Daniel Pronto-Gordon Assignment Sheet Grades 11-12 (hybrid or potentially online) English

THE MYTH OF DAEDALUS AND ICARUS

*Picture provided by fineartamerica.com

Plan: Next week we will be studying the myth of Daedalus and Icarus and how it has been perceived and adapted through other art forms, both past and present. Before we begin you will be have to have to read the myth of Daedalus and Icarus. My preferred translation can be found online at readytogoebooks.com (*public domain texts only). Merely scroll down the homepage to a section called The Works Of, click on Ovid, then select the link that says Ovids Daedalus and Icarus. Students are expected to have completed the text for the beginning of the lesson. Day 1: Today you will all engage in an open free-write on a shared Google Drive document. The focus should be on the your feelings of the thematic focus of this myth (what is it teaching, what is its message etc.). You will then be encouraged to read other students entries and, using the Drive commenting feature, focus on particular ideas that interest the you that someone else said. Did they agree with your reading? Have their readings changed your initial impression? **Assignment for Day 2 - Please go to the following webpage http://poetrypages.lemon8.nl/life/ musee/museebeauxarts.htm; a page containing the poem Musee de Beaux Arts by W.H. Auden and the painting Fall of Icarus by Pieter Brueghel. You will then blog in response to the poem and its relation to the painting referred to in it. How do these seem to compare/differ thematically? What in the painting/poem makes you think this? You are free, and encouraged,

to navigate other students sites, read responses and comment in response to the persons blog. Blogs should be 300-400 words.

Day 2: This class will be opened for discussion of the themes of the painting/poem as compared to that of the myth. Students will then blog on their opinion of the most significant difference between the two and how their view on the original myth has changed. **Assignment for Day 3 - Write a 300-400 word blog reflecting on how your view has changed after your first blog experience and collaboration with other students and blogs. Day 3: Today we will view the Youtube video of Daedalus by Thrice (a modern alternative rock band). After hearing the song we will engage in an open free-write, again using a cooperative Google Drive document, on the main theme of the song written in the point of Icarus father (whom had been mainly left out of the other interpretations of the myth). Suggestions on what to focus on: - Has this interpretation made the themes of the original myth more concrete? - How does this compare in a basic sense to one of the other artifacts we have examined? Afterwards students should comment on one anothers responses to discuss how their views may agree with one another or how they may have changed your opinion.

Blog Reflection
**Due EXACTLY one week after the conclusion of the lesson** *Submit as a Google Drive Document* Students will compose a 2-3 page, double-spaced paper that engages with the similarities and/or differences between the original myth and its interpretations. Students may use any technique of comparing the works. Some suggestions might be: - How do specifics items work synergistically or oppositely? Effect of this on original impression? - Relate the relevance of each item as a set. - Create a hypothesis for the potential significance of the progression of the myth through time (related to popular literature, themes etc. of the time) You should engage directly with your blogging, citing exact quotations etc. If students are engaging specifically with aspects of the painting by Breughel, please use GIMP and photos received from Creative Commons to highlight/circle and label the particular details being referred to. This will help with fluidity of your writing and make it easier to be specific to the painting. (Example will be provided with GIMP Tutorial). MLA format is not required for this assignment, merely be specific to which work you are referring to in-text.

COMMON CORE STANDARDS

CCSS.ELA-Literacy.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.