Tag Archive for poster project

Cultural Identity 8: Poster and Gallery Walk

Standards

  • 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
  • ELAGSE9-10SL4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. 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

Learning Target
I can create a graphic representation of my cultural identity and present it to my classmates.

Opening Session (20 minutes)
Grab your poster and art supplies to finish coloring your Frida Kahlo poster!

Work Session (40 minutes)
Split the class in half; half the class hangs their posters on one side of the hallway, the other half on the other side.

Gallery Walk and Meet the Artist

  • Students on the left side of the hallway stand next to their posters.
  • Students on the right side of the hallway walk up to the posters on the left to look at the posters and listen to the artist explain their work.
  • Artists standing next to their posters use their notecards to tell viewers about their piece.
  • After half the class period is over, switch to the other side.

Closing Session (10 minutes)
Write a reflection – which pieces were particularly meaningful to you? What was it like to do this project? Were you surprised by any of your classmates’ work? Did you
surprise yourself?

Assessment
Summative (poster/gallery walk)

Differentiation
Process (scaffolding, framework), learning style (visual)

World Lit: Circle 2, Lust

Standards

  • 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
  • ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Georgia ELA

Learning Target
I will understand how circle 2 in Dante’s Inferno shows the law of symbolic retribution, and I will analyze Dante’s perspective on the characters from The Iliad who are in Circle II (Paris, Helen, and Achilles).

Opening Session
Classics Summarized: Dante’s Inferno

Work Session
Welcome to day 2 of the Inferno, everyone! Today we’re going to be finishing reading Canto III, then following it up with Canto V. In other words, yesterday we talked about circle 1: Limbo, and today we are talking about circle 2: Lust. Yep, that’s right ladies and gents, today it’s sins of the flesh!

One of the interesting things about Dante’s Inferno is that he puts a bunch of famous historical and literary figures into the story. As we’re reading, you might recognize a couple names – specifically, do Paris, Helen, and Achilles sound familiar? I want you to consider the placement of those three characters in Hell. After we finish reading, get out a sheet of paper for me. I want you to write three paragraphs – one for each Paris, Helen, and Achilles. For each of them, answer the following:

  1. Do you think this character belongs in Circle 2 (Lust) of Hell?
  2. If yes, why? If no, why not AND where would be a better place for them?
  3. Why do you think Dante chose to put them in this specific circle of Hell?

Get your three paragraphs done, turn them in, and then complete your poster activity for the day!

Closing Session
Ticket out the door – choose your poster activity for the day and complete it, then hang it on the board.

Assessment
Formative (TOTD, class discussions)

Differentiation
Process (guided notes); Product (choice of poster activity)

World Lit: Introducing Dante’s Inferno!

Standards

  • 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
  • ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Georgia ELA

Learning Target
I can understand the background and historical context of Dante’s Inferno and the cultural experiences that led Dante to write the story.
Opening Session
This is a trailer for the video game Inferno, which should give you an idea of how cool this upcoming reading will be!

Work Session
We are starting off today by taking a few background notes from this lovely presentation: https://www.filepicker.io/api/file/OePphMtkQZeCRr3HZouX and using this lovely guided notes sheet: https://www.filepicker.io/api/file/HSwiZqXCQ4fG0kig7CKg. The idea here is to give you some background info on the story and who Dante was. When we finish that, we’re going read Canto I and then we’re going to start a big collaborative poster project! Here’s the skinny:

Dante’s Inferno Collaborative Poster

Directions: Choose one of the following activities for our collaborative posters. You will choose one activity for each poster, and each poster will have a different activity (that means you eventually have to do all 9!). You may do them in any order, but you may not repeat. Check them off as you go. These will be your tickets out the door for the unit.

  • Draw an illustration for the circle
  • Write a paragraph summarizing the sins and punishments
  • Find 5 vocabulary words and write them with their definitions (Circle 1, 2, or 9)
  • Write two tercets in Dante’s style about the circle
  • Find an allusion (check the footnotes!) and explain it (Circle 1, 2, or 9)
  • Write a paragraph explaining how this circle shows the law of symbolic retribution
  • Come up with a celebrity or historical figure for this circle and explain who they are and why they deserve to be in this circle of Hell.
  • Pick 3 tersets and rewrite them in modern language (Circle 1, 2, or 9)
  • Write 3 multiple choice questions about this circle

You’ll do each of those activities by the end of the unit, but since everyone will be doing them in whatever order they choose, our posters will all end up as sort of a patchwork of information about the story. I’ll give you a quarter-sheet of paper to do each activity, and when we finish, we will put them up in the hallway!!

After we do some background and hear about the poster project, we will start right off with the introductory Canto and then read Canto III, which describes Circle 1 of Hell (Limbo – The Opportunists). We will hopefully be able to get through both Cantos today, but even if we can’t, you should still have a good enough understanding to do that poster activity for today 🙂

Closing Session
Ticket out the door – choose your poster activity for the day and complete it, then hang it on the board.

Assessment
Formative (TOTD, class discussions, note checks)

Differentiation
Process (guided notes); Product (choice of poster activity)

Tuesdays of the Flesh

Standard:

  • 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: I will understand how circle 2 in Dante’s Inferno shows the law of symbolic retribution, and I will analyze Dante’s perspective on the lovers Paolo and Francesca, who are trapped in that circle of Hell.

Activator: Classics Summarized: Dante’s Inferno! This is a good summary and some background information in case you missed what we talked about yesterday… or forgot

Work Session: Welcome to day 2 of the Inferno, everyone! Today we’re going to be finishing reading Canto III, then following it up with Canto V. In other words, yesterday we talked about circle 1: Limbo, and today we are talking about circle 2: Lust. Yep, that’s right ladies and gents, today it’s sins of the flesh!

After we finish reading, we’re going to read this article about Paolo and Francesca and annotate it as we go (woah!! Annotations!). These two lovers are swept together in Hell for all eternity. It’s a sad story! Now, a question, for your ticket out the door: You all read Romeo and Juliet in 9th lit. Do you think those two lovers, like Paolo and Francesca, are here in circle 2 of Hell?

Ponder on that one! Tomorrow we discuss circle 3: Gluttony!

Closing Session: Do your TOTD closing activity from the collaborative poster sheet I gave you yesterday (see the post below this one!).

Assessment: Annotations will be formatively checked, TOTDs will be graded at the end of the unit.

Differentiation: Process (splitting the class, highlighters given for annotations as needed, partner work options, student choice on TOTD)

Go to WHERE?!

Standard:

  • 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.
  • ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Learning Target: I can understand the background information and historical context of Dante’s Inferno and the cultural experiences that led Dante to write the story.

Activator: Daily video! This is a gameplay trailer of the Inferno video game, to give you an idea of what we’re about to get into.

Welcome to a new unit everyone!! We are starting a famous story today called Dante’s Inferno. Which, yes, means you get to say “hell” in class. Stop giggling. What are you, 16? …..oh…..right. You are.

Anyway, we are starting off today by taking a few background notes from this lovely presentation: https://www.filepicker.io/api/file/OePphMtkQZeCRr3HZouX and using this lovely guided notes sheet: https://www.filepicker.io/api/file/HSwiZqXCQ4fG0kig7CKg. The idea here is to give you some background info on the story and who Dante was. When we finish that, we’re going read Canto I and then we’re going to start a big collaborative poster project! Here’s the skinny:

Dante’s Inferno Collaborative Poster

Directions: Choose one of the following activities for our collaborative posters. You will choose one activity for each poster, and each poster will have a different activity (that means you eventually have to do all 9!). You may do them in any order, but you may not repeat. Check them off as you go. These will be your tickets out the door for the unit.

  • Draw an illustration for the circle
  • Write a paragraph summarizing the sins and punishments
  • Find 5 vocabulary words and write them with their definitions (Circle 1, 2, or 9)
  • Write two tercets in Dante’s style about the circle
  • Find an allusion (check the footnotes!) and explain it (Circle 1, 2, or 9)
  • Write a paragraph explaining how this circle shows the law of symbolic retribution
  • Come up with a celebrity or historical figure for this circle and explain who they are and why they deserve to be in this circle of Hell.
  • Pick 3 tersets and rewrite them in modern language (Circle 1, 2, or 9)
  • Write 3 multiple choice questions about this circle

You’ll do each of those activities by the end of the unit, but since everyone will be doing them in whatever order they choose, our posters will all end up as sort of a patchwork of information about the story. I’ll give you a quarter-sheet of paper to do each activity, and when we finish, we will put them up in the hallway!!

Closing Session: Ticket out the door – choose your poster activity for the day and complete it, then hang it on the board.

Assessment: TOTDs will be graded, notes used formatively as a check for understanding

Differentiation: Process (guided notes); product (student choice in which activity to complete per day).