Tag Archive for listening speaking viewing

World Lit: Hector’s Death Skits

Standards

  • ELAGSE11-12RL7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare as well as one play by an American dramatist.) Georgia
  • 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. Georgia
  • ELAGSE9-10RL9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). Georgia

Learning Target
Students will put on a play to display their knowledge of the Iliad.

Activator
We’re going to start the day by watching a scene from Troy and discussing how the movie producers and directors transferred the story to the screen.

Work Session
I’m going to divide the class into 3 groups. Your groups will each put on a dramatic presentation of how they interpret the events that occur in the “Death of Hector” from the Iliad. You can use the movie as inspiration, but remember what we discussed and how your might modify or adjust to fit the screen.

With about fifteen minutes left of class, I’ll call each group up to perform for us. Yes, this is a quick turnaround, and we all know it, so don’t freakout about being unprepared for the stage 🙂

Closer
Let’s vote and discuss! Who was the best? Why?

Assessment
Formative (plays)

Differentiation
Process (Scaffolding, learning style); Product (different media possible for the plays)

Channel your inner actor…

Welcome to Tuesday, everyone! Are you guys ready for some more GREGOR?!

Standard:

Learning Target: Students will listen to the second half of part II of The Metamorphosis, then compose a skit with a small group about the novella.

Activator:

Today we’re kicking it off with more Gregor, yes that’s right kids, you asked for it, you begged for it, so The Metamorphosis is back!! I’ll wait until you stop cheering…

We’re going to start off today with listening to the second half of part 2 in our recording. I’ll continue to pause it now and again so we can talk about what’s going on with poor Gregor. Remember, this is a different translation, so although the text is in our book, we’re going to listen to it without the text in front of us. That way, you won’t get confused on the wording of certain things :)

Afterwards, everyone grab a partner or two. YAY, partners! I want you to work with your partner(s) to write a skit. You are going to act out one of the following scenes from The Metamorphosis. You can modernize the setting and dialogue and such, but the plot should follow the book. Here are your choices:

  1. Gregor wakes up as a roach and tries to get out of bed while his parents and sister worry about him through the locked door. 3-4 actors (Gregor, Mom and/or Dad, Grete)
  2. Gregor unlocks the door with his mouth while his parents and boss cheer him on from the living room. 3-4 actors (Gregor, Mom and/or Dad, Boss)
  3. Gregor escapes from the room and his family sees him and freaks out, his boss runs off, and his dad chases him back into the room. 4 actors (Gregor, Dad, Mom, Boss)
  4. Gregor’s sister tries to feed Gregor sweet milk and bread, but he turns it down; later, she comes back to give him rotton food which he loves. 2 actors (Gregor, Grete)
  5. Grete and Gregor’s Mom move the furniture out of the room, and Gregor goes to protect the picture on the wall. Dad chases Gregor back into the room and throws an apple at him. 4 actors (Gregor, Grete, Mom, Dad)

Your skit should take about 2 minutes to present – we’ll show them off on Thursday – and I would like you to try and memorize your lines. However, I want you to turn in your script, so I have something to grade you on :) Go forth and write!

Welcome back to Wednesday!

Did everyone follow the election on TV yesterday? Man, that was crazy, right?

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 continue their reading of The Metamorphosis and then work on writing a skit about a discovery of a monster.

Activator: Mermaids!

So, today we’re continuing with reading The Metamorphosis.  We’re going to do this a little differently today than we have been throughout the unit – by listening to a recording! This is a Librivox Recording of the story. We’re going to listen to the first half of part 2 today. Now, I do want you guys to follow along in your textbook while we do this, but I would also like you to be jotting down some notes while we follow the story. Specifically, I want you to take notes on Gregor, who he is, what is he like, what are his likes and dislikes, and so on. After we finish reading and taking some notes, we’ll move on to another activity!

The Metamorphosis is a character-driven story, meaning that what keeps you reading is your attachment to the characters, your vested interest in seeing the characters develop, that sort of thing. The opposite of this would be a plot-driven story, where you’re reading more to see what’s going to happen next, and the characters might be more one-dimensional. Because Kafka chose to focus so much on the characters in his story, we’re going to make…dundunDUN! A “Baby Book” for Gregor!

Have you guys heard of this before? It’s a little book that talks about a person’s likes, dislikes, what they look like and how they act, and maybe has a little picture of them. I’ve folded about a million sheets of paper into little 8-page mini books, and now it’s your turn to fill them out! The “Ghost Writer” is where you put your name, and you should write the book as though you are Gregor. In most cases, the pages can be filled with no more than a sentence or maybe two at the most. Don’t forget to draw a picture of yourself! I have an example I’ll pass around for everyone, too.

 

Ok, ready? GO!

Logos, Pathos, Ethos, and Thursday!

Happy Thursday! You know what that means, it’s all downhill to the weekend, and next week is our last week before finals! EEK!! I’m scared, but also excited :D You guys will all go forth and set the world on fire, I just know it :)

Standard:  ELA10LSV2 The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description.

Learning Target: Students will work in small groups to create a “commercial” for a product using one of the three persuasive appeals: logos, pathos, or ethos.

Activator: 3x Daily Videos!

Eggland’s Best

Oral-B

Pampers

 

So, we kicked it off today with three videos, more commercials :) I like doing commercials because I think they really do show you how persuasive writing is used in the real world, in compact little snippets. And when we’re talking about real world stuff, I think the best thing to do is our own real-world application, by making a fake commercial skit thingy!

I’m not explaining this well, let’s back up.

Commercials are good examples of real-world applications of persuasive writing. To apply our persuasive knowledge in a manner that could be useful in the real world, we’re going to make a skit that exemplifies a type of persuasive appeal. These skits will take the form of commercials. Whew! So, now you know what’s going on, here’s the skinny:

We’re gonna get into groups based on which product you want to advertise… There are 10 product pictures up on the blog, right down there vvvvv and I’ll show you guys the pictures and then ask you all to raise your hands. No more than four to a picture, please! You’ll then have an hour to write a commercial that advertises your product, and at the end of class we’ll present our commercials! Yay! Now, since commercials are very strictly timed, your group’s run will need to cover exactly 30 seconds, no more, no less. Practice this! You all have timers on your phones, so pull ‘em out and time yourselves! I’ll put a timer on the board and you gotta stand there for the whole 30 seconds whether you want to or not, and whether or not you finish I’m calling time when the timer goes off :)

So, without further ado, here are your ten products to choose from!

Your Pick Three! Project is DUE TOMORROW!

Morning, everyone! I hope you guys all had an awesome weekend!

Standard: ELA10W2 The student demonstrates competence in a variety of genres.

Learning Target: Students will complete and perform their Sir Gawain and the Green Knight skits.

Activator: Sir Gawain in Stained Glass, Part 2

Today we’re finishing up the project we started last Thursday, where you guys were performing parts of “Sir Gawain and the Green Knight.” We’ll take about a half hour to prepare in our groups, and then start recording! After we record everyone’s performances, we’ll get them onto the computer and watch them back. I think it’s going to be really, really awesome!

After we finish the Sir Gawain project, we’re going to take a quick checkpoint quiz. Because we don’t have a test for this unit, I need to give you guys a little mini-assessment to make sure we’re still on target. We’ll grade these together, but I won’t record the grades – just use them for data purposes to make sure everyone is on track for the final. So, nothing to freak out about, just do your best and show me what you know!

That’s all for today, guys! Tomorrow we’re in the computer lab, and your Pick Three! Project is DUE DUE DUE!!!! This is a major part of your grade, so make sure you turn it in completely tomorrow!!!