Tag Archive for music video

American Lit: Day 2: The American Dream

Standard(s):

ELAGSE11-12RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

ELAGSE11-12RI2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Learning Target(s): ✓ I can cite evidence from a text in order to answer questions about complex ideas

Opening Session: For this unit we will be exploring the overarching question: What is the American Dream? Have the students watch a video/listen to a song with lyrics in front of them (Such as Madonna’s American Life, America by Simon and Garfunkel, West Side Story (America), Pink Houses by John Cougar Mellancap etc.) and write on postit notes afterwards what they think the American dream entails. Facilitate a classroom discussion.

Work Session
Ask for a definition for Patriotism * Differentiation ELL & SWD use frayer model *Regular & Advanced Define the term as Exemplification, Function, Classification, Negation

Review how to do a brief constructed response:

Choose a clip from a movie (The Patriot, Saving Private Ryan & Forrest Gump etc.)

Constructed Response: How does the character in the movie fit the definition of a patriot? Model on board

Model: Forrest Gump is an example of a patriot because he risks his life for his country by fighting in a war and risking his life to save other Americans. In the movie, Forrest’s platoon is attacked by enemy fire in the jungles of Vietnam. Also in the movie, Forrest is able to get away from enemy fire but decides to turn around in order to bring other injured American soldiers out of harm’s way. By risking his own life in a war fought by his country and saving others, it shows he is a patriot—he loves his country. People
say they love their country all the time but very few are willing to act as Forrest did in this movie, making patriotism rare among most people.

Closing Reminder: Revisit the learning target. Constructed Response: Read Veterans Day How does McCain exemplify a patriot as we have defined it?

Assessment Strategies: Formal: product assessment/writing

Differentiation: See above graphic organizer.

Musical Hell!

Are you ready for a little musical interlude?

Standard: 

  • 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: I will analyze the representations of the sins punished in Dante’s Inferno as they are presented in modern music.

Activator: Think of a song that represents Hell to you….. What circle? Let’s see the ones I came up with

Work Session: Your test is TOMORROW!!!! So today we are going to do a little review game, where I play a song and you match the song to the circle of Hell. A couple things to remember:

  • I do not care about you knowing exactly what circle is what sin.
  • I care that you know what the sins ARE – not you can list them, but you know what the words MEAN.
  • I care that you understand the law of symbolic retribution (the punishment fits the crime).
  • I do not care if you memorize what Dante’s punishments are for each individual sin.
  • I do not care if you memorize the orders of the circles.
  • I DO care if you know the difference in greed and gluttony, in wrath and violence, in lust and betrayal.

In other words, I don’t want you to MEMORIZE the text, but I DO want you to understand it. Capisce?

Excellent 🙂 Let’s listen to some music!

After we finish listening to these 9 songs, I want you to flip your sheet over. On the back is a place for you to come up with your own 9 songs for the inferno. Warning: Fraud is kind of hard to find!

Enjoy! I may use these songs later on, so put some effort into this!!!

Closing Session: Think-Pair-Share with a neighbor and then with the class!

Differentiation: Learning style (visual, auditory); interest (musical genres).

Assessment: Worksheets will be checked for completion and understanding (answers could vary).

Musical Hell!

Are you ready for a little musical interlude?

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: I will analyze the representations of the sins punished in Dante’s Inferno as they are presented in modern music.

Activator: Think of a song that represents Hell to you….. What circle? Let’s see the ones I came up with 🙂

Work Session: Your test is TOMORROW!!!! So today we are going to do a little review game, where I play a song and you match the song to the circle of Hell. A couple things to remember:

  • I do not care about you knowing exactly what circle is what sin.
  • I care that you know what the sins ARE – not you can list them, but you know what the words MEAN.
  • I care that you understand the law of symbolic retribution (the punishment fits the crime).
  • I do not care if you memorize what Dante’s punishments are for each individual sin.
  • I do not care if you memorize the orders of the circles.
  • I DO care if you know the difference in greed and gluttony, in wrath and violence, in lust and betrayal.

In other words, I don’t want you to MEMORIZE the text, but I DO want you to understand it. Capisce?

Excellent 🙂 Let’s listen to some music!

 

 

 

After we finish listening to these 9 songs, I want you to flip your sheet over. On the back is a place for you to come up with your own 9 songs for the inferno. Warning: Fraud is kind of hard to find!

Enjoy! I may use these songs later on, so put some effort into this!!!

Closing Session: Think-Pair-Share with a neighbor and then with the class!

Differentiation: Learning style (visual, auditory); interest (musical genres).

Assessment: Worksheets will be checked for completion and understanding (answers could vary).

Backstabbers!

Standard:

  • 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.

Learning Target: I will argue whether Dante’s law of symbolic retribution applies to the 9th circle of Hell and analyze how Dante develops the theme of symbolic retribution in the final portion of the text.

Opening Session: Let’s look at this video from Lady Gaga, a song you might know called “Judas.” I want to activate some prior knowledge here – do you guys know who Judas was? What did he do, who did he betray? Can you think of any other betrayal that was quite that important to history? Dante thought of one – can you guess who?

Work Session: Welcome to Circle 9: BETRAYAL. I know, you’ve been dying to get here, right? (ba-dum TISS!)

Today 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. And as we end our reading and Dante walks out of the cave and looks up at those beautiful stars, I want you to consider…. that’s it. You’re done. You’ve journeyed through a harrowing week, nay, a harrowing SEMESTER of World Lit, and now, we have but a mere three and a half weeks left before winter vacation.

Of course we do have another unit after this one, and and Dante’s test still to do – but right now, let’s talk about theme!

Now that we’ve finished Dante’s Inferno, discussing all along the way about the theme of symbolic retribution, I want you to consider how Dante has represented that theme throughout the story and specifically in circle 9 of Hell. Today I would like to see some writing from you. Compose a short essay – 3-4 paragraphs – on the theme of symbolic retribution in circle 9 of Hell. Specifically, I’d like you to consider your knowledge of Brutus and Cassius from our earlier reading of Julius Caesar as well as your knowledge of the story of Judas, and then I’d like you to answer the following prompt:

  • Did Brutus and Cassius deserve what they got? Was their sin of backstabbing Caesar as bad as Judas’s sin of backstabbing Jesus? Are they really the WORST people that have ever lived? Are the traitors against their masters really the worst sinners of all? Why did Dante choose to put these two people in the deepest depths of hell? Do you think Dante accurately represents his theme of symbolic retribution (the punishment fits the crime) in the 9th circle of Hell?

You guys will have a sheet to work on this essay with some framework on it, and you’ll have a pretty good chunk of class to write!

Finally, as we end the day, I want to ask for a little feedback for me. I taught this unit differently this semester than I have in the past, and I wonder if you guys liked it. Could you include what activities you liked and didn’t like in your writing today? I have a short survey for you 🙂

Closing Session: Do your LAST poster activity!! WHOOOOOO!!!

Differentiation: Readiness (varied reading lengths); process (essay frameworks).

Assessment: Writing will be graded.

Aww, widdle baby Gwegor…

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.
RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Activator

‘Cause this is…

Learning Target

Scholars will continue their reading of The Metamorphosis, analyzing the text for details about the characters and historical context, and then make a “baby book” about Gregor.

Work Session

So, today we’re continuing with reading The Metamorphosis. We’re going to do this a little differently today – remember that I do, we do, you do thing? Today we’re going to go to the same reading style we were doing during most of Animal Farm. I’ll read a paragraph, and while I read I’ll move around the room and select a student to read the next paragraph. Some of the paragraphs in this story are super long, so I may interrupt you midway so no one gets stuck reading a huge amount. I like this reading strategy because no one gets caught unawares, since I warn you ahead of time if you’re reading next, but everyone has to follow along since you don’t know exactly what you’ll be reading until I pick on you 🙂 We are reading the first half of part II today.

Now, I do want you guys to follow along in your textbook while we do this, but I would also like you to be jotting down some notes while we follow the story. Specifically, I want you to take notes on Gregor, who he is, what is he like, what are his likes and dislikes, and so on. After we finish reading and taking some notes, we’ll move on to another activity!

If you’re reading from home or ISS, here is the link to the story online: http://www.gutenberg.org/files/5200/5200-h/5200-h.htm

The Metamorphosis is a character-driven story, meaning that what keeps you reading is your attachment to the characters, your vested interest in seeing the characters develop, that sort of thing. The opposite of this would be a plot-driven story, where you’re reading more to see what’s going to happen next, and the characters might be more one-dimensional. Because Kafka chose to focus so much on the characters in his story, we’re going to make…dundunDUN! A “Baby Book” for Gregor!

Have you guys heard of this before? It’s a little book that talks about a person’s likes, dislikes, what they look like and how they act, and maybe has a little picture of them. I’m going to teach you how to fold a sheet of paper into a little 8-page mini book, and now it’s your turn to fill them out for Gregor! The “Ghost Writer” is where you put your name, and you should write the book as though you are Gregor. In most cases, the pages can be filled with no more than a sentence or maybe two at the most. Don’t forget to draw a picture of yourself! I have an example I’ll pass around for everyone, too.

Here’s a download of the baby book sheet: Gregor’s Baby Book!

Closing Session

Trade your baby book with a friend to read and write a 1-sentence “blurb” for the cover.

Assessment

Baby books will be graded.

Differentiation

Baby books use different learning styles to complete, students’ oral reading sections will vary in length according to reader skill and text complexity.