Unit Learning goal:Students will be able to create a multi-part literary project that details the following items:
The Literature Project
Rationale:
The purpose of this project is to assess your ability to read,
summarize, analyze, and connect pieces of literature as well as assess
your writing skills. This is your chance to show me everything you know
and have learned. This is your chance to dazzle, shine, dance, sing,
shout (during your presentation).
Assignment: You will read A Brave New World. This final project will consist of five parts.
1)A
reading log revealing your engagement with the literature. This part
should be very thorough and should contain all the things listed below.
2)A creative connection
3)A book summary/personal response paper
4)An
analysis focusing primarily on the development of one striking element
in the novel: symbolism, characterization, figurative language, theme,
plot and how that element contributes to the development of the novel’s
overall meaning.
5)A connection—a one page paper connecting the book to a short story or novel read last year by either symbolism or theme.
6)A
presentation (this could be creative—and has to be 3 minutes with
visual aids): this is an overview of your project and your understanding
of the novel.
POINT
VALUES: The analysis is worth 100 points each. The log, creative
connection, personal response, presentation, and connections are worth
50 points each. Therefore, the total point value is 350 points. This
is nearly your entire project grade for the semester.
EXPECTATIONS:
THE
READING LOG: The reading log reveals your engagement with
literature. Furthermore, a detailed reading log will significantly aid
you in the development of the rest of the project. After reading each
chapter, you should write in your log:
nA short synopsis of the action and character development
nYour interpretation of the significant events occurring in the chapter
nNoteworthy figurative language and other literary elements
nVocabulary—unfamiliar words
Please
note that the copying of Cliff Notes or Internet Sites is
plagiarism. I want only your thoughts, don’t steal. Cheating will
equal a ZERO.
THE CREATIVE PART: Choose one of the three options below:
Take
a minor character and write a 1-2 page monologue / journal entry about
what they think of the situation / action / motivations in the book so
far.
Make
a newspaper story about one of the major events of the novel. How would
a journalist take on those events and how would that story be different
than John or Bernard's perspective.
Draw
a picture (or some sort of visual representation) drawing from the
reading. Be sure to include a written component explaining why you chose
to create your visual representation.
Book
Review/ Personal Response: Give a detailed summary of the book. What
did you like? What did you not like? Would you recommend this book to a
friend? Why or why not?
THE
LITERARY ANALYSIS: Choose one literary element of the book and develop a
thesis around it. Back up your thesis statements with proof from the
text. This paper should be at least 3 pages.
THE
CONNECTION: 1-2 pages connecting the novel to a short story read in
class. You may focus on theme, characterization (think dynamic), or
figurative language.
THE PRESENTATION: 3 minutes—this should be an overview of your project and what you learned. It should include a visual aid.
Scale/Rubric relating to learning goal:
4 – The student can create A Brave New World project that relates the novel the real world citing both textual evidence and examples from contemporary society.
3 – The student can create A Brave New World project that incorporates all sections of the project.
2 – With some direction/help from the teacher the student is able to create A Brave New World project that incorporates all sections of the project.
1 – Even with help from the teacher the student is unable to create A Brave New World project that incorporates all sections of the project. The student may be able to do some sections, but not all of them.
Objectives (smaller chunks of overall goal) and suggested time periods
Students will be able to
1)Outline the plot
2)Discuss Brave New World as a 3-part structure
3)Discuss
the importance of the following characters (including the
meaning/allusions of their names): Bernard Marx, John the Savage, Linda,
Lenina, D.H.C. (Tomakin), Mustapha Mond, Helmholtz Watson, Henry
Foster, Fanny Crowne, Pope.
4)Give
and explain at least three scenes that fit the following themes: The
Meaning of Freedom, Individual vs. Society, The Meaning of Power
5)Discuss five ways people are controlled in this society
6)Discuss the title and how its meaning changes throughout the course of the novel
7)Discuss whether or not the novel contains any elements of hope
8)Discuss why Shakespeare is referenced so often
9)List
and discuss at least three literary and three historical allusions and
how they relate to the meaning of the novel as a whole
10)Explain how and why everyone is similar
11)List Two Symbols other than FORD and discuss how they relate to the meaning of the novel as a whole.
