Link to my 2013-2014 Evidence Binder

Hello!

I appreciate all the visits to my 2012-2013 online Evidence Binder!  If you want to see what’s going on in 2013-2014, go to my latest version of my students’ work at http://bindersfullofevidence1314.wordpress.com/

It’s a work in progress for this school year!  Check it out, and please come back!

 

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English 9 Enriched: “The Lady of Shalott”

This is the same exercise we did with Keats’ “La Belle Dame Sans Merci” using “The Lady of Shalott” by Alfred, Lord Tennyson.

These were the painting choices:

William Maw Egley

William Maw Egley (1858)

Arthur Hughes

Arthur Hughes (1873)

Atkinson Grimshaw

Atkinson Grimshaw (1878)

John W Waterhouse

John William Waterhouse (1894)

John William Waterhouse

John William Waterhouse (1916)

JW Waterhouse

John William Waterhouse (1888)

William Holman Hunt

William Holman Hunt (1886-1905)

We repeated the Visible Thinking routine:

Visible Thinking Shalott

And as they were writing, I played this video/song by Loreena McKennitt:

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Filed under Domain 2: Classroom Environment, Domain 3: Instruction, English 9 Enriched, Visible Thinking

English 9 Enriched: “La Belle Dame Sans Merci”

The students read and analyzed John Keats’ poem, “La Belle Dame Sans Merci” and we then did a Visible Thinking exercise using artwork that was inspired by Keats’ poem.

They had their choice from the following paintings:

Walter Crane

Walter Crane (1865)

Arthur Hughes

Arthur Hughes (1861-63)

Frank Cadogan Cowper

Frank Cadogan Cowper (1926)

Henry Maynell Rheam

Henry Meynell Rheam (1901)

JW Waterhouse

John William Waterhouse (1893)

Robert Anning Bell

Robert Anning Bell

Sir Frank Dicksee

Sir Frank Dicksee (1902)

Once the class voted on the painting they wished to work with, we did a See/Think/Wonder exercise in which they had to focus on how the painting reflected specific imagery in Keats’ poem.  We share their responses using Post-Its and then wrote a three-chunk paragraph analyzing the painting using textual support from the poem.

Visible Thinking Belle Dame

While the students were writing, we listened to the following musical interpretation of “La Belle Dame Sans Merci” as performed by Jesse Ferguson.

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English 9 Regents: Analyzing Atmosphere in Film

I had my regents kids prepare for a Visible Thinking exercise in their journals with the heading “Creating Atmosphere in Film”.  My students then watched the following video, “Lovefield” by Mathieu Ratthe, and as they were doing so, I asked them to write down ten things they noticed in the film that created a specific atmosphere (they had to use “tone” words with the descriptions).

After the film, they shared what they noticed with a partner in the room.  They then had to return to their seats and write three things they thought about the film and three things they wondered.   We then shared ideas using the routine I’d set up during the year: a different colored Post-It note for See/Think/Wonder.

Lovefield STW

Their writing task was to explain in a three-chunk paragraph how director Mathieu Ratthe effectively created a misleading atmosphere which led to situational irony at the end of the piece.

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English 9 Regents: Interpretation of Imagery in “The Cask of Amontillado”

cask of amontillado

SEE:

Using adjective/adjective/noun combinations, students list ten very specific details they see in the painting, and then share their list with a partner.  Any details that they have in common are marked with a checkmark (so that less obvious details stand out to them for later).

THINK:

Students write three things they think about how the imagery of the painting re-creates a certain mood in Edgar Allan Poe’s “The Cask of Amontillado.”

WONDER:

Students write three things they wonder about the painting represents some aspect of the short story.

Students each get one Post-It Note.  One color for each: See, Think, or Wonder.  Students then share Post-It Notes.

Cask of Amontillado

WRITING:

Students will write a three chunk paragraph about how the imagery in the painting helps to re-create a specific mood in the short story “The Cask of Amontillado” by Edgar Allan Poe.   Along with mentioning details from both paintings in their paragraphs, they must also cite correlating text from the short story as support for their claim.

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English 9 Regents: Art and “The Most Dangerous Game”

Look at both of the following paintings:

MostDangerousGameShipwreck

The Most Dangerous Game by Anonymous

sirens_cove

Sirens Cove found on deviantART (yet no artist attributed)

 

SEE:

Students list five very specific details they see in each painting, and then share their lists with a partner.  Any details that they have in common are marked with a checkmark (so that less obvious details stand out to them for later).

THINK:

Students put three things they think about the painting represents some aspect of “The Most Dangerous Game” by Richard Connell.

WONDER:

Students put three things they wonder about the painting represents some aspect of the short story.

Students each get one Post-It Note.  One color for each: See, Think, or Wonder.  Students then share Post-It Notes.

MDG

WRITING:

Students will write a three chunk paragraph about how the paintings are a representation of some aspect of the short story “The Most Dangerous Game” by Richard Connell.   Along with mentioning details from both paintings in their paragraphs, they must also cite correlating text from the short story as support for their claim.

The idea was to get the students to make a connection between the Sirens episode in The Odyssey and how General Zaroff lures ships–and subsequently sailors– to his island so that he might kill them.

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English 9 Enriched: Frankenstein and Paradise Lost

Paradise LostStudents read a synopsis of each chapter of John Milton’s Paradise Lost and RHA’d it for content relating to Mary Shelley’s Frankenstein.  The class was then divided into three groups for this assignment.

Three groups: God, Satan, and Adam

SEE:

Each group has to find five pairs of quotations that correlate between the chosen character from Paradise Lost (God, Satan, or Adam) and either Victor or the Creature from Frankenstein.

THINK:

Groups each choose the strongest pair of quotations that act as a correlation and state what they think about that correlation.

WONDER:

For the same pair of lines, state what they wonder about the correlation.

Students each get one Post-It Note.  One color for each: See, Think, or Wonder.  Students then share Post-It Notes.

Milton

WRITING:

Students will write a three chunk paragraph correlating God, Satan, or Adam to either Victor or the Creature.   They must use their pairs of lines as textual support for their claims.

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Filed under Domain 1: Planning and Preparation, Domain 2: Classroom Environment, Domain 3: Instruction, English 9 Enriched