Tag Archive for world lit

Introducing: Your Sophomore Capstone Presentations!

Standards:

  • 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.
  • ELAGSE9-10SL5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
  • ELAGSE9-10SL2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Learning Target: I can prepare to present information clearly, concisely, and logically by understanding the Capstone Presentation Rubric so that I can create my social issue presentation.

Opening Session:

Get out your phone! Navigate to drive.google.com in your browser and find your Social Issue essay. Then, go to your StudentVue account and check your essay grade. We’re about to start our third capstone project, the presentation, and it’s about your social issue, so I want everyone to be aware of their grade and to refresh their memories on their topic!

Work Session:

It’s time to talk about your Capstone PRESENTATION!!!! Here’s the technical stuff:

Capstone Presentation!

Your assignment is to deliver a presentation designed to explain your social issue to a panel of judges and call your audience to action. Use the research you completed while writing your Social Issue Research Paper, and use persuasive appeals to engage your audience. Your presentation must meet the following requirements:

  • Approximately 5 minutes in length
  • PowerPoint, Google Slides, or Ignite presentation
    • Your PowerPoint may not contain any words except the title, your name, and your works cited slide.
    • You should bring notecards to help you present.

This presentation will be your final exam grade, meaning it is 20% of your class average.

We want to begin with the end in mind, so let’s go over your rubric now. Then I want to give you all some time to process this project and ask questions if you need to. Here’s the rubric:

World Literature Capstone Presentation Scoring Guide 

 

Professionalism 

 

*Business or business causal: suit, sport coat, tie, dress, khakis, polo, blouse, etc. Does not include jeans or athletic wear. 

  • Dresses in business or business casual attire*. 
  • Greets all judges. 
  • Speaks in an appropriate tone and volume throughout the presentation. 
  • Delivers presentation within 5 – 7 minutes. 
  • Answers questions with accuracy and confidence. 
 

 

____/5 

Introduction 

Hook 

  • Begins the presentation with a hook to capture the audience’s attention. 
  • Introduces their cultural identity. 
  • States their first and last name. 
 

 

___/3 

 

Score X 3 

 

_____/9 

Social Issue 
  • Gives a brief description of their social issue. 
  • Details why they chose to research this social issue 
  • States how this social issue impacts other cultures or countries. 
  • Cites any data and statistics in MLA format 
 

 

___/4 

 

Score X 3 

 

____/12 

Solution 

Call-to-Action 

  • States what a teenager has in their power to do in order to combat the social issue. 
  • Identifies barriers to success. 
  • Concludes presentation with a call-to-action. 
 

___/3 

Score x 3 

_____/9 

Visual Aid 

(Visual aids include PowerPoint, Google Slides, Prezi, tri-fold board, or similar) 

  • Uses note cards or uses visual aid as a guide (does not read from the visual aid) 
  • Includes minimal text on each slide (no paragraphs of text) 
  • Text size 18  or higher 
  • Background and font colors are easy-to-view 
  • Pictures are clear and easy-to-view 
  • Free of grammar and usage errors. 

 

 

 

____/5 

Handout 

(Brochure or Flyer) 

  • Original, student created handout. 
  • Colors and images are easy-to-read 
  • Includes specific and relevant information on social issue. 
  • Includes the call-to-action. 
  • Includes resources to get more information on the topic. (phone number, websites, etc.) 
  • Free of grammar and usage errors. 

 

 

 

 

_____/6 

  Points Conversion 

41–45  (91-100) 

36-40 (80-89) 

32-35 (79-70) 

27-31 (69-60) 

 

Total Score 

 

 

 

 

_____/45 

We’re going to talk our way through this, and then I’ll give you guys some time to ask questions! Tomorrow, I won’t be here, so you’ll be with Ms. Jones and Ms. Hannah to do some revisions to your Social Issue essay so that you know exactly how you’re going to present 🙂

Closing Session:

I’m giving everyone a sticky note! Write your name down and how you’re feeling about the presentation directions and assignment so far!

Assessment: Summative (capstone presentation); formative (check in on presentations)

Differentiation: Process (scaffolding), Choice (choice of topics)

Things Fall Apart TEST DAY!!

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
  • ELAGSE9-10RL2 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
  • 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. 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
  • 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
Students will demonstrate their understanding of Things Fall Apart on a comprehensive unit test.

