Click on button
to stop music
C. Tucker
Assisted by
C. Lancaster and W. Terral
doth glance from heaven to earth,
from earth to heaven:
And as imagination bodics forth
The Forms of things unknown,
the poet's pen
Turns them to shapes,
and gives to acry nothing
A local habitation and a name.
A Midsummer Night's Dream,V:12-17
This lesson is primarily designed as a writing project for students in grades 9, 10, or 11. The students will examine and evaluate the relationship among three works of art:
* "The Impossible Dream" with words by Mitch Leigh
**or the finale of Beethoven's Symphony No. 9, and
**"The Dance of Life" by Edward Munch
or "The Trail of Tears" by Edward Lindneux.
Standard students will benefit from those activities labeled with one asterisk (*), and advanced students those activities labeled with two asterisks (**). Activities that are not labeled maybe used with all students.
The primary content area is English. A series of reading, writing, viewing, and speaking activities and projects will precede the culminating activity, the creation of a comparison/contrast essay focusing on similar or different themes, characteristics, or ideas from the selections.
Standards: Source, State of Tennessee, Department of Education
You may view the standards by clicking on the following source: http://putwest.boces.org/StSt/Tennessee.html
Bloom's Taxonomy identifies appropriate information requisite to instructional planning. Click on this link for that information: http://www.wested.org/tie/dlrn/blooms.html
Major Categories in the Taxonomy of Educational Objectives (Bloom 1956) are identified here: http://faculty.washington.edu/~krumme/resources/tools.html
Cognitive:
The learners will
Affective:
The learners will
Click on this link for the lesson plan.
http://ericir.syr.edu/Virtual/Lessons/Lang_arts/Writing_comp/WCP0022.html
GOALS WORTH PURSUING GOALS NOT WORTH PURSUING 1. 1. 2. 2. 3. 3. 4. 4.
One or both of these introductory activities should be complete by all students. Student exchange and input will serve as a motivator.
About the Authors and the Art:
Students should read information concerning the artists' backgrounds and historical periods during which the works were produced.
Click on the following link for information concerning both the artist and his poem, "Eldorado":
http://www.pfmb.uni-mb.si/eng/dept/eng/poetry/text/eldorado.htm
* Click on the following link for information concerning "The Impossible Dream" from Don Quixote : http://milton.mse.jhu.edu:8006/
** Click on this on-line source for the artists biography page and information concerning Symphony # 9 (Ode to Life) by Beethoven : http://www.prs.net/index.html? You will also be able to listen to the selection.
** There is a wide array of information and activities concerning "The Dance of Life" by Edward Munch.
Click here to see the painting. http://metalab.unc.edu/wm/paint/auth/munch/munch.dance-life.jpg
Click here for comments on the artist and painting. http://endeavor.med.nyu.edu/lit-med/lit-med-db/webdocs/webart/munch6-art-.html
** Click on this on-line source to view activities, additional works of art,and a time- line for "The Trail of Tears" by Robert Lindnuex: http://rosecity.net/tears/
Activity: The learners should create a chart showing the similarities and differences among the artists' lives and the historical events that occurred during the periods the works of art were produced. See links to sample Venn Diagrams listed at the bottom of this section.
Vocabulary:
Activity: Using the computer, redesign the vocabulary diagram. Include the terms as well as their definitions in the diagram. Students may expand this diagram or create an entirely new one.
Bonus: Create a rubric for the assessment of your diagram. You should include accuracy, creativity, completeness as some of the goals. Remember that you should also include a point system based on a score of 100 for the best work and an appropriate score for unacceptable work.
bedight
pilgrim
Eldorado
foe
chaste
quest
Discussion Questions
"Eldorado"
The lyrics for this work of art, "The Impossible Dream" may be found on this link: "The Impossible Dream" http://www.digitaltimes.com/lyrics/imposs_dream.html
or
** Listen to the musical selection, "Symphony 9", Ode to Joy by Beethoven on this link.
Click on the Classical Musical Archives link for additional information. http://www.prs.net/index.html?
Listen to the recording carefully, and then complete the following activity.
**This site will provide the information need to answer the following questions concerning The Dance of Life" by Edward Munch (1899). Click on the line below.
http://metalab.unc.edu/wm/paint/auth/munch/munch.dance-life.jpg
**See the link listed here for relevant information concerning "The Trail of Tears" by Robert Lindnuex: http://rosecity.net/tears
Students should complete one of the following activities.
