McDonald – DI Lesson #1
KNOW / UNDERSTAND / DOBasic facts (vocabulary, dates, etc.) students should know after the lesson. / Transferable skills & knowledge students should be able to apply in other areas after instruction
The big picture that is TRANSFERABLE to other disciplines and other areas of learning. / Skills you want students to have after instruction
Be able to:
√The twelve gods and goddesses are related.
√An epic is a long-narrative poem.
√Verbal irony is sarcasm.
√Situational irony is a contrast between what a reader expects and what actually happens.
√Dramatic irony is when a reader knows something that a character does not know.
√An epithet is a characterizing word/phrase in place of the name of a person or thing
√An epic simile is an elaborate comparison of two unlike items
√Extended metaphor is a comparison between two unlike things that continues throughout a series of sentences in a paragraph or lines of a poem.
√Epic hero is a main character that is larger than life and represents the characteristics of his/her society.
√A myth is a traditional story that is accepted as history; serves to explain the worldview of a people.
√An allusion is a brief reference to a familiar person or thing.
√Mythological themes are still prevalent in today’s society
√A simile is a comparison of two unlike things using like or as / √Mythology embraces human conflicts/experiences that are repeated throughout history and literature.
√Mythological themes are prevalent in today’s society.
√Allusions make sense of our current society via references to accepted works of literature.
√The use of similes, extended similes, allusions, irony, and extended metaphorschanges the impact for the reader. / √Identify and interpret allusions in literature.
√Identify and interpret similes and extended similes
√Identify and interpret metaphors and extended metaphors
√Identify and interpret dramatic, verbal, situational irony
√Identify characteristics of a hero.
Essential Questions:
1.How does reading mythology allow the student to connect to real-life experiences today?
2. How can understanding figurative language further the understanding of the world today?
3. How will an in-depth approach to analyzing mythology help prepare the students for life beyond their years of high school?
McDonald – KUD – DI Allusion
KNOW / UNDERSTAND / DOBasic facts students should know after instruction / Transferable skills & knowledge students should be able to apply in other areas after instruction / Skills students should have after instruction
Be able to:
√An allusion is a brief reference to a familiar person or thing. / √Allusions make sense of our current society via references to accepted works of literature. / √Identify and interpret allusions in literature.
McDonald – AS 9 (Formative)
Exit Ticket (Odyssey – Allusions)
1.Define allusion.
2.Explain the difference between a simile and an allusion.
3.Identify and interpret the following allusion.
GROUP 1Lacks basic concept of definitions / GROUP 2
Can restate definitions but cannot identify in sentences / GROUP 3
Mastery or close to mastery
Of knowledge and application
Identify and interpret 6 of the following allusions. (see attached cartoons.) Each cartoon will have the definition of what an allusion is. / Think of two movies or movie series, i.e. Star Wars, The Lord of the Rings or The Terminator. (or any movie you like.) Come up with your own allusion for two of those movies. / Create an allusion via a cartoon/illustration OR write a short story that has two allusions .
Interpret each allusion. / Interpret each allusion.
THEN DO
GROUP 2 ACTIVITY / THEN DO
GROUP 3 ACTIVITY / ALSO
TUTOR GROUP 1 & 2
McDonald- KUD’s Simile/Metaphor
KNOW / UNDERSTAND / DOBasic facts students should know after instruction / Transferable skills & knowledge students should be able to apply in other areas after instruction / Skills students should have after instruction
Be able to:
√A simile is a comparison of two unlike things using like or as / √The use of similes and metaphors changes the impact of the reading/text for the reader. / √Identify and interpret simile and metaphors.
McDonald – AS 9
Exit Slip (Odyssey – Simile/Metaphor)
Explain the difference between a simile and a metaphor. Give one example of each either from The Odyssey or from your own head.
McDonald – AS 9 DI Metaphor/Simile Lesson
GROUP 1Lacks basic concept of definitions / GROUP 2
Can restate definitions but cannot identify in sentences / GROUP 3
Mastery or close to mastery
Of knowledge and application
On the front of a 3 x 5 index card, define simile and metaphor. (one definition on each card) / Label the following examples as either simile or metaphor. Write down what the similes/metaphors are comparing. / Read the end of Book 1 and write two similes and two metaphors that could be added to the end of the book. They must match up to the story line.
On the back of the 3 x 5 index card, illustrate the definition of simile and metaphor using pictures. / Read excerpt from The Odyssey. Locate two similes and one metaphor from the excerpt. / Interpret both simile and metaphors.
