1. A presentation by:
Charlotte Cooze, Ryan Hudson, Alexander Lucy, &
Hayley Wooster

2. Title Author Type Genre
Of Mice & Men John Steinbeck Novel- Fiction Historical Tragedy
Midsummer Nights’ William Play- Fiction Romantic Comedy;
Dream Shakespeare Drama
The Twelfth Night William Play- Fiction Romantic Comedy;
Shakespeare Drama
*The Outsiders S.E. Hinton Novel- Fiction Coming-of-age,
class struggle
The Bloody Chamber Angela Carter Short Stories- Gothic Fairy Tale
Fiction
High Fidelity Nick Hornby Novel-Fiction Pop Culture
Man from the South Roald Dahl Short Story-Fiction Suspense
Anne Frank Anne Frank Diary- Non-fiction Historical
nonfiction
The Hunger Games Suzanne Collins Novel- Fiction Post-apocalyptic

3. The Outsiders- Overview

This novel is based in Oklahoma around two distinct social groups: the ―Greasers‖ and
the ―Socials‖ (called the ―Socs‖). The Greasers are a lower-class group of youths who call
themselves greasers because of their long greasy hair, where as the Socs are a group of
upper-class youths from the West Side of town. The story examines the constant rivalry
between the two groups in their daily endeavors. This novel accurately depicts issues
that young people all over the world may experience, such as love, friendship, bullying
and violence, death of loved ones, child abuse, the effects of alcohol, and the inequalities
that exist within a given society which contribute to all of these factors. As the boys from
the two groups go through these struggles together, they begin to realize that they may
be more similar than they originally thought.
The story is based around Ponyboy Curtis, who belongs to the Greaser gang. Ponyboy is
a sweet, shy, intelligent young man, and people in the novel often talk positively about
his future. His parents died in a car crash so he lives in the house with his two older
brothers, Darry, and Sodapop. Soda is a charming, handsome, high-school dropout
(working to help pay the bills), and Darry is the oldest brother who has assumed
responsibility for his brothers. Darry had a very promising future with demonstrated
skills in athletics and intelligence prior to the death of their parents.

4. Supporting Characters –
The Greasers
Johnny Cade  Pony‘s best friend, he is another timid greaser who comes from an
abusive family with alcoholic parents. He struggles in school but tries very hard. To him,
the greasers are his true family.
Two-Bit Matthews  the joker of the group who‘s black-handled witch blade plays a
major roll in the outcome of the novel.
Steve Randle - Sodapop‘s best friend since grade school. He is a seventeen-year-old
greaser who works with Sodapop at the gas station, and sees Pony as Soda‘s annoying
kid-brother
Dallas Winston  The toughest hood in Ponyboy‘s group of greasers. Dallas, known as
―Dally,‖ is a hardened teen who used to run with gangs in New York. Dally‘s violent
tendencies make him more dangerous than the other greasers, and he takes pride in his
criminal record. Dally feels protective of Johnny
Sandy Sodapop‘s girlfriend. Sandy is pregnant with another man‘s child and moves to
Florida to live with her grandmother. Like the other greaser girls, Sandy appears in the
text only when the boys mention her.
Tim Shepard  The leader of another band of greasers and a friend of Dally. Tim does
not appear in the novel until the night of the rumble, when his gang sides with
Ponyboy‘s. Ponyboy sees Shepard‘s gang as real street hoods and criminals, and realizes
that his own gang is little more than a group of friends fighting to survive.

5. Supporting Characters –
The Socs
Cherry Valance  Bob‘s girlfriend, she is a Soc cheerleader. Ponyboy and Cherry have a great deal in
common, and Ponyboy feels comfortable talking to her. Cherry is both offended and intrigued by her
encounter with Dally Winston at the drive-in. In the days preceding the rumble, Cherry becomes a spy
for the greasers.
Bob Sheldon  Cherry‘s boyfriend. Bob is the dark-haired Soc who beats up Johnny before the novel
begins. After being jumped by the drunken Socs after the drive-in, Johnny stabs Bob to prevent him
from downing Pony.
Randy Adderson  Marcia‘s (Cherry‘s friend) boyfriend and Bob‘s best friend. Randy is a handsome
Soc who eventually sees the futility of fighting. Randy helps Ponyboy realize that Socs are as
susceptible to pain as anyone else. Randy tries to make peace with Ponyboy, and he refuses to fight in
the Soc-greaser rumble.
Mr. Syme - Ponyboy‘s English teacher. Mr. Syme expresses concern over Ponyboy‘s falling grades. He
offers to raise Ponyboy‘s grade if he turns in a well-written autobiographical theme. This assignment
inspires Ponyboy to write about the greasers and the Socs, and his autobiographical theme turns into
the novel The Outsiders.