*Students should use a computer to complete a Venn Diagram comparing/contrasting the poem and the song. This diagram will serve as evidence of process when they write the essay.
**Students should use a computer to complete a Venn Diagram comparing/contrasting the three selections. This diagram will serve as evidence of process when they write the essay.
These links provides a myriad of examples of Venn Diagrams that will allow students to create their own or to choose one that will be appropriate for this assignment. Review one or all of the following for a survey of Venn Diagrams.
http://sue.csc.uvic.ca/~cos/venn/venn.html
http://www.graphic.org/venbas.html
http://www.sdcoe.k12.ca.us/score/actbank/svenn.htm
Culminating Activity: Thinking and Writing
The students will write a *three (3) paragraph comparison/contrast essay or a **five (5) paragraph essay. The may use either the block or point-by-point method. The Venn Diagrams will serve as a guide for the writing process.
The students should have basic skills in computer technology. However, they may be paired with students who do if they do not. Note that most of the activities are identified as appropriate for standard students or as appropriate for advanced students. For students who may need reinforcement of their grammar skill, the links(blue) will provide excellent on-line tutorial assistance.
Objective tests and quizzes may be used to evaluate students' degrees of cognitive learning.
The following rubric may be used to evaluate the comparison/contrast essay.
Possible Score Score Score of
6 Addresses topic;maintains focus Content is unified and coherent Organization is clear throughout Development is full; Examples are specific and
relevant Writer has a sense of audience Language is mature, appropriate, used well Syntax is varied Errors in grammar, spelling, or mechanics are few, if
any Score of
5 Essay addresses topic; content is unified, may lapse in
logic and/or use of transitions Development is good. Examples are specific and varied. Writer has a sense of audience. Language is better than avg. Syntax is
varied. Errors in
grammar, spelling, mechanics are few. Score of
4 Essay addresses topic. Content is unified. Organization is basic. Development is adequate. Examples are not always detailed. Not much variety in syntax. Shifts in points in point of
view. Errors in grammar, spelling, mechanics will not
dominate or interfere. There is a sense of audience. Generally, this is a safe paper. Score of
3 It addresses the topic. It is unified, but transitions
are not always used. The overall impression is one of
simplicity. Language and syntax combine to render an almost
"childlike" quality. There are errors in grammar, spelling, and mechanics, but
they do not dominate. It rambles without a clear pattern of development. There
is virtually no sense of audience. Score of
2 Topic may be addressed only implicitly. Essay rambles, is
contradictory, or is circular. Development is weak at best. Examples either do not exist
or are general, superficial. Vocabulary is restricted, language cliché ridden,
garbled. There are serious problems with usage, sentence
boundaries, spelling, and mechanics. Score of 1 It is so incomplete as to defy being scored. It exhibits utter lack of direction. It exhibits serious problems with usage, sentence
formation, grammar, spelling, and mechanics. It may verge on incoherence.
Alternative Assessment: These activities may be used to assess learning instead of or in addition to quizzes and tests.
ART - Use crayons or pastels to draw the "pilgrim" shadow and the "valley of the shadow" The drawing should reflect your interpretation of each. You might consider the following questions. Does the shadow have a face? If so, what does it look like? What is its expression? How is the shadow dressed? What is the shadow's posture? Once the drawing is complete, write a one-paragraph essay explaining your work. Do not forget to discuss the terms that we have identified as relevant to visual artists' work. See the graphic organizer and your notes for assistance.
Consider the proceeding information in relation to the "The Impossible Dream." Draw a picture of the person singing. In your paragraph, discuss the terms we have identified as they relate to music.
HISTORY - During the Age of Discovery, many Spanish explorers sought the legendary city of Eldorado in South America. Read more about the quest for Eldorado, and then write a magazine article in which you discuss the fates of the explorers who sought Eldorado. Your essay should be at least one full page in length.
CREATIVE WRITING - Write a short story about a character named L. Dorado, set in the present in your city or town. Use elements from Poe's poem to activate your imagination. For example, how would Mr. or Ms. Dorado be "gaily bedight"? What might happen to a modern character who spent his or her lifetime in search of a modern "Eldorado"?
Imagine that you are a travel agent. You want to help a client decide where to go for the perfect vacation. Start by listing the questions you would ask the client to determine his or her likes and dislikes: type of climate, geographical features, plants, animals, density of population, types of housing, points of interest, etc. Then use your questions to write a dialogue between you as the travel agent and the client. Proofread the assignment carefully for errors.
E-Mail Address: tuckerc3@ten-nash.ten.k12.tn.us
