Temptation in the Garden: Using Archetypes to Create Artisitic Representaitons of Text
Lesson 5 of 6
Objective: SWBAT demonstrate their ability to identify and analyze figurative language as it applies to the main idea or theme of a text by illustrating and analyzing an archetypal theme/symbol from Paradise Lost.
I am not going to be in class today, so wanted to share that this lesson is actually going to be executed by a sub. Thankfully, she is a very capable, retired teacher, so I know I am leaving my students in good hands. Doubly thankfully, my teaching partner will also be there, so there won't be any classroom management issues for my sub. Fingers-crossed that the plans will work!
Students will read their choice novels for 10 minutes at the start of class.
Students will be working very independently on this assignment, so I am going to ask my sub to spend some dedicated time explaining the Instructions for each of the steps to make sure they know what they will need to accomplish in the time that is given to them.
Basically, this assignment is asking the students to choose a passage that includes and archetype and do an in depth analysis of the passage through writing and art. I wrote up a specific activity or this to assist my sub and students since I am not going to be there to help them. This assignment will hopefully help students to analyze both the symbolic and thematic representation of archetypal imagery in the text (CCSS.ELA-Literacy.RL.9-10.2 and CCSS.ELA-Literacy.L.9-10.5a). Additionally, I am hoping that this exercise will help students to step into Milton's shoes as they consider what is essential to pull from the source material that they are trying to represent, similar to what Milton does with the Bible (CCSS.ELA-Literacy.RL.9-10.9).
I want the students to get through the artwork at school as I have special art supplies for them to use, but will let them take the weekend to finish their writing if they need to.
Creative Creation Time
Students will be given the rest of the hour to work on their artwork and their analysis paragraphs.
I will ask my sub to circulate the room to make sure that students are on task and treating the materials well. I will also leave her my annotated copy of Paradise Lost so that she or my teaching partner can answer questions or help students who are struggling with finding appropriate passages to analyze.