12)List and explain three ironies
13)Discuss death in this novel and the deaths of the following: Linda, John, and the average person in this society.
14)Explain the “Bokanovsky Process”
15)Analysis with proof from the text whether Mustapha Mond is really powerful or is controlled by society as much as everyone else.
16)Keep a chapter by chapter reading blog.
17)Create a drawing/poster of a major scene in A Brave New World and explain the meaning of that scene.
First drafts of Personal Narratives will be due on Tuesday. Remember we will be going through multiple drafts of your personal narratives, and various types of reviews - personal, teacher-directed, and peer.
A PersonalNarrative is a form of writing in which
the writer relates an event, incident, or experience in his or her own life. It
is usually focused on one idea.The
events of a personal narrative are most often presented in chronological order,
the order in which they actually occurred in time. The personal narrative
incorporates vivid descriptive details as well as the thoughts, feelings,
and reactions of the writer.
Remember the first paragraph, just like an essay, should have
a grabber or an attention getting statement and it can set up your reason for
writing—it could contain a controlling idea and can also state a list of topics
that you will discuss in your essay (these are not bad things to practice and
you should look at the student examples). It should follow a plot with an exposition,
inciting event and a resolution.
Some things
you can discuss:
1)Who
are you and where are you from?What is
your family like?What do your parents
or relatives do?
2)Tell
me something was important in your life (example: describe winning a race, or
attending your sister’s marriage, etc.)
3)Tell
a story about your past (maybe this past summer—such as your job)?
4)Overcoming
some problem or situation (example: I had a girl in the Marshall
Islands write about battling
anorexia).
5)Take
an experience from your life, an experience that taught you something about
life (either about suffering, about healing, about people, about yourself)
–Think about F. Scott Fitzgerald’s statement: “What most people are ashamed of
usually makes a good story.”
I’m looking for passion,
excitement, description, dialogue, and your voice coming out and calling the
reader to pay attention because what you have to say is important!
Please use details, imagery and if
possible figurative language (metaphors, similes, personification, etc.)If you don’t know these terms do not worry,
we will cover them in class during the year.Before you begin writing I’d like you to begin by pre-writing and
thinking about organization.Never just
start writing without jotting down ideas or writing out some sort of map or
outline.
The purpose of this assignment is
for you to start to format letters/ideas for you to use as a senior when you
apply to colleges and for scholarships.It will also give you valuable writing practice for writing is a skill
that needs constant practice and developing.
Requirements:Your narrative needs to be at least 3 pages
long (it can be double-spaced).There is
no maximum length.You will be graded on
a rubric broken into ideas, organization, voice, word choice (usage), sentence
fluidity (structure), and conventions.
Grade:This assignment will be worth 150 points.
Unit
Learning goal:Students will demonstrate knowledge of the structure of
fiction by breaking down the essential building blocks (literary elements) of
short stories by plot, dialogue, imagery, character development, figurative
language (metaphor, symbolism, irony), point of view, connecting these blocks
to the overall meaning (or theme) of the text, and final writing a personal
narrative using some of these devices.
Scale/Rubric
relating to learning goal:
4 – The student can analyze the elements of a short story
come up with a valid theme (or themes) of a text and relate this theme to other
texts and/or movies and real world situations.The student is able to write a personal narrative using these elements
to create a text with a realistic theme that relates to the student’s life.
3 – The student can analyze elements of a short story and
come up with a valid theme for a text.The student is able to write a personal narrative using some of these
elements to create a text with a valid theme that relates to the student’s life.
2 – With some direction/help from the teacher the student
can analyze the elements of a short story and come up with a theme for a
text.With some direction/help from the
teacher the student is able to write a personal narrative using some of these
elements to create a text with a valid theme that relates to the student’s
life.
1 – Even with help from the teacher the student is unable
to analyze elements of a short story and come up with a theme for a text.Even with help from the teacher the student
in unable to write a personal narrative using some of these elements to create
a text with a valid theme that relates to the student’s life.
