Tag Archive for noah

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)

Write Your Own Monday!

Standard: W.9-10.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

  • Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
  • Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
  • Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
  • Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
  • Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Learning Target: Students will examine cause and effect in their flood myths and then create their own flood myth.

Activator: Noah Trailer

Welcome to Friday, everyone! Did anyone see that Noah movie last year? Was it any good?

 

Anyway, today we’re going to do some readings of some myths. I’m going to give each of you a different story (if you’re following along at home or from ISS, you can use any story from this website), but they all have the same major plot point – there’s a big flood that kills (almost) everyone. However, even though these stories have the same main event, they have different causes that get them to that event, and different effects that occur as a result. To illustrate how the different causes and effects lead to or come from the same event, we’re all going to make a multi-flow map. Here’s your template:

mythcauseandeffect

Write down at least three causes of the flood in your story, and at least three effects from that flood. I’ll do an example on the board using the Noah’s Ark story we read yesterday in the textbook.

After you finish that, I want you to find one partner who shares at least one cause or one effect with you. For example, one of my causes is “People were not worshipping God” and one of my effects is “one family repopulated the world.” I need to go find a partner that has “People were not worshipping God” OR a partner that has “One family repopulated the world.”

Once you have your partner, I would like for you to work together to write a flood myth of your own creation. Here are your requirements!

  • Your myth must be at least 2 paragraphs long
  • You should set your myth in an ancient culture – Sumeria, Babylon, Ancient Egypt, Ancient Africa, Mali, the Aztec Empire, the Incan Empire, the Mayan Empire, a Pueblo town, a Navajo village, etc.
  • You should work with your partner to come up with at least 3 causes for your flood and at least 3 effects of your flood.
  • Be creative!!

I’ll give you a sheet to write your final copy of your myth on, with room for an illustration 🙂 You will have the rest of class to work on this, so make it good!

Flood Myth Friday

Standard: W.9-10.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

  • Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
  • Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
  • Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
  • Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
  • Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Learning Target: Students will examine cause and effect in their flood myths and then create their own flood myth.

Activator: Noah Trailer

Welcome to Friday, everyone! Did anyone see that Noah movie last year? Was it any good?

 

Anyway, today we’re going to do some readings of some myths. I’m going to give each of you a different story (if you’re following along at home or from ISS, you can use any story from this website), but they all have the same major plot point – there’s a big flood that kills (almost) everyone. However, even though these stories have the same main event, they have different causes that get them to that event, and different effects that occur as a result. To illustrate how the different causes and effects lead to or come from the same event, we’re all going to make a multi-flow map. Here’s your template:

mythcauseandeffect

Write down at least three causes of the flood in your story, and at least three effects from that flood. I’ll do an example on the board using the Noah’s Ark story we read yesterday in the textbook.

 

After you finish that, I want you to find one partner who shares at least one cause or one effect with you. For example, one of my causes is “People were not worshipping God” and one of my effects is “one family repopulated the world.” I need to go find a partner that has “People were not worshipping God” OR a partner that has “One family repopulated the world.”

 

Once you have your partner, I would like for you to work together to write a flood myth of your own creation. Here are your requirements!

  • Your myth must be at least 2 paragraphs long
  • You should set your myth in an ancient culture – Sumeria, Babylon, Ancient Egypt, Ancient Africa, Mali, the Aztec Empire, the Incan Empire, the Mayan Empire, a Pueblo town, a Navajo village, etc.
  • You should work with your partner to come up with at least 3 causes for your flood and at least 3 effects of your flood.
  • Be creative!!

I’ll give you a sheet to write your final copy of your myth on, with room for an illustration J You will have the rest of class to work on this, so make it good!