6. Importance of S. E.
Hinton
 • Susan Eloise Hinton has
always enjoyed reading but
wasn't satisfied with the
literature that was being
written for young adults,
which influenced her to write
novels like The Outsiders.
• This was her first novel,
published in 1967 (before she
turned 18)
• Hinton's publisher suggested
Hinton with her favourite actor, Matt Dillon she use her initials instead of
her feminine given names so
that the very first male book
Interesting fact: Matt Dillon reviewers would not dismiss
has starred in 3 of her 4 novels the novel because its author
was female.

7. Music in the Outsiders
1.Discuss themes of forbidden love , friendship , and social ostracism.
2. Listen to ―Heartbreak Hotel‖ by Elvis Presley with copies of the lyrics.
Discuss: a. how this song may relate to theme of forbidden love (specifically Pony and Cherry).
b. Why would the Greasers relate to Elvis Presley?
c. Could this fit the theme of ostracism?
Listen to ―You‘ve Got to Hide Your Love Away‖ by The Beatles with copies of the lyrics.
Discuss: a. how this song may relate to theme of forbidden love (specifically Pony and Cherry)
b. Why the Socs might relate to The Beatles
4. Listen to ―I‘m So Lonesome, I Could Cry‖ by Hank Williams, Sr with copies of the lyrics.
Discuss: a) how this song might relate to theme of social ostracism (specifically concerning the Greasers)
b) why the rougher Greasers may relate to Hank Williams
5. Listen to ―Two of Us‖ by The Beatles with copies of the lyrics.
Discuss: a) how this song may relate to the theme of friendship (especially that of Pony and Johnny)
6. Have students work in small groups to choose 3 songs from today that relate to these three themes. One song
for each theme. Lyrics and a written explanation of how the song fits is to be submitted for assessment.
7. As an example, listen to ―Crawling‖ by Linkin Park with copies of the lyrics.
Discuss: a. what theme may this song relate to?
b. which group would relate to this song? And why?

8. Assessment of ―Music in
the Outsiders‖
• Have students choose 3 songs that relate to these three themes:
friendship, social ostracism, and forbidden love. One song for
each theme. Have them prepare a copy of the lyrics to each song
and a written explanation of how the song fits the theme.
• Allow the students to decide on their own format for completing
this assignment.
 AS – allowing students to choose the way in which they want to
represent their learning in order to meet the expectations outlined in
the rubric
 OF – use rubrics created with the students (are the students able to
reference current music that supports the themes from the novel?)
 FOR – during class discussion of music from the era in the novel, and
making connections to the characters

9. The Outsiders Character
Sketch
 A character sketch is a written description of a character in a story
 Seven methods through which most authors create their characters:
 Physical description What the character says
 What the character does What the character thinks
 What others say to/about the character What others do to the character
 The setting in which the character is found
**must use quotations or pieces of writing copied (and properly cited) from
the book to support observations**
Tip:
• Provide students with graphic organizers to help document their
character sketch and keep track of quotes as they read the novel.
• A list of general character traits for them to reference may be helpful for
students who are unsure how to describe the character.

10. The Outsiders Character
Sketch
PARAGRAPH 1  name the book title, author, and the character you have chosen
State your feelings about what kind of individual the character is (what are the three outstanding
characteristics of this individual?) *these may be good or bad traits
Do not provide support for these characteristics at this time, but do include some written
descriptions of the world in which the character lives
PARAGRAPH 2write a description of the character (this should include what the character looks
like, and any special information about the character)
PARAGRAPH 3Show how the character demonstrated the first trait
**utilize as many of the 7 methods of characterization as possible
PARAGRAPH 4show how the character demonstrated the second trait
PARAGRAPH 5 show how the character demonstrated the second trait
PARAGRAPH 6Reveal the outcome of the story and your character‘s part in it.
state your personal reaction to the story as a whole and make a recommendation of the book

11. Assessment of Character
Sketch
 AS – students/teacher are able to view their progress in this
assignment by utilizing the graphic organizers provided in
relation to the progress in reading the book
 OF – use rubrics created with the students (are the students able
to effectively describe a character from the novel and support
their statements in an organized essay?)
 FOR – students could participate in peer editing in order to
receive feedback prior to submitting a final draft
 -teachers are able to see progress students are making and
 adjust planning according to student achievement and progress
throughout the writing process of this assignment

