Dr. Simpsons Faustus

Standards

RL.9-10.1 - Common Core State Standards

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 - Common Core State Standards

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 - Common Core State Standards

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.

Activator

Bart Sells His Soul: http://kisscartoon.me/Cartoon/The-Simpsons-Season-07/Episode-004?id=413

Learning Target

Scholars will examine three versions of the same story (two from the text and one from The Simpsons) and compare and contrast the three.

Work Session

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 read The Tragical History of Dr. Faustus. When you’ve finished with both, I would like you to write a summary for me.

Fill out graphic organizer for story summary

Fill out graphic organizer for one character.

Closing Session

Students will share their findings with another partnership and turn in their summary paragraphs.

Assessment

Summaries/Comparisons will be graded

Differentiation

Students will read with a partner based on varied reading levels, as well as see a modern visual interpretation of the older story they are reading in the textbook.

Dante's Inferno Project Media Center

Who are you sending to hell?! (Media Center)

Inferno Project

Standards

CCRLS5 - Georgia

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

CCRLS2 - Georgia

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

ELACC9-10SL2 - Georgia

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Learning Target

Students will be introduce to their unit project.

Warm-up

Activator

The seven deadly sins (sloth style hahaha)

Resources:

•        : https://www.youtube.com/watch?v=3czVrcRW8a4

Work Session

Students will use graph paper to design their Dante’s Inferno Project. They will confer with teacher about project. The finished product will be a rough sketch of what you intend to do.

Finish Heart Transplant Essay and print if you haven’t

Resources:

•    Dante’s Project Examples.pptx: https://www.filepicker.io/api/file/EW2sjyLLS0uPk5T04R98

•    Major project guidelines.docx: https://www.filepicker.io/api/file/Tur9e9hSWKtzMm8i57rI

Closing Session

What option are you choosing?

Assessment Strategy  

Informal: Project checks
Blueprint (graph paper) of project

Differentiation

Different sizes of graph paper and project choice

Canto XXXIV

Standards

CCRR1 - Georgia

Read closely to determine what the text says explicitly and make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCRR3 - Georgia

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Learning Target

Students will finish reading Inferno and understand why Dante went on this journey.

They will also make connections through seeing JC characters in this level of hell.

Warm-up

Can anyone guess this number???
XXXIV??

Activator

Gates of hell...just wait for this craziness!!!

Resources:

•    :https://www.youtube.com/watch?v=Mx_HxtwbULQ

Work Session

 Almost though our creepy reading!! Does everyone like it so far? What are our feelings?

Okay, so take out your not sheet because we are going to finish them today! Let's continue reading to see what goes on in this level of hell.

Crazy right?! Who did we read about that we already know??

Is that how you pictured Hell? Why are why not?
 
We will make sure that all the reading is complete today and the worksheet is all filled out.

IF TIME
We will look up the other levels of hell and show the students the punishments and crimes.

Resources:

•    Inferno Big Map.docx: https://www.filepicker.io/api/file/OYtQHybtSVWVEgFN0sgN

•    Inferno Map.docx: https://www.filepicker.io/api/file/OzRj2BbPRDKudD3jHGZq

Closing Session

Write one or two sentences summarizing Dante's version of the ninth circle of Hell in this Canto

Context Clues and Poster

Standards

Element: ELA10RC3.a

Demonstrates an understanding of contextual vocabulary in various subjects.CCRR2 - Georgia

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCRR3 - Georgia

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Learning Target

Students will identify the plot elements of Canto III or Canto V or Dante’s Inferno.

Students will used needed vocabulary.

Warm-up

https://www.youtube.com/watch?v=73p_oKEYqTQ

Activator

Go over vocabulary words.
Highlight vocabulary in text.

Resources:

•    : https://www.youtube.com/watch?v=BIJrrMBMSz4

Work Session

•    Students will finish up Reading III and VI and finish up template.

•    Students will fill out a plot diagram.

Closing Session

Showing the first bit of the Dante Movie.

Resources:

•    : https://www.youtube.com/watch?v=kw8bDRa6Lt4

Assessment Strategy

Poster 

Dante Plot Graph Activity

Tuesday, August 25

Canto III and V

Standards

CCRR1 - Georgia

Read closely to determine what the text says explicitly and make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCRR2 - Georgia

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCRR3 - Georgia

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Learning Target

Students will identify the plot elements of Canto III or Canto V or Dante’s Inferno.

Warm-up

https://www.youtube.com/watch?v=WH5jlkK4aUI

Activator

Plot Graph from Dante's Inferno

Resources:

•    : https://www.youtube.com/watch?v=BIJrrMBMSz4

Work Session

•    Students will finish up Reading III and VI and finish up template.

•    Students will fill out a plot diagram.

Closing Session

Showing the first bit of the Dante Movie. 

Monday, August 24

Finish Typing Essay!

Standards

ELACC9-10SL5 - Georgia

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

ELACC9-10W1 - Georgia

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Learning Target

Students will write their final draft of their argumentative essays!

Warm-up

Everyone please get out their drafts, worksheets, and notes!!

Activator

Dante’s Inferno Project

Work Session

Finish typing essay.  

Research Dante’s Inferno Project

Closing Session

Please turn in your papers! Show what you have done on your Dante’s Inferno Project

Assessment Strategy  

Formal: The argumentative papers

Differentiation

Students all have a difference stance on their arguments. They will have computer time to type this up. 

Canto III and V

Standards

CCRR1 - Georgia

Read closely to determine what the text says explicitly and make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCRR2 - Georgia

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCRR3 - Georgia

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Learning Target

Students will read and start to understand the different levels of Hell in Dante's Inferno.

Warm-up

https://www.youtube.com/watch?v=tn-t1ry3PK8

Activator

Agree Disagree

Work Session

Read
Dante's Inferno graphic organizer
Enrichment Activity

Closing Session

Go over results

Resources:

•    : https://www.youtube.com/watch?v=kw8bDRa6Lt4

Assessment Strategy  

Informal: Notes; Closing Hot Seat

Canto III and V

Standards

CCRR1 - Georgia

Read closely to determine what the text says explicitly and make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCRR2 - Georgia

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCRR3 - Georgia

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Learning Target

Students will read and start to understand the different levels of Hell in Dante's Inferno.

Warm-up

 : https://www.youtube.com/watch?v=BIJrrMBMSz4

Activator

Vocabulary

Resources:

•   

Work Session

Students will work on vocabulary booklet.

Peer read and bill out template.

Closing Session

Showing the first bit of the Dante Movie.

Resources:

•    : https://www.youtube.com/watch?v=kw8bDRa6Lt4

Assessment Strategy  

Informal: Notes; Closing Hot Seat

Canto III and V

Standards

CCRR1 - Georgia

Read closely to determine what the text says explicitly and make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCRR2 - Georgia

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCRR3 - Georgia

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Learning Target

Students will read and start to understand the different levels of Hell in Dante's Inferno.

Warm-up

 Video

Activator

Agree Disagree Activity

Resources:

•    : https://www.youtube.com/watch?v=BIJrrMBMSz4

Work Session

Answer Questions about Dante's Inferno

Decorate Gate

Resources:

•    : Error! Hyperlink reference not valid.

Closing Session

Showing the first bit of the Dante Movie.

Resources:

•    : https://www.youtube.com/watch?v=kw8bDRa6Lt4

Assessment Strategy  

Informal: Notes; Agree Disagree

Differentiation

Notes to fill in
Easier version to read will be handed out.
Showing the movie for my visual learners