Tag Archive for animation

The Epic Flood of Thursdays!

Standard: RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Learning Target: Students will read a nonfiction article comparing the Genesis flood to the flood in Gilgamesh, and learn about bias and finding reliable sources.

Activator: Noah’s Ark

Welcome to a shiny new Thursday, everyone! Today we’re going to be continuing with our discussion of Gilgamesh, and reading a lil bit of nonfiction about it I found this article online that compares the flood we read about in Gilgamesh to the flood that’s written in the book of Genesis in the Bible…but….

..before we get into that, let’s actually do some comparison in our own minds, shall we? I know a lot of you guys are familiar with Noah’s story from the Bible, but just in case we need a refresher, I will read the story aloud to y’all while you follow along in the textbook (it starts on page 44). Now, with that read, let’s talk about comparing the two!

There is a lot of controversy over which story came first – Gilgamesh or Genesis – and this article talks a little about why it’s so important to so many people. However, one thing we need to consider when we read articles – especially ones from the internet – is something called bias.



Prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair.
Show prejudice for or against (someone or something) unfairly: “the tests were biased against women”; “a biased view of the world”.
Synonyms: noun. prejudice – inclination – partiality – tendency

verb. influence – prejudice

Interesting concept, right? If an author is prejudiced, or biased, towards one side or another, sometimes that belief comes across in their writing. It’s important for us, as scholars, to realize when an author is biased. Just because an author is biased does not mean they’re wrong – so don’t think I’m saying that – but it does mean that they’re unwilling to consider another point of view, or at least that they’re not considering another point of view in this particular piece.

Do you think an author can really make a good argument if they refuse to consider any other points of view? Do you think the author of this article is willing to look at the other side of things?

We’ll talk about what this means today while we read the article together and answer some questions

The Epic of Wednesday

Standard: 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.

Learning Target: Students will finish reading the Gilgamesh selection from our text.

Activator: The Epic of Gilgamesh, an Animation

So, today we’re starting off with a quick review of the Hero’s Journey archetype that we’ve been talking about, which is always fun :) After our daily video, though, we’re diving right into Gilgamesh again! Today we’re reading about the flood, which is a story with a lot of historical significance. Tomorrow we’ll read some nonfiction about the way this story affected the world when it was first discovered.

…After we finish reading, I want you guys to look at the concept of imagery. Imagery, as you probably recall from 9th lit, is when you have very descriptive words in the story you’re reading. Words that paint a picture in your head, or call to mind the five senses. Words that really make you feel like you’re there. Today we’re going to do a brief imagery project.

  1. Find an example of imagery in The Epic of Gilgamesh.
  2. Write the quote from the book with an MLA citation (We will go over this).
  3. Which of the five senses does this quote evoke? (Sight, hearing, taste, smell, touch)?
  4. Draw an illustration of this piece of imagery.

When you’re finished, we’ll leave them on our desks and have a brief gallery walk. Awesome standouts will be displayed on the classroom wall J

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 🙂

Masque of the Red Wednesday, Redux!

Standard: ELA10RL3 The student deepens understanding of literary works by relating them to contemporary context or historical background, as well as to works from other time periods.

Learning Target: Students will review their background information on Edgar Allan Poe, and read his short story, “The Masque of the Red Death.”
Activator: Masque of the Red Death animation

Good morning, students! Today we read an Edgar Allan Poe story entitled “The Masque of the Red Death.” I promise, I’m not actually obsessed with Poe. I know it seems like it, sometimes…

This story is a very typical of Poe, and it’s especially interesting when you take into account some of the historical background information. Rather than listen to me read aloud to you today, we actually had an audio version of the story. Here’s the link, if you would like to listen from home:

Edgar Allan Poe’s “The Masque of the Red Death”

Anyway, the reason we’re starting off with Poe this semester for our short story unit is because tomorrow we get to do a pretty cool art project! I’m going to be out tomorrow and Friday at teacher school, learning how to teach you better! Mrs. Connell will be here for part of Thursday and all of Friday, but I thought you guys deserved a little break, too! So, enjoy the time to color and help decorate our classroom tomorrow!

After we finished our audio listening of the story, we went ahead and started breaking down our short story vocabulary for this unit. I’ll fill in the definitions on the word document as you guys give them to me, and upload them here when we’re done.

First Block

Third Block

Fourth Block

… and that’s it for today, y’all! Hope you guys all have a good couple of days while I’m out!