Conducting Research – Determining the Reliability of Sources

As we being our unit on World Literature, you will be deciding which culture you would like to research and explore in your groups. You will also need to brainstorm six questions about this culture or literature you would like to find the answers to.

Once you have decided which culture’s literature you’re focusing on, and have determine which set of questions you want to research the answers to, you will need to make sure you use only RELIABLE SOURCES!

Remember, reliable sources are those that can be trusted to provide unbiased, factual information. Reliable sources include .org, .gov or .edu websites, books, news organizations, educational journals or publications.

Unreliable sources cannot be trusted for accuracy or for an unbiased perspective. Unreliable sources include Wikipedia, Yahoo Answers, any .net or .com website, blogs, editorials from newspapers, or forums.

Click here to view the worksheet from class on reliable vs unreliable sources.

Remember, if you have a hard time determine if a source is reliable or not, you can always ask us to check it with you!

You will need to gather information from reliable sources to answer the questions you’ve selected from above, and be sure to paste the information in your GoogleDocs. You will need to use this information throughout the week to write an extended essay response, so please save your research!

10th Grade Literature Spring 2018

Translating the Poetry of Sappho

For the past two days we have been examining the lyric poetry of Ancient Greece, and are focusing our attention on one poem in particular by the female poet Sappho. We discussed literary devices you should be looking for in poetry (see the Unit 1 Vocabulary post for the list) and now you are ready to begin analyzing poetry!

In class we looked at an original version of the poem in Greek script, in Roman script and Greek Language, and then two translations of the poem into English. The first translation is from the 1870’s, which means the diction you will find in it is a little ‘old fashioned’. The final translations of the poem is in a modern version, which should be much easier to read!

Click here to read the four versions of the Sappho Love Poem

Remember, you should be identifying the devices listed below for each poem, and explaining the elements in Part 2 on a separate piece of paper. Everything you needs for this analysis should be in your notes over Ancient Greek Poets and vocabulary.

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Over the next few days you will read and analyze these poems in class and on your own, before writing your own translation of Sappho’s poem!

Click here for the assignment sheet over ‘Writing Your Own Sapphic Poem’.

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10th Grade Literature Spring 2018

R.A.C.E. Method,Constructed Response, and Citing Textual Evidence

Today in class we reviewed how to answer constructed response questions – a skill you started building last year in 9th grade. As you work on answering the constructed response questions over Cupid and Psyche’ the next two days, be sure to refer to the notes from class and the helpful rubrics and worksheets you were given.

RACE thumbnail

 

You can also refer to the example we did in class below – this is the answer to question one from your assignment: “Why is Venus so jealous of Psyche? Does it make sense for the goddess of love and beauty to be jealous? Why or why not?”

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Remember, I will be using the same rubric that will be used on your 11th Grade EOC Test next year to grade your constructed responses – Its never too early to start preparing!

Click here to access the constructed response rubric I will be using to grade these assignments with.

Click here to access the constructed response questions over Cupid and Psyche if you lost your sheet from class.

Remember, when citing textual evidence you have three steps to follow.

  • First, be sure to include a signal phrase. This is a phrase, in your own words, that will lead into the quote. For example:  Cupid refused to let Psyche see his face, saying “I would rather you love me as I am that as a god” (Coolidge 223).
  • Next, you need to quote directly from the text, and put quotation marks around the text. For example: Cupid refused to let Psyche see his face, saying “I would rather you love me as I am that as a god” (Coolidge 223).
  • Finally, you need to list the authors last name and the page number in parenthesis after the quote, and then end with a period. For example: Cupid refused to let Psyche see his face, saying “I would rather you love me as I am that as a god” (Coolidge 223). 

Follow these steps and you’ll have citing textual evidence down perfectly!

10th Grade Literature Spring 2018

R.A.C.E. Method,Constructed Response, and Citing Textual Evidence

Today in class we reviewed how to answer constructed response questions – a skill you started building last year in 9th grade. As you work on answering the constructed response questions over Cupid and Psyche’ the next two days, be sure to refer to the notes from class and the helpful rubrics and worksheets you were given.

RACE thumbnail

 

You can also refer to the example we did in class below – this is the answer to question one from your assignment: “Why is Venus so jealous of Psyche? Does it make sense for the goddess of love and beauty to be jealous? Why or why not?”

IMG_20150817_141010481

 

Remember, I will be using the same rubric that will be used on your 11th Grade EOC Test next year to grade your constructed responses – Its never too early to start preparing!

Click here to access the constructed response rubric I will be using to grade these assignments with.

Click here to access the constructed response questions over Cupid and Psyche if you lost your sheet from class.

Remember, when citing textual evidence you have three steps to follow.

  • First, be sure to include a signal phrase. This is a phrase, in your own words, that will lead into the quote. For example:  Cupid refused to let Psyche see his face, saying “I would rather you love me as I am that as a god” (Coolidge 223).
  • Next, you need to quote directly from the text, and put quotation marks around the text. For example: Cupid refused to let Psyche see his face, saying “I would rather you love me as I am that as a god” (Coolidge 223).
  • Finally, you need to list the authors last name and the page number in parenthesis after the quote, and then end with a period. For example: Cupid refused to let Psyche see his face, saying “I would rather you love me as I am that as a god” (Coolidge 223). 

Follow these steps and you’ll have citing textual evidence down perfectly!

