Select a GA state standard or national standard for the content area you plan to teach. Keeping in mind one standard does not mean one lesson, describe how many days/lessons of instruction you would need for students to master that standard. What methods or resources might you use to help students engage with the standard? How will you determine when students have mastered the standard?
Sample solution
Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell.
In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.
God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.
Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.
To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.
References
Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.
Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.
Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.
Sample Answer
Sample Answer
Selected Standard
For this exercise, I will select a standard from the Georgia Standards of Excellence (GSE) for Mathematics, specifically focusing on Algebra I.
Selected Standard
GSE Algebra I: A.CED.1 – “Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions.”
Instructional Timeline
Duration: 5-7 Lessons
1. Introduction to Equations (2 Lessons):
– Lesson 1: Introduction to algebraic expressions and the concept of equations.
– Lesson 2: Focus on writing and solving linear equations in one variable.
2. Inequalities (1 Lesson):
– Lesson 3: Introduction to inequalities, including how to write and solve them.
3. Application of Equations and Inequalities (2 Lessons):
– Lesson 4: Word problems that involve creating equations from real-world situations.
– Lesson 5: Word problems involving inequalities; students practice translating verbal descriptions into mathematical expressions.
4. Quadratic Equations (2 Lessons):
– Lesson 6: Introduction to quadratic functions and how to create quadratic equations from word problems.
– Lesson 7: Application of quadratic equations to real-world contexts, reinforcing the understanding of how to model situations mathematically.
Methods and Resources for Engagement
Teaching Methods
1. Interactive Instruction: Use direct instruction combined with interactive elements such as guided practice, where students can work on problems collaboratively.
2. Real-World Applications: Incorporate real-life scenarios that require students to formulate equations or inequalities, making the content more relatable and engaging.
3. Group Work: Encourage cooperative learning through group problem-solving activities. Students can discuss their thought processes and approaches, promoting peer-to-peer learning.
4. Technology Integration: Utilize online resources such as Khan Academy or Desmos for interactive graphing of linear and quadratic functions, allowing students to visualize the concepts.
5. Project-Based Learning: Assign a project where students must collect data (e.g., survey results) and create equations or inequalities based on their findings.
Resources
– Textbooks and supplementary math resources
– Online platforms (Khan Academy, Desmos)
– Manipulatives (algebra tiles for visual learners)
– Worksheets with varied levels of difficulty for differentiated instruction
– Real-world examples from news articles or case studies
Determining Mastery of the Standard
To assess whether students have mastered the standard, the following methods can be utilized:
1. Formative Assessments: Conduct regular quizzes or exit tickets after each lesson to gauge understanding of the concepts taught. This will help identify areas where students may need additional support.
2. Classroom Observations: Monitor student engagement during group discussions and collaborative work to see if they can apply their skills effectively in a group setting.
3. Problem-Solving Tasks: Assign a cumulative task at the end of the unit where students must solve a series of problems that require them to create equations and inequalities based on provided scenarios.
4. Summative Assessment: Administer a test at the end of the unit that includes a variety of question types (multiple choice, short answer, and word problems) that align with the standard. The assessment should cover both linear and quadratic equations/inequalities.
5. Performance Task: Have students present their project findings, demonstrating how they created equations or inequalities based on their collected data. This will allow them to articulate their understanding verbally while applying their knowledge practically.
By using a combination of these methods, I can ensure that students not only understand how to create and solve equations and inequalities but also appreciate their application in real-world scenarios. Mastery will be indicated by their ability to accurately create and solve equations independently and apply these skills in various contexts.
