Tag Archive for movie

Then Fall, Friday!

Standard:

  • RL.9-10.9. 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: Students will read the end of Act III of Julius Caesar and then work on a deeper understanding of Antony’s famous “Friends, Romans, countrymen” speech.

Activator:

Welcome to FRIDAY!!!!

Today we are going to finish reading Act III, which contains the most famous scenes in the entire play, the funeral speeches!! We’re also going to see act III scene III, which is kind of entertaining and is intended as comic relief.

After we finish that, we’re going to work on a translation of Antony’s famous speech to modern English. You can use any slang or informal language you like, so long as you keep the meaning from the original intact.

That’s today, y’all! Hope you have a fabulous weekend!!

Assessment: Speech translations will be graded

Differentiation: Varied reading part lengths based on readiness and interest.

The Border of the Weekend

Hey y’all! Sorry I was out yesterday, but I was SUPER sick. I mean like, I went to bed at 8PM on Sunday and woke up at 10AM on Monday. That kind of sick. It’s amazing what a good chunk of sleep can do, though.

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.
  • RL.9-10.3. 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.
  • W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Learning Target: Students will write a constructed response question about when someone crosses the border between sanity and insanity, human and monster, etc.

Activator: We have a long video today, so I’m just gonna explain the CRQ directions and get right into it!

Today we are going to watch an episode of Criminal Minds. In this show, the “bad guy” is frequently someone we would consider a monster. This episode, though, is a little less clear. I wany you guys to think carefully about who is the REAL monster in this episode. There may be more than one! After our episode is finished, I want you to think about when exactly someone transitions between human and monster. What’s the boundary that is crossed to turn someone into a monster? Here’s your assignment:

 

Directions: Read the following prompt.

  1. Make a circle map detailing what you know or believe about borders/boundaries and/or monsters.
  2. Write a 2-paragraph (or more) response to the prompt, using evidence and citations from at least 2 of the 6 sources you have been given. Do not forget to indicate which source you got your information from (A, B, C, etc)!
  3. Draw an illustration to go with your response. You can color your illustration if you have extra time.

 

Writing Prompt: At the beginning of the Metamorphosis Unit, we discuss various types of monsters including those who are human. Write a constructed response in which you explain the boundary that is crossed when a human becomes beast or brute (or a “monster”). Use textual evidence from Animal Farm (A), The Metamorphosis (B), “What Makes a Monster” (C),  “What Makes a Monster Scary” (D),  “Monsters” (mythencyclopedia) (E), and the Criminal Minds Episode (F) to support your response.

 

This is our entire class today! Some of you may be pulled to finish up writing your essay that you were SUPPOSED to do yesterday while I was out >_> Lookin’ at you, 4th block….

Assessment: CRQ will be graded.

Differentiation: Learning style: Visual learners can draw from the show, readers can draw from articles we have read. Process: Students may be given additional time to work on their essay, as needed.

The Prime Directive

Have I ever told you guys I’m a huge nerd? Well…today you’re going to get irrefutable proof of that, if you didn’t believe me already.

Standard: 

  • RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

Learning Target: Students will examine the Prime Directive from Star Trek: Voyager and the United Nations Charter, looking for similarities between fiction and reality.

Daily Video: 

Welcome to Thursday! Since we finished Animal Farm yesterday, I want to start off today by asking you guys a little question. As conditions on Animal Farm became worse and worse, did you ever feel like someone from the outside should step in and try to help the animals who were being tortured and killed by Napoleon? Considering these things are based on real-world events, do you think there’s a point where one country should go help the people in another country, when they’re being ruled by a tyrant dictator? If there’s a point when someone should step in and help, what is that point?

Remember I told you guys that was our essential question for the unit?

Well, today we’re going to look at one potential answer to that question: Never. Do I have any Trekkies in here? I adore Star Trek: Voyager, and today we’re going to watch an episode called “Time and Again.” This episode centers around something called The Prime Directive, which, simply put, states that we should never interfere with the natural course of another civilization, especially one that hasn’t achieved space travel yet, and we should always leave them to their own devices, even if it means they will destroy themselves. Let’s check out how the crew of Voyager handle that in this episode!

As you watch, I’ve got some questions for you to answer!

Part I: Directions: Answer the following questions as you watch “Star Trek: Voyager: Time and Again”

  1. Captain Janeway lectures Paris on the importance of something called “The Prime Directive.” Based on their conversation, what do you think the Prime Directive is?
  2. Janeway is not the type of captain to give stern orders to her crew. Why is she so insistent that Paris not warn the people their planet is about to be destroyed? What does that insistence say about the Prime Directive and its importance?
  3. At the end of the episode, after Janeway has corrected the timeline and prevented the people from destroying themselves, Janeway says to Neelix that the Federation has a policy of never interfering with other societies, especially ones that have not yet learned how to travel through space (“pre-warp civilizations”). Neelix says that is a good policy. Why do you think Neelix agrees with the Federation policy?