12. Let‘s Rumble! Relay
Challenges
 Break the students into two teams (the ―Greasers‖ and the ―Socs‖). For
fun, you can tell the students in advance and encourage the students come
to the class dressed according to their designated gang. The teams will
complete a series of challenges (some of which will include a disadvantage
for one of the groups).
1. Egg race
2. Roller Race
3. ―Nothing Gold Can Stay‖
4. Athletic Scholarship
5. Save the Kids from the Burning Church!
These activities can be altered to include academic information as well,
or can be skewed so that the Soc team is always given the advantage to
really ―drive home‖ the message about social ostracism.

13. Let‘s Rumble! Assessment
 This activity is perfect for assessment AS and FOR learning.
 Other possibilities for assessment OF learning:
• After all of the activities are over, have students respond
individually to the following questions (by writing in a journal
or separate piece of paper that they will turn in):
• What advantages were given to the Socs/the Greasers in each
challenge?
• How did the advantages or disadvantages make you feel?
• What lessons can be learned about the real world through this
activity?
 Have the students reflect and discuss the questions before
writing their responses if some students have not caught on to
the connections.

14. Complementary
Literature
• ―Nothing Gold Can Stay‖ by Robert Frost
• Music by Elvis, the Beatles, and Hank Williams
• ―Gone With the Wind‖ by Margaret Mitchell
• ―The Outsiders‖ Movie
This novel could be done as a unit leading into ―April Raintree.‖
Both novels death with social ostracism and social issues such as
abuse and alcoholism.
Depending on the school and the students, ―April Raintree‖ may be
more suitable for a grade 10 classroom, but due to the issues that
have been deal with in ―The Outsiders‖ students would be able to
make strong connections between the two novels, and realize the
social ostracism present in our own society.

15. Title Author Type Genre
In Search of April Beatrice Mosionier Novel- Based on Women‘s Fiction; Manitoba;
Raintree a True Story Aboriginal Social Commentary
Romeo & Juliet William Shakespeare Play- Fiction Romantic Tragedy; Drama
The Wars Timothy Findley Novel-Fiction Canadian; anti-war lit. WWI;
Violence & social commentary
Animal Farm George Orwell Novel- Fiction Dystopian animal fable; satire;
allegory; thinly veiled exposé of
factual persons or events
To Kill a Harper Lee Novel- Fiction Coming-of-age; social drama;
Mockingbird courtroom drama; Southern
drama
The Lottery Shirley Jackson Short Story- Horror, American Literature
Fiction
*The Adventures of Mark Twain Novel- Fiction Quest/ journey tale; satire of
Huckleberry Finn popular adventure & romance
novels; moral education
Invisible Man Ralph Ellison Short Story- African-American Literature,
Fiction Social Commentary

16. Overview of Huckleberry Finn
The Adventures of Huckleberry Finn, by Mark Twain is commonly referred to as the
‗The American Odyssey‘. On the outside, the novel appears to be a sequel to the story
of Tom Sawyer, but make no mistake—it is something much more remarkable. It is
the story of a poor child named Huck, who along with a runaway slave, traverse the
Mississippi in the hopes of finding a greater civilization—a place to call home.
Along their voyage, the two come across wrecked ships, murderous pirates, heavy
fog, warring families, slave hunters, con-men and a society that does all it can to
separate them. However, while the book is filled with outrageous incidents, oddball
characters, and comical, laugh-out-loud dialogue, it‘s also a very serious book,
addressing very important themes. It is a novel that shows how one‘s individual‘s
moral compass can lead him or her to reject what is wrong in society, and that
personal values can overcome injustice. It is quite certainly the most important piece
of literature that anyone should pick up and read.
"All modern American literature comes from one book by Mark Twain called 'Huckleberry
Finn. It's the best book we've had. All American writing comes from that. There was nothing
before. There has been nothing as good since.‖- Ernest Hemingway (1935)

17. Pre-Reading activity:
―a Banned American Classic.‖
Since the time it first published, there has been non
stop controversy over the racist slang found throughout
the novel—specifically, the frequent use of the ‗n‘ word.
In fact, in 1995 the book was regarded as the ―most
banned book‖ in the United States.
 Students will watch a short Daily Show clip about the Newsouth edition
 In a group students will read and discuss an article regarding the novel‘s
history of controversy.
Journal (Free-write Exercise):To lead students to think about the impact of
language and how it can be used as a weapon of dominance, students will
choose from a list of statements and write a response in their journal.
Students will write about whether they agree or disagree with their chosen
statement, and share their point of view of why they believe as they do. The
list of statement are as follows:
1. Some words are so offensive they should never be used in a story.
2. The saying ―Sticks and Stones may break my bones, but words will never
hurt me‖ is true.
3. Members of a different ethnic group can refer to themselves in language
that is not deemed appropriate for others to use.

