Homework 3/31

Math- Chapter 5, Algebra, Recall Prior Knowledge, complete 5A Textbook pgs. 205-207, #s 1-18

 

Writing– continuation from class below…

List of Superheroes and Villains – http://www.superherodb.com/characters.php

This is the link to the complete lesson plan. – http://www.readwritethink.org/classroom-resources/lesson-plans/fantastic-characters-analyzing-creating-30637.html?tab=4#session1

1. Hand out the Compare and Contrast Graphic Organizer printout.  Along with the students, fill in the name of the superhero on the line for Item #1 and the name of the super-villain on the line for Item #2.   THIS HAS ALREADY BEEN COMPLETED

DOWNLOAD COMPARE AND CONTRAST CHART: http://www.readwritethink.org/files/resources/lesson_images/lesson275/compcon_chart.pdf

1. Go down the lists on the board of the super-characters’ qualities and ask students discuss the similarities and differences between the two.  Fill in the worksheet with the class accordingly.  You may find that you run out of room rather quickly in the “How are they alike?” category.  This should help illustrate for students that the distinction between “good” and “evil” is not always clear, and that, surprisingly, heroes and villains are often as much or more alike than they are different.  (In fact, generally what distinguishes them involves an irreversible choice at a crucial turning point in their history, rather than something inherent: a significant moment arrives wherein they are forced to make a decision to help, harm, or neglect, and they are forever changed by their actions.)   THIS HAS BEEN DISCUSSED IN CLASS

1. FOR HOMEWORK- write a 1-2 page essay answering the following questions below using our discussions in class and your character chart as support.

Ask students what they think about heroes having so much in common with villains. What does this mean or suggest?  Discuss choices the characters have made to show themselves to be “good” or “evil,” and whether or not such choices are straightforward or involve extraordinary circumstances.  Do the characters appear to understand that their actions have consequences, and if so, how do they deal with this “enlightenment”?  (Again, the purpose here is to get students thinking about characters from varying points of view, as well as the complexities of human behavior and actions, and to investigate beyond direct impressions.)

 

1. FOR NEXT CLASS SESSION, FRIDAY: Explain that in the next session, students will create their own super-characters and choose a problem in society for their characters to tackle, the ways superheroes and super-villains in comic books and movies usually take on large-scale issues. Encourage students to start thinking about issues in society or in their own lives that they think a super-character should be concerned with.

 

Reading– http://www.yesterdaysclassics.com/previews/hyde_greek_preview.pdf

Read ‘The Great Deluge,’ myth, starts on pgs. 9-12

Summarize and try and figure out what the moral of the story is.