 Part II: Directions: Read the following text of the Prime Directive, paying particular attention to the portion in bold. Compare it to the text from the United Nations Charter. Then, answer the questions that follow.

From the Prime Directive (Star Trek):

Nothing within these Articles Of Federation shall authorize the United Federation of Planets to intervene in matters which are essentially the domestic jurisdiction of any planetary social system, or shall require the members to submit such matters to settlement under these Articles Of Federation. But this principle shall not prejudice the application of enforcement measures under Chapter VII.

         As the right of each sentient species to live in accordance with its normal cultural evolution is considered sacred, no Star Fleet personnel may interfere with the normal and healthy development of alien life and culture. Such interference includes introducing superior knowledge, strength, or technology to a world whose society is incapable of handling such advantages wisely. Star Fleet personnel may not violate this Prime Directive, even to save their lives and/or their ship, unless they are acting to right an earlier violation or an accidental contamination of said culture. This directive takes precedence over any and all other considerations, and carries with it the highest moral obligation.

From the United Nations Charter (reality):

         Nothing contained in the present Charter shall authorize the United Nations to intervene in matters which are essentially within the domestic jurisdiction of any state or shall require the Members to submit such matters to settlement under the present Charter; but this principle shall not prejudice the application of enforcement measures under Chapter Vll.

  1. In your own words, explain what the Prime Directive means:
  2. Why do you think the text of the Prime Directive is so similar to the text of the United Nations charter?
  3. Why do you think the United Nations chose to include this rule in the charter? Think of an example in reality where a country should not interfere with another country.

Part III: Directions: Answer the following questions. Each answer should be about a paragraph long.

  1. Captain Janeway believes that the Prime Directive is the most important thing for her crew to uphold. Knowing that she believes the Prime Directive is the most important thing, do you feel that this justifies her lying, stealing, and threatening people, as she does when she and Paris accidentally go back in time?
  1. Janeway and Paris argue over whether or not they should save the planet by warning the people about what is going to happen. What do you feel is the right answer in this situation? Is the complete destruction of all life on a planet a good enough reason to violate the Prime Directive (Paris is right), or do you feel that they should never intervene in the matters of another planet (Janeway is right)?
  1. If you said Paris is right, think of a real life example where one country should have or did intervene with another country, and explain why this was the right decision.

If you said Janeway is right, think of a real life example when a country did intervene with another, but should not have done so. Explain why the country should never have interfered and why doing so was wrong.

Differentiation: Learning style – video for visual learners; Content – Star Trek to relate to student interests

Assessment: Questions will be graded

Surprise!

So, it turns out we got trumped for the lab today because there’s some testing going on. That’s OK!! We will make the best of it!

You guys will have until the end of class to finish writing your drafts by hand. You don’t need to be flawless in terms of grammar, spelling, etc., but it should be easy for me to read, since I need to interpret your handwriting! They are DUE at the end of class today!

But, BONUS! Because we are trapped here and I promised you some time to relax after your essays were done, today we’re going to turn on The Kite Runner while you write in class. This is the movie made from your summer reading book, so since I KNOW you all TOTALLY read the book, this will be a great refresher and you have no excuse to not do the summer reading. Which, by the way, you can complete right here:

Summer Reading 2015 – Sophomores

Enjoy, everyone!

Testing Friday….. OR IS IT?!?!

Standards

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.
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.
RL.9-10.3 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.
RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range.<br />By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9—10 text complexity band independently and proficiently.

Activator

5 minutes of study time!

Learning Target

Students THINK they will be testing today. They have been working on their study guides for the entire unit and know they are able to use them on the test. However, students will actually just turn in their study guides and then continue to watch Mean Girls.

Work Session

Welcome everyone! Get ready for your…..

MOVIE FRIDAY!!!

That’s right, Mrs. Reedy and I have decided that you guys have worked SO hard on your study guides for the entire unit that we are NOT going to give you an assessment. You will be taking your SLO next week, so there’s plenty of testing to come, and that will be enough for me 🙂

If you have NOT finished your study guide, you may work on it during the movie. I will collect them at the end of class.

Please note that I will be grading this just like any other test – that means I will be looking closely at accuracy and thoughtfulness in your responses. You are welcome to use this time to “shore up” any weak ideas you may have jotted down during the unit.

Closing Session

Collection of study guide aka test!

Assessment

Tests (study guides) will be graded

Differentiation

Students have had different opportunities to work on their study guide throughout the unit; some students were given modified study guides with fewer questions or with highlighting on important questions.