Complete the following sentences:
Blind as a ______
Sun shines as bright as a _____
I am the ______/ Interpret similes and metaphor.
THEN DO
GROUP 2 ACTIVITY / THEN DO
GROUP 3 ACTIVITY / ALSO
TUTOR GROUP 1 & 2
McDonald – KUD – Interpretation of Text
KNOW / UNDERSTAND / DOBasic facts students should know after instruction / Transferable skills & knowledge students should be able to apply in other areas after instruction / Skills students should have after instruction
Be able to:
√Details/plot of Book 9.
√(left blank per teacher’s discretion.) / √Translation of a text effects reader’s interpretation.
√ / √Access a level of language through interpreting literary terms and plot.
Formative Assessment – Interpretation of Text
Read the following paragraph from The Odyssey. Translate it to the best of your ability. Provide a main character and main idea.
"Lord Alcinous, most renowned of men,
it is indeed a truly splendid thing
to listen to a singer such as this,
whose voice is like a god's. For I say
there's nothing gives one more delight
than when joy grips entire groups of men
who sit in proper order in a hall
feasting and listening to a singer,
with tables standing there beside them10
laden with bread and meat, as the steward
draws wine out of the mixing bowl, moves round,[10]
and fills the cups. To my mind this seems
the finest thing there is. But your heart
wants to ask about my grievous sorrows,
so I can weep and groan more than before.
What shall I tell you first? Where do I stop?
For the heavenly gods have given me
so much distress. Well, I will make a start
by telling you my name. Once you know that,20
if I escape the painful day of death,
then later I can welcome you as guests,
though I live in a palace far away.
I am Odysseus, son of Laertes,
well known to all for my deceptive skills—
my fame extends all the way to heaven.[20]
I live in Ithaca, a land of sunshine.
From far away one sees a mountain there,
thick with whispering trees, Mount Neriton,
and many islands lying around it30
close together—Dulichium, Same,
forested Zacynthus.Ithaca itself,
low in the sea and furthest from the mainland,
lies to the west—while those other islands
are a separate group, closer to the Dawn
and rising Sun. It's a rugged island,
but nurtures fine young men. And in my view,
nothing one can see is ever sweeter
than a glimpse of one's own native land.
When Calypso, that lovely goddess, tried40
to keep me with her in her hollow caves,
longing for me to be her husband,[30]
or when, in the same way, the cunning witch
Aeaean Circe held me in her home
filled with keen desire I'd marry her,
they never won the heart here in my chest.
That's how true it is there's nothing sweeter
than a man's own country and his parents,
even if he's living in a wealthy home,
but in a foreign land away from those50
who gave him life. But come, I'll tell you
of the miserable journey back which Zeus
arranged for me when I returned from Troy.*
McDonald – DI Interpret Text Lesson
GROUP 1Lacks basic concept of definitions / GROUP 2
Can restate definitions but cannot identify in sentences / GROUP 3
Mastery or close to mastery
Of knowledge and application
Read Book 9 from the Nextel text. / Read Book 9 from the anthology, a little glossing throughout the text to help interpret the text. / Read Book 9 from the translation by Ian Johnston- no glossing.
Using the chart,fill out main characters, 3 main events and conclusion. / Using the chart, fill out main characters, 3 main events and conclusion. / Using the chart, fill out main characters, 3 main events and conclusion.
McDonald – Summative AssessmentThe Odyssey
Your task is to create a newspaper. Much like a regular newspaper that chronicles the day’s happenings in any particular city, your newspaper will chronicle Odysseus’ adventures on his quest to get home to his family.
Your paper should have at least three articles. These articles should recount what Odysseus did in three of his separate adventures. Each article should have the following items:
A title: a title for each article that makes a brief reference to any event.
Current/historical/mythological(allusion).
A paragraph:the paragraph(s) should chronicle in newspaper style what
occurred at each adventure site.
Interview:Two interviews per adventure. One “interview” should be from
Odysseus. The interviews could be an actual quote from
Odysseus/character or a quote you made up for Odysseus/character. If you make up your quote, make sure the quote matches with the character’s personality.
Metaphor:One metaphor for each article.
Simile:Two similes per article
Ad:Your ad should sell any product, but it must have a “greek”
spin. Ex. Selling sun/tanning products. Your slogan could say something like: “Even Apollo can get a tan using ______. Creativity is required. Place the ad anywhere in your paper.
Name:You will need a name for your newspaper i.e. Kansas City Star.
Format:Your project should emulate a newspaper as much as possible.
Mechanics:Spelling, grammar, writing should be exemplary. 6 + 1 Writing
Trait scoring guide will be used.