Temptation in the Garden: Using Archetypes to Create Artisitic Representaitons of Text

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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.

Big Idea

Assessing students abilities with archetypal imagery by having them create archetypal imagery in a visual analysis of the text.

Lesson Author

Jessica Keigan

Thornton, CO

Grade Level

Tenth grade

Subjects

English / Language Arts

Literature

Fictional Literature

Standards

RL.9-10.2

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.9-10.9

Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

L.9-10.5a

Interpret figures of speech (e.g., satire, sarcasm) in context and analyze their role in the text.

Sub Procedures

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!

SSR

10 minutes

Students will read their choice novels for 10 minutes at the start of class.

Explanation of Assignment

5 minutes

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

30 minutes

Artwork in the Classroom

StudentArchetypeDrawing2.png

Archetype Student Artwork.mp4

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.

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