10th Grade Literature Spring 2016

A Very Old Man With Enormous Wings – Project

As we wrap up our reading of Marquez’s short story and work towards a deeper understand of the characters and theme of this story, you will be working individually and in groups on a project.

For this project you will be in groups of 4 or 5 in class, and each of you will choose one of the characters from below:

  • The Old Man/Angel
  • The Spider Lady/Circus
  • The Townspeople
  • Peylao/Elisenda

For your characters you will need to create a visual aid, and provide the answers to the following questions in detailed, complete sentences.

  1. Did Márquez want the reader to like this character? What emotions did he want us to feel in response to their actions or their treatment?
  2. What were their relationships and interactions like with the other characters? Describe their relationships or the impact they had on at least one other specific character.
  3. What is one way that this character is representative of magical realism?
  4. What greater significance do you think this character might have? In other words, what do you think Márquez was using them to represent, beyond the story, in the real world?

Then, as a group, you will need to:

  • Reflect on these character studies and the roles each character played. Write down one theme
    statement (either your own, or one from class) that you think these characters are clearly used to convey.
  • Explain what connections can we draw between these characters and this theme? Specifically, how do these
    characters help portray the theme you chose?

You will present your individual character project and your group theme in class Wednesday, October 21st.

Click here for the project assignment sheet.

Remember, this is a chance to be creative with your visual aid! Some students are doing a movie or play poster, some are creating a powerpoint-  others are dressing up as their character, while others are making a shoebox diorama, and still others are making puppets or 3D models. Remember – BE CREATIVE! See images below of some creative ideas you can use…

Puppets of Pelayo and Elisenda:

Puppets of Pelayo and Elisenda:

Puppet of Elisenda:

Puppet of Elisenda:

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A drawing of the Spider Lady at the carnival.

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Construction paper circus tent for the spider lady…this fits over an open show box, and the spider lady is inside.

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Student dressed up as the spider lady – poster board with a web and spider body drawn on it, and a hole cut in the middle for her to fit her head through.

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Box with a web and spider set up in it – a photograph of a girl’s face taped to the spider’s body.

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Drawing of a towns person visiting the angel in the chickencoop.

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Poster for a play, featuring the Angel.

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Collage from magazine clippings of the angel in the chicken cage.

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Drawing of the spider lady.

10th Grade Literature Fall 2015 Fall 2015

Gabriel Garcia Marquez – The Very Old Man With Enormous Wings

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As we study magical realism in Latin American Literature this week, you will be specifically looking at the story by famous Latin American author and Nobel Prize winner, Gabriel Garcia Marquez – “The Very Old Man With Enormous Wings: A Story for Children”.

Click here to read the story.

As you read the story be sure to identify where you see the four elements of magical realism (hybridity, irony, authorial reticence and supernatural as natural) and the six themes of magical realism (time, authority, carnivalesque, terror, revolution, no promise of a better life). See picture below for our notes from class on this. IMG_20151016_165310

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Additionally, you will need to know the plot of the story as well as be able to explain your reasoning as to whether or not this should be considered a ‘children story’, as suggested by the title (see notes below for our notes from class).IMG_20151016_165159IMG_20151016_164606847

You will be completing an extended response on this story next week, so be sure to fill out your ‘Magical Realism Exploration’ chart in detail, as you can use it to help you write the essay!

Click here for the chart if you misplaced yours.

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Just an interesting side note – two famous artist actually used this story as the inspiration for an amazing piece they displayed in London this summer – click here to read the article about this work of art that many people thought was real!

10th Grade Literature Fall 2015

Spotlight on Historical Context – Footbinding

After you read the poetry of Chinese activities Ch’ui Chin last week, many of you in class decided that you wanted to write your extended response over how Chin used imagery in her poems to protest the Chinese practice of footbinding. I thought I would post a little information for those of you that were interested in learning a little more about this ancient and taboo Chinese custom.

596441-001Foot binding (also known as “lotus feet”) was the custom of applying painfully tight binding to the feet of young girls to prevent further growth. The practice possibly originated among upper-class court dancers during the Five Dynasties and Ten Kingdoms period in Imperial China (10th or 11th century), then became popular during the Song dynasty and eventually spread to all social classes. Foot binding became popular as a means of displaying status (women from wealthy families, who did not need their feet to work, could afford to have them bound) and was correspondingly adopted as a symbol of beauty in Chinese culture. Its prevalence and practice however varied in different parts of the country.

The Manchu Kangxi Emperor tried to ban foot binding in 1664 but failed. In the later part of the 19th century, Chinese reformers challenged the practice but it was not until the early 20th century that foot binding began to die out as a result of anti-foot binding campaigns. Foot-binding resulted in lifelong disabilities for most of its subjects, and a few elderly Chinese women still survive today with disabilities related to their bound feet.

Click here to listen to a very interesting podcast that details the history of foot binding, as well as the procedure and when it was outlawed. 

According to some news organization, foot binding has recently made a come-back in China, with modern girls choosing to have their foot broken and bound in the traditional ‘lotus foot’.

Click here to read a 2014 article about modern foot binding resurgence.

Remember, this isn’t information for a test or quiz – I just appreciated how interested so many of you were in learning more about this historical custom, and wanted to point you in the direction of more information! 🙂

10th Grade Literature Fall 2015 Fall 2015