Tag Archive for dantes inferno

World Lit: Dante’s Unit Test!

May 7, 2019 / / No comments

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
  • ELAGSE9-10RL5 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. 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
The students will demonstrate their knowledge on a comprehensive unit test.

Opening Session
5 minute review time! Study and ask your last minute questions now!

Work Session
It’s time for the TEST!! You will have the entire class period to complete the test. When you’re finished, read in your Independent Reading book.

Closing Session
STICKY NOTE SURVEY! I’ll give a sticky note to everyone. Please write down any feedback you have for this unit and then stick it to the whiteboard. This is totally anonymous and you won’t get in trouble for what you say! It’s just to help me teach better in the future 🙂

Assessment
Summative (unit test)

Differentiation
Process (scaffolding, annotated text)

World Lit: DIY Inferno Friday!

May 3, 2019 / / No comments
Standard:
  • 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).

Learning Target: I can modernize Dante’s Inferno and create my own version of Hell; I will analyze the source material of the original text and transform it to my own liking.

Activator: Daily video! This is a parody of a song I’m sure you’ve heard, “Let it Go.” Yes, from Frozen! This is the Dante’s Inferno version!

Work Session: Today you guys will be doing a “Make Your Own Inferno” project. Just follow the directions on the packet and have fun, be creative!!

There will be no major writing project for this unit – THIS PACKET IS YOUR MAJOR WRITING GRADE FOR THIS UNIT. In other words, DO THIS FOR AN EASY A.

Closing Session: Trade your packets with a friend and enjoy how sick and twisted your classmates can be!

Assessment: Packets will be graded

Differentiation: Process (student pull out); product (various means of assessment for different DIY Infernos)

World Lit: Circle 9, Betrayal

May 2, 2019 / / No comments

Standards

  • 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
  • ELAGSE9-10RL1 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

Learning Target
Students will be able to analyze a theme of Dante’s Inferno and write a short essay explaining it.

Opening Session
STORY TIME! As we descend into the final circle of Hell, we get to meet Satan and the 3 worst sinners in all of history. Two of them are from a story we didn’t read this semester called Julius Caesar. So let’s take a few minutes during our Opening Session to talk about the story of Julius Caesar’s betrayal by Brutus and Cassius!

Work Session
And now we delve into the deepest reaches of Hell – Circle 9, Canto XXXIV. We’re going to be reading it together out of the textbook today, closely working through the poetry as Dante surmounts the most difficult obstacle of all, Satan himself.

Now that we’ve finished Dante’s Inferno, I want you to answer the Reading Comprehension questions at the end of the section. This will be graded for accuracy!

Closing Session

VOCAB!! Your quiz will be part of your Dante’s Inferno test, which will be next Tuesday!

  1. Grotesque
  2. Degree
  3. Anguish
  4. Tempest
  5. Perilous
  6. Awe
  7. Writhe
  8. Nimble
  9. Eternal
  10. Haunch

Assessment
Formative (Poster activity), summative (impromptu essay)

Differentiation
Process (scaffolding), Product (varied essay length as needed)

World Lit: Circle 3, Gluttony

April 30, 2019 / / No comments
Standards
  • 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
  • ELAGSE9-10RL2 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

Learning Target
Students will learn about circle 3 of Dante’s Inferno and then analyze the design choices of an artist representing the 9 circles of Hell as characters.

Opening Session
THUGNOTES!

Work Session
Welcome to Circle 3: GLUTTONY!

Today we are going to read a Sparknotes Summary of circle 3, canto VI. This particular circle isn’t in our book, so we’re turning to some outside sources for it. After we finish the discussion of the circle, you’ll do your collaborative poster project activity for the day, and then…. dundunDUN! We have a VIDEO!

This is an episode of the TV show Face Off, which is on Syfy, and it’s all about movie makeups. In this challenge, the contestants had to make characters inspired by Dante’s Inferno, which I think you will appreciate:

http://www.syfy.com/faceoff/videos/509-mortal-sins

 

Closing Session
After we watch the video, I want you to write about what happened and why. Consider the guy that went home on Face Off. What did he do wrong? If you had his assignment in the challenge, how would you interpret it and what would you create? Be creative, feel free to draw a picture! Also consider the guy who won the challenge. What was it about his character that made it so compelling and cool? How did his specific choices on what to emphasize or leave out create a stronger character?

Assessment
Formative (TOTD, class discussions)

Differentiation
Process (guided notes); Product (choice of poster activity)

World Lit: Circle 2, Lust

April 29, 2019 / / No comments

Standards

  • 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
  • ELAGSE9-10RL2 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

Learning Target
I will understand how circle 2 in Dante’s Inferno shows the law of symbolic retribution, and I will analyze Dante’s perspective on the characters from The Iliad who are in Circle II (Paris, Helen, and Achilles).

Opening Session
Classics Summarized: Dante’s Inferno

Work Session
Welcome to day 2 of the Inferno, everyone! Today we’re going to be finishing reading Canto III, then following it up with Canto V. In other words, yesterday we talked about circle 1: Limbo, and today we are talking about circle 2: Lust. Yep, that’s right ladies and gents, today it’s sins of the flesh!

One of the interesting things about Dante’s Inferno is that he puts a bunch of famous historical and literary figures into the story. As we’re reading, you might recognize a couple names – specifically, do Paris, Helen, and Achilles sound familiar? I want you to consider the placement of those three characters in Hell. After we finish reading, get out a sheet of paper for me. I want you to write three paragraphs – one for each Paris, Helen, and Achilles. For each of them, answer the following:

  1. Do you think this character belongs in Circle 2 (Lust) of Hell?
  2. If yes, why? If no, why not AND where would be a better place for them?
  3. Why do you think Dante chose to put them in this specific circle of Hell?

Get your three paragraphs done, turn them in, and then complete your poster activity for the day!

Closing Session
Ticket out the door – choose your poster activity for the day and complete it, then hang it on the board.

Assessment
Formative (TOTD, class discussions)

Differentiation
Process (guided notes); Product (choice of poster activity)

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