale :) Let’s start out with a little background, shall we?

Standard: RL.9-10.6. 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.

Learning Target: Students will learn background information on Animal Farm, its author George Orwell, and its historical context.

Activator: Anastasia

Today we’re going to start out with this video clip from the Fox movie (ha! You thought it was Disney, didn’t you? it’s not! 20th Century Fox. Go figure!) Anastasia. You all know this is based on a true story, right? Well Anastasia is set in and around the time of the Russian revolution. The removal of Tsar Nicolas started the process, so that’s what we’re watching today. The story we’re reading this unit is an allegory for the Russian revolution. It’s called Animal Farm. Let’s get some background knowledge, shall we?

Animal Farm

After taking some notes, which yes I know aren’t super fun, we’re going to write a little anticipatory paragraph. What kind of statement do you think Orwell was aiming to make with Animal Farm? We know that Orwell was a socialist, and we know the Russian revolution took the country from a monarchy to a communist state. So what do you think Orwell was saying when he wrote Animal Farm? Was he praising the Russians for their change in government? Was he condeming them? Let’s take some educated guesses, and give me your thoughts in a paragraph :)

That’s it for today gang! Tomorrow we will actually start the novel! WHOO!

Rock Opera Monday!

How was everyone’s weekend? Mine was AWESOMESAUCE :)

Standard:

  • RL.9-10.4. 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: Students will review The Metamorphosis by finding vocabulary definitions in a team activity.

Activator: Franz Kafka Rock Opera

Today we’re going to do a little bit of a review/vocab/team activity :) I’ve got a MASSIVE LIST of vocabulary words from The Metamorphosis, and I thought it would be a good review to ask you guys to figure out the definitions of these words. We’re going to split you up into 2 teams – Team B and Team Spiceland. Your challenge over the entire block is to find the definitions of as many of these words as you can. You should use all the resources available to you – me if you’re on my team, Ms. B if you’re on hers, your phones, the textbook, dictionaries, your phone, and did someone say “Can we get a pass to the media center?”

At the end of class, whichever team has the most definitions will WIN the massive prize!! Whoooohoooooooo!!!!

Here is the big-list-o-words :D

Metamorphosis Vocab – Team 1

  1. Metamorphosis
  2. Translate
  3. Transformed
  4. Vermin
  5. Textile
  6. Dull
  7. Flounder
  8. Strenuous
  9. Irregular
  10. Shudder
  11. Instance
  12. Contract
  13. Subordinate
  14. Debt
  15. Strain
  16. Suspicious
  17. Insurance
  18. Excessive
  19. Cautious
  20. Circumstances
  21. Contented
  22. Plaintively
  23. Enunciate
  24. Acquired
  25. Occupational
  26. Hazard
  27. Frenzy
  28. Breadth
  29. Consciousness
  30. Consideration
  31. Envelop
  32. Suppress
  33. Nonsensical
  34. Comdemn
  35. Lout
  36. Pang
  37. Conscience
  38. Enquirey
  39. Elastic
  40. Muffle
  41. Concede
  42. Gruff
  43. Adjoin
  44. Commerce
  45. Pursue
  46. Barricade
  47. Astonished
  48. Peculiar
  49. Whim
  50. Entrust
  51. Intercede
  52. Secure
  53. Symptom
  54. Insistent
  55. Wrench
  56. Distinguish
  57. Crucial
  58. Adhesive
  59. Retreat
  60. Hostile
  61. Austere
  62. Façade
  63. Lieutenant
  64. Bearing
  65. Arduous
  66. Diligence
  67. Enormous
  68. Prejudice
  69. Exhausted
  70. Protruding
  71. Prohibition
  72. Supernatural
  73. Numberous
  74. Sorrow
  75. Sway
  76. Engrossed
  77. Flee
  78. Impede
  79. Seize
  80. Merely
  81. Lethal
  82. Anxious
  83. Hinder
  84. Vile
  85. Fleck
  86. Quiver
  87. Coma
  88. Antenna
  89. Gaze
  90. Timorous
  91. Vain
  92. Vague
  93. Impose
  94. Rotten
  95. Compelling
  96. Consume
  97. Lethargic
  98. Suffocate
  99. Bulge
  100. Construe
  101. Diligently
  102. Scurry
  103. Seldom
  104. Emphatically
  105. Fetch
  106. Prospect
  107. Incarcerate
  108. Despair
  109. Representative
  110. Convert delighted
  111. Affection
  112. Conservatory
  113. Enthusiasm
  114. Destination

 

 

Metamorphosis Vocab – Team 2

  1. Thrift
  2. Surplus
  3. Enable
  4. Holiday
  5. Modest
  6. Distinct
  7. Barren
  8. Mingle
  9. Ordeal
  10. Transformation
  11. Protrude
  12. Glimpse
  13. Trace
  14. Tone
  15. Cope
  16. Monotonous
  17. Inherited
  18. Enthusiastic
  19. Dominate
  20. Dissuage
  21. Assure
  22. Assail
  23. Copious
  24. Tremor
  25. Unyielding
  26. Immobile
  27. Glower
  28. Caustic
  29. Opporessed
  30. Anxiety
  31. Reproach
  32. Numb
  33. Subdued
  34. Violence
  35. Subtlety
  36. Neglected
  37. Invariably
  38. Institute
  39. Emerge
  40. Unkempt
  41. Monogram
  42. Determination
  43. Strict
  44. Decisive
  45. Lurch
  46. Muster
  47. Concealed
  48. Notch
  49. Bombard
  50. Revolting
  51. Contrary
  52. Revulsion
  53. Monility
  54. Invalid
  55. Deterioration
  56. Fancy
  57. Slumber
  58. Shabby
  59. Obstinate
  60. Importune
  61. Endearment
  62. Abruptly
  63. Behest
  64. Affair
  65. Apprentice
  66. Provincial
  67. Inaccessible
  68. Filth
  69. Thoroughly
  70. Bitter
  71. Aggrieve
  72. Implore
  73. Agitated
  74. Robust
  75. Repel
  76. Indicate
  77. Resentful
  78. Earnest
  79. Clutter
  80. Tolerate
  81. Superfluous
  82. Establish
  83. Courtesy
  84. Thread
  85. Immaculate
  86. Preoccupied
  87. Melancholy
  88. Captivate
  89. Yearning
  90. Tenant
  91. Repugnant
  92. Prevail
  93. Torture
  94. Endure
  95. Vigorously
  96. Presecute
  97. Rumination
  98. Martyr
  99. Nuisance
  100. Confirm
  101. Corpse
  102. Disconcerted
  103. Anticipation
  104. Quarrel
  105. Humility
  106. Stride
  107. Premises
  108. Posture
  109. Principal
  110. Tremendous
  111. Vertical
  112. Simultaneously
  113. Blossom
  114. Confirmation