Tag Archive for summary

The Epic of Imagery

January 28, 2015 / / No comments

Standards

ELACC9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target

Students will finish reading the Gilgamesh selection from our text.

Warm-up

Take up any homework from yesterday

Activator

Journal 9: How do you feel about Gilgamesh so far? Any favorite parts? Can you relate to anything he has been through?

Work Session

After a quick review over the past two days we will start reading about the flood. After, we will talk about imagery and the use of it in this story. Before I introduce their project we will go over MLA citation. Students will than:

1. Find an example of imagery in The Epic of Gilgamesh.

2. Write the quote from the book with an MLA citation

3. Which of the five senses does this quote evoke? (Sight, hearing, taste, smell, touch)?

4. Draw an illustration of this piece of imagery.

When finished we will have a gallery walk.

Closing Session

Gallery walk

Assessment Strategy

Gallery walk, imagery illustrations/question/citation, informal observation, reading aloud.

Differentiation

Use of artwork and reading aloud.

It’s a Giant Tuesday!

March 18, 2014 / / No comments

Standard: RL.9-10.6. 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.

Learning Target: Students will review for their test on Friday by summarizing one of the acts of Julius Caesar in three different ways.

Activator: The Ides of March – The Assassination of Caesar

So, now that we’ve finished our essays, I’m going to split everyone into groups of 6ish (might be a little less than six in 1st block) and assign each group an act in the play. Each person in the group will have a role – 2 illustrators, 2 writers, and 2 vocabulary builders.

The illustrators have to illustrate their act, the writers have to do a 2 paragraph summary of their act, and the vocabulary builders have to find 20 vocabulary words and definitions from their act (any word from the play as long as it’s a word you don’t already know, and believe me, there are plenty). 

When y’all are done (I’m going to give youtime to polish them up tomorrow) I will hang them in the hallway and we can do a gallery walk. Best poster (by class vote) will get 5 points extra credit on their test! By the by, that test will be FRIDAY. Yes that’s right kids, TEST ON FRIDAY!!!

I’m grading the assignment thusly:

  • 20 points Vocabulary
  • 20 points summary
  • 20 points illustration
  • 20 points creativity
  • 20 points teamwork/effort

And after today we’re OUTTA HERE!

October 2, 2013 / / No comments

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:





A Man Who Had No Wednesdays

September 25, 2013 / / No comments

Standard: RI.9-10.2. Determine a central idea of a text and 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: Students will review the reading they did yesterday, and read and make predictions over a short story, “A Man Who Had No Eyes.”

Activator: Dante’s Inferno Summary!

We’re starting out today with a little review of yesterday’s reading, with some questions from the book. We don’t do this very often, but we feel like this is a more complicated reading and you guys could benefit from just answering the questions and checking in with our understanding. So, pull up your book to page 671 and answer the six questions there.

After that, we’re going to read a short story called “A Man Who Had No Eyes“. Let’s take a moment before reading and discuss what we think this story might be about…

…and now let’s read it! Well, part of it. I’m going to stop before the end and ask you guys to predict what happens. Afterwards, we’ll finish the story and examine our predictions, and the differences between the two men in the story.

The Price of a Soul

March 7, 2013 / / No comments

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!

Tomorrow we’re going to be working on an art project and finishing Dante’s Inferno from our textbook! :)

If we have time, we’ll end the day with The House of the Scorpion, so if you want to hear more in our novel, you should read and work hard all day!

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