Tag Archive for review

Musical Hell!

Are you ready for a little musical interlude?


  • RL.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: Students will review the meanings of the various sins Dante chose to punish in the Inferno.

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

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!!!

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

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

Review Monday!

Hey y’all! Your test is TOMORROW!!! #ohcrap #ineedtomakethetest #ijustdiscoveredhashtags #notreally #dontsayit #iknowimnotcool


  • RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • RL.9-10.2. Determine a theme or central idea of a text and analyze in detail 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.
  • 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 review for their Metamorphosis Unit Test tomorrow!!


First things first, let’s check out some different book covers for The Metamorphosis!

bookcover1 bookcover2 bookcover3 bookcover4

What does each cover depict? What does that say about the book? Why would the artists choose to portray the story in this way?

Next up, we’re gonna play a little review game! Everyone split into groups of 4 and for goodness sake, please put the desks into neat little tables -_- stop this “let’s destroy the classroom” nonsense… It makes me twitchy.

Anyway, once we are in groups of 4, we’re gonna start answering questions about the story. I have 180 questions! I’m going to hand a question packet out to each group and give you time as a group of 4 to work on it. Then, after you’ve had some time, I think an hour or so (that’s approximately 20 seconds per question!) we will come back together and go over the answers. Whichever group gets the most correct will get 5 points extra credit on their test!! WHOO!!

That’s our day today…be prepared for your test tomorrow, y’all! AND DON’T FORGET YOUR MOVIE PERMISSION FORM BY WEDNESDAY SO WE CAN WATCH ALIEN!!!!!!!

Closing Session: Ticket out the door – what questions do you still have that I can review tomorrow before the test?

Differentiation: Process – students will be able to find answers in the way that best suits them.

Assessment: Students will be formally assessed on the test tomorrow.

Oedipus, Part II, the first half!


RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range.<br/><br/>By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9—10 text complexity band independently and proficiently.
RL.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).
RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.


Oedipus Rex Rap

Learning Target

Scholars will read the first half of part II of Oedipus Rex, then finish their poem poster from yesterday.

Work Session

You guys ready for some more OEDIPUS?! We’re going to continue reading the play to day, starting part II and getting about halfway through it. Let’s review what has happened so far, first…

-What are the horrible things Teiresias claims Oedipus has done?
-How did Oedipus react to these accusations?
-How did Jocasta react to these accusations? How does Jocasta feel about prophets in general?

After we have reviewed what’s going on so far, let’s get into the play and hear the horrible truth as Oedipus discovers it!

Ok, after we finish the play, I want to take a minute to talk about the tragic flaw. Oedpus’s tragic flaw is hubris, or extreme pride. Here are some other tragic flaws:

-Jealousy or envy
-Greed or avarice
-Anger or wrath
-Laziness or sloth
-Gluttony or overindulgence

Choose one of those tragic flaws and write a summary of how the story of Oedipus would have been different if Oedipus’s flaw had been different. For example, you might choose wrath, and say that if Oedipus’s flaw was wrath, he would have killed Teiresias and Creon in anger. If he had killed them, he may never have figured out he was married to his mother!

Write about two to three paragraphs on this, and that’s all for today everyone!! Oooh, I do have a good riddle though…

Closing Session

Brothers and sisters I have none but this man’s father is my father’s son.
Who is the man?


Paragraphs will be assessed for understanding of theme and citation of evidence (RL.9-10.1 and RL.9-10.3).

We will TOTD using Socrative if possible.


Students may choose a tragic flaw of interest to them to write about, and length of the writing assignment can be modified if needed.

Study Guide/Essay Thursday!


Learning Target: Students will work on their study guide and Julius Caesar essay.

Activator: The Animated Julius Caesar

Welcome back to THURSDAY! Today we’re going to take some time in class to (by hand) finish your Julius Caesar essays. Hardly anyone finished while we were in the lab on Monday, so we are going to finish them today! I’ll give you guys to the skinny bell where all you’re allowed to do is work on the essay unless it’s finished and turned in.

After that, if you would like to work on your study guide for tomorrow’s test (dun dun DUN!!!!) then you may do so. That’ll be all we get done today, and remember, tomorrow is test day!!!!! Also, enjoy the animated Caesar while you work on your study guide 🙂

It’s a Giant Tuesday!

Standard: RL.9-10.6. 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.

Learning Target: Students will review for their test on Friday by summarizing one of the acts of Julius Caesar in three different ways.

Activator: The Ides of March – The Assassination of Caesar

So, now that we’ve finished our essays, I’m going to split everyone into groups of 6ish (might be a little less than six in 1st block) and assign each group an act in the play. Each person in the group will have a role – 2 illustrators, 2 writers, and 2 vocabulary builders.

The illustrators have to illustrate their act, the writers have to do a 2 paragraph summary of their act, and the vocabulary builders have to find 20 vocabulary words and definitions from their act (any word from the play as long as it’s a word you don’t already know, and believe me, there are plenty). 

When y’all are done (I’m going to give youtime to polish them up tomorrow) I will hang them in the hallway and we can do a gallery walk. Best poster (by class vote) will get 5 points extra credit on their test! By the by, that test will be FRIDAY. Yes that’s right kids, TEST ON FRIDAY!!!

I’m grading the assignment thusly:

  • 20 points Vocabulary
  • 20 points summary
  • 20 points illustration
  • 20 points creativity
  • 20 points teamwork/effort