18. Assessment of ―a banned American
Classic.‖
 Teacher Observation checklist: The teacher will record each
student‘s contribution to the assigned task, as well as the
methods by which they generate their responses (what kind of
examples are they using, and where are they receiving their
information?). Observe and record each student‘s contribution
to the assigned task, as well as the evidence by which they
generate their responses..
 Journal write: In what will become an ongoing series of
journal entries, students will answer questions pertaining to
the novel. They will be assessed on how sufficiently they
answer the questions and the kind of evidence they use to
back up their answers.
 Both exercises fit in with Assessment as Learning, as the teacher
will conduct observations to investigate how their students are
progressing, and the kinds of opinions they can formulate both
individually as well as with other classmates. Students will use
the journal to organize new material, analyze it, relate it to prior
knowledge, and use it for activities later during the novel study.

19. Extra, Extra!!!
Directions: For this assignment, students will become a news
journalist writing about a particular event that took place in
the novel.
Newspaper Headline: Imagine your a journalist, issued to
write the front page headline for the St. Petersburg herald.
Using specific details taken directly from the novel, write a
news article about a particular incident that took place in
the novel. Be sure that your headline will ‗sell‘ your
newspaper, while also making it as creative as you can (Ex.
Language, picture, formatting, etc..)
Choose from following options of events:
1. Huck‘s staged murder
2. The Boggs-Sherburn incident
3. The Grangerford/Shepherdson shootout

20. Assessment of ―Extra, Extra!‖
 By working on the newspaper project, students can come to
better organize, formulate, and internalize their thoughts on
key events in the novel. In addition, these can be used to
measure each student‘s comprehension of the novel as well
as creative ability by allowing them to elaborate and expand
on the story. This fits into Assessment of Learning, as
students will given the chance to demonstrate what they
have learned, and be evaluated on how well they have met
the outcomes provided in the curriculum.
 As part of the grading rubric, students will be evaluated on
the following criteria:
1. Style: The tone and language choices to which the sound
matches the tone of a journalist.
2. Consistency: The extent to which the student sustains
their tone throughout the article.
3. Insight: How deep the student analyzes key events from
a journalistic point of view, without merely providing a
detailed summary of the story‘s plotline.
4. Creativity: Displays interesting and original ideas,
carries a dramatic headline and is visually pleasing to
look at—lots of colour, pictures, and creative format.

21. Plot a Course!
 While reading The Adventures of
Huckleberry Finn, each person is to create an
illustrated map of the Mississippi,
indicating particular events / location(s)
where the story took place. Your map must
include:
1. A picture to illustrate a crucial moment in
the story
2. A particular quote that resonates with the
moral consciousness of Huck‘s character in
that particular moment.
3. A written response to each quote, which
identifies: A)The context of the statement
B)The speaker‘s intentions in that context.

22. Assessment of ―Plot a Course!‖
By the end of the novel study, students will have compiled
a paper trail of notes leading up to their final story draft,
which they will then hand in. It will be graded on the
following criteria:
 Criteria for the map include:
 Content: It is geographically accurate and illustrates
actual moments in the novel.
 Creativity: Strong evidence of creative thinking in the
picture. The picture represents a critical moment in
their travels.
 Write-Up: Does the student‘s response to each quote
address:
I. An explanation as to the context of the statement.
II. Describe the speaker‘s intentions in the context

23. Complementary
Literature
Incidents in the Life of a Slave Girl(Story
 from
excerpts)-Harriet Jacobs
 The Daily Show(Tv Clip)-Jon Stewart
 The Invisible Man- Ric Weinman
 Fahrenheit 451 (Novel)-Ray Bradbury
 Romeo & Juliet(Play)-William Shakespeare
 Harrison Bergeron(Short Story)- Kurt Vonnegut

