Tag Archive for value line

Abandon Every Hope…

Welcome to Wednesday, and the start of our newest unit, Human Decency!

Standard: 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.

Learning Target: Students will read the first half of Dante’s Inferno from the textbook, and examine their ideas of ethics and morals on a value line.

Activator: Dante’s Inferno Trailer

Today we’re going to kick it off by watching that really cool trailer up there, and THEN….we get to take notes 🙁

Oh, shut up. Sometimes I have to tell you stuff before I can teach you other stuff. It’s like in an introductory paragraph where you tell me what you’re going to tell me. So I guess I could start out my notes by saying “In this unit I will tell you…”

…except we don’t use phrases like that, do we? HAH!

Anyway, we’re going to take some notes over ethical paradigms. Do we know what a paradigm is? Vocab list…

par·a·digm/ˈparəˌdīm/

Noun:
  1. A typical example or pattern of something; a model.
  2. A worldview underlying the theories and methodology of a particular scientific subject.

In our case, we’re talking about the second one – the worldview bit. I’m going to teach you about four right vs. right dilemmas – we all know the difference in right and wrong, but what if our options are right and right?

And to illustrate the point, we’re going to play with a value line! That means standing up and moving across the room 🙂

After we finish our value line, we’re going to begin the unit really thoroughly by reading the first half of Dante’s Inferno from our textbook. This isn’t anywhere close to half of the whole story, but it’s half of the selection we’ll be reading. Enjoy!

Hungry Hungry Friday

Welcome back, guys! Today we’re gonna do all Hunger Games stuff!!

Standard: ELA10RL2 The student identifies, analyzes, and applies knowledge of theme in literary works and provides evidence from the works to support understanding.

Learning Target: Students will examine the controversial nature of themes in The Hunger Games and will participate in a value line to demonstrate this.

Activator: One Thousand Dollars

So, video out of the way, we’re diving right into the Hunger Games. I want to give you guys some time to just read, so I think we’ll do some silent reading for about the first 20-30 minutes of class, depending on how it’s going (five bucks says fourth block can’t handle it and gets cut off early). Afterward, I want to start talking about some of the symbolism in the story. The author uses a lot of different symbols to represent things, so I figured it would be a good idea to start talking about them and what they might mean, especially because some of them can be kind of esoteric.

We’ll also take some time to talk about theme in Hunger Games. You guys should see some developing themes so far in the story…and lately I’m on a “let’s get up and move around” kick so let’s do a Value Line!

So, the cool thing about themes is that you can debate them and argue whether or not they’re really there or if the universal truth is, in fact, true. So with that in mind, I’ve got “Agree” and “Disagree” up on opposite walls of the classroom, and when I read out a theme or statement, you guys will have to move to which side you think is true. Once we’re all shaken out and valued around, I want you guys to defend yourselves with – you guessed it – evidence from the book!! YAY!!!!

And after our value line fun, we’ll do some more writing, brainstorming, or the like. I hope everyone has a great long weekend! We’ll quiz over “One Thousand Dollars” on Tuesday, so be ready!!