Tag Archive for human decency

And after today we’re OUTTA HERE!

Isn’t a super-extra-long weekend awesome?! I KNOW RIGHT!!

Standard:

Learning Target: Students will work in a group to illustrate a circle of Hell.

Activator: Dr. Faustus Excerpts

As a group, you guys are going to have today to do an illustration of one of the circles of hell! Pretty cool, right? I’ll give your group a description of a circle, as well as a BIG craft paper circle. Your circle must include the following:

  • A 1-paragraph summary of the sins that will put you in your circle
  • A 1-paragraph summary of the punishment the sinners will endure that that explains the symbolic retribution that makes that punishment correspond to that sin.
  • An illustration of what this circle might look like

Here are some examples to get you started:





We’re out in 2…

Standard: 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.

Learning Target: Students will explore the idea of their own good deeds by writing their own obituaries, discussing the good deeds they have done for which the world will remember them.

Activator: Alfred Nobel

Welcome back to class, everyone! Today we’re going to finish up with Everyman and do a little creative writing. First things first, I want you guys to finish up the writing we started yesterday. Remember, 2-3 good paragraphs that summarize the play and tell me what you thought of it. You’re reviewing the play as though you are a reviewer for a newspaper!

Afterwards, we’re going to do a short writing assignment that’s more about you :) Here’s the skinny:

Obituary Assignment

For this assignment, you will write your own Obituary. If you are not familiar with obituaries, here are some examples http://www.ajc.com/list/news/local-obituaries/obituaries/aFmL/. For your own obituary, please follow the guidelines below.

–          Your obituary must include the following details:

  • Assume you will die suddenly.
  • What you did for a living/career
  • Who were the important people in your life [spouse (if any), children (if any), friends, other relatives, important work associates or partners)]
  • What were your important accomplishments
  • Include quotes from others (real people or imagined) saying what they thought of you.
  • Write it in the 3rd person (as if someone else is writing about you)
  • Be Creative!! Have fun with the assignment, but be sure to follow the instructions so you don’t lose points.

–          The point of this assignment is to think about the life you have, the decisions you have made and are making. This is what you should have in your obituary for this assignment.

We get a BREAK in 3…

Standard:

  • 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.

Learning Target: Students will read “The Lottery” and answer differentiated questions.

Activator: Jaron and the Long Road to Love – Pray for You

Today is all about the idea of a twisted moral compass, as you might have noticed from the video :)

Today we’re going to read a short story by Shirley Jackson called The Lottery. This story is a classic, and I think you guys are really going to like it! However, this is going to be one of those odd times when we don’t read together. That’s because I have three differente assignments for you guys to do, and you may not get the same assignment as your neighbor, or as anyone else at your table!

Here are the questions for you guys. If you’re reading from home, you can choose any of the three sets to do (reading comprehension, analysis, and synthesis).

You will have the entire block to work on this, and you WILL need it! Good luck, everyone!!

The Price of a Weekend

Standard: 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.

Learning Target: Students will read and understand The Tragical History of Dr. Faustus and Faust, and consider the similarities and differences in the two interpretations.

Activator: Bart Sells His Soul

So, today we’re learning about a niftyfun play called Dr. Faustus. It’s about a guy who sells his soul to the devil. No, seriously, it is! And after reading Dante’s Inferno, I bet you all can guess that that’s not really such a good idea.

We’re going to start out the day with a Dr. Faustus spoof from The Simpsons, an episode in which Bart sells his soul to Millhouse for 5 bucks. Again with the not so much a good idea, right?

After we watch The Simpsons, we’re going to read Faust from our textbook on page 851. I want you guys to partner up, choose one partner to be Faust and one to be Mephistopheles, and read the play aloud to each other. When you finish, you’ll flip to page 867, keep your same parts and readThe Tragical History of Dr. Faustus. When you’ve finished with both, I would like you to write a summary for me.

  • Write one paragraph that summarizes what happens in the two plays.
  • Write one paragraph that lists the similarities and differences in the two versions you read. You can consider such things as language, characters, plot, and so forth.
  • Hand your summary into me when you’re done, and yes, you will be graded!

On Monday, we’ll continue on with working on our essay. Yay!

The 9th Circle

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 second half of the Dante’s Inferno selection from our textbook, and work on an illustration of one of the circles of Hell.

Activator: A Man Who Had No Eyes Summary

Welcome back to class, everyone! Today we’re going to read more of Dante’s Inferno from our book, but this time we’re gonna go wild and read it… TOGETHER!

I know, wild, right?

Anyway, after we finish reading today, we’re actually going to get started on our writing assignment for this unit. As usual, we’re going to start with brainstorming! Now that you know who Dante considered the worst of the worst, the people in the final circle of Hell, I want you to think about who these people and what they did that was so bad. Let’s make a circle map. In the center, put the four beings that are trapped in that icy waterfall – Lucifer, Judas, Brutus, and Cassius. Now in the outer circle, write everything you know about these people. What do they all seem to have in common?

 

…that’s right. They’re traitors. Backstabbers. So why do you think these particular backstabbers – of all the backstabbers in history – are the worst of the worst? Certainly we can see why Lucifer, who betrayed God, would be stuck down there. And Judas Iscariot, who betrayed Christ, well, that makes sense too. But Butus and Cassius betrayed – who? Yup, Julius Caesar. Does that mean that when Dante wrote his Inferno, he considered Caesar to be just as important as Jesus Christ?

I want you guys to examine this question in a paragraph for me. Why do you think Dante chose to put these three people in the innermost circle of Hell?

We’ll end the day on a paragraph – keep these in your folders, and we’ll use them again next week 🙂 Tomorrow we get to watch THE SIMPSONS! Whoo!