Content Standards.
Georgia Standards of Excellence
ELAGSE9-10RL2: Determine a theme and/or central idea of 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.
ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment.
ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
d. Respond thoughtfully to diverse perspectives,summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
ELAGSE9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentationsto
enhance understanding of findings, reasoning, and evidence and to add interest.
ISTE Standards
3. Knowledge Constructor
3d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
6. Creative Communicator
6c. Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
6d. Students publish or present content that customizes the message and medium for their intended audiences.
Digital Information Fluency Skills
2. EVALUATING INFORMATION EFFECTIVELY
2.C Learners evaluate the quality of a search result to determine the reliability of its source
Investigate author/publisher reliability (authority, bias)
Investigate external validation of author/publisher (references)
Principals of Inquiry-Based Learning
1. Authentic Learning and Teaching
4. Appropriate Use of Technology
ELAGSE9-10RL2: Determine a theme and/or central idea of 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.
ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment.
ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
d. Respond thoughtfully to diverse perspectives,summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
ELAGSE9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentationsto
enhance understanding of findings, reasoning, and evidence and to add interest.
ISTE Standards
3. Knowledge Constructor
3d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
6. Creative Communicator
6c. Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
6d. Students publish or present content that customizes the message and medium for their intended audiences.
Digital Information Fluency Skills
2. EVALUATING INFORMATION EFFECTIVELY
2.C Learners evaluate the quality of a search result to determine the reliability of its source
Investigate author/publisher reliability (authority, bias)
Investigate external validation of author/publisher (references)
Principals of Inquiry-Based Learning
1. Authentic Learning and Teaching
4. Appropriate Use of Technology
Essential Question.
If a utopia were to exist, what ideals (e.g., freedom, responsibility, justice, community, etc.) should be honored by its people?
Utopia in Art - Groupwork.
With your group, view the video below. Then discuss Kanye's ideas.
To continue your groupwork, read Wislawa Szymborska's "Utopia". Then use the poetry analysis resources below to guide your discussion as your group analyzes the poem.
Finally, as a group, use your knowledge of utopian societies and your analysis of Kanye'e speech and Szymborska's poem to respond to the Flipgrid prompt.
Consider Szymborska's status as a Nobel Prize winner and West's status as a Grammy winner. Do their awards qualify them as experts in this area? Why or why not?
This Flipgrid video will be added to your Google portfolio. You will be assessed on your performance and ideas with Flipgrid's internal rubric.
Finally, as a group, use your knowledge of utopian societies and your analysis of Kanye'e speech and Szymborska's poem to respond to the Flipgrid prompt.
Consider Szymborska's status as a Nobel Prize winner and West's status as a Grammy winner. Do their awards qualify them as experts in this area? Why or why not?
This Flipgrid video will be added to your Google portfolio. You will be assessed on your performance and ideas with Flipgrid's internal rubric.