- ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
- ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- 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.
- ELAGSE9-10SL1a: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Opening Session: Grab your Springboards and flip to page 401. Do question 2 while I play the beginning of our movie today, The 11th Hour!
Work Session: Today we are spending the entire class period watching the movie The 11th Hour, which is a documentary starring Leonardo DiCaprio about climate change. Take notes on page 402 of your book as you watch.
Closing Session: Debrief: What did you think of the movie? Did it change your perspective? Enlighten you? How so?
Assessment: Formative (book check, class discussions)
Differentiation: Learning style (visual)
- 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. Georgia ELA
- 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 ELA
- 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 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
Students will analyze the movie Troy and consider the director and producer’s artistic interpretations of The Iliad.
We’re going to be continuing the movie we started yesterday, with the goal of getting to 1:50 into it. That means we need to get right down to it!!
If it looks like we have time to do it, I wouldn’t mind you guys doing a little anticipatory paragraph. Remembering what you saw yesterday, consider how the directors and producers have chosen to interpret the characters in The Iliad and write for me what you think will happen today.
Our entire work session will be watching Troy, which is available on Netflix if you are reading this from home 🙂
Here’s the IMDB on the movie! https://www.imdb.com/title/tt0332452/
Close the day by revisiting your paragraphs from our opening session. Were you surprised at some of the choices the directors made? Why or why not?
Formative (paragraphs, class discussions)
Process (learning styles); Interest (high-interest movie)
- 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 analyze a dramatic interpretation of Shakespeare’s Julius Caesar.
Opening Session: Prediction Post-It: Write a prediction of how you think the director will interpret Shakespeare’s play. Do you think anything will be changed or left out?
Work Session: Let’s watch the movie!!
Closing Session: Prediction Post-It: Revisit your prediction. Were you right? Stick it on the board when you’re done!
Assessment: Informal (class discussions)
Differentiation: Process (scaffolding)
Standard: 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.)
Learning Target: I can analyze the movie version of a play and its strengths and weaknesses.
Opening Session: Where did we stop in the movie yesterday?
Work Session: Let’s continue the movie!!
After we finish the movie, please write a constructed response in which you discuss the differences in the movie and the play, and which one you think did a better job of achieving its purpose.
Closing Session: VOCAB REVIEW!!!
Assessment: Informal – constructed response check
Differentiation: Process (scaffolding)