Tag Archive for flood stories

World Lit: Flood Comparison Essay, Day 2

Standards
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. Georgia ELA
ELAGSE9-10W2.a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Georgia ELA
ELAGSE9-10W2.b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. Georgia ELA
ELAGSE9-10W2.c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. Georgia ELA
ELAGSE9-10W2.d Use precise language and domain-specific vocabulary to manage the complexity of the topic. Georgia ELA
ELAGSE9-10W2.e Establish and maintain an appropriate style and objective tone. Georgia ELA
ELAGSE9-10W2.f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Georgia ELA

Learning Target
Students will finish writing their essay comparing and contrasting the two flood stories we have read in class, and analyzing why they are so similar.

Opening Session
Grab a laptop again! I’ll review how to upload your files to the class google drive so that you’re ready to go whenever you finish typing 🙂

Work Session
Today we’re going to have the entire class period to finish your essay on the two flood stories. Here is the prompt again:

In a well organized essay of about 500 words, compare and contrast the two flood stories and analyze why you think they are so similar. You can use the articles we read on Friday as additional sources. You should cite quotes from at least 3 of your 4 available sources (Gilgamesh, Noah, and the two articles we read). You should explain to your reader both the similarities and differences in the stories, AND you should analyze WHY the two pieces are so similar.

Your essay will be due at the end of class TODAY. If you and a friend both finish early, it would be a good idea to trade essays with them and review each others’ work.

Closing Session
One more chance to upload your essays to the class google drive! I’ll show you again on the board. Remember that I will NOT accept printed, emailed, or shared documents – only uploads to the drive!

Assessment Strategies
Summative (essay)

Differentiation
Process (Scaffolding)

World Lit: Flood Comparison Essay, Day 1

Standards
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. Georgia ELA
ELAGSE9-10W2.a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Georgia ELA
ELAGSE9-10W2.b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic. Georgia ELA
ELAGSE9-10W2.c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and
concepts. Georgia ELA
ELAGSE9-10W2.d Use precise language and domain-specific vocabulary to manage the complexity of the topic. Georgia ELA
ELAGSE9-10W2.e Establish and maintain an appropriate style and objective tone. Georgia ELA
ELAGSE9-10W2.f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the
significance of the topic). Georgia ELA

Learning Target
Students will begin to write an essay comparing and contrasting the two flood stories we have read in class, and analyzing why they are so similar.

Opening Session
Grab a laptop! I want to quickly go over how to set up your paper in MLA format with the correct font, spacing, and heading. I’ll also review how to save your work under your student number so you can upload it to our class google drive.

Work Session
Okay! Today we’re going to begin writing our first essay together. I want you to take a closer look at the two flood stories we’ve read together, the flood from Gilgamesh and the flood from Genesis. As we’ve discussed, both stories are very similar, but they do have some minor differences. Also, there is some major controversy surrounding which story came first.

In a well organized essay of about 500 words, compare and contrast the two flood stories and analyze why you think they are so similar. You can use the articles we read on Friday as additional sources. You should cite quotes from at least 3 of your 4 available sources (Gilgamesh, Noah, and the two articles we read). You should explain to your reader both the similarities and differences in the stories, AND you should analyze WHY the two pieces are so similar.

Your essay will be due at the end of class tomorrow. Although there is not a required number of paragraphs, you should know that 500 words is about 4 or 5 paragraphs, depending on how long you make them.

Closing Session
To close out the day, I’ll call your attention back to the board and show everyone how to upload your essay to the class google drive, tinyurl.com/BristowWorldLit. This will be how you turn in all your essays for my class.

Assessment Strategies
Summative (essay)

Differentiation
Process (Scaffolding)

True Life: Flood Stories

Standard:

§  ELAGSE9-10RI7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in print and multimedia), determining which details are emphasized in each account.

Learning Target:  I will analyze various accounts of modern floods and use that information to create a survivor’s journal or a flood safety pamphlet.

Opening Session: A look back: Hurricane Katrina News Coverage

Work Session: Welcome to Monday, everyone!

Before we get started today, let me draw your attention to today’s bell schedule – you might notice it’s all kinds of weird. We will be doing weird bell schedules for the rest of the semester, so my recommendation to you is to bring snacks, because you’re probably not going to eat lunch at the time you’re used to.