Opening Session
Last minute review! The test is mostly cold reads, but there are some plot questions about Things Fall Apart too, so now is the time to ask any questions if ya got ’em!

Work Session
TESTING TIME!

Closing Session
Complete the unit survey if you were not here yesterday 🙂

Assessment
Summative (unit test)

Differentiation
Scaffolding

Black Panther Project, continued!

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
  • ELAGSE9-10RL2 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
  • 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. 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
  • 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
Students will research a pre-colonial African culture and imagine how that culture would look today without the influence of imperialism.

Opening Session
Someone summarize what has happened in the movie so far for anyone who was absent 🙂 And we will finish the movie if we have any left!

Work Session
Continue working on your writing projects today! You need to research your chosen culture before you can complete the rest of the packet, so I got the laptops for you to do that. After you have a good handle on your culture, move to imagining how it would look in 2020! Consider the following:

  • What would the art, fashion, and architecture look like without any European influence?
  • What sports would be popular? Soccer? Wrestling? Something else?
  • What holidays would be celebrated? What about other important events like birthdays, weddings, and funerals?

Imagine how these things would be in modern day. Remember that just because colonialism never happened, it doesn’t mean your culture is completely cut off from the rest of the world. It’s up to you to decide how that looks in 2020 – do they have Starbucks? Or do they have their own favorite coffee chain? Be creative!

Closing Session
Turn in your Umuofia Forever project and have a great weekend!

Assessment
Summative (writing project)

Differentiation
Scaffolding, varied lengths, learning styles, student choice

Wakanda Forever!

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
  • ELAGSE9-10RL2 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
  • 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. 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
  • 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
Students will research a pre-colonial African culture and imagine how that culture would look today without the influence of imperialism.

Opening Session
Take ten minutes to polish and turn in your picture books while I go over our project! We’re going to be researching a precolonial African culture while you guys watch Black Panther.

Work Session

This unit we have been reading Things Fall Apart by Chinua Achebe, and we are watching Black Panther. Each of these works focuses on an African culture, the Ibo culture of Umuofia (modern-day Nigeria) and the fictional Wakandan culture. In Things Fall Apart, the Ibo culture falls apart when western Imperialism comes to Umuofia and the Europeans destroy or change a lot of sacred things. In Black Panther, Wakanda is a nation which was never influenced by Imperialism, and has become a modern nation without losing its original culture. Your task is to envision an African culture as it would be today if it had never been influenced by Imperialism.

  • Choose and research an African culture (Ibo/Igbo, Ibibo, Yoruba, Basotho, Ndebele, Zulu, Maasai, Mursi, etc.)
  • Imagine how that culture would look today if it had never been influenced by Imperialism
  • Complete this packet. This will be an essay grade for this unit!
  • Due: Friday, March 6th, 2020 at the end of your block.

Closing Session
Check in! For a quick ticket out the door, tell me something you noticed about the Wakandan culture that you thought was cool!

Assessment
Summative (writing project)

Differentiation
Scaffolding, varied lengths, learning styles, student choice

Picture Book Work Day and Black Panther!

Standards

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.
W.9-10.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
W.9-10.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Activator

Let’s check in with our picture books and then cue up our movie! We’re watching the beginning of Black Panther today!

Learning Target

I can provide an objective summary of Things Fall Apart by working with my group in order to create a picture book based on the novel.

Work Session

It’s CRUNCH TIME PEOPLE!!! You need to get your picture books 90% finished today so that tomorrow can be all about polishing and turning in, because tomorrow you also need to start your research project for this unit!

Consider the following:

  • Don’t put too much text on the page so that it will overshadow your writing.
  • Consider, perhaps, putting text on one side of the page, and illustrating the other side.
  • If you want a single sentence to stand out, put it alone across one or two pages.
  • Or, if you have a beautiful illustration, you could dedicate a whole page to it and put very little writing on that page.

Next, you should figure out what pictures you want to put on each page. Consider the following:

  • Make your illustrations dynamic. You don’t want to have the same picture over and over again, right?
  • Make sure your illustrations show what the text says.
  • Use lots of color and imagination in your drawing ideas. Remember, this is for little kids!

I’ll give you guys paper to begin your bookmaking process and remind you how to fold it. Enjoy!

Closing Session

Picture book check in!

Assessment

Informal assessment (work day)

Differentiation

Students will be placed in groups of varied ability level, talent, and learning style. Students will read in small group to account for differences in reading