#  Category Archives: Domain 3: Instruction

Domain 3 of the Danielson Framework for Teaching: Instruction

## English 9 Enriched: “The Lady of Shalott”

This is the same exercise we did with Keats’ “La Belle Dame Sans Merci” using “The Lady of Shalott” by Alfred, Lord Tennyson.

These were the painting choices:

**William Maw Egley (1858)**

**Arthur Hughes (1873)**

**Atkinson Grimshaw (1878)**

**John William Waterhouse (1894)**

**John William Waterhouse (1916)**

**John William Waterhouse (1888)**

**William Holman Hunt (1886-1905)**

We repeated the Visible Thinking routine:

And as they were writing, I played this video/song by Loreena McKennitt:

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## English 9 Enriched: “La Belle Dame Sans Merci”

The students read and analyzed John Keats’ poem, “La Belle Dame Sans Merci” and we then did a Visible Thinking exercise using artwork that was inspired by Keats’ poem.

They had their choice from the following paintings:

**Walter Crane (1865)**

**Arthur Hughes (1861-63)**

**Frank Cadogan Cowper (1926)**

**Henry Meynell Rheam (1901)**

**John William Waterhouse (1893)**

**Robert Anning Bell**

**Sir Frank Dicksee (1902)**

Once the class voted on the painting they wished to work with, we did a See/Think/Wonder exercise in which they had to focus on how the painting reflected specific imagery in Keats’ poem. We share their responses using Post-Its and then wrote a three-chunk paragraph analyzing the painting using textual support from the poem.

While the students were writing, we listened to the following musical interpretation of “La Belle Dame Sans Merci” as performed by Jesse Ferguson.

## English 9 Regents: Analyzing Atmosphere in Film

I had my regents kids prepare for a Visible Thinking exercise in their journals with the heading “Creating Atmosphere in Film”. My students then watched the following video, “Lovefield” by Mathieu Ratthe, and as they were doing so, I asked them to write down ten things they noticed in the film that created a specific atmosphere (they had to use “tone” words with the descriptions).

After the film, they shared what they noticed with a partner in the room. They then had to return to their seats and write three things they thought about the film and three things they wondered. We then shared ideas using the routine I’d set up during the year: a different colored Post-It note for See/Think/Wonder.

Their writing task was to explain in a three-chunk paragraph how director Mathieu Ratthe effectively created a misleading atmosphere which led to situational irony at the end of the piece.

## English 9 Regents: Interpretation of Imagery in “The Cask of Amontillado”

**SEE:**

Using adjective/adjective/noun combinations, students list ten very specific details they see in the painting, and then share their list with a partner. Any details that they have in common are marked with a checkmark (so that less obvious details stand out to them for later).

**THINK:**

Students write three things they think about how the imagery of the painting re-creates a certain mood in Edgar Allan Poe’s “The Cask of Amontillado.”

**WONDER:**

Students write three things they wonder about the painting represents some aspect of the short story.

**Students each get one Post-It Note. One color for each: See, Think, or Wonder. Students then share Post-It Notes.**

**WRITING:**

Students will write a three chunk paragraph about how the imagery in the painting helps to re-create a specific mood in the short story “The Cask of Amontillado” by Edgar Allan Poe. Along with mentioning details from both paintings in their paragraphs, they must also cite correlating text from the short story as support for their claim.

## English 9 Regents: Art and “The Most Dangerous Game”

Look at both of the following paintings:

_The Most Dangerous Game_ by Anonymous

_Sirens Cove_ found on deviantART (yet no artist attributed)

**SEE:**

Students list five very specific details they see in each painting, and then share their lists with a partner. Any details that they have in common are marked with a checkmark (so that less obvious details stand out to them for later).

**THINK:**

Students put three things they think about the painting represents some aspect of “The Most Dangerous Game” by Richard Connell.

**WONDER:**

Students put three things they wonder about the painting represents some aspect of the short story.

**Students each get one Post-It Note. One color for each: See, Think, or Wonder. Students then s****hare Post-It Notes.**

**WRITING:**

Students will write a three chunk paragraph about how the paintings are a representation of some aspect of the short story “The Most Dangerous Game” by Richard Connell. Along with mentioning details from both paintings in their paragraphs, they must also cite correlating text from the short story as support for their claim.

The idea was to get the students to make a connection between the Sirens episode in _The Odyssey_ and how General Zaroff lures ships–and subsequently sailors– to his island so that he might kill them.

## English 9 Enriched: Frankenstein and Paradise Lost

Students read a synopsis of each chapter of John Milton’s _Paradise Lost_ and RHA’d it for content relating to Mary Shelley’s _Frankenstein_. The class was then divided into three groups for this assignment.

**Three groups: God, Satan, and Adam**

**SEE:**

Each group has to find five pairs of quotations that correlate between the chosen character from _Paradise Lost_ (God, Satan, or Adam) and either Victor or the Creature from _Frankenstein_.

**THINK:**

Groups each choose the strongest pair of quotations that act as a correlation and state what they think about that correlation.

**WONDER:**

For the same pair of lines, state what they wonder about the correlation.

****Students each get one Post-It Note. One color for each: See, Think, or Wonder. Students then s** hare Post-It Notes.**

**WRITING:**

Students will write a three chunk paragraph correlating God, Satan, or Adam to either Victor or the Creature. They must use their pairs of lines as textual support for their claims.

## English 9 Enriched: Frankenstein and the Sublime in Art

This Visible Thinking activity is done with a twist. Instead of merely sharing something simple that they see, think, or wonder, students must stretch to use adjective/noun combinations for what they see, similes for what they think, and metaphors for what they wonder… all relating to the sublime.

I let the classes select one of the following paintings:

_The Arcadian_ or _Pastoral State_ by Thomas Cole

_The Savage State_ by Thomas Cole

_Il Penseroso_ by Thomas Cole (inspired by “L’Allegro,” a poem by John Milton)

_Peace at Sunset_ by Thomas Cole

_Kindred Spirits_ by Asher Brown Durand (depicting painter Thomas Cole and poet William Cullen Bryant)

**SEE:**

Students list ten very specific details they see in the painting, and then share their list with a partner. Any details that they have in common are marked with a checkmark (so that less obvious details stand out to them for later).

**THINK:**

Students put three things they think about the painting represents _the sublime_.

**WONDER:**

Students put three things they wonder about the painting represents _the sublime_.

**Students each get one Post-It Note. One color for each: See, Think, or Wonder.**

For those with the color for**SEE,** they have to use an _adjective/adjective/noun_ _combination_ to describe something they see that represents the sublime.

For those with the color for **THINK** , they have to create a _simile_ about how they think something in the painting represents the sublime.

For those with the color for **WONDER** , they have to create a _metaphor_ for what they wonder about how the artist created the sublime on canvas.

**Students then share Post-It Notes on the front board.  
**

**WRITING:**

Students will write a three chunk paragraph about how the painting is a representation of _the sublime_ , much like Victor’s escape to nature after the deaths of William and Justine. Be sure to define and explain “sublime” as it relates to both the painting and the novel.