Anyway…

As you might have guessed from the daily video, today we’re going to continue talking about flood stories. The difference today, though, is that we’re talking about floods that actually happened. We’re going to talk a bit more about Hurricane Katrina, as well as the Japanese tsunami of 2011, and the Indian Ocean Tsunami (the Christmas Tsunami) of 2004. All these massive floods are pretty close to current, right? So I thought these articles and pictures might hit home for you guys.

http://www.livescience.com/22522-hurricane-katrina-facts.html

http://www.cnn.com/2005/WEATHER/08/28/hurricane.katrina/

http://news.nationalgeographic.com/news/2011/03/pictures/110315-nuclear-reactor-japan-tsunami-earthquake-world-photos-meltdown/

http://news.nationalgeographic.com/news/2004/12/1227_041226_tsunami.html

http://www.nichols.edu/departments/physicalworld/tsunami/indian_ocean_tsunami.htm

After we read the articles together as a class and have a bit of discussion about what it might have been like, I would like for you guys do to a bit of narrative writing for me in the form of a journal.

Flood Journal Assignment

1.     Choose one of the modern flood stories we talked about in class – Hurricane Katrina, the Japanese Tsunami, or the Christmas Tsunami.

2.     Pretend you’re in the middle of that flood as it’s happening.

3.     IN PEN, write three journal or diary entries from three days as you experience what it was like to live through that flood. Each entry should be about 2 paragraphs long. Don’t forget to sign your name at the end.

4.     When you’re finished, turn in your journal to me.

OR

Flood Safety Pamphlet Assignment

1.     Pretend you’re on the city committee for public safety.

2.     Think about an “action plan” for your city if a mega flood happens

3.     Draw a brochure to be distributed to the people of your city that will give them important safety info on what to do in the event of a flood

4.     Make it creative, neat, and colorful!

5.     Turn it in when you’re done 

…And that’s that! Be creative with your journal entries, guys! After I grade them, we’re going to have some fun making them into “flood” artifacts.

I’ll see y’all tomorrow!!

Closing Session: Book Talk – The Hunger Games

Assessment: Flood journal or pamphlet will be graded

Differentiation: Product (student choice); process (partners allowed).

DIY Flood Thursday

Standard:

§  ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Learning Target: I can write a narrative to develop an imagined event, creating my own flood myth for the modern era.

Opening Session: Ancient Chinese Great Flood Myth

Work Session: Welcome back! Today we are going to start off with a 20-30 minute jaunt into the computer lab to do our next formative assessment. Remember, go to http://www.socrative.com and then click “Student Login.” Put in the room name BRISTOWLIT and then your name, and make sure you do LastName, FirstName. Then take the quiz!

After that, we’re going to return to the classroom and everyone is going to draw a flood myth from a hat. Wait, what? Yep! You heard that right! So not only are there flood stories from Christianity/Judaism/Islam and from Gilgamesh and from ancient China, there are actually flood stories from almost every culture in the whole world! And today you’re going to get a chance to read one and then write your own!

As you write your own flood story, please keep the following requirements in mind:

  • §  Your story must have a flood that destroys everything
  • §  Your flood must have at least one survivor who has to rebuild the world
  • §  You need to include the reason the gods decided to destroy the world with a flood
  • §  You need to include one “inspiration” detail from the flood story you drew out of my hat (ie the survivors in the story you chose took refuge in a tree; the survivors in the story you write do the same thing).
  • §  You should include a color illustration
  • §  Be neat and creative, because we will hang these up in the hallway!!!

You will have the remainder of class to work on your own flood story. Put a lot of effort into this one!

Closing Session: Book talk – It’s Kind of a Funny Story by Ned Vizzini.

Assessment: Flood myths will be graded

Differentiation: Process (partner option), product (visuals or comic versions permitted as needed

Noah’s Wednesday

Standard:

  • ELAGSE9-10RI8 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: I can evaluate an argument in a text, assessing the writing for bias, based on an article comparing the Genesis flood story (Noah’s Ark) to that in The Epic of Gilgamesh.

Opening Session: Noah’s Ark

Work Session: Welcome to a shiny new month, 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

Closing Session: Book talk – The Fault in Our Stars by John Green

Assessment: Article questions may be graded.

Differentiation: Process (annotated text provided as needed)