24. Title Author Type Genre
* The Great Gatsby F. S. Fitzgerald Novel- Fiction Modernist novel; Jazz Age novel;
novel of manners; Historical
Fiction; Tragedy; Confession
Night Elie Wiesel Autobiography- Historical; Holocaust
Non-Fiction
Lord of the Flies William Golding Novel- Fiction Allegory; adventure story;
castaway fiction; loss-of-
innocence fiction
Catcher & the Rye J. D. Salinger Novel- Fiction coming-of-age novel; historical
fiction
1984 George Orwell Novel- Fiction Dystopian Fiction; historical
Macbeth William Shakespeare Play- Fiction Tragedy; Drama
East/West Salman Rushdie Short Stories- Post-Modern; Contemporary
Fiction Hybrid Identity;
The Raven Edgar Allan Poe Poem- Fiction Gothic
Like Water for Laura Esquivel Novel- Fiction Magic Realism; Spanish
Chocolate Literature

25. The Great Gatsby- Overview
Set in the Roaring 20‘s & prohibition, many individuals made huge
fortunes from the illicit trade of alcohol. The narrator, Nick, tells a
confession tale of his life surrounding his cousin Daisy, her rough
husband Tom, Tom‘s mistress Myrtle, Daisy‘s long lost lover & recent
billionaire Jay Gatsby, & Daisy‘s friend Jordan, who shows interest in
Nick. Set near New York in East & West Egg, the areas show a
demonstrable difference between new & old money along with
connotations of corruptness. Gatsby throws lavish parties to capture
the attention of his now married sweetheart, Daisy, in hopes she will
visit him & fall forever in love again. Gatsby looks longingly across
the bay at the green light on Daisy's dock. Meanwhile, Daisy finds
herself in a loveless marriage with a cheating husband. Everything
Gatsby has done, including becoming incredibly rich, has been for
Daisy & what he thinks she wants. A romantic tragedy unfolds as
Nick reveals the deceit & greed of the characters, which leads to
murders most foul! Crookedness, avarice, & treachery escort the
characters to their demises. Gatsby was a hopeless romantic whose
desperate & unrelenting desire for love steered him to his tragic end.

26. Novel Study Rally- Pre-Reading Activity
What was Zelda's background?
Instructions: Work in teams/groups of 3 or 4. You have
a maximum of 30 minutes to find the answers to the Briefly describe the kind of lifestyle the Fitzgeralds had –
following questions & complete the tasks assigned both in the U.S. & abroad.
below. This activity operates like a car rally minus the What did Zelda suffer from?
actual car. Your goal is to successfully complete the What was Fitzgerald's "vice"?
tasks & make it back to class before any of the other When & how did Fitzgerald die?
teams. You must move quickly, work quickly, think
quickly & use any resource available to you to get this List the titles of the books Fitzgerald wrote.
job done. The team that makes it back to class first with
all the questions answered correctly & tasks fully B. Historical Background
completed will win a prize. Tasks:
Find a picture of a "flapper" (1 picture per group).
You may check out the library, the internet, or ask for Find the lyrics to the song, "Ain't We Got Fun" (1 copy of
assistance from knowledgeable people at school. Each lyrics per group)
team member should have all the questions
completed/answered unless otherwise indicated. Questions:
What does "The Jazz Age" refer to (be sure to give 2-3
specific examples)? Who coined the term?
A. About the Author:
What was Prohibition? Explain its connection to drug
Task: stores and pharmacies?
Find a picture of author F. Scott Fitzgerald & another of Why were the '20s known as the "Roaring Twenties"?
his wife Zelda OR find a picture of the 2 of them
together. (1 picture or set of pictures per group) Who were the "Lost Generation" & why were they called
"lost"?
Questions:
What does the "F" stand for in F. Scott Fitzgerald?
Where was Fitzgerald from?
What did he do in 1917?
What year did he meet Zelda Sayre? How did they
meet?

27. Novel Study Rally Assessment
 Once students have returned with the answers, the teacher will
check to determine each person in the group has all the answers
(checks for accountability)
 Group discussion: the teacher will call on students at random
from each group to share their answers (this can be seen as
assessment for learning because the teacher determines what the
students have learned & if the material needs to be re-taught. This
is also assessment as learning because the students determine
what they know & will need to know for future assignments)
 Teacher will ask groups to elaborate on their answers & provide
context when necessary (including pictures & music clips)
 The teacher may collect assignments to ensure students have
written all the answers & have them correct as this info is
important for future assignments (assessment for learning)
 Follow-up: Teacher will determine if more time needs to be taken
with the class at large or individual students before moving on.

28. Color Journals- Unit Activity
GOAL: Fitzgerald relies on color imagery to reveal details about character, plot &
setting. Students will study the connotations of color as they track color imagery.
Pre-reading: Brainstorm as a -Provide each group with Post-Reading: Students will
class a list of words for the color swatches use color journals & research
color red- it may be helpful -Students will research to write a final paper
to bring in paint swatches cultural connotations of explaining their analysis of a
with color names their color as a group specific character from the
-Ask students the following novel
During Reading: Students
questions: How would will individually track -the essay should explain
readers react to these color how color provides a deeper
names? What associations colors using a color journal understanding of the
will they make? Why would as they read character, use specific
a paint company use these -Once complete, students quotes, & explain how the
names? What type of buyer will freewrite on the color connotations for the color
would this color attract? most often associated with apply to the character using
-Define connotation to each character the character‘s thoughts,
students -In small groups students words, & action as evidence
-Divide students into 7 will use their color journals
groups- each group is to make connections to
assigned a color: red, blue, characters. Should move
green, yellow, white, gray, into whole class discussion.
purple

29. Color Journals Assessments
 Pre-reading: the discussion is
assessment for learning as the
teacher determines if more
explanation is needed before
group work. Teacher circulates
to monitor group work.
 During Reading: Teacher may
collect student journals
providing feedback & advice
before students finish reading
(ideal to ensure their notes will
be helpful for later work)-
assessment for & as learning
 Post-Reading: Essay is
assessed using a rubric &
comment sheet. Assessment of
learning.

30. Making the Movie- Unit Assignment
The novel The Great Gatsby has been read & performed on stage & on film many times. Some productions remain faithful
to the text while others have been interpreted in different ways.
Your role: Imagine that you, alone or with a partner, are the producer of a new film version of The Great Gatsby. Your film
must be set in any time period after 1945; the location is up to you. However, no matter the setting, the film must be faithful
to the major themes & conflicts in the play.
Your task: Create a prospectus for the movie, which will be submitted to both major & smaller independent motion picture
companies. Your prospectus must be professional in appearance, & well organized (10 points). It must include the following
content:
1. Remake: Convincing reasons why your remake of Fitzgerald's well known novel will be a popular success. Discuss the
major themes & conflicts of your production & how they are relevant to a movie audience of today. Make clear whether your
production is aimed at a mass audience, or to a smaller, more specialized audience. (10 points)
2. Basic plot outline, including setting, (time & place) & characters. Remember that while your movie must be appealing to
a segment of today's movie-goers, it need not be set in the present. (5 points)
3. Costuming notes: Visually present the most important costume of each of your major characters. Accompany each
picture with an explanation of the effect you will be creating with this costume, the source of the inspiration, & comments
about the fabrics & colors. (10 points)
4. Music notes: Explain what you want the score to achieve in terms of overall emotional impact. List which particular
scenes will be emphasized musically, what emotion will be aroused by this music & why you want to arouse this particular
emotion. Prepare a CD of musical selections explaining which piece of music accompanies what part of the play. (15 points)
5. An original script of what you consider to be the most significant scene in your movie, accompanied by stage & lighting
directions & a photocopy of the original scene for comparison. Choose a scene which emphasizes the theme(s) & conflict(s)
which you have chosen to highlight in your movie. You will need to include a storyboard for the scene. (20 points)
6. Film. Prepare a demonstration film of the performance of the script which you have written. (see above) Pay close
attention to staging, lighting, costumes, music & of course delivery. Make sure that the visual & sound qualities are good.(20
points)
7. Proposed movie poster: featuring the name of your film, the names of the actors that you envision in the key roles, &
suitable artwork & descriptions of the plot. Your poster should reflect your main theme(s) & conflict(s) & be visually
compelling. You may include a brief explanation if you think it necessary. Alternatively, if you do not make the film of a
scripted scene (see above) you may make a film trailer instead of the poster. (10 points)
Total= 100 Marks

31. Making the Movie Assessment
-Will be provided w/ rubric
at the start of the assignment
-Assessment for learning:
teacher will meet w/
students in class to discuss
progress. Teacher will collect
drafts to provide feedback &
advice-assessment for & as
learning
-Assessment as learning:
students will gain info
regarding their
understanding of the novel,
which will be useful in
future assessments
-Assessment of learning:
grade out of 100 marks.
Teacher will provide
supplemental sheet to rubric
with comments

32. Complementary Material for The
Great Gatsby
Poetry: ―Richard Cory” by Edwin Arlington Robinson;
―Let America Be America Again‖ by Langston Hughes; ―Nothing Gold Can Stay‖
by Robert Frost
Plays: Death of a Salesman by Arthur Miller
Novel: Caitlin Macy's The Fundamentals of Play
Short Story: ―Auction of the Ruby Slippers‖ by Salman Rushdie
Music: 1920s songs by Eddie Cantor ―Oh! Is she Dumb!‖ Miss Fanny ―Becky Is
Back In The Ballet,‖ Billy Murray & Aileen Stanley ―I'm Gonna Dance With The
Guy What Brung Me,‖ Bert Williams ―You'll Never Need A Doctor No More‖
Film: 1974 The Great Gatsby
Dance Clips: The Charleston & Black Bottom Stomp

33. Title Author Type Genre
Frankenstein Mary Shelley Novel- Fiction Gothic; Science- Fiction; Horror;
Romance
A Street Car Named Tennessee Play- Fiction Drama; Southern Gothic; Tragedy
Desire Williams
Hamlet William Play-Fiction Revenge Tragedy; Drama
Shakespeare
Rosencrantz & Tom Stoppard Play- Fiction Black Comedy; Parody; Satire;
Guildenstern are Dead Absurd
A Long Way Gone Ismael Beah Autobiography- Non- Contemporary; War; Africa;
Fiction Memoir
*On the Road Jack Kerouac Novel- Based on a true Beat Generation; Post-WWII;
story Travel
Pride & Prejudice Jane Austen Novel- Fiction Comedy of manners; satire;
Coming-of-age; Romance
Metamorphosis Franz Kafka Short Story- Fiction Horror; Philosophical Novella,
Absurdist Fiction
After the First Death Robert Cormier Novel- Fiction Thriller; Suspense; Young Adult;
Poem Selection Emily Dickenson Poetry Canadian

34. On the Road Overview
This novel is considered the preeminent novel for representing the
unrestrained lifestyle celebrated by a group of poets, artists &
creative-types who called themselves the ‗Beats‘. Kerouac‘s ‗stream
of consciousness‘ writing style & obvious reverence for life are
perhaps more notable than the specific plot points themselves.
The book is an account of two young men, named Sal Paradise &
Dean Moriarty, & their travels across the United States during the
late 1940s. The book is based on Kerouac‘s own life during this time.
Sal is an aspiring author & gets over his depression once he meets
the eccentric Dean, who spends his time in reform schools & is
constantly on the move. Sal narrates his experiences hitchhiking
from New York to Denver to meet Dean, & the partying &
excitement that they find. Sal & Dean move from place to place,
heading west to San Francisco, work odd jobs & meet a variety of
women during their days. Eventually, Sal heads back to New York.
The men reunite several more times for travels across the continent
& the book describes their careless enthusiasm and passion for life.

35. Stream of Consciousness Writing Style:
Developing Your Inner Kerouac
 Kerouac‘s writing style, a mixture of long, run-on sentences &
unique, descriptive language, is part of what makes On The
Road such a pleasure to read. Also, the legend behind this book,
that Kerouac wrote it without breaks on a long sheet of
parchment, adds to its mythical stature.
 Your task is to, on a long sheet of ‗parchment‘, write a quasi-
autobiographical story keeping in mind Kerouac‘s style, & over-
the-top passion for life. You will have minimal preparation time
& should write the story without extended breaks. The point is
not to create a masterpiece, but attempt to summon the spirit of
Kerouac‘s writing style. Make your story about an exciting,
passionate time in your life, & let it show!

36. Assessment of
―Developing Your Inner Kerouac‖
 Have the students read their story aloud in front of the class. They will be assessed on how
similarly their story flows in Kerouac‘s uninterrupted style and their ability to engage the class.
Before the assignment presentation, students will work to co-create a list of the characteristics of
Kerouac‘s style they will attempt to recreate. These ideas can be placed into a rubric and given to
students. Determining what students view as the appropriate style of writing is assessment for
learning because it allows the teacher to determine if the students have enough knowledge on the
style before they begin the assignment. If they do not know enough, the teacher can guide the
creation of the list.
 On presentation day, the teacher will provide each student with a rubric for each presenter. Their
classmates will give them a rating based on the following criteria (can be provided in rubric form
the class creates together to show systematic breakdown of what a 1 or 4 constitutes):
1. Voice projection (1-4)
2. Consistency of style to Kerouac‘s (1-4)
3. Ability to engage the class (1-4)
4. Listening skills when grading (1-4)
The teacher may also provide a comment section for students to note one positive thing they enjoyed
about the performance. Category 4 ensures students respect one another and are accountable for their
comments. The teacher will take an average of the students‘ grades for one another then average that
with the teacher‘s mark. This ensures student input while still ensuring appropriate grading. This is
assessment of learning. The teacher will read the comments and give them back to the students so they
can reflect on their strengths & weaknesses. This promotes constructive criticism for growth in future
similar assessments. Thus, this is assessment as learning.

37. Social Issues in On The
Road: An Inquiry
 Considering that the novel was written in the 1950s, many
of the social equalities that we take for granted today
were not promoted during this era. With a group of 3,
choose one of the following issues, and prepare an
inquiry intended for class discussion.
1. Sexism – How women are portrayed
2. Racism – How minority groups are portrayed
3. Economic disparity – How social class differences
are portrayed
4. Homosexual discrimination – How attitudes
towards homosexuality are portrayed

38. Assessment of ―Social Issues
in On The Road: An Inquiry‖
 Students will be assessed based on their ability to engage the class in a poignant
discussion of these social issues. They will need to demonstrate proof of their
thoughts by pointing to specific instances in the novel where there is evidence of this
issue being a problem. Direct quotes are encouraged.
 Students should also show their understanding of their social issue by ending the
discussion with their reflective thoughts of how society has or has not progressed
with respect to ameliorating this social problem.
 The teacher will assess through a rating of 1-4 for the following criteria:
1. Thorough preparation is shown
2. Keeps the discussion moving smoothly
3. Shows proof from the novel when introducing the topic
4. Gives perceptive closing comments regarding the issue in modern society
Before students begin the assignment they will co-create a rubric with the teacher. As
similar to the previous assessment, a comment section should be provided. The grade is
seen as assessment of learning. A group discussion would be helpful as it allows the
teacher to determine if every group understands every topic. Further, the teacher can
determine after the assignment if the students have grasped the social issues at hand or if
more time needs to be spent as a group discussing. This is considered assessment for
learning. The students might complete an exit slip to demonstrate this understanding as
well, which would again be assessment for learning. Finally, the exit slip allows students
to reflect on their own views as they have changed through the assignment, which can be
assessment as learning.

39. Travel Mapping
 This activity has two parts & is intended to engage
students who enjoy developing their artistic sides.
Students will first map out Kerouac‘s travels on a map of
the United States. There should be clear designation
between each of the separate trips that Kerouac took.
 The second part will include creating a map of a
memorable day in the student‘s life. This may include a
trip to another city, or simply a day‘s activities within
their own city. The student should be creative in how they
portray their day. A one-page summary of their day‘s
activities & why the day was memorable should also be
included.

40. Assessment of ―Travel
Mapping‖
 Students will be assessed based first on the accuracy of their map regarding Kerouac‘s travels. There
should be a clear difference designated between each of his trips, perhaps with the use of separate
colours and a table. This section will be marked out of 8 (4 for each criteria). The teacher would
provide a rubric outlining what constitutes each grade designation. This is seen as assessment of
learning.
 Class time should be given to ensure students understand the task & are completing it with
attention to detail and thoughtful analysis. By meeting with students individually, the teacher can
determine if more time needs to be spent helping or challenging a student or the class at large. This
can be seen as assessment for learning.
 Students will also be assessed based on the map of their memorable day. Students should show
evidence of artistry (vibrant colours, identifiable landmarks, original cartography) in their creation
of the map. Marks will be also given for the clarity in which they identify their day‘s travels around
the area. Their map will be marked out of 8 (4 for each criteria). Their summary will be marked out
of 4, with two marks given for spelling and grammar, as well as two marks for the reasons given as to
why the day was memorable. This part of the activity is deliberately open-ended to give students
the chance to use their creativity in its conception and creation.
 The maps may be posted around the room to create a sense of the journeys students envisioned.
Students should have the opportunity to discuss differences between their maps. A think-pair-
share may be helpful in getting students to critically analyze their choices as well as other students.
For example, 2 students could pair up and write an exit slip comparing the choices they made with
their partners. As this would not be formally assessed, the teacher can use this as assessment for
learning to discuss the way readers envision literature. Certain techniques may be discussed as
methods for students to choose in the future. By comparing with another student, the student can
see what they might improve, which can be seen as assessment as learning.
 Total: /20

41. Complementary
Literature

• ―Howl‖ by Allen Ginsberg (Poem)
• Jazz music from the 1940s and 1950s by Louis
Armstrong, Miles Davis, Charlie Parker and Dizzy
Gillespie
• ―Naked Lunch‖ by William S. Burroughs (Novel)
• ―On The Road‖ Movie, Upcoming in 2012
• ―Visions of Cody‖, by Jack Kerouac (Novel)