Tag Archive for review

World Lit: Iliad Jeopardy!

Standards

  • ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia ELA
  • ELAGSE9-10RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) 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

Learning Target
Students will review for their Iliad unit test by playing a review game of Jeopardy!.

Opening Session
Divide into teams! I need groups of 4 at the tables around the room, and we’re only going to have a non-4 group if we absolutely have to!
Within your teams, you need to number off 1-4. I’ll be calling “All the 1s can buzz in!” and “All the 2s can buzz in!” so you need to pay attention to when you’re eligible to ring in and question a Jeopardy answer.

Once you’re in your teams, choose your favorite Olympian god for your team name 🙂

Work Session
It’s time for ILIAD JEOPARDY!!

We will be playing exactly like real Jeopardy!. That means if you get a question wrong or buzz in and don’t know, you will LOSE points! Fun fact, Jeopardy! gets its name because when you answer a question, you’re in *jeopardy* (danger) of losing your money. Also, you must put your response in the form of a question. In the Jeopardy round I will remind you; in the Double Jeopardy round I will not.

Jeopardy Round: https://jeopardylabs.com/play/bristow-and-mellmans-ithe-iliadi-jeopardy

Double Jeopardy: https://jeopardylabs.com/play/bristow-and-mellmans-iliad-double-jeopardy

There are Daily Doubles available, and we will do a Final Jeopardy round at the end!

Closer
FINAL JEOPARDY!! Category is:
Your Teacher!

Assessment
Formative (Review game)

Differentiation
Process (heterogeneous groupings)

AP Lang: More AP test practice!

Standard: 

ELAGSE11-12RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Learning Target: I can practice answering AP selected response questions and create my own.

Opening Session: AP Lang study tips: How to Get a 5!

Work Session: Today we’re going to be focusing on the selected response (aka multiple choice) questions on the AP Lang test. I’ve got two sample passages for you and about 10 multiple choice questions. The questions all go to the first passage. Today, I’d like you to take about fifteen minutes to answer the questions, and then I want you to work with your table to create your own AP-style multiple choice questions. So use the first ten as examples, and make questions about the second passage in the same manner. After we finish making questions, we’ll trade with another table and answer each other’s, and then give some feedback on how we did as well as the difficulty level of our homemade questions.

Today is a short class (thanks, testing) so that’ll be about it for the day!

Closing Session: Reflect: How did this exercise feel? Was it easy or difficult to answer your classmates’ questions?

Assessment: Formative (journal check)

Differentiation: Process (Scaffolding)

Homework: Read in your independent reading book, work on your alternative book report and any make-up work, STUDY for your AP test!

American Lit: EOC Countdown: 3 days left!

Standard: ELAGSE11-12RI1 – Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.  

Learning Target: I can cite strong evidence from a text.

Opening Session: Test Taking Strategies: Tricky Words (aka Game Changers)

Work Session:  Today we are going to start by doing an EOC review packet together! Check this one out:

AmLitFormAssRI2Post

After we go over one together, I want to give you another packet to complete on your own. I will give you a few minutes to work on this by yourself, and then we will go over it together.

Closing Session: Write your own EOC question for the passage you read today and challenge a partner to answer it!

Assessment: Informal (class discussions)

Differentiation: Process (Scaffolding)

Musical Hell!

Are you ready for a little musical interlude?

Standard: 

  • 9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

Learning Target: I will analyze the representations of the sins punished in Dante’s Inferno as they are presented in modern music.

Activator: Think of a song that represents Hell to you….. What circle? Let’s see the ones I came up with

Work Session: Your test is TOMORROW!!!! So today we are going to do a little review game, where I play a song and you match the song to the circle of Hell. A couple things to remember:

  • I do not care about you knowing exactly what circle is what sin.
  • I care that you know what the sins ARE – not you can list them, but you know what the words MEAN.
  • I care that you understand the law of symbolic retribution (the punishment fits the crime).
  • I do not care if you memorize what Dante’s punishments are for each individual sin.
  • I do not care if you memorize the orders of the circles.
  • I DO care if you know the difference in greed and gluttony, in wrath and violence, in lust and betrayal.

In other words, I don’t want you to MEMORIZE the text, but I DO want you to understand it. Capisce?

Excellent 🙂 Let’s listen to some music!

After we finish listening to these 9 songs, I want you to flip your sheet over. On the back is a place for you to come up with your own 9 songs for the inferno. Warning: Fraud is kind of hard to find!

Enjoy! I may use these songs later on, so put some effort into this!!!

Closing Session: Think-Pair-Share with a neighbor and then with the class!

Differentiation: Learning style (visual, auditory); interest (musical genres).

Assessment: Worksheets will be checked for completion and understanding (answers could vary).

Choo-choo! Welcome to the Caesar Station!

Anyone got a little brother or sister, maybe a niece or nephew, who loves trains? It’s like a law that kids love trains. Thanks to my daughter’s train obsession, I can’t talk about stations without thinking of trains now…

Standard: 

  • ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • 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.
  • 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.
  • ELAGSE9-10RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)

Learning Target: I will review various aspects of the play Julius Caesar based on the four main standards we covered this unit.

Opening Session: Just a review and maybe some more historical perspective about the death of Julius Caesar. Since we’re reviewing today, this should activate your brains to think about Caesar’s story.

Work Session: Ok! So since today is Monday, I thought it would be helpful to go over the plan for the week… you know me, I like plans!

  • Today we will review the major standards we covered this unit
  • Tomorrow I’m out at an all-day meeting. Y’all will work on a packet with the substitute. Yes, I will grade it.
  • Wednesday is our performance of Caesar:60PAY ME PAY ME PAY ME!!!!!!!
  • Thursday is your Julius Caesar Unit Test!
  • Friday we will be doing CardinalCon again!

Sounds like a busy week, right? Let’s get started!

Today you will be doing stations for Julius Caesar review. You’ll be divided into 8 teams of 4 – pull a marker from my bag, and the marker color is your team! Everyone get with your team now…

We’ve got 4 stations, so that’s 2 teams per station. The WINNING TEAM will be the team with the most contributions across all stations! The stations are:

  • RL1: Cite textual evidence to support analysis of inferences drawn from the text – Was Brutus a good or a bad person? What quotes from the play tell you that? WHY? Write those quotes and explanations on the poster!
  • RL2: Provide an objective summary of the text – Write down things that happened in each act of the play in the appropriate places on the poster.
  • RL3: Analyze how complex characters interact with other characters – Chalk Talk – you may write your own answer to the question OR respond to someone else’s answer! How did Cassius convince Brutus to kill Caesar? Why was it an effective way to persuade him?
  • RL4: Determine the meaning of words of phrases as they are used in the text – Find as many vocab words and definitions as you can…..GO!!!

You will have 12 minutes at each station. Remember, you’re sharing the station with another group, so you’re in head to head competition against one another team the entire time, as well as your overall competition with the whole group.

After everyone has hit up each station, we’ll head back to our own desks to reflect a little on what we’ve done today.

Closing Session: Ticket out the Door! Rank the 4 standards we did today (I’ll put them on the board) 1-4, with 1 being the standard you feel you’ve mastered the most, and 4 being the standard you need the most work on.

Assessment: Formative (TOTD, posters visually assessed by color)

Differentiation: Process (students given aids such as dictionaries or annotated texts); Learning style (visual, kinesthetic).