Tag Archive for poster project

Burn, baby, burn!

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 will analyze how the TV show Criminal Minds draws on Dante’s Inferno to create a modern interpretation of circle 6 of Hell.

Opening Session: Grab a sheet of paper and jot down the first five words you think of when you think of Hell…. was fire among those words? Good. Because today we meet the hottest part of Dante’s Inferno (which, now that I think of it, is kind of a silly name)… CIRCLE 6!!!!

Work Session: Welcome to the circle for the heretics, y’all. The burning dead. This particular circle of Hell is one that absolutely terrifies me! Dante discusses some contemporary celebrities with a burning sinner before Virgil moves him on, and with that, I want to go on to our main activity of the day:

CRIMINAL MINDS! How many of you guys watch this show? This particular episode season 10, episode 2 – is all about a killer who was inspired by Dante’s Inferno. As we watch the video, pay close attention to how the killer chooses each of his victims. He already knows what “punishments” he’s going to give them (the MOs of his murders), so can you figure out how he chooses each victim?

After we finish watching today, I want to do a bit of writing. Give me 3-4 sentences on each of these prompts:

  1. Visual imagery can be a powerful thing. SEEING something is often more impressive and gives us a more lasting feeling than reading about it. Which images/scenes from this episode stand out most in your mind? Why do you think that is?
  2. What is it about the Inferno that makes this particular part – the burning, flaming part – the most memorable part of Hell?
  3. How did the producers of this episode of Criminal Minds draw on Dante as source material? What did they emphasize or leave out? Did they make any choices that surprised you?

Closing: Do your poster activity as your ticket out the door!!

Assessment: Writings will be graded; TOTD can be formatively assessed

Differentiation: Summaries given as needed, learning style (visual, auditory), sentence frameworks given.

OMNOMNOMNOM GLUTTONY!!

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 learn about circle 3, then I will analyze design choices of an artist’s interpretation of the 9 circles of Hell as characters, understanding what the artist chose to emphasize in their treatment of Dante’s work.

Opening Session: Daily video! You know I can’t let you get away without watching 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

After we watch the video, we will end class with this prompt: 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!

Closing Session: Ticket out the door: Poster project activity (see Monday’s post…or the sheet I gave you… you know, the one you kept in your binder, right? yeah that one…)

Assessment: Prompt responses will be graded; TOTDs will be graded at the end of the unit.

Differentiation: Process (student choice in poster activity); Product (various media of responses to prompt).

Wednesdays of the Flesh

Standard:

  • 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.

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 lovers Paolo and Francesca, who are trapped in that circle of Hell.

Activator: Classics Summarized: Dante’s Inferno! This is a good summary and some background information in case you missed what we talked about yesterday… or forgot 😉

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!

After we finish reading, we’re going to read this article about Paolo and Francesca and annotate it as we go (woah!! Annotations!). These two lovers are swept together in Hell for all eternity. It’s a sad story! Now, a question, for your ticket out the door: You all read Romeo and Juliet in 9th lit. Do you think those two lovers, like Paolo and Francesca, are here in circle 2 of Hell?

Ponder on that one! Tomorrow we discuss circle 3: Gluttony!

Closing Session: Do your TOTD closing activity from the collaborative poster sheet I gave you yesterday (see the post below this one!).

Assessment: Annotations will be formatively checked, TOTDs will be graded at the end of the unit.

Differentiation: Process (splitting the class, highlighters given for annotations as needed, partner work options, student choice on TOTD)

Go to where?!

Standard:

  • 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.
  • 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 can understand the background information and historical context of Dante’s Inferno and the cultural experiences that led Dante to write the story.

Activator: 

Welcome to a new unit everyone!! We are starting a famous story today called Dante’s Inferno. Which, yes, means you get to say “hell” in class. Stop giggling. What are you, 16? …..oh…..right. You are.

Anyway, we are starting off today by taking a few background notes from this lovely presentation: https://www.filepicker.io/api/file/OePphMtkQZeCRr3HZouX and using this lovely guided notes sheet: https://www.filepicker.io/api/file/HSwiZqXCQ4fG0kig7CKg. The idea here is to give you some background info on the story and who Dante was. When we finish that, we’re going read Canto I and then we’re going to start a big collaborative poster project! Here’s the skinny:

Dante’s Inferno Collaborative Poster

Directions: Choose one of the following activities for our collaborative posters. You will choose one activity for each poster, and each poster will have a different activity (that means you eventually have to do all 9!). You may do them in any order, but you may not repeat. Check them off as you go. These will be your tickets out the door for the unit.

  • Draw an illustration for the circle
  • Write a paragraph summarizing the sins and punishments
  • Find 5 vocabulary words and write them with their definitions (Circle 1, 2, or 9)
  • Write two tercets in Dante’s style about the circle
  • Find an allusion (check the footnotes!) and explain it (Circle 1, 2, or 9)
  • Write a paragraph explaining how this circle shows the law of symbolic retribution
  • Come up with a celebrity or historical figure for this circle and explain who they are and why they deserve to be in this circle of Hell.
  • Pick 3 tersets and rewrite them in modern language (Circle 1, 2, or 9)
  • Write 3 multiple choice questions about this circle

You’ll do each of those activities by the end of the unit, but since everyone will be doing them in whatever order they choose, our posters will all end up as sort of a patchwork of information about the story. I’ll give you a quarter-sheet of paper to do each activity, and when we finish, we will put them up in the hallway!!

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

Assessment: TOTDs will be graded, notes used formatively as a check for understanding

Differentiation: Process (guided notes); product (student choice in which activity to complete per day).

Burn, baby, burn!

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 learn about circle 6 and examine a modern interpretation of Dante’s Inferno from Criminal Minds.

Activator: Grab a sheet of paper and jot down the first five words you think of when you think of Hell…. was fire among those words? Good. Because today we meet the hottest part of Dante’s Inferno (which, now that I think of it, is kind of a silly name)… CIRCLE 6!!!!

Welcome to the circle for the heretics, y’all. The burning dead. This particular circle of Hell is one that absolutely terrifies me! Dante discusses some contemporary celebrities with a burning sinner before Virgil moves him on, and with that, I want to go on to our main activity of the day:

CRIMINAL MINDS! How many of you guys watch this show? This particular episode – season 10, episode 2 – is all about a killer who was inspired by Dante’s Inferno. As we watch the video, pay close attention to how the killer chooses each of his victims. He already knows what “punishments” he’s going to give them (the MOs of his murders), so can you figure out how he chooses each victim?

After we finish watching today, I want to do a bit of writing:

Visual imagery can be a powerful thing. SEEING something is often more impressive and gives us a more lasting feeling than reading about it. Which images/scenes from this episode stand out most in your mind? Why do you think that is?

What is it about the Inferno that makes this particular part – the burning, flaming part – the most memorable part of Hell?

Closing: Do your poster activity as your ticket out the door!!

Assessment: Writings will be graded

Differentiation: Summaries given as needed, learning style